英語論文開題報(bào)告范文,開題報(bào)告

英語論文開題報(bào)告范文,開題報(bào)告英語論文開題報(bào)告是英語專業(yè)畢業(yè)生完成畢業(yè)論文中最重要的一環(huán)，通過開題報(bào)告的書寫，我們能明確所選英語論文題目的研究意義、價(jià)值及可行性，勾畫出論文的整體框架，根據(jù)論文開題報(bào)告寫出優(yōu)秀的英語畢業(yè)論文，下面學(xué)術(shù)堂整理出一篇英語開題報(bào)告范文，供大家參考學(xué)習(xí)！論文題目：FromReadingtoWriting:anEffectiveandPracticalApproachinImprovingStudentsEFLWritinginSeniorHighSchools.一、選題根據(jù)及意義〔不少于300字〕.English,especiallyEnglishreadingandwriting,hasbecomeaneffectivemeanstogetaccesstoallkindsofinformationandanindispensablemeansofinternationalcommunication.Asamatteroffact,EnglishwritingarevitaltoourindividualdevelopmentbecauseithasbeenappliedmoreandmoreinbothourEnglishstudyandfuturework.However,accordingtomypersonalwritingexperienceandteachingpracticeexperienceinBobaiMiddleschool,IfoundthatthestudentsEFLwritingabilityisnotsoencouragingandsatisfactoryinseniorhighschoolsthoughtheyhavelearnedEnglishforseveralyearsinprimaryandmiddleschool.NotafewofthemdoverypoorinapplyingEnglishtoexpresstheirideas,thoughts,feelings,etc.inEFLwriting.Someofthemevencannotproduceasinglecorrectsentenceintheircompositions.Thosestudentsmayactuallyhavesomethingtowrite,buttheyjustcannotexpressitcorrectlyandappropriatelyinEnglish.Ononehand,theydonotgraspsufficientactivevocabulariestoexpressthemselves.Ontheotherhand,theylacksenseofsentencestructureandcompositionstructuretodeveloptheircomposition.Thelastbutnotleast,theydontknowhowtoapplythematerialstheyhavereadtoimprovetheirwritingabilitythoughtheyhavereadalot.Therefore,itsnecessaryandurgenttofindaneffectiveandpracticalapproachtosolvethepoorperformanceinthestudentsEFLwritingandimprovetheirwritingability.Manyscholarshaveprovedthatthereisastrongrelationshipbetweenreadingandwriting.Fromreadingtowritingcaneffectivelyenlargethestudentsamountofvocabulary,cultivatetheirsenseofsentencestructureandcompositionstructure,enrichtheirwritingmaterialsandpromotetheirabilityinusingwordsandsentences.Therefore,fromreadingtowritingapproachishighlyadvocatedinimprovingEFLwritinginseniorhighschools.二、研究目的與主要內(nèi)容〔含論文〔設(shè)計(jì)〕提綱，不少于500字〕.1.研究目的：AccordingtotheNewCurriculumStandardsforseniorhighschools,listening,speaking,readingandwritingarefourbasicskillsandrequirementsforthestudents.However,thestudentsEFLwritingabilityinseniorhighschoolsisnotsopleasantandencouraging.TheprevalentEFLwritingapproaches〔theproductapproachandtheprocessapproach〕inseniorhighschoolsdonotdomuchgoodtoimprovestudentswritingability.Thisstudyaimstocomparethesetwoapproacheswithfromreadingtowritingapproachandshowtheadvantagesofapplyingfromreadingtowritingapproachinseniorhighschools.Fromreadingtowritingapproachadvocatesthatwritingshouldbeintegratedwithreadingsothatthestudentscanenlargetheirvocabularyinreading,learnhowtouselanguageappropriately,howtoapplytheirbackgroundknowledge,howtoarrangethesentences,howtoorganizethecomposition,howtoachievecoherenceandunityandhowtoactivatetheirmindwhenwriting.Inthisway,thestudentscanimprovetheirwritingabilityeffectivelyandefficiently.Therefore,thethesistriestoanalyzethepresentreadingandwritingsituationinseniorhighschools,expoundthenatureofreadingandwriting,discussthenecessityandfeasibilityofreadingtowritingapproach,showtheapplicationofreadingtowritingapproachinEFLwritingpracticeandprovetheeffectivenessandpracticalityofreadingandwritingapproach.2.主要內(nèi)容〔提綱〕：1.Introduction2.ThepresentsituationofEnglishwritinginseniorhighschools3.Thenatureofreadingandwriting3.1Thenatureofreading3.2Thenatureofwriting4.Therelationshipbetweenreadingandwriting4.1Readingpavesthewayforwriting4.2Writingpromotesreading5.Thenecessityandfeasibilityofreading-to-writing5.1Thenecessityofreading-to-writing5.2Thefeasibilityofreading-to-writing6.Theadvantagesofapplyingreading-to-writingapproach6.1Thedefinitionofreading-to-writingapproach6.2Acomparisonofreading-to-writingapproachwithproductapproachandprocessapproach7.Theapplicationofreading-to-writingapproach7.1Theprinciplesofapplyingreading-to-writingapproach7.1.1Payingequalattentiontoreadingandwriting7.1.2Payingequalattentiontointensivereadingandextensivereading7.2Theselectionofgoodreadingmaterials7.3Waysofadaptingreading-to-writingapproach7.3.1Pre-writingreading7.3.2Writingfromreading7.3.3Post-writingreadingandrewriting三、研究方式方法和手段?！?〕研究方式方法.1.Literatureresearchmethod:readrelevantbooks,journalsandnetsforresearch.2.Comparativeanalysismethod:comparetheproductapproachandtheprocessapproachwithfromreadingtowritingapproachandshowtheadvantagesoffromreadingtowritingapproach.〔2〕研究手段.Collect,sortandsearchbooks,journalsanddatesfromthelibraryandontheinternet.四、以下為參考文獻(xiàn)目錄〔作者、書名或論文〔設(shè)計(jì)〕題目、出版社或刊號(hào)、出版年月或出版期號(hào)〕.[1]JudithOster.1984.FromReadingtoWriting:ACompositionTextwithReadingforEnglishasaSecondLanguage[M].Columbus:ABellHowellCompany.[2]JudithA.Standford.2000.DevelopingConnections:ShortReadingforWriters〔SecondEdition〕[M].California:MayfieldPublishingCompany.[3]蔡明德.論英語閱讀教學(xué)對(duì)寫作的影響及教學(xué)啟示[D].華中師范大學(xué)，2003.[4]陳立平.從閱讀與寫作的關(guān)系看寫作教學(xué)中的范文教學(xué)[J].外語與外語教學(xué)，2001,〔04〕.[5]陳昕.淺談?dòng)⒄Z閱讀與寫作的關(guān)系[J].科技信息〔科學(xué)教研〕，2008,〔01〕.[6]高利華.英語寫作教學(xué)中結(jié)果法與經(jīng)過法的比照研究[J].大同職業(yè)技術(shù)學(xué)院學(xué)報(bào)，2003,〔03〕.[7]劉上扶.英語寫作論[M].南寧：廣西教育出版社，1998.[8]劉燁.以讀促寫在高中英語寫作教學(xué)中的應(yīng)用研究[D].西北師范大學(xué)，2006.[9]羅靜.英語教學(xué)以讀促寫教學(xué)法新探[J].當(dāng)代技能開發(fā)，2003,〔03〕.[10]王薔.英語教學(xué)法教程[M].北京：高等教育出版社，2000.[11]韋巖峰.提高英語閱讀能力的有效途徑[J].青海師范大學(xué)學(xué)報(bào)〔哲學(xué)社會(huì)科學(xué)版〕，2004,〔06〕.[12]相廷禮.EFL閱讀與寫作能力的相關(guān)性分析[D].山東大學(xué)，2007.[13]肖福壽.英語寫作教學(xué)的原則與策略[M].上海：上海大學(xué)出版社，2007.[14]謝薇娜.談閱讀與寫作的交融性[J].外語教學(xué)，1994,〔04〕.[15]熊杰.高中英語閱讀教學(xué)中結(jié)合寫作練習(xí)提高學(xué)生寫作能力的研究[D].西北師范大學(xué)，2006.[16]中國(guó)教育部制訂。全日制義務(wù)教育普通高級(jí)中學(xué)英語課程標(biāo)準(zhǔn)〔實(shí)驗(yàn)稿〕[M].北京：北京師范大學(xué)出版社，2003.五、文獻(xiàn)綜述〔在對(duì)選題牽涉的研究領(lǐng)域的文獻(xiàn)進(jìn)行廣泛閱讀或調(diào)查的基礎(chǔ)上，對(duì)該領(lǐng)域的研究現(xiàn)在狀況、發(fā)展動(dòng)態(tài)等內(nèi)容進(jìn)行綜述，并提出自個(gè)的見解和研究思路。不少于700字〕.Itisnecessaryandcompulsorytolearnaboutthepriorstudiesaboutthisthesis,sincetheyarehelpfultomakethisstudymorepersuasiveandcreative.LiuYe〔2006〕pointsoutthatEnglishasaforeignlanguagehasbecomeasureaccesstoinformationofallsortsandanindispensablemeansofinternationalcommunication.Besides,healsosaidthatwiththeshiftfromtheabilityofmanipulatingthelinguisticstructuretotheabilityofusingthelanguagetocommunicateinwritten/spokenformsinEnglish,EFLwritingwasconsideredasatoolforpeopletocommunicateinarealsituation.XiongJie〔2005〕alsopointsoutthatbothreadingandwritingarepowerfulandhighlyindividualtoolsforthinking,learninganddiscovering,andbothperformthefunctionofcommunication.JudithOster〔1984〕pointsoutinhisbookFromReadingtoWriting:ACompositionTextwithReadingforEnglishasaSecondLanguage:―Readingputsusintouchwithothermindsandfeelingsandexperiences.Wealsoexperiencethewaysinwhichthewritershaveorganizedinformation,chosenwords,structuredarguments.Wecanseehowwellagoodwriterexpresseshimself;whatmakesthatwritingsoeffective,whatwecanlearnfromit.Readinggivesusideaswemaynothaveimagined,informationwemaynothavehadItmaystimulateustothink,tofeel,toread,oreventoargueagainstthewritersview‖。Fromthestudiesabove,wecanseethatEnglishreadingandwritingareveryimportanteveryonesindividualdevelopment.TherearemanyEFLwritingapproaches,amongwhichtheprocessapproachandtheproductapproacharethetwoprevalentones.WangQiang〔2000〕pointsoutthattheproductapproachpaysgreatattentiontotheaccuracyofthefinalproductbutignorestheprocess.Theproductapproachisatraditionalone,whichfollowsthispattern:theteachergivesatopic,asetofrequirements,andatimelimit-thestudentsfinishthetaskwithinthetimelimitandhandinthefinalproduct-theteacherevaluatesthestudentscompositions.LiuShangfu〔1998〕thinksthatthedisadvantagesoutweighitsadvantagesintheproductapproach.Theadvantageisthatthestudentscangetaclearideaofthestyle,organization,etc.ofthecomposition.Butthereareobviousdisadvantages:thestudentsdontfeelfreetowritebecausethegiventopicwillleadthemtoimitate,copyortranslatethegivenmodelsormaterials;theteachersmainlyevaluateandcorrectthewords,spellingsandgrammarsbutgiveveryfewcommentsafterthestudentsworksarehandedinand,mostimportantly,thestudentsusuallyputtheirworksasideafterhandeddown.Inthisway,theproductapproachdoeslittlegoodtoimprovestudentswritingabilitybecauseitonlytrainstheirusageofwordsandgrammarknowledgebutnotimprovestheirmindandsenseofwritingcomposition.WangQiang〔2000〕considersthattheprocessapproachdoesnotonlypayattentiontowhatstudentsdowhiletheyarewritingbutalsoattachesgreatimportancetowhatthestudents〔andtheteacher〕dobeforetheystartwritingandaftertheyfinishwriting.LiuShangfu〔1998〕thinksthattheprocessapproachputsmuchemphasisonthestudentswritingprocessandhelptodiscover,analyzeandsolveproblemsinthestudentswritingprocess.Inprocessapproach,writingisaprocessofbrainstorming,outlining,drafting,sharing,revisingandevaluating.Inthisapproach,thestudentscanfeelfreetoexpressthemselves,getguidancefromtheirteachersorpeers,experienceeverydetailsofwritingandbroadentheirmind.Butitstillhasitsdisadvantages:itcoststhestudentsalotoftimeanditdoesnogoodtothestudentstoformahabitofwritinginalimittime.Thatisbecausethestudentsusuallyhaveaheavylearningtasksinseniorhighschoolsandallkindsofexaminationsrequirethestudentstowriteinagiventime.Asmentionedabove,wecanseethattheproductapproachandprocessapproacharenotsofeasibleandpracticalinEnglishlearninginseniorhighschools.Asamatteroftact,thepositiveeffectsofcombiningreadingtoimprovewritinghasbeenrecognizeforages.ItcanbetestifiedbyChineseproverbs―Hewhoreadstremendouslyownsagiftedpen‖and―YouwillbecomeapoetyourselfifyouhavereadthreehundredTangpoemsthoroughly‖。Wecanseethattheintegrationofreadingandwritinginreadinghavelongbeenusedinnativelanguagelearningandconsideredasaneffectivewayinimprovingnativelanguagelearning.However,thecombinationofreadingandEFLwritinginChinahasjustbegun.YangJing〔2003〕madeastudyonimprovingstudentsEnglishwritingabilitythroughthecourseofcomprehensiveEnglish.ShedeemedthatthecourseofcomprehensiveEnglishplayedanimportantroleinprovidinglanguageknowledgeaswellastraininginlanguageskills.LiuYe〔2006〕pointsoutthatfromreadingtowritingapproachcanmotivatestudentsintoactivereadingandwriting,presentareal-lifecommunicativesituationandimprovingwritingskills.Fromtheinternallawoflanguagedevelopment,readingandwritingskillswererelatedclosely.Theprocessofreadingwasactuallytheonethatreadersgainedandinternalizedtheinformationoflanguageknowledge,theprocessofinput.However,theprocessofwritingwastheonethatwriterspresentedtheknowledgethattheyhadlearnedoracquired,theprocessofoutput.Therewasnodoubtthatreading-input,wasthefoundationofwriting-output.Andontheotherhand,writingoutputwastheresultofreading-input.Allinall,somescholarshaveexpoundedthepossibilityofintegratingreadingandwritingontheperspectiveoftheoreticalexplanationandempiricalinference.Someothershavecarriedoutexperimentalresearchestotestifythefeasibilityandefficiencyoftheintegrationofreadingandwriting.Inshort,researchesbothathomeandabroadonEFLwritinghavemadegreatcontributionstothisfield.Thisthesis