第一篇：英語專業畢業論文開題報告

下面是一篇英語論文的開題報告范文，雖然不是特別好，但也反應了開題報告的格式和寫法，有一定的借鑒價值。

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

附錄2-引文范例(僅供參考)

―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，這就是恐水病吧?你們貴族圈子怎么流行起這種病來啦?真夠嗆的!費芬斯小姐，您喝點茶大概沒關系吧!‖‘(張南峰，1990：59-60)附錄3-參考文獻范例(僅供參考)

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.張南峰(譯).王爾德戲劇選.福州：海峽文藝出版社，1990.戴煒棟.構建具有中國特色的英語教學―一條龍‖體系，外語教學與研究，2001(5).附錄4-封面范例(僅供參考)(中文)

對外經濟貿易大學碩士學位論文

論品牌名稱翻譯的特殊性

專 業：

研究方向：

作 者：

導 師：

寫作時間： —

對外經濟貿易大學

英語學院

(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

第二篇：英語專業畢業論文開題報告格式及

英語專業畢業論文開題報告格式及范文

外語系2007屆英語專業開題報告寫作規范

為進一步嚴格學術規范，加強指導教師對學生論文寫作的有效指導以及減少學生在寫作過程的盲目性，外語系特要求學生在論文選題和論文寫作前期與指導教師保持聯系，認真撰寫開題報告。外語系特對本屆畢業論文開題報告作以下

規定：

I.英語專業學生開題報告寫作語言為英文（填寫畢業論文登

記表中“開題報告”用中文）。

II.開題報告寫作步驟為：

1.Title（論文題目）

2.Thesis Statement（中心論點）

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

4.Situation of Study（研究現狀）

5.Difficulty of Study（研究難點）

6.Detailed Outline（詳細提綱）

7.References（參考文獻）。

III.學生按規定時間完成開題報告后，指導教師組織小組開

題并填寫審核意見。

IV.指導教師同意后，學生方可進行論文寫作。

V.本期末學生離校前須與指導教師見面，商討下一步寫作

計劃等事宜。

VI.下期開學報到后小組長召集全組成員與指導教師見面，匯報論文資料收集或寫作中存在的問題。

VII.參考文獻要求用APA格式或MLA格式。

VIII.頁面設置

紙型：A4（210 X 297毫米）即寬度：21厘米，高度29.7

厘米。

頁邊距：上1.8厘米、下1.35厘米；左2.2厘米、右1.8厘米。裝訂線位置：左側，裝訂線：0厘米，距邊界：頁眉1.6，頁腳1.6。每頁：32行，跨度23.5磅。

第三篇：英語專業畢業論文開題報告

河 南 師 范 大 學

外國語學院

School of Foreign Languages of Henan normal university

(B.A.Thesis Proposal)

論文題目：

專業：英語翻譯

指導教師：姚雪梅

學生：李菁菁

班級：2009級3班

學號：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

龍躍.英文寫作中的母語文化負遷移現象[J].湘潭師范學院學報(社會科學版).2003(05)

葛麗蓮.“母語遷移”對中國學生英語表達的影響——大學英語寫作典型實例分析[J].首都師范大學學報(社會科學版).2003(04)

劉東虹.大一學生寫作中的母語策略與母語遷移[J].外語教學.2002(04)

郭巍,韓曉惠.普遍語法框架下“母語遷移”作用的爭論[J].外語學刊.2002(02)

吳丁娥.中國學生英語寫作中的母語負遷移及對策[J].湖南師范大學社會科學學報.2001(01))

文秋芳,郭純潔.母語思維與外語寫作能力的關系:對高中生英語看圖作文過程的研究[J].現代外語.1998(04)唐仁芳.大學生英語寫作中的母語負遷移研究[D].南京師范大學 2008

張瑤.四、六級英語寫作中的選詞失誤分析[D].大連海事大學 2006

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

劉麗軍.錯誤與錯誤分析：中國英語學習者常見錯誤探究[D].內蒙古大學 2004

周正履.中國大學生英語寫作中的錯誤分析[D].西安電子科技大學 2004

趙德軒.錯誤分析與高中英語教學[D].華東師范大學 2006

陳瑩.非英語專業大學生英語寫作僵化現象研究[D].遼寧師范大學 2009

顧玉潔.初中生英語寫作錯誤分析和對策研究[D].內蒙古師范大學 2010

王海巖.以英語寫作為基礎的中介語錯誤分析與研究[D].大連海事大學 2004

周冠瓊.中國大學生英語寫作中的母語負遷移[D].西安電子科技大學 2005

劉昕.中國大學生英文寫作中語篇遷移現象的對比分析[D].遼寧師范大學 2005

張英.大學英語寫作中的母語遷移研究[D].太原理工大學 2006

趙海艷.母語的正遷移作用[D].山東大學 2006

譚莉.語言遷移對中國英語學習者寫作的影響[D].東北財經大學 2005

馬茹娟.母語遷移與高中英語寫作教學[D].福建師范大學 2006

熊金芳.中學生英語寫作中的母語負遷移現象研究[D].華中師范大學 2007

趙路.中國學生英語習作中母語遷移現象探析[D].大連海事大學 2003

王紅,周秀霞.中國學生英語寫作中句法方面的母語干擾[J].成都教育學院學報.2004(06)

方忠南.漢英翻譯中兩類最常見錯誤及其產生原因[J].湖南人文科技學院學報.2005(01)

李志雪,李紹山.對國內英語寫作研究現狀的思考——對八種外語類核心期刊十年(1993-2002)的統計分析[J].外語界.2003(06)

徐景亮.思維模式對句法結構的影響(英文)[J].常州技術師范學院學報.2002(01)

蔡金亭.漢語主題突出特征對中國學生英語作文的影響[J].外語教學與研究.1998(04)

張德聰.英語學習中母語轉移引發的錯誤分析與對策[J].漢中師院學報(哲學社會科學版).1994(04)

安旭紅.非英語專業學生中國式英語探究[J].貴州師范大學學報(社會科學版).2004(05)

張瑤.四、六級英語寫作中的選詞失誤分析[D].大連海事大學 2006

趙愛香.關于高中學生英語寫作中詞匯、句法及語篇層面的錯誤分析[D].曲阜師范大學 2011

王玲.母語負遷移對中國大學生英語寫作的影響[D].重慶大學 2007

曾保紅.初中英語寫作中的錯誤分析[D].華東師范大學 2010

陶嘯云.母語遷移對中國學生英語寫作的影響[D].安徽大學 2006

施巍巍.中國學生英語寫作中銜接手段使用的錯誤分析[D].大連海事大學 2004

李靜嫻.非英語專業研究生英語寫作中母語思維模式負遷移的研究[D].河北師范大學 2006

商琳琳.母語負遷移對中國大學生英語寫作的影響[D].蘭州大學 2006

郭晶.中國非英語專業學生英語寫作中的母語負遷移[D].吉林大學 2007

劉廷和.中國大學生英語寫作中的母語負遷移及對策[D].外交學院 2007

王玲.母語負遷移對中國大學生英語寫作的影響[D].重慶大學 2007

段娜.漢語負遷移對大學生英語寫作的影響[D].曲阜師范大學 2008

第四篇：商務英語專業畢業論文開題報告

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：英語專業畢業論文開題報告格式及

英語專業畢業論文開題報告格式及范文

英語專業畢業論文開題報告格式及范文

關鍵詞： 英語專業

畢業論文

開題報告格

范文

為進一步嚴格學術規范，加強指導教師對學生論文寫作的有效指導以及減少學生在寫作過程的盲目性，外語系特要求學生在論文選題和論文寫作前期與指導教師保持聯系，認真撰寫開題報告。外語系特對本屆畢業論文開題報告作以下規定：

I.英語專業學生開題報告寫作語言為英文（填寫畢業論文登記表中“開題報告”用中文）。

II.開題報告寫作步驟為：

1.Title（論文題目）

2.Thesis Statement（中心論點）

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

4.Situation of Study（研究現狀）

5.Difficulty of Study（研究難點）

6.Detailed Outline（詳細提綱）

7.References（參考文獻）。

III.學生按規定時間完成開題報告后，指導教師組織小組開題并填寫審核意見。

IV.指導教師同意后，學生方可進行論文寫作。

V.本期末學生離校前須與指導教師見面，商討下一步寫作計劃等事宜。

VI.下期開學報到后小組長召集全組成員與指導教師見面，匯報論文資料收集或寫作中存在的問題。

VII.參考文獻要求用APA格式或MLA格式。

VIII.頁面設置

紙型：A4（210 X 297毫米）即寬度：21厘米，高度29.7厘米。

頁邊距：上1.8厘米、下1.35厘米；左2.2厘米、右1.8厘米。裝訂線位置：左側，裝訂線：0厘米，距邊界：頁眉1.6，頁腳1.6。每頁：32行，跨度23.5磅。

外 語 系

2007-1-1

潼 城

大學

外

語

系

Tongcheng University

(B.A.Thesis Proposal)

論文題目：

(英文題目在上、漢語題目在下)

專

業：

指導教師：

學

生：

班

級：

學

號：

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 開題過程：

論文小組長（簽名）： 日

期：

指導教師意見： 指導教師簽名：

日

期：