开题报告英文模板.docx

1、开题报告英文模板开题报告英文模板篇一：开题报告英文版模板Proposed Title for Dissertation：（Times New Roman 四号加粗）On Domestication and Foreignizationfrom the Perspective of Intercultural Communication（Times New Roman加粗小三号, 居中）I. Background（Times New Roman加粗四号）文本部分全部使用Times New Roman 小四号字体；1.5倍行距；缩进使用tab键 本部分些个人选择所领域的原因和背景。英文例子只是为了

2、让学生能对字号和行距要求有一个直观的理解。Over the last ten years, the implications of research into language acquisition (Crook & Gass, 1993) and the results of Prabhu?s task-based teaching experiment in India (Willis, 1990) have led to an increasing interest in the potential of task-based teaching of languages. Howeve

3、r, this approach seems not easy to apply in Mainland China and Hong Kong due to the large class EFL teaching in those areas and a general lack of the environment in practicing the target language (Tsang, XX).Recent years have shown an explosion of interest in using computers for language teaching an

4、d learning. With the advent of multimedia computing and the Internet, ?the role of computers in language instruction has now become an important issue confronting large numbers of language teachers throughout the world? (Warschauer & Healey,1998). In the growing field of foreign language teaching to

5、 university students in large EFL class, then, the Computer Assisted Language Learning (CALL) approach may appear to be an almost obvious choice. Nevertheless, the research into an integrative use of the task-based language (TBL) approach and CALL has be(本文来自：WwW.xiaOCaofAnweN.Com 小草范文 网:开题报告英文模板)en

6、 rather sparse in China.II. Research Questions and Its SignificanceThis dissertation aims at finding an answer to the question of what is the most appropriate way of teaching Chinese university students in large EFL class. Theresearch begins with the hypothetical premise that CALL may solve some pro

7、blems in large EFL class teaching, and it highlights aspects around using tasks in CALL approach. In doing so, the researcher hopes to gain some insights into the CALL approach and to contribute in some way to the improvement of English language teaching (ELT) in China.研究意义可参照中文版本 . Literature Revie

8、w 本选题在国内外研究的现状，内容参照中文版本 IV. Difficulties and Initiatives of the Research 内容参照中文版本 V. Outline of the Proposed Structure of the Dissertation 1. Introduction论述当今的现状，从而引出本课题的研究重点，选题意义，简要说明本文的文章结构和布局。2. Literature Review2.12.22.33. Methodology3.1 Research Subject3.2 Data Collection3.3 Research Procedure（

9、小标题可以视情况而定）4. Discussion and Analysis5. Conclusion内容参照中文版本. Methodology内容参照中文版本. References(英语文献用小四号“Times New Roman” ，汉语文献用宋体5号； 1.5倍行距，不加粗。参考文献分为中英文两类，英文在前，中文在后，二者均按字母顺序排列。) 1 Annette T. R. XX. American literature root and flower. Beijing: Foreign Language Teaching and Research Press. 2 Feidelson，

10、D. 1981. Symbolism and American literature. New York: Viking Press.3 Fredmednick, F. 1988. An introduction to American literature. Zhengzhou: Henan University Press.4 Gottesman, R. et al. (eds) 1979. The Norton anthology of American literature. New York: Norton.5 Hawthorne, N. 1850. The scarlet lett

11、er. Beijing: China Book Press.6 Mcmichael, G. 1985. Concise anthology of American literature. New York: Macmillan.7 Miller, A. & James, J. (ed) 1991. Heritage of American literature. SanDiego: Harcourt.8 Perkins, G. et al. 1985. The American tradition in literature. New York: Random House.9 Chang, Y

12、. 常耀信。XX,美国文学简史。天津: 南开大学出版社。10 Chang, Y. 常耀信。XX,漫话英美文学英美文学考研指南。天津: 南开大学出版社。11 Hu, Y. 胡允桓。1999,霍桑短篇小说选。北京: 外文出版社。12 Jin, L. 金莉, & Qin, Y. 秦亚青。1998,美国文学。北京: 外语教学与研究出版社。13 Liang, Y. 梁亚平。XX，美国文学简介。上海: 东华大学出版社。篇二：英语开题报告的标准格式By Li GangThe Teaching of Culture in the English Language Education I. Introducti

13、onIn teaching English as a foreign language, the importance of teaching culture has been widely recognized. However how to teach culture in foreign language education is a problem faced by language educators all over the world. In the present thesis concerning linguistic theories and various ways of

14、 teaching foreign culture in the English classroom will be surveyed and studied in the light of Chinese situation. The present thesis stresses that culture teaching is very essential in the English language education. The teaching of language and the teaching of culture are of the same importance in

15、 the English classroom.Language and culture are closely related. In foreign language education, the definition of culture teaching should include all the human achievements of civilization and the ways of life and the different habits of people. Culture differences are reflected in languages and com

16、municative activities. Furthermore it makes great difference in communication whether learners can understand or know the cultural differences, cultural rules, and even the cultural taboos.However, in traditional approaches to language teaching, the aims of a language teaching course are very often

17、defined with reference to the four language skills : understanding speech, speaking, reading and writing. Culture teaching is not taken so important a teaching target as the above mentioned language skills. Because of the lack of cultural knowledge, students often make cultural mistakes when they co

18、mmunicate with native speakers.From years of my experience in teaching English, I gradually realize the importance of culture teaching to Chinese students. English teaching should be aimed at developing students communicative competence so that they would be able to react freely and proper with nati

19、ve speakers of English in various social situations. Language should be taught in culture. The two are of the same importance.II. OutlineThe Background Theories In this part I will describe the theories of communicative competence byD. Hymes andM, A. K.Halliday, which have led to a change of focus i

20、n English teaching. The theories show us the importance of culture teaching and that language and culture are intertwined, that it is not possible to teach a foreign language without teaching its culture.2.2 The Relationship Between Language and CultureI will discuss the relationship between languag

21、e and culture in this part. What is culture? What is language? Is there diversity among cultures? How do language and culture interact?2.3 Cultural GoalsIn this part, I will discuss the cultural goals for Chinese students. Some advantage will possibly be shown in this study.2.4 Teaching Culture in t

22、he English ClassroomIn this part, I will discuss the content and methods of teaching culture in the English classroom.2.5 ConclusionFrom the above research we can naturally come to the conclusion that only by applying mehods enhancing transcultural communications and conducting research into English

23、 teaching methodology can we greatly stimulate the reform and development of English teaching. References Baugh, John and Joel Sherzer. Language in Use M. New Jersey: Prentice -Hall, Inc., 1984 Deng, Yanchang and Liu Runqing, Language and Culture M. Beijing: Foreign Language Education and Research P

24、ress, 1989 Ervin - Tripp, Susan M. Language Acquisition and Communicative Choice M. Standford: StandfordUniversity Press, 19734 Halliday, M. A. K. Learning How to Mean M. New York: Elsevier, 19775 Hu Zhuanglin Liu Runqing and Li Yanfu. Linguistics: A Course Book M. Beijing: Beijing UniversityPress,

25、19886 Hu, WenZhong. Culture and Literature J. Foreign Language Teaching and Research, 1994(1)7 Hudson, R. A. Sociolinguistics M. London: Cambridge University Press. 19978 Katan, David. Translating Cultures M. Manchester: St Jerome Publishing, 19999 Qin, Xiubai. EFL Learning and Culture Acquisition A

26、. Intercultural Communication, Shanghai:Shanghai Translating Press, 198810 Stern, H, H, Issues and Options in Language Teaching M. Oxford: Oxford University Press, 199211 Wu, Bing. Chinese TeachersRole in the Teaching of American Literature J. Foreign LanguageTeaching and Research, 1994 (4)12 Yalden

27、, Janice. Principles of Course Design for Language Teaching M. Shanghai: ForeignLanguage Teaching and Research Press, XX13 Yule, George. The Study of Language M. Shanghai: Foreign Language Teaching and ResearchPress, XX14 Zhu, Weifeng. A Survey on Cultural Differences J. Foreign Language Teaching an

28、d Research,1997(5)15 胡文仲.跨文化交际学根本论. 北京: 外语教学与研究出版社, 199916 谭丽. 论我国小学英语文化教学 D. 山东师范大学, XX 参考文献代码与格式 参考文献著录中的文献类别代码:普通图书：M， 会议录：C， 汇编：G， 报纸：N， 期刊：J，学位论文：D， 报告：R， 标准：S， 专利：P， 数据库：DB， 计算机程序：CP， 电子公告：EB。A.期刊序号主要责任者.文献题名J.刊名,出版年份,卷号(期号):起止页码.1袁庆龙,候文义.Ni-P合金镀层组织形貌及显微硬度研究.太原理工大学学报,XX,32(1):51-53.B.B.专著序号主要责

29、任者.文献题名.出版地：出版者,出版年:页码.2刘国钧,郑如斯.中国书的故事.北京：中国青年出版社,1979:115.C.会议论文集序号析出责任者.析出题名A.见(英文用In):主编.论文集名C.(供选择项：会议名,会址,开会年)出版地：出版者,出版年：起止页码.3孙品一.高校学报编辑工作现代化特征A.见:中国高等学校自然科学学报研究会.科技编辑学论文集(2)C.北京：北京师范大学出版社，1998:10-22.D.专著中析出的文献序号析出责任者.析出题名A见(英文用In):专著责任者.书名M.出版地：出版者,出版年：起止页码.4罗云.安全科学理论体系的发展及趋势探讨A.见:白春华,何学秋,吴宗

30、之.21世纪安全科学与技术的发展趋势M.北京:科学出版社,XX:1-5.E.学位论文序号主要责任者.文献题名.保存地:保存单位,年份.5张和生.地质力学系统理论.太原:太原理工大学,1998.F.报告序号主要责任者.文献题名.报告地:报告会主办单位,年份.6冯西桥.核反应堆压力容器的LBB分析.北京:清华大学核能技术设计研究院,1997. G.专利文献序号专利所有者.专利题名P.专利国别:专利号,发布日期.5姜锡洲.一种温热外敷药制备方案.中国专利:881056078,1983-08-12.H.国际、国家标准序号标准代号.标准名称S.出版地:出版者,出版年.1GB/T 161591996.汉语拼音正词法基本规则S.北京:中国标准出版社,1996.I.报纸文章序号主要责任者.文献题名.报纸名,出版年,月(日):版次.5谢希德.创造学习的思路.人民日报,1998,12(25):10.J.电子文献序号主要责任者.电子文献题名文献类型/载体类型.:电子文献的出版或可获得地址(电子文献地址用文字表述),发表或更新日期/引用日期(任选) .21姚伯元.毕业设计(论文)规范化管理与培养学生综合素质EB/OL.:中国高等教育网教学研究,XX-2-2.篇三：本科毕业论文开题报告模板(英文) The School of Foreign languages Bi