2011本科生毕业论文课题征集表 2011本科生毕业论文课题征集表
导师及题目
李燕 副教授 论商务谈判中语言沟通技巧
研究思路
1
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首先在中国知网或者万方数据库搜索下载与题目有关的文章, 然后逐篇研读,了解什么是合作学习及其特点,把凡是大学英 语教学中和合作学习相关的调查,实验,数据,现状分析等一 一记录下来,最后用自己的话加以分析、梳理、归类和总结, 得出自己的结论。 从<<傲慢与偏见>>中的阶级观 看简奥斯 首先在中国知网或者万方数据库搜索下载与题目有关的文章,然 后逐篇研读,做好笔记,根据笔记理清在故事中出现的阶级观及 丁的保守与 进步 作者的保守与进步两方面的相关观点和结论,找出两者之间的联 系,读原著,在故事中找依据支撑观点,最后用自己的话整理归 类,得出自己的结论 交际型 教学法在高校大学英语教学中的 首先在中国知网或者万方数据库搜索下载与题目有关的文章,然 后逐篇研读,把凡是大学英语教学中和交际型教学法相关的调 应用调查 查,实验,数据,现状分析等一一记录下来,最后用自己的话加 以分析、梳理、归类和总结,得出自己的结论。 张丽娜 讲师 解读吉尔曼短篇小说中女性话语权的寻 求 《最蓝的眼睛》中“他者”形象分析 从女性主义视角分析《欢乐之家》中女 性意识的觉醒 从女权主义视角分析《磨盘》中的女性 自我实现 分析《香蕉船》中华人女性之崛起
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x
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英语新闻标题的特点及汉译 英语网络新闻的语言特征 英语广播新闻的语言特征研究 英汉广告中的双关语及其英汉互译
英汉称谓语的比较与翻译
郑厚尧2011毕业论文选题 教授 毕业论文选题 郑厚尧
  1. American “prestige press” representations of the global hegemony of English
  2. Student Perceptions of Language Learning and the Language Classroom The aim of this study is to investigate the attitudes of ELT student teachers towards collaborative and student centered way of teaching the Language Acquisition course in a Turkish ELT teacher education program. Data was collected by means of pre- and postquestionnaires and two sets of interview. The results showed that student-teachers have positive attitudes towards the course and found collaborative learning activities more motivating in comparison with the teacher centered teaching. They indicated that peer collaboration helped them to retain what they had learned in this course and enabled them to make use what they learned in other courses.

  3. Attitudes of Student Teachers Towards A Collaborative and Student-Centered Learning in an EFL Teacher Education Setting
This study was conducted in order to investigate the perceptions of
  4. AUTONOMY IN LANGUAGE university students and teachers regarding responsibilities and LEARNING: DO STUDENTS TAKE abilities related to autonomous learning, and the autonomous RESPONSIBILITY FOR THEIR activities both inside and outside the classroom. The study also investigated whether these responsibilities, abilities and activities LEARNING? changed significantly according to motivation level and gender.
This paper reports on a collective case study which investigated two Languages Other Than English (LOTE) learners? beliefs about roles and responsibilities in a language programme which has as one of its stated goals the development of self-directed,
  5. Conflicting Voices from the Classroom: autonomous language learners. Also examined is how learner Exploring Mismatches Between Language beliefs are manifested in the subjects? classroom learning Learners’ Beliefs and Curricula Goals behaviour. In a latter part of the paper, the beliefs expressed by the learners are discussed in relation to guidelines for fostering selfdirected, autonomous language learning suggested by Esch (19
  96) and Cotterall (20
  00). Language teaching in general and English Language Teaching (ELT) in particular has tremendously changed over the centuries. Principally, language teaching in twentieth century underwent numerous changes and innovations. The history of consideration in language teaching goes back to the teaching and learning of Greek and Latin in the Middle Ages though it became an independent profession only in the twentieth century. After the status of Latin changed from the most dominant living language to a dead
  6. Current Trends in ELT around the language, modern languages like English, French, and Italian began to be taught employing the same method of language teaching i.e. Globe classical method, more popularly known as Grammar Translation Method (GT Method). Since then ELT does seem to be swinging like a pendulum between the extremes of method as language teachers have ever been in search of better and more effective method of teaching. Moreover, the ELT trends that were very popular in the past have vanished today and have been substituted by others. Several factors have contributed to the adoption of new trends in ELT. The article explores the role of English in ongoing processes of globalisation, the reasons for its dominance, and the need for conceptual clarification in analysing English worldwide. Examples from the post-colonial and post-communist worlds and the European Union reveal increasing corporate involvement in education, and World Bank policies that favour European languages. Studies of global English range from those that uncritically endorse global English to those which see it as
  7. ENGLISH FOR GLOBALISATION reflecting a post-imperial but essentially capitalist agenda. Many of the contemporary trends are captured in two competing language OR FOR THE WORLD’S PEOPLE? policy paradigms that situate English in broader economic, political and cultural facets of globalisation, the Diffusion of English paradigm, and the Ecology of Languages paradigm. A number of studies of various dimensions of linguistic and professional imperialism in the teaching of English to Asians reveal the persistence of western agendas in education. There is also increasing documentation of resistance to this, both at the level of awareness of the need to anchor English more firmly in local cultural systems, and at classroom level. Language pedagogy
The purpose of this study was to investigate the possible effects of direct and indirect coded error feedback in a Turkish university context with regard to accuracy in writing. Two groups of pre
  8. Error Treatment In L2 Writing: A intermediate level Turkish students participated in this study. Comparative Study Of Direct And While one group of students received direct feedback, i.e., the Indirect Coded Feedback In Chinese Efl correct form is written on student’s paper, the other group received Context indirect coded feedback, i.e., a symbol representing a specific kind of error is used for the indication of the error, on their first draft written composition during a whole semester. This study investigated the relationship between beliefs about language learning and gender. The Beliefs About Language Learning Inventory (BALLI), consisting of 34 items was administered to 155 female and 107 male English as a Foreign Language students enrolled in an Academic English Program. The
  9. Exploring the Gender Effect on EFL Wilcoxon-Mann-Whitney test was employed to investigate gender Learners ’ Beliefs about Language difference. Results indicate that overall males and females held Learning similar beliefs about language learning, with only one item being statistically significant and another one being marginally significant. These results deviate from those reported in a previous study conducted in the U.S. Possible reasons for this are explored in the discussion. This paper sets China’s education of English majors within the changing global and national context. It examines the impact of accelerating globalisation and the rise of global English, the
  10. Globalization and English in Chinese adjustment of China’s English language policy, the growth of the education of English majors and the challenges faced by this sector higher education of education. To adapt to the changes, efforts have been made to change the training models, revise the national curriculum and update textbooks. This paper first discusses prevailing cognitive and social-cultural theories of second language acquisition, then argues that cooperative learning as a teaching methodology not only adequately addresses the theories, but can be a powerful tool for language instructors in English as a Foreign Language (EFL) contexts where few native speakers of English are available as a resource for students. Finally, the paper gives several examples of cooperative learning techniques and tasks that used the techniques.

  11. Language Learning Theories and Cooperative Learning Techniques in the EFL Classroom
Language is among the culture, and in turn it reflects the culture. They are in so complete harmony that the differences of language using unavoidably symbolize the cultural differences, and vice versa. Foreign language learning is comprised of several
  12. On the Integration of Culture into EFL components, including grammatical competence, communicative Teaching competence, language proficiency, as well as a change in attitudes towards one’s own or another culture. This paper dwells on cultural differences, and then answered the question “Why should culture be included in English teaching” from three aspects
With the fast-paced changes brought about by globalization and technological development, TESOL professionals need to understand current socio-economic factors and their influence on English language teaching. As this new stage of global capitalism
  13. The Changing Global Economy and expands and develops, new challenges will be posed to the English the Future of English Teaching language teaching profession. As we look toward the 21st century, three consequences of informationalism are likely to impact English language teaching: (
  1) global Englishes (
  2) employmen
 

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