英语论文提纲范例大全13篇.docx

英语论文提纲范例大全13篇.docx

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英语论文提纲范例大全13篇

英语论文范文精选篇一

ChapterOneINTRODUCTION

1.1ResearchBackground

Highproficiencyinwritingisakeytosuccessinawidevarietyofsituationsandprofessions;meanwhileitisofcriticalimportanceforstudentstoapplyforpromisingjobs.Writingskillsforuniversitystudentsareamongtheoverwhelmingindicatorsofsuccessinacademicworkduringtheirfreshmenyearofcollege（Geiser&Studley,2001）.Writingskillsforprofessionalsarecriticalfortheirdailyworkandessentialforapplicationandpromotionwithintheirdisciplines（Light,2008）.Writinginducesthecapabilityofconstructinglogics,articulatingideas,debatingopinions,andsharpeningmultipleperspectives.Asaresult,effectivewritingisconducivetoassociatingconvincinglywithcommunicationtargets,includingteachers,peers,colleagues,coworkers,andthecommunityatlarge（Crowhurst,1990）.Nowonderthatwritingskillisanindispensibleparttobecheckedforeverytestathomeandabroad，suchasTOELF,lELTS，GRE,BEC，CET4,CET6,TEM4，TEM8andsoon.Notwithstandingsuchmanifestationofthesignificanceofwriting,itisreportedinthe2002NationalAssessmentofEducationalProgress（NAEP）reportintheU.S.A.thatlessthanathirdofstudentsinGrade4（28%），Grade8（31%）,andGrade12（21%）scoredatoraboveproficientlevels，andonly2%wroteatadvancedlevelsforallthreesamples.Moreover,only9%ofGrade12Blackstudentsandonly28%ofGrade12Whitestudentswereabletowriteataproficientlevel（NationalCenterforEducationalStatistics,2003）.

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1.2SignificanceoftheResearch

BasedontheCET4andCET6compositionsextractedfromtheCLEC，thestudyaimstorevealtherelationshipbetweenthelinguisticfeaturesandthewritingqualitybymeansoftheadvancedsoftware，namelyLexicalFrequencyProfile,Coh-Metrix3.0andL2SyntacticComplexityAnalyzerfortheanalysisofvocabulary,syntaxandtextualcohesion.Thisstudywillbeofgreatvaluemainlyforthefollowingtwoaspects:

Firstly,theoreticallyspeaking,thestudyisgoingtoofferguidanceandreferencefortheteachingmethodologyofL2writing.Thestudyrevealsthecontributionoflexicaldiversity,syntacticcomplexity,textualcohesiontowritingquality,reflectsthemostdecisivefactorofthewritingqualityandanalyzesthemutualrelationshipbetweenthelexicaldiversityandqualityofwriting,thesyntacticcomplexityandqualityofwritingaswellasthetextualcohesionandqualityofwriting.Hopefully,thisresearchwillshedsomelightontheinstructionofCET4and6writingandprovidepracticaladvice.Secondly,practicallyspeaking,thestudydemonstratesanewdirectionforthedevelopmentofautomaticassessmentofthewriting.Thestudyistobecarriedoutbothbymeansofsoftwareandlaborworktocomprehensivelyexaminemorethan28variablesthatmighthaveanimpactonwritingqualityandbuildtherelationmodelbetweentheserelatedvariablesandwritingscores.

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ChapterTwoLITERATUREREVIEW

2.1LexicalFeaturesandQualityofWriting

IntheprocessofL2writing，studentsarealwaysperplexedbyvocabulary.Leki&Carson（1994）surveyed128L2learnerstoknowabouttheirfeelingsonthecourseEnglishforAcademicPurposes（EAP）.Itisdiscoveredthatthestrongestzealforstudentsistoimprovetheirlanguageproficiency,especiallylexicalproficiency.Jordan（1997）obtainedthesimilarconclusioninhisstudyonChinesestudentsinUKapplyingfortheirmasterdegrees,62%ofwhomregardedvocabularyastheirbiggestproblemintheprocessofEnglishwriting.Overthepasttwodecades，researchershaveattachedmoreandmoreimportancetoL2vocabularystudies.Asanimportantelementoflanguageproficiency,lexicalproficiencyisdefinedfromdifferentperspectivesandevaluatedbyaseriesofmeasurements.Meanwhile,lexicalproficiency,toalargeextent,isembodiedbylexicalfeatures.Asamatteroffact,studiesonlexicalfeatureshavereceivedmoreandmoreattentionfromhomeandabroadresearchersmainlyfocusingontotalwords,lexicaldiversity（LD）orlexicalrichness（LR）andlexicalcomplexity（LC）,amongwhichlexicaldiversityorlexicalrichnesshasgainedmorepopularityforlexicalproficiencystudy.

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2.2SyntacticFeaturesandQualityofWriting

Syntacticcomplexity（alsocalledsyntacticmaturity，orlinguisticcomplexity），isimportantinthepredictionofthequalityofstudentwritings.Wolfe-Quinteroetal.（1998）pointedoutthatasyntacticallycomplexwriterusesawidevarietyofbothbasicandsophisticatedstructures，whileasyntacticallysimplewriterusesonlyanarrowrangeofbasicstructures.Inthepasthalfcentury,researchersadoptedmanydifferentindicestostudythesyntacticcomplexityandattemptedtofindouttherelationshipamongthescores,thegrades,theagesandthewritingquality.Syntacticcomplexityisdefinedas“therangeofformsthatsurfaceinlanguageproductionandthedegreeofsophisticationofsuchforms”（Ortega,2003）.ItisanimportantfactorinthesecondlanguageassessmentconstructasdescribedinBachman's（1990）conceptualmodeloflanguageability,andthereforeisoftenusedasanindexoflanguageproficiencyanddevelopmentstatusofL2learners.Variousstudieshaveproposedandinvestigatedmeasuresofsyntacticcomplexityaswellasexamineditspredictivenessforlanguageproficiency,inbothL2writingandspeakingsettings,whichwillbereviewedrespectively.Syntacticcomplexityisalsocalledsyntacticmaturity,referringtotherangeoflanguageproductionformandthedegreeoftheformcomplexity.Therefore，thelengthoftheproductionunit,theamountofthesentenceembeddednessandtherangeofthestructuretypeareallthesubjectsofthesyntacticcomplexity（Ortega2003:

492）.

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CHAPTERTHREEMETHODOLOGY......... 20

3.1CompositionCollection.........20

3.2Tools.........21

3.3Variables.........23

3.3.1Dependentvariables.........25

3.3.2Independentvariables.........26

3.4DataAnalysis.........28

CHAPTERFOURDATAANALYSISANDRESULTS.........30

4.1QuantitativeDifferencesinHigh-andLow-ProficiencyWritings-1ivviv.........30

4.2ComparisonbetweenQuantitativeFeaturesofCET4.........38

4.3ImpactsofQuantitativeFeaturesonWritingQuality.........47

5.1LexicalDiversityandWritingQuality.........47

5.2SyntacticComplexityandWritingQuality.........48

5.3TextualCohesionandWritingQuality......... 49

ChapterFiveDICUSSION

5.1LexicalDiversityandWritingQuality

Uindexassessinglexicaldiversityhasshowedsignificantdifferencebetweenhigh-andlow-proficiencywritingbothinCET4andCET6.Itmaysuggestthathigh-proficiencywritingshavedisplayedmorediversevocabularies,whichisdifferentfromthestudyofWang（2004）.Inhisstudy,thetargetstudentshaveasimilarlexicaldiversity.Amongtheindicesassessinglexicalstudyinhisstudy,noneindexhasshowedsignificantdifferencebetweenhigh-andlow-proficiencywritingsorcorrelatedwithwritingsscores.Inhisstudy,heexplainedthepossiblereasonforsucharesultthatthereissignificantdifferenceinaveragewords.However,thisresultisprobablyattributedtohismeasurementoflexicaldiversity.Inhisstudy,TTRwasemployedasanindexoflexicaldiversity,butasmentionedabove,TTRisreliableonlywhentextshavethesamelength.InWang'sstudy,textsvaryinlength;thuslongertextstendtohavelowerTTR.Thatiswhytherelationshipbetweenlexicaldiversityandwritingqualityisblurred.Butinthisstudy,weadoptedUindextomeasurelexicaldiversityinCETcompositions,forUindexcanavoidtheweaknessofTTRandeliminatetheinfluenceoftextlength.Besides,Liu（2003）studied57second-yearcollegestudentsintwonaturalclassesandfoundoutthatvocabularysizehadnoimmediateeffectonwritingscore.However,theresultthatlexicaldiversityhasapositiveimpactonthequalityofwritinginthisstudyisinaccordancewiththestudyofMcNamaraetal.（2001）. 

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Conclusion

ThisstudyaimstoexploretherelationshipbetweenlexicalfeaturesandL2writingqualitywiththehelpofLexicalFrequencyProfile,therelationshipbetweensyntacticfeaturesandL2writingqualitythroughtheuseofthecomputationaltoolL2SyntacticComplexityAnalyzerandtherelationshipbetweencohesivefeaturesandsecondlanguagewritingqualitywiththehelpofthecomputationaltoolCoh-Metrix3.0.Meanwhile,thestudygivesusinformationaboutthetextualrepresentationofdifferentwritingproficienciesalongmultipletextualmeasurements.Thissectionsummarizesthemajorfindingsofthisstudyandpresentstheoretical,methodologicalandpedagogicalimplicationsforL2writingresearch.Limitationofthepresentstudyandsuggestionsforfurtherstudiesareraisedintheend.

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Reference（omitted）

英语论文范文精选篇二

ChapterOneIntroduction

1.1BackgroundoftheResearch

Englishwritingisanimportantwayofcommunication,whichcanenhancetheabilityoflanguageacquisitionintheprocessofsecondlanguagelearning.Asoneofthelanguageskills,Englishwritingisverydifficulttomaster.Aftermanyyears,studentsstillfindthattheirwritingisunsatisfactoryandhavemanyproblems.ItiswidelyacknowledgedthatmuchattentionshouldbepaidtoEnglishwriting.AtpresentourcollegeEnglishwritingteachingistime-consumingandloweffectiveness,forteachersspendalotoftimeandenergyreadingandcorrectingstudents’compositions,buttheefficiencyisnothigh;atthesametime,studentsspendalotoftimewriting,andtheresultsarenotsatisfactory.ThefollowingconspicuousproblemstendtoexistintheEnglishwriting.First,whengivenatopic,studentstendtothinkinChineseanddoatranslationjob.Second,studentsspendtoomuc