英语专业毕业论文开题报告格式及

第一篇：英语专业毕业论文开题报告格式及

英语专业毕业论文开题报告格式及范文

外语系2007届英语专业开题报告写作规范

为进一步严格学术规范，加强指导教师对学生论文写作的有效指导以及减少学生在写作过程的盲目性，外语系特要求学生在论文选题和论文写作前期与指导教师保持联系，认真撰写开题报告。外语系特对本届毕业论文开题报告作以下

规定：

I.英语专业学生开题报告写作语言为英文（填写毕业论文登

记表中“开题报告”用中文）。

II.开题报告写作步骤为：

1.Title（论文题目）

2.Thesis Statement（中心论点）

3.Purpose and Significance of Study（研究目的和意义）

4.Situation of Study（研究现状）

5.Difficulty of Study（研究难点）

6.Detailed Outline（详细提纲）

7.References（参考文献）。

III.学生按规定时间完成开题报告后，指导教师组织小组开

题并填写审核意见。

IV.指导教师同意后，学生方可进行论文写作。

V.本期末学生离校前须与指导教师见面，商讨下一步写作

计划等事宜。

VI.下期开学报到后小组长召集全组成员与指导教师见面，汇报论文资料收集或写作中存在的问题。

VII.参考文献要求用APA格式或MLA格式。

VIII.页面设置

纸型：A4（210 X 297毫米）即宽度：21厘米，高度29.7

厘米。

页边距：上1.8厘米、下1.35厘米；左2.2厘米、右1.8厘米。装订线位置：左侧，装订线：0厘米，距边界：页眉1.6，页脚1.6。每页：32行，跨度23.5磅。

第二篇：英语专业毕业论文开题报告

下面是一篇英语论文的开题报告范文，虽然不是特别好，但也反应了开题报告的格式和写法，有一定的借鉴价值。

Function and Application of Descriptive Translation StudiesIntroduction

The intention of this study is to explore possible advantages of Descriptive Translation Studies as in its application in translation practice and translation analysis.Since early 20th century, translation studies gradually broke away from the marginal status within other related disciplines and established itself as an empirical science.From then on, schools of thought have kept coming out and each claims its legitimacy for existence.Among these schools is Descriptive Translation Studies(DTS).DTS approaches translation from an empirical perspective.Translation is viewed to be a social activity having significant

importance in the receiving culture and for the target community.Therefore, translation is dealt with beyond the linguistic realization and language comparison, and is incorporated in social and cultural context.My attention was first directed to DTS by its peculiar characteristic of observation, description and explanation.The subject is whatever happens in translation practice, from the determination of prospective function of translation to the process of translator‘s choice of strategies, brainstorming and the revision, to the final product making appearance in the target community.The method of DTS is basically descriptive.The prescriptive tendency and the problem-solution pattern is abandoned.Translation phenomena are noted down.With accumulated data, some underlying truths about translation will come out which will prove to be instructive not only for theoretical probe but also for applied translation practice.I will apply this descriptive method in the case study of this thesis.A convenient tool has been set up to conduct DTS.―Norm‖ is operative at every stage of description and explanation.Function, process and product and their relationship as well are skeletal structure of what constitute descriptive studies.Translation phenomena are accounted for with the help of norm.The case taken in this thesis is the Chinese classic The Dream of Red Mansions.Two English versions translated respectively by Yang Hsien-yi and David Hawks are compared and observations are made in regard to their translation approaches.In this regard, my observations are limited to several aspects, I hope in-depth observation and explanation will done in light of DTS.Outline

2.1 Development and major concepts of DTS

In this part I will describe Holms‘ basic map of DTS and the relationship between function, process and product.I will also discuss some important concepts such as pseudo-translation, multiple translation, translationese, norm etc.2.2 Methodolgy

I will in this part discuss the methodology of DTS before I apply the same to the case study in this thesis with emphasis to be placed on semiotic approach and the concept norm.2.3 DTS in contrast to other theories

A contrast study will be conducted here with the objective to find the difference of DTS from other theories such as equivalence theory and the Chinese Xin Da Ya criteria.Some advantage will possibly be shown in this study.2.4 Case study

In this part, translation of The Dream of Red Mansions(also translated as The Story of The Stone)will be under investigation in light of DTS.Translation samples to be quoted here will be selected at random.2.5 Conclusion

Based on the above elaboration of DTS and the case study, possible conclusion will be on the advantage of DTS in specific study of translation.Suggestions on further research efforts will be made also.(Note: While the topic will remain the same, the above arrangement of contents is subject to change in the process of writing.)0

000

附录2-引文范例(仅供参考)

―It is therefore pointless to try to make TC more scientific than is sensible in view of its complex subject-matter and available

methods.Translating is a mental, multi-factorial activity which cannot exhaustively be investigated within a linguistic framework ignoring the person of the translator.‖(Wilss, 1982: 217)

‗―噢，这就是恐水病吧?你们贵族圈子怎么流行起这种病来啦?真够呛的!费芬斯小姐，您喝点茶大概没关系吧!‖‘(张南峰，1990：59-60)附录3-参考文献范例(仅供参考)

Wilss, Wolfram.The Science of Translation – Problems and Methods.Gunter Narr Verlag Tubingen,1982.Newmark, Peter.A Textbook of Translation.New York: Prentice Hall, 1988.Delabastita, Dirk.Translating Puns: A false Opposition in Translation Studies.Target, 1991(3:2):137-152.张南峰(译).王尔德戏剧选.福州：海峡文艺出版社，1990.戴炜栋.构建具有中国特色的英语教学―一条龙‖体系，外语教学与研究，2001(5).附录4-封面范例(仅供参考)(中文)

对外经济贸易大学硕士学位论文

论品牌名称翻译的特殊性

专 业：

研究方向：

作 者：

导 师：

写作时间： —

对外经济贸易大学

英语学院

(英文)

School of International Studies

University of International Business and Economics

Pragmatic Strategies

in Advertising: Implicatures

Wang Ying

A thesis submitted to School of International Studies of

University of International Business and EconomicsIn partial fulfillment of the requirement

For the degree of Master of Arts

April 2002

Beijing, China

第三篇：英语专业毕业论文开题报告

河 南 师 范 大 学

外国语学院

School of Foreign Languages of Henan normal university

(B.A.Thesis Proposal)

论文题目：

专业：英语翻译

指导教师：姚雪梅

学生：李菁菁

班级：2009级3班

学号：0913224016

日期：2013-3-1

11.Title

Mother tongue transfer on the English writing of Chinese EFL students

2.Thesis Statement

The current social backgrounds which make English writing become an important part in the English learning process are urgent.Teachers in schools always encounter many problems in their teaching of English writing.This study discusses the major causes, and gives some creative solutions to them.3.Purposes and Significance of Study

The objectives of the research are to try to investigate the main types of errors made by Chinese EFL students in their English writing, explore the sources of the identified errors and finally find out the specific proportion of errors caused by mother tongue transfer.It is hoped to help English teachers in China get a further understanding of the errors made by Chinese students and the psychological cause of making errors, hence stimulate them to treat errors properly and improve their English teaching.4.Situation of Study

Guo Chunjie and Liu Fang(1997)have found that the first language(L1)serve as intermediary language in logic(meaning)reasoning processing, in the formal monitoring in target language output, and in mutual retrieval of the world conception and the target language.Wen Qiufang and Guo Chunjie have made further research(1998)and found that the students with higher scores on composition use L1 far less than the students with lower scores, Liu Donghong(2002)has found 21 main types of errors in the picture compositions of Chinese college students, such as errors in subject-predicate agreement, errors in tense applying Chinese phrases mechanically, confusion of parts of speech, improper words, spelling errors and so on and has pointed out that of them 16 kinds are the result of mother tongue transfer except for the 5 types such as confusion of parts of speech, improper words, spelling errors and so on.5.Outline

1.Introduction

2.Literature review

2.1 Behaviorist view and contrastive analysis

2.2 Interlanguage and error analysis

2.2.1 Interlanguage

2.2.2 Error analysis

2.2.3 Procedure for error analysis

2.3 Empirical students on transfer

3.Methodology

3.1 Research questions

3.2 Subject

3.3 Instruments

3.3.1 Composition writing

3.3.2 Questionnaire

3.3.3 Interview

3.4 Data collection

4.Results and discussion

4.1 Error types

4.2 Sources of errors

4.2.1 Mistakes

4.2.2 Competence errors

4.2.2.1 Transfer errors

4.2.2.1.1 Transfer of structure

4.2.2.1.2 Interlingual/intralingual errors

4.2.2.2 Intralingual errors

4.2.2.2.1 Overgeneralization errors

4.2.2.2.2 Ignorance of rule restrictions

4.2.2.2.3 Incomplete application of rules

4.2.2.2.4 False concept hypothesized

5.Conclusion

References

龙跃.英文写作中的母语文化负迁移现象[J].湘潭师范学院学报(社会科学版).2003(05)

葛丽莲.“母语迁移”对中国学生英语表达的影响——大学英语写作典型实例分析[J].首都师范大学学报(社会科学版).2003(04)

刘东虹.大一学生写作中的母语策略与母语迁移[J].外语教学.2002(04)

郭巍,韩晓惠.普遍语法框架下“母语迁移”作用的争论[J].外语学刊.2002(02)

吴丁娥.中国学生英语写作中的母语负迁移及对策[J].湖南师范大学社会科学学报.2001(01))

文秋芳,郭纯洁.母语思维与外语写作能力的关系:对高中生英语看图作文过程的研究[J].现代外语.1998(04)唐仁芳.大学生英语写作中的母语负迁移研究[D].南京师范大学 2008

张瑶.四、六级英语写作中的选词失误分析[D].大连海事大学 2006

李春青.A Corpus-based Analysis of Collocation Errors in Writing by Chinese English Learners[D].电子科技大学 2004

刘丽军.错误与错误分析：中国英语学习者常见错误探究[D].内蒙古大学 2004

周正履.中国大学生英语写作中的错误分析[D].西安电子科技大学 2004

赵德轩.错误分析与高中英语教学[D].华东师范大学 2006

陈莹.非英语专业大学生英语写作僵化现象研究[D].辽宁师范大学 2009

顾玉洁.初中生英语写作错误分析和对策研究[D].内蒙古师范大学 2010

王海岩.以英语写作为基础的中介语错误分析与研究[D].大连海事大学 2004

周冠琼.中国大学生英语写作中的母语负迁移[D].西安电子科技大学 2005

刘昕.中国大学生英文写作中语篇迁移现象的对比分析[D].辽宁师范大学 2005

张英.大学英语写作中的母语迁移研究[D].太原理工大学 2006

赵海艳.母语的正迁移作用[D].山东大学 2006

谭莉.语言迁移对中国英语学习者写作的影响[D].东北财经大学 2005

马茹娟.母语迁移与高中英语写作教学[D].福建师范大学 2006

熊金芳.中学生英语写作中的母语负迁移现象研究[D].华中师范大学 2007

赵路.中国学生英语习作中母语迁移现象探析[D].大连海事大学 2003

王红,周秀霞.中国学生英语写作中句法方面的母语干扰[J].成都教育学院学报.2004(06)

方忠南.汉英翻译中两类最常见错误及其产生原因[J].湖南人文科技学院学报.2005(01)

李志雪,李绍山.对国内英语写作研究现状的思考——对八种外语类核心期刊十年(1993-2002)的统计分析[J].外语界.2003(06)

徐景亮.思维模式对句法结构的影响(英文)[J].常州技术师范学院学报.2002(01)

蔡金亭.汉语主题突出特征对中国学生英语作文的影响[J].外语教学与研究.1998(04)

张德聪.英语学习中母语转移引发的错误分析与对策[J].汉中师院学报(哲学社会科学版).1994(04)

安旭红.非英语专业学生中国式英语探究[J].贵州师范大学学报(社会科学版).2004(05)

张瑶.四、六级英语写作中的选词失误分析[D].大连海事大学 2006

赵爱香.关于高中学生英语写作中词汇、句法及语篇层面的错误分析[D].曲阜师范大学 2011

王玲.母语负迁移对中国大学生英语写作的影响[D].重庆大学 2007

曾保红.初中英语写作中的错误分析[D].华东师范大学 2010

陶啸云.母语迁移对中国学生英语写作的影响[D].安徽大学 2006

施巍巍.中国学生英语写作中衔接手段使用的错误分析[D].大连海事大学 2004

李静娴.非英语专业研究生英语写作中母语思维模式负迁移的研究[D].河北师范大学 2006

商琳琳.母语负迁移对中国大学生英语写作的影响[D].兰州大学 2006

郭晶.中国非英语专业学生英语写作中的母语负迁移[D].吉林大学 2007

刘廷和.中国大学生英语写作中的母语负迁移及对策[D].外交学院 2007

王玲.母语负迁移对中国大学生英语写作的影响[D].重庆大学 2007

段娜.汉语负迁移对大学生英语写作的影响[D].曲阜师范大学 2008

第四篇：商务英语专业毕业论文开题报告

Research proposal How to Improve the Reading Ability of College Students

By Yu Bin Yao I.Introduction Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students don’t know.These classes operate on the assumption that there is a great deal of information that students lack and that the teacher and textbooks will impact that information to the students.Teachers who hold this assumption view students as plants waiting passively to be fed and watered.But I think the students should be regarded as explorers, active learners who bring a great deal to the learning process and at the same time, draw from their environment as they develop new understandings.The basic principle will be used in the teaching of reading.And the teachers should cultivate the students’ consciousness of learning how to improve these essential English learning skill./ The purpose of college English teaching is to improve the student’s skill of learning English by themselves, take reading for example, with the base of necessary phonetics, large vocabulary and good grammar.Some people think that reading is a very simple matter.You move your eyes along the line, and the author's message appears somehow in your mind.When a person is highly skilled as a reader, it does seem that something like that takes place.However, the actual reading process is quite complicated.Try to think back when you were first learning to read, or observe a young child learning to read.It is a very difficult, complex, sometimes, painful process.Reduced to its simplest elements, we might say that comprehension is a part of the communication process of getting the thoughts that were in the author's mind into the reader's, but how does one reader can get the idea clearly? It depends on the reading ability of the reader's.How can the readers make improvements in reading? Especially for the college students.There are many skills to improve one's ability of reading comprehension.II.Outline Thesis statement: English reading ability, as an important capacity in our life and study, yet is not grasped well by most of our students, because we are lack of the components that include vocabulary , grammar, good reading habits, reading skills and so on.As long as we are ready for those , enhancing reading ability is not a problem.I.The significance of reading ability for college students.A.The definition of reading B.The importance of reading II.The Problems that students have A.lack of vocabularies B.weak at grammar C.no interests D.wrong reading habits and skills III.Components and Solutions of English reading comprehensive ability A.Enlarge vocabularies B.Improve grammar ability C.Change the reading habits D.Skimming and Scanning E.Read at a super speed F.Extensive and Intensive reading IV.Conclusion: Through the analysis above we should read between the lines so that we get closer to the author and have a better understanding to articles.Reference [1] David Nunan, Language Teaching Methodology P.70 Lexican relationship

[2] David Nunan, A Discourse Perspective Language Teaching Methodology.P.67 Reading: A Discourse Perspective.[3] Wilga M.Rivers & Mary S.Temperley, A practical guide to the teaching of English as a second or foreign Language, New York: Oxford University Press, 1978 [4] David Freeman&Yvome S.Freeman, A Road to Success for Language, New York: Oxford University Press

第五篇：英语专业毕业论文开题报告格式及

英语专业毕业论文开题报告格式及范文

英语专业毕业论文开题报告格式及范文

关键词： 英语专业

毕业论文

开题报告格

范文

为进一步严格学术规范，加强指导教师对学生论文写作的有效指导以及减少学生在写作过程的盲目性，外语系特要求学生在论文选题和论文写作前期与指导教师保持联系，认真撰写开题报告。外语系特对本届毕业论文开题报告作以下规定：

I.英语专业学生开题报告写作语言为英文（填写毕业论文登记表中“开题报告”用中文）。

II.开题报告写作步骤为：

1.Title（论文题目）

2.Thesis Statement（中心论点）

3.Purpose and Significance of Study（研究目的和意义）

4.Situation of Study（研究现状）

5.Difficulty of Study（研究难点）

6.Detailed Outline（详细提纲）

7.References（参考文献）。

III.学生按规定时间完成开题报告后，指导教师组织小组开题并填写审核意见。

IV.指导教师同意后，学生方可进行论文写作。

V.本期末学生离校前须与指导教师见面，商讨下一步写作计划等事宜。

VI.下期开学报到后小组长召集全组成员与指导教师见面，汇报论文资料收集或写作中存在的问题。

VII.参考文献要求用APA格式或MLA格式。

VIII.页面设置

纸型：A4（210 X 297毫米）即宽度：21厘米，高度29.7厘米。

页边距：上1.8厘米、下1.35厘米；左2.2厘米、右1.8厘米。装订线位置：左侧，装订线：0厘米，距边界：页眉1.6，页脚1.6。每页：32行，跨度23.5磅。

外 语 系

2007-1-1

潼 城

大学

外

语

系

Tongcheng University

(B.A.Thesis Proposal)

论文题目：

(英文题目在上、汉语题目在下)

专

业：

指导教师：

学

生：

班

级：

学

号：

日

期：

1.Title

2.Thesis Statement

3.Purpose and Significance of Study

4.Situation of Study

5.Difficulty of Study

6.Outline

7.References 开题过程：

论文小组长（签名）： 日

期：

指导教师意见： 指导教师签名：

日

期：