英语专业毕业论文提纲范文(3篇)

英语专业毕业论文提纲范文（

3

篇）

英语专业毕业论文 提纲范文（

3

篇）

< br>论文提纲就是整篇文章的总体思路、逻辑图表和结构框架，

以下为大家带来英语专 业毕业论文提纲，让我们一起来看看详细

内容吧

~

英语专业毕业论文提纲范文一

Acknowledgements 4-6

Contents 6-10

List of Figures 10-12

List of Tables 12-20

Abstract 20-22

摘要

23-25

Chapter 1 Introduction 25-32

1.1 Purpose of the study and research questions 28-29

1.2 Significance of the study 29-30

1.3 Organization of the study 30-31

1.4 A note on terminology 31-32

Chapter 2 Literature review 32-51

2.1 T/TP and coherence in English writing 32-35

2.1.1 Defining coherence 32-33

2.1.2 T/TP as means to realize coherence 33-35

2.2 T/TP in EFL/ESL writing 35-42

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2.2.1 T/TP and coherence in EFL/ESL writing 35-37

2.2.2 T/TP in EFL/ESL writing as pared to NS writing

37-42

2.3 T/TP in English research articles by EFL/ESL

scholars 42-44

2.4 The factors that influence T/TP in EFL/ESL

writing 44-47

2.5 Training in T/TP 47-49

2.6 Summary 49-51

Chapter 3 Theoretical background 51-70

3.1 Systemic Functional Grammar 51-55

3.1.1 Five dimensions of language as a semiotic

system 51-53

3.1.2 Three metafunctions of language as a functional

system 53-54

3.1.3 Three lines of meaning from metafunctions 54-55

3.2 Theme and thematic progression 55-70

3.2.1 Theme 56-62

3.2.2 Thematic progression 62-70

Chapter 4 Research Design 70-88

4.1 The participants and the educational context 70-

73

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4.1.1 Background of the participants and the

participating school 70

4.1.2 The allocation of participants to the training

70-71

4.1.3 The sle sizes 71-72

4.1.4 The pilot study 72-73

4.2 The interventional procedures 73-74

4.3 The questionnaire 74-75

4.4 The training 75-80

4.4.1 Considerations behind the training 75-76

4.4.2 The training material 76-79

4.4.3 The role of the researcher as the trainer 79-80

4.5 Data analysis 80-86

4.5.1 Analysis of the writing 80-86

4.5.2 Analysis of the questionnaire 86

4.6 Ethical considerations 86-88

4.6.1 Informed consent 86-87

4.6.2 Anonymity 87

4.6.3 Harm 87-88

Chapter 5 Results and analysis of pre-training

writing 88-115

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5.1 parison of Themes in EEL pre-training writing and

CEL pre- writing 88-102

5.1.1 Topical,textual and interpersonal Themes 88-91

5.1.2 Topical Themes:marked and unmarked Themes 91-95

5.1.3 Textual Themes:continuatives,conjunctions and

conjunctive adjuncts 95-100

5.1.4 Interpersonal Themes 100-102

5.2 parison of thematic progression in EEL pre-

training writing and CEL pre- writing 102-110

5.2.1 Linear,constant,summative and split

progressions 102-107

5.2.2 Back,contextual and new Themes 107-110

5.3 Summary 110-115

Chapter 6 Results and analysis of post-training

writing 115-137

6.1 parison of Themes in EEL post-training writing

and CEL post-writing 115-129

6.1.1 Topical,textual and interpersonal Themes 115-

117

6.1.2 Topical Themes:marked and unmarked Themes 117-

121

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6.1.3 Textual Themes:continuatives,conjunctions and

conjunctive adjuncts 121-126

6.1.4 Interpersonal Themes 126-129

6.2 parison of thematic progression in EEL post-

training writing and CEL post- writing 129-132

6.2.1 Linear,constant,summative and split

progressions 129-131

6.2.2 Back,contextual and new Themes 131-132

6.3 Summary 132-137

Chapter 7 Results and analysis of pre- and post-

training writing 137-155

7.1 parison of Themes in pre- and post- training

writing 137-147

7.1.1 Topical,textual and interpersonal Themes 137-

139

7.1.2 Topical Themes:marked and unmarked Themes 139-

142

7.1.3 Textual Themes:continuatives,conjunctions and

conjunctive adjuncts 142-145

7.1.4 Interpersonal Themes 145-147

7.2 parison of thematic progression in pre- and post-

training writing 147-150

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7.2.1 Linear,constant,summative and split

progressions 147-149

7.2.2 Back,contextual and new Themes 149-150

7.3 Summary 150-155

Chapter 8 Results and analysis of the questionnaire

155-165

8.1 Findings from closed questions 155-160

8.1.1 EEL participants general attitude to training

on T/TP 155-157

8.1.2 EEL participants perception of the usefulness

of the training on T/TP 157-158

8.1.3 EEL participants perception of the learnability

of T/TP 158-159

8.1.4 EEL participants perception of the

applicability of T/TP in writing 159-160

8.2 Findings from open questions 160-164

8.2.1 The changes that occurred 161-162

8.2.2 The perceived difficulty of applying the theory

of T/TP in writing 162-163

8.2.3 The reasons for the perceived difficulty in

learning 163

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8.2.4 EEL participants suggestions for future

training 163-164

8.3 Summary 164-165

Chapter 9 Discussion 165-195

9.1 Findings with regard to research questions 165-

187

9.1.1 Chinese college students use of T/TP in pre-

training writing 165-172

9.1.2 Chinese college students use of T/TP in post-

training writing 172-181

9.1.3 Effects of the training on T/TP in Chinese

college students English writing 181-187

9.2 Positioning the study within the literature 187-

190

9.2.1 T/TP in Chinese college students English

writing 187-189

9.2.2 Effects of training on Chinese college students

use of T/TP 189-190

9.3 Implications 190-194

9.3.1 Pedagogical implication 190-193

9.3.2 Methodological implication 193-194

9.4 Limitations 194-195

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