第一篇：英語專業(yè)畢業(yè)論文開題報(bào)告

河 南 師 范 大 學(xué)

外國(guó)語學(xué)院

School of Foreign Languages of Henan normal university

(B.A.Thesis Proposal)

論文題目：

專業(yè)：英語翻譯

指導(dǎo)教師：姚雪梅

學(xué)生：李菁菁

班級(jí)：2009級(jí)3班

學(xué)號(hào)：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

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葛麗蓮.“母語遷移”對(duì)中國(guó)學(xué)生英語表達(dá)的影響——大學(xué)英語寫作典型實(shí)例分析[J].首都師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版).2003(04)

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

吳丁娥.中國(guó)學(xué)生英語寫作中的母語負(fù)遷移及對(duì)策[J].湖南師范大學(xué)社會(huì)科學(xué)學(xué)報(bào).2001(01))

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

張瑤.四、六級(jí)英語寫作中的選詞失誤分析[D].大連海事大學(xué) 2006

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

劉麗軍.錯(cuò)誤與錯(cuò)誤分析：中國(guó)英語學(xué)習(xí)者常見錯(cuò)誤探究[D].內(nèi)蒙古大學(xué) 2004

周正履.中國(guó)大學(xué)生英語寫作中的錯(cuò)誤分析[D].西安電子科技大學(xué) 2004

趙德軒.錯(cuò)誤分析與高中英語教學(xué)[D].華東師范大學(xué) 2006

陳瑩.非英語專業(yè)大學(xué)生英語寫作僵化現(xiàn)象研究[D].遼寧師范大學(xué) 2009

顧玉潔.初中生英語寫作錯(cuò)誤分析和對(duì)策研究[D].內(nèi)蒙古師范大學(xué) 2010

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

周冠瓊.中國(guó)大學(xué)生英語寫作中的母語負(fù)遷移[D].西安電子科技大學(xué) 2005

劉昕.中國(guó)大學(xué)生英文寫作中語篇遷移現(xiàn)象的對(duì)比分析[D].遼寧師范大學(xué) 2005

張英.大學(xué)英語寫作中的母語遷移研究[D].太原理工大學(xué) 2006

趙海艷.母語的正遷移作用[D].山東大學(xué) 2006

譚莉.語言遷移對(duì)中國(guó)英語學(xué)習(xí)者寫作的影響[D].東北財(cái)經(jīng)大學(xué) 2005

馬茹娟.母語遷移與高中英語寫作教學(xué)[D].福建師范大學(xué) 2006

熊金芳.中學(xué)生英語寫作中的母語負(fù)遷移現(xiàn)象研究[D].華中師范大學(xué) 2007

趙路.中國(guó)學(xué)生英語習(xí)作中母語遷移現(xiàn)象探析[D].大連海事大學(xué) 2003

王紅,周秀霞.中國(guó)學(xué)生英語寫作中句法方面的母語干擾[J].成都教育學(xué)院學(xué)報(bào).2004(06)

方忠南.漢英翻譯中兩類最常見錯(cuò)誤及其產(chǎn)生原因[J].湖南人文科技學(xué)院學(xué)報(bào).2005(01)

李志雪,李紹山.對(duì)國(guó)內(nèi)英語寫作研究現(xiàn)狀的思考——對(duì)八種外語類核心期刊十年(1993-2002)的統(tǒng)計(jì)分析[J].外語界.2003(06)

徐景亮.思維模式對(duì)句法結(jié)構(gòu)的影響(英文)[J].常州技術(shù)師范學(xué)院學(xué)報(bào).2002(01)

蔡金亭.漢語主題突出特征對(duì)中國(guó)學(xué)生英語作文的影響[J].外語教學(xué)與研究.1998(04)

張德聰.英語學(xué)習(xí)中母語轉(zhuǎn)移引發(fā)的錯(cuò)誤分析與對(duì)策[J].漢中師院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版).1994(04)

安旭紅.非英語專業(yè)學(xué)生中國(guó)式英語探究[J].貴州師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版).2004(05)

張瑤.四、六級(jí)英語寫作中的選詞失誤分析[D].大連海事大學(xué) 2006

趙愛香.關(guān)于高中學(xué)生英語寫作中詞匯、句法及語篇層面的錯(cuò)誤分析[D].曲阜師范大學(xué) 2011

王玲.母語負(fù)遷移對(duì)中國(guó)大學(xué)生英語寫作的影響[D].重慶大學(xué) 2007

曾保紅.初中英語寫作中的錯(cuò)誤分析[D].華東師范大學(xué) 2010

陶嘯云.母語遷移對(duì)中國(guó)學(xué)生英語寫作的影響[D].安徽大學(xué) 2006

施巍巍.中國(guó)學(xué)生英語寫作中銜接手段使用的錯(cuò)誤分析[D].大連海事大學(xué) 2004

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

商琳琳.母語負(fù)遷移對(duì)中國(guó)大學(xué)生英語寫作的影響[D].蘭州大學(xué) 2006

郭晶.中國(guó)非英語專業(yè)學(xué)生英語寫作中的母語負(fù)遷移[D].吉林大學(xué) 2007

劉廷和.中國(guó)大學(xué)生英語寫作中的母語負(fù)遷移及對(duì)策[D].外交學(xué)院 2007

王玲.母語負(fù)遷移對(duì)中國(guó)大學(xué)生英語寫作的影響[D].重慶大學(xué) 2007

段娜.漢語負(fù)遷移對(duì)大學(xué)生英語寫作的影響[D].曲阜師范大學(xué) 2008

第二篇：英語專業(yè)畢業(yè)論文開題報(bào)告

下面是一篇英語論文的開題報(bào)告范文，雖然不是特別好，但也反應(yīng)了開題報(bào)告的格式和寫法，有一定的借鑒價(jià)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(fèi)芬斯小姐，您喝點(diǎn)茶大概沒關(guān)系吧!‖‘(張南峰，1990：59-60)附錄3-參考文獻(xiàn)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(gòu)建具有中國(guó)特色的英語教學(xué)―一條龍‖體系，外語教學(xué)與研究，2001(5).附錄4-封面范例(僅供參考)(中文)

對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)碩士學(xué)位論文

論品牌名稱翻譯的特殊性

專 業(yè)：

研究方向：

作 者：

導(dǎo) 師：

寫作時(shí)間： —

對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)

英語學(xué)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

第三篇：英語專業(yè)畢業(yè)論文開題報(bào)告格式及

英語專業(yè)畢業(yè)論文開題報(bào)告格式及范文

外語系2007屆英語專業(yè)開題報(bào)告寫作規(guī)范

為進(jìn)一步嚴(yán)格學(xué)術(shù)規(guī)范，加強(qiáng)指導(dǎo)教師對(duì)學(xué)生論文寫作的有效指導(dǎo)以及減少學(xué)生在寫作過程的盲目性，外語系特要求學(xué)生在論文選題和論文寫作前期與指導(dǎo)教師保持聯(lián)系，認(rèn)真撰寫開題報(bào)告。外語系特對(duì)本屆畢業(yè)論文開題報(bào)告作以下

規(guī)定：

I.英語專業(yè)學(xué)生開題報(bào)告寫作語言為英文（填寫畢業(yè)論文登

記表中“開題報(bào)告”用中文）。

II.開題報(bào)告寫作步驟為：

1.Title（論文題目）

2.Thesis Statement（中心論點(diǎn)）

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

4.Situation of Study（研究現(xiàn)狀）

5.Difficulty of Study（研究難點(diǎn)）

6.Detailed Outline（詳細(xì)提綱）

7.References（參考文獻(xiàn)）。

III.學(xué)生按規(guī)定時(shí)間完成開題報(bào)告后，指導(dǎo)教師組織小組開

題并填寫審核意見。

IV.指導(dǎo)教師同意后，學(xué)生方可進(jìn)行論文寫作。

V.本期末學(xué)生離校前須與指導(dǎo)教師見面，商討下一步寫作

計(jì)劃等事宜。

VI.下期開學(xué)報(bào)到后小組長(zhǎng)召集全組成員與指導(dǎo)教師見面，匯報(bào)論文資料收集或?qū)懽髦写嬖诘膯栴}。

VII.參考文獻(xiàn)要求用APA格式或MLA格式。

VIII.頁(yè)面設(shè)置

紙型：A4（210 X 297毫米）即寬度：21厘米，高度29.7

厘米。

頁(yè)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(cè)，裝訂線：0厘米，距邊界：頁(yè)眉1.6，頁(yè)腳1.6。每頁(yè)：32行，跨度23.5磅。

第四篇：商務(wù)英語專業(yè)畢業(yè)論文開題報(bào)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(yè)畢業(yè)論文開題報(bào)告格式及

英語專業(yè)畢業(yè)論文開題報(bào)告格式及范文

英語專業(yè)畢業(yè)論文開題報(bào)告格式及范文

關(guān)鍵詞： 英語專業(yè)

畢業(yè)論文

開題報(bào)告格

范文

為進(jìn)一步嚴(yán)格學(xué)術(shù)規(guī)范，加強(qiáng)指導(dǎo)教師對(duì)學(xué)生論文寫作的有效指導(dǎo)以及減少學(xué)生在寫作過程的盲目性，外語系特要求學(xué)生在論文選題和論文寫作前期與指導(dǎo)教師保持聯(lián)系，認(rèn)真撰寫開題報(bào)告。外語系特對(duì)本屆畢業(yè)論文開題報(bào)告作以下規(guī)定：

I.英語專業(yè)學(xué)生開題報(bào)告寫作語言為英文（填寫畢業(yè)論文登記表中“開題報(bào)告”用中文）。

II.開題報(bào)告寫作步驟為：

1.Title（論文題目）

2.Thesis Statement（中心論點(diǎn)）

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

4.Situation of Study（研究現(xiàn)狀）

5.Difficulty of Study（研究難點(diǎn)）

6.Detailed Outline（詳細(xì)提綱）

7.References（參考文獻(xiàn)）。

III.學(xué)生按規(guī)定時(shí)間完成開題報(bào)告后，指導(dǎo)教師組織小組開題并填寫審核意見。

IV.指導(dǎo)教師同意后，學(xué)生方可進(jìn)行論文寫作。

V.本期末學(xué)生離校前須與指導(dǎo)教師見面，商討下一步寫作計(jì)劃等事宜。

VI.下期開學(xué)報(bào)到后小組長(zhǎng)召集全組成員與指導(dǎo)教師見面，匯報(bào)論文資料收集或?qū)懽髦写嬖诘膯栴}。

VII.參考文獻(xiàn)要求用APA格式或MLA格式。

VIII.頁(yè)面設(shè)置

紙型：A4（210 X 297毫米）即寬度：21厘米，高度29.7厘米。

頁(yè)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(cè)，裝訂線：0厘米，距邊界：頁(yè)眉1.6，頁(yè)腳1.6。每頁(yè)：32行，跨度23.5磅。

外 語 系

2007-1-1

潼 城

大學(xué)

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(yè)：

指導(dǎo)教師：

學(xué)

生：

班

級(jí)：

學(xué)

號(hào)：

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(zhǎng)（簽名）： 日

期：

指導(dǎo)教師意見： 指導(dǎo)教師簽名：

日

期：