英語畢業(yè)論文題目(

英語畢業(yè)論文題目(

2011本科生畢業(yè)論文課題征集表2011本科生畢業(yè)論文課題征集表

導師及題目

李燕副教授論商務(wù)談判中語言溝通技巧

研究思路

1

商務(wù)談判有其特殊性，進行溝通有其技巧性，本論文擬探討技巧種類及其作用。論商務(wù)談判中委婉語的理解和運用委婉語在商務(wù)談判的語境中正確理解和運用可以有效促進商務(wù)談判，本論文擬討論委婉語理解和運用的正確途徑。論美國文化對進出口商品翻譯的影響在進出口商品翻譯中如何有效地考慮文化的影響，尋求最佳翻譯方法涉外商務(wù)信函的語言特征及其翻譯商務(wù)信函有其特有的語言特征，在理解特征的基礎(chǔ)上找出翻譯的最佳途徑。淺談涉外合同英語特色從詞匯，語用，風格等方面來探討合同英語和特色。淺談商務(wù)英語寫作時避免修飾語錯位的分析修飾語錯位的成因，尋求避免有效地方法來更好地完成商方法務(wù)英語寫作。商務(wù)英語課程設(shè)置的探討從教學法的角度討論商務(wù)英語課程設(shè)置的特點即功用。商務(wù)英語函電在對外貿(mào)易中的作用商務(wù)英語函電在對外貿(mào)易中起著重要的作用，本論文擬結(jié)合語言特定探討商務(wù)英語函電的作用和意義。商務(wù)英語函電翻譯技巧商務(wù)英語函電有其特殊的語言特點，在此基礎(chǔ)上尋求最好的翻譯技巧模糊語言在商務(wù)英語中的語用功能本論文擬探討模糊語言在商務(wù)英語中具體的語用特點及其功能龔頻論文題目講師合作學習在大學英語教學中的應(yīng)用

首先在中國知網(wǎng)或者萬方數(shù)據(jù)庫搜索下載與題目有關(guān)的文章，然后逐篇研讀，了解什么是合作學習及其特點，把凡是大學英語教學中和合作學習相關(guān)的調(diào)查，實驗，數(shù)據(jù)，現(xiàn)狀分析等一一記錄下來，最后用自己的話加以分析、梳理、歸類和總結(jié)，得出自己的結(jié)論。從<<傲慢與偏見>>中的階級觀看簡奧斯首先在中國知網(wǎng)或者萬方數(shù)據(jù)庫搜索下載與題目有關(guān)的文章，然后逐篇研讀，做好筆記，根據(jù)筆記理清在故事中出現(xiàn)的階級觀及丁的保守與進步作者的保守與進步兩方面的相關(guān)觀點和結(jié)論，找出兩者之間的聯(lián)系，讀原著，在故事中找依據(jù)支撐觀點，最后用自己的話整理歸類，得出自己的結(jié)論交際型教學法在高校大學英語教學中的首先在中國知網(wǎng)或者萬方數(shù)據(jù)庫搜索下載與題目有關(guān)的文章，然后逐篇研讀，把凡是大學英語教學中和交際型教學法相關(guān)的調(diào)應(yīng)用調(diào)查查，實驗，數(shù)據(jù)，現(xiàn)狀分析等一一記錄下來，最后用自己的話加以分析、梳理、歸類和總結(jié)，得出自己的結(jié)論。張麗娜講師解讀吉爾曼短篇小說中女性話語權(quán)的尋求《最藍的眼睛》中“他者”形象分析從女性主義視角分析《歡樂之家》中女性意識的覺醒從女權(quán)主義視角分析《磨盤》中的女性自我實現(xiàn)分析《香蕉船》中華人女性之崛起

張曉莉講師弗吉尼亞?伍爾夫小說中的意識流主要對伍爾夫的小說做個描寫性研究，分別列舉其具有代表性的例如《達羅衛(wèi)夫人》、《到燈塔去》等小說，說明其意識流的創(chuàng)作手法及在文學界的意義。

x

從女性主義視角解讀凱特?肖邦的《覺醒》是肖邦的代表作，論文從女性主義視角通過《覺醒》對小說進行解析和文中大量的意象的分析，從而了解作者的創(chuàng)作思想。弗蘭納里?奧康納小說的暴力和救奧康納的小說例如《天竺葵》、《最后審判日》、《贖之體現(xiàn)好人難覓》、《火雞》等，表現(xiàn)了怪異、暴力、宗教救贖等主題，使她成為美國最重要的一位作家之一。許淵沖譯毛澤東詩詞之“三美”體“三美”理論是許淵沖提出的翻譯審美標準，把這個現(xiàn)理論應(yīng)用于許譯毛澤東詩詞則更有針對性。文章需要大量的原譯文實證。英漢花卉詞比較研究花卉詞都有一定的文化內(nèi)涵。通過對英漢花卉詞的比較，折射出英漢文化的相應(yīng)層面。英漢委婉語翻譯對比研究委婉語也是文化中的一個重要的組成部分。英漢語言x中都有委婉語。通過對比，發(fā)現(xiàn)文化中的同異。從目的論角度看中醫(yī)藥藥品說明書中醫(yī)藥品說明書英譯屬于應(yīng)用問題翻譯，論文主要從的英譯目的論的視角，通過引用大量的例證說明翻譯應(yīng)注意的問題，對實踐有一定知道意義。美國六七十年代青年文化研究六七十年代美國青年的嬉皮士文化是二十世紀最具代表性的時代性文化。文章可以通過引用文學作品、影視作品等對該文化進行研究，探討。陳雙玉2011畢業(yè)論文選題集講師

英語新聞標題的特點及漢譯英語網(wǎng)絡(luò)新聞的語言特征英語廣播新聞的語言特征研究英漢廣告中的雙關(guān)語及其英漢互譯

英漢稱謂語的比較與翻譯

鄭厚堯2011畢業(yè)論文選題教授畢業(yè)論文選題鄭厚堯

1.American“prestigepress”representationsoftheglobalhegemonyofEnglish

2.StudentPerceptionsofLanguageLearningandtheLanguageClassroomTheaimofthisstudyistoinvestigatetheattitudesofELTstudentteacherstowardscollaborativeandstudentcenteredwayofteachingtheLanguageAcquisitioncourseinaTurkishELTteachereducationprogram.Datawascollectedbymeansofpre-andpostquestionnairesandtwosetsofinterview.Theresultsshowedthatstudent-teachershavepositiveattitudestowardsthecourseandfoundcollaborativelearningactivitiesmoremotivatingincomparisonwiththeteachercenteredteaching.Theyindicatedthatpeercollaborationhelpedthemtoretainwhattheyhadlearnedinthiscourseandenabledthemtomakeusewhattheylearnedinothercourses.

3.AttitudesofStudentTeachersTowardsACollaborativeandStudent-CenteredLearninginanEFLTeacherEducationSetting

Thisstudywasconductedinordertoinvestigatetheperceptionsof

4.AUTONOMYINLANGUAGEuniversitystudentsandteachersregardingresponsibilitiesandLEARNING:DOSTUDENTSTAKEabilitiesrelatedtoautonomouslearning,andtheautonomousRESPONSIBILITYFORTHEIRactivitiesbothinsideandoutsidetheclassroom.Thestudyalsoinvestigatedwhethertheseresponsibilities,abilitiesandactivitiesLEARNING?changedsignificantlyaccordingtomotivationlevelandgender.

ThispaperreportsonacollectivecasestudywhichinvestigatedtwoLanguagesOtherThanEnglish(LOTE)learners?beliefsaboutrolesandresponsibilitiesinalanguageprogrammewhichhasasoneofitsstatedgoalsthedevelopmentofself-directed,

5.ConflictingVoicesfromtheClassroom:autonomouslanguagelearners.AlsoexaminedishowlearnerExploringMismatchesBetweenLanguagebeliefsaremanifestedinthesubjects?classroomlearningLearners’BeliefsandCurriculaGoalsbehaviour.Inalatterpartofthepaper,thebeliefsexpressedbythelearnersarediscussedinrelationtoguidelinesforfosteringselfdirected,autonomouslanguagelearningsuggestedbyEsch(19

96)andCotterall(20

00).LanguageteachingingeneralandEnglishLanguageTeaching(ELT)inparticularhastremendouslychangedoverthecenturies.Principally,languageteachingintwentiethcenturyunderwentnumerouschangesandinnovations.ThehistoryofconsiderationinlanguageteachinggoesbacktotheteachingandlearningofGreekandLatinintheMiddleAgesthoughitbecameanindependentprofessiononlyinthetwentiethcentury.AfterthestatusofLatinchangedfromthemostdominantlivinglanguagetoadead

6.CurrentTrendsinELTaroundthelanguage,modernlanguageslikeEnglish,French,andItalianbegantobetaughtemployingthesamemethodoflanguageteachingi.e.Globeclassicalmethod,morepopularlyknownasGrammarTranslationMethod(GTMethod).SincethenELTdoesseemtobeswinginglikeapendulumbetweentheextremesofmethodaslanguageteachershaveeverbeeninsearchofbetterandmoreeffectivemethodofteaching.Moreover,theELTtrendsthatwereverypopularinthepasthavevanishedtodayandhavebeensubstitutedbyothers.SeveralfactorshavecontributedtotheadoptionofnewtrendsinELT.ThearticleexplorestheroleofEnglishinongoingprocessesofglobalisation,thereasonsforitsdominance,andtheneedforconceptualclarificationinanalysingEnglishworldwide.Examplesfromthepost-colonialandpost-communistworldsandtheEuropeanUnionrevealincreasingcorporateinvolvementineducation,andWorldBankpoliciesthatfavourEuropeanlanguages.StudiesofglobalEnglishrangefromthosethatuncriticallyendorseglobalEnglishtothosewhichseeitas

7.ENGLISHFORGLOBALISATIONreflectingapost-imperialbutessentiallycapitalistagenda.ManyofthecontemporarytrendsarecapturedintwocompetinglanguageORFORTHEWORLD’SPEOPLE?policyparadigmsthatsituateEnglishinbroadereconomic,politicalandculturalfacetsofglobalisation,theDiffusionofEnglishparadigm,andtheEcologyofLanguagesparadigm.AnumberofstudiesofvariousdimensionsoflinguisticandprofessionalimperialismintheteachingofEnglishtoAsiansrevealthepersistenceofwesternagendasineducation.Thereisalsoincreasingdocumentationofresistancetothis,bothatthelevelofawarenessoftheneedtoanchorEnglishmorefirmlyinlocalculturalsystems,andatclassroomlevel.Languagepedagogy

ThepurposeofthisstudywastoinvestigatethepossibleeffectsofdirectandindirectcodederrorfeedbackinaTurkishuniversitycontextwithregardtoaccuracyinwriting.Twogroupsofpre

8.ErrorTreatmentInL2Writing:AintermediatelevelTurkishstudentsparticipatedinthisstudy.ComparativeStudyOfDirectAndWhileonegroupofstudentsreceiveddirectfeedback,i.e.,theIndirectCodedFeedbackInChineseEflcorrectformiswrittenonstudent’spaper,theothergroupreceivedContextindirectcodedfeedback,i.e.,asymbolrepresentingaspecifickindoferrorisusedfortheindicationoftheerror,ontheirfirstdraftwrittencompositionduringawholesemester.Thisstudyinvestigatedtherelationshipbetweenbeliefsaboutlanguagelearningandgender.TheBeliefsAboutLanguageLearningInventory(BALLI),consistingof34itemswasadministeredto155femaleand107maleEnglishasaForeignLanguagestudentsenrolledinanAcademicEnglishProgram.The

9.ExploringtheGenderEffectonEFLWilcoxon-Mann-WhitneytestwasemployedtoinvestigategenderLearners’BeliefsaboutLanguagedifference.ResultsindicatethatoverallmalesandfemalesheldLearningsimilarbeliefsaboutlanguagelearning,withonlyoneitembeingstatisticallysignificantandanotheronebeingmarginallysignificant.TheseresultsdeviatefromthosereportedinapreviousstudyconductedintheU.S.Possiblereasonsforthisareexploredinthediscussion.ThispapersetsChina’seducationofEnglishmajorswithinthechangingglobalandnationalcontext.ItexaminestheimpactofacceleratingglobalisationandtheriseofglobalEnglish,the

10.GlobalizationandEnglishinChineseadjustmentofChina’sEnglishlanguagepolicy,thegrowthoftheeducationofEnglishmajorsandthechallengesfacedbythissectorhighereducationofeducation.Toadapttothechanges,effortshavebeenmadetochangethetrainingmodels,revisethenationalcurriculumandupdatetextbooks.Thispaperfirstdiscussesprevailingcognitiveandsocial-culturaltheoriesofsecondlanguageacquisition,thenarguesthatcooperativelearningasateachingmethodologynotonlyadequatelyaddressesthetheories,butcanbeapowerfultoolforlanguageinstructorsinEnglishasaForeignLanguage(EFL)contextswherefewnativespeakersofEnglishareavailableasaresourceforstudents.Finally,thepapergivesseveralexamplesofcooperativelearningtechniquesandtasksthatusedthetechniques.

11.LanguageLearningTheoriesandCooperativeLearningTechniquesintheEFLClassroom

Languageisamongtheculture,andinturnitreflectstheculture.Theyareinsocompleteharmonythatthedifferencesoflanguageusingunavoidablysymbolizetheculturaldifferences