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英语硕士毕业论文提纲格式

时间:2017-09-03 论文提纲 我要投稿

  有了好的提纲就能周密地谋篇布局,使总论点和分论点有机地统一起来,下面是小编搜集整理的英语硕士毕业论文提纲格式,欢迎阅读查看。

  英语硕士毕业论文提纲格式一

  摘要 3-5

  Abstract 5-7

  Contents 8-10

  Abbreviations 10-11

  List of Tables 11-12

  Chapter 1 Introduction 12-15

  1.1 Background for the Study 12

  1.2 Purpose of the Present Study 12-13

  1.3 Significance of the Present Study 13

  1.4 Organization of the Thesis 13-15

  Chapter 2 Literature Review 15-24

  2.1 Defining and Classifying English Learning Motivation 15-18

  2.1.1 Definitions of English Learning Motivation 15-16

  2.1.2 Classifications of English Learning Motivation 16-18

  2.2 Defining and Classifying Learning Procrastination 18-21

  2.2.1 Definitions of Learning Procrastination 18-19

  2.2.2 Classifications of Learning Procrastination 19-21

  2.3 Brief Reviews of Researches on the Correlation between ELM and LP 21-22

  2.3.1 Relevant Studies Abroad 21

  2.3.2 Relevant Studies in China 21-22

  2.4 Theoretical Framework of the Research 22-24

  Chapter 3 Research Design 24-29

  3.1 Research Questions 24

  3.2 Subjects 24-25

  3.3 Instruments 25-27

  3.3.1 English Learning Motivation Questionnaire 26

  3.3.2 Learning Procrastination Questionnaire 26-27

  3.4 The Procedure of Study 27-29

  3.4.1 Data Collection 27-28

  3.4.2 Data Analysis 28-29

  Chapter 4 Results and Discussion 29-60

  4.1 An Overall Description of English Learning Motivation of Non-English Major Students 29-39

  4.1.1 Situations of Students' Certificate Motivation 30-31

  4.1.2 Situations of Students' Immediate Achievement Motivation 31-32

  4.1.3 Situations of Learners' Individual Development Motivation 32-34

  4.1.4 Situations of Learners'Intrinsic Interest Motivation 34-35

  4.1.5 Situations of Learners'Learning Situation Motivation 35-36

  4.1.6 Situations of Learners'Information Medium Motivation 36-37

  4.1.7 Situations of Learners'Social Responsibility Motivation 37-38

  4.1.8 Situations of Learner's Going Abroad Motivation 38-39

  4.2 An Overall Description of Learning Procrastination 39-44

  4.2.1 Situations of Learners'Arousal Procrastination 40-42

  4.2.2 Situations of Learners'Avoidant Procrastination 42-44

  4.3 Correlation Analysis between Students'ELM and LP 44-51

  4.3.1 Correlation Analysis between ELM and LP in High-Score Group 46-48

  4.3.2 Correlation Analysis between ELM and LP in Mediate-Score Group 48-49

  4.3.3 Correlation Analysis between ELM and LP in Low-Score Group 49-51

  4.4 Discussion 51-53

  4.5 Major Findings 53-54

  4.6 Implications 54-60

  4.6.1 Recognizing Students'ELM and LP 55

  4.6.2 Building up a Harmonious Teaching and Learning Situation 55-57

  4.6.3 Enhancing Students'Intrinsic Interest Motivation 57-58

  4.6.4 Making Differential Feedbacks at Different Level Students 58-60

  Chapter 5 Conclusion 60-62

  5.1 Conclusion 60

  5.2 Limitations of the Research 60-61

  5.3 Suggestions for Future Research 61-62

  Bibliography 62-66

  Appendices 66-68

  Appendix A 66-67

  Appendix B 67-68

  Publications during the Postgraduate Program 68-69

  Acknowledgements 69-70

  英语硕士毕业论文提纲格式二

  Contents 5-8

  Abstract 8-10

  摘要 11-13

  List of Tables 13-14

  Chapter One Introduction 14-18

  1.1 Research Background 14-15

  1.2 Research Purpose and Significance 15-16

  1.3 The Organization of Thesis 16-18

  Chapter Two Literature Review 18-27

  2.1 The Development of Communicative Action Theory 18-22

  2.1.1 Habermas's Studies 18-19

  2.1.2 Theoretical Studies in China 19-21

  2.1.3 Applied Studies at Home and Abroad 21-22

  2.2 Metadiscourse 22-26

  2.2.1 The Definitions of Metadiscourse 23-24

  2.2.2 The Classifications of Metadiscourse 24-25

  2.2.3 Studies about Metadiscourse in Academic Discourse 25-26

  2.3 The Limitations of Previous Studies 26-27

  Chapter Three Theoretical Framework 27-37

  3.1 Communicative Action Theory 27-30

  3.1.1 An Overview of Communicative Action Theory 27-28

  3.1.2 Universal Validity Claims 28-30

  3.2 An Overview about Metadiscourse 30-34

  3.2.1 Metadiscourse in Academic Discourse Community 31-32

  3.2.2 Hyland's Interpersonal Model of Metadiscourse 32-34

  3.3 Analytical Framework 34-37

  3.3.1 Metadiscourse and Communicative Action Meaning 34-35

  3.3.2 The Representation of Communicative Action Meaning 35-37

  Chapter Four Research Methodology 37-42

  4.1 Research Questions 37-38

  4.2 Data Collection 38-40

  4.3 Research Methods 40-41

  4.4 Research Procedures 41-42

  Chapter Five Results and Discussion 42-93

  5.1 Metadiscourse Markers in English Academic Discourse 42-48

  5.1.1 The Distribution of Metadiscourse Markers 42-45

  5.1.2 The Frequencies of Distribution 45-47

  5.1.3 Validity Claims with respect to Metadiscourse Markers 47-48

  5.2 The Representation of Communicative Action Meaning 48-84

  5.2.1 Apperception and Metadiscourse 48-56

  5.2.1.1 Transitions 49-53

  5.2.1.2 Frame Markers 53-56

  5.2.2 Truthfulness and Metadiscourse 56-65

  5.2.2.1 Evidential 56-59

  5.2.2.2 Endophoric Markers 59-62

  5.2.2.3 Code Glosses 62-65

  5.2.3 Sincerity and Metadiscourse 65-77

  5.2.3.1 Hedges 66-70

  5.2.3.2 Boosters 70-72

  5.2.3.3 Attitude Markers 72-77

  5.2.4 Correctness and Metadiscourse 77-84

  5.2.4.1 Self Mentions 78-81

  5.2.4.2 Engagement Markers 81-84

  5.3 Summary 84-87

  5.4 A Unitary Way or Multiple Way? 87-93

  Chapter Six Conclusion 93-100

  6.1 Research Findings 93-97

  6.2 Research Implications 97-98

  6.3 Research Limitations 98-100

  Bibliography 100-106

  Acknowledgements 106-107

  Appendix Ⅰ Publication in the Period of Master 107-108

  Appendix Ⅱ Sources of Academic Articles 108-110

  英语硕士毕业论文提纲格式三

  中文摘要 3-5

  Abstract 5-6

  Table of Contents 7-8

  List of Tables 8-9

  List of Figures 9

  List of Boxes 9-10

  Acronyms 10-14

  CHAPTER ONE:INTRODUCTION OF THE RESEARCH 14-31

  1.1 BACKGROUND OF THE STUDY 14-17

  1.2 PROBLEM STATEMENT 17-18

  1.3 RESEARCH OBJECTIVES 18-19

  1.4 CONCEPTUAL FRAMEWORK 19

  1.5 SIGNIFICANCE OF RESEARCH 19-20

  1.6 DEFINITION AND THEORIES OF TERMS 20-22

  1.7 RESEARCH METHODOLOGY 22-31

  CHAPTER TWO:LITERATURE REVIEW 31-55

  2.1 INTRODUCTION 31-32

  2.2 ANALYZE THE DIFFERENT THEORIES OF POVERTY 32-34

  2.3 GROWTH AND POVERTY REDUCTON-GENERAL RELATIONS 34-36

  2.4 RELATIONSHIP BETWEEN AGRICULTURAL DEVELOPMENT AND POVERTY REDUCTION 36-39

  2.5 AGRICULTURE AND PRO-POOR GROWTH 39-48

  2.6 RURAL POVERTY IN BANGLADESH 48-55

  CHAPTER THREE:REVIEW OF POVERTY REDUCTION AND AGRICULTURALPOLICIES IN BANGLADESH 55-86

  3.1 INTRODUCTION 55

  3.2 OBJECTIVES AND PRINCIPLES OF AGRICULTURAL POLICY 55-58

  3.3 PROCESS OF MAKING AND IMPLEMENTING AGRICULTURAL POLICY 58-61

  3.4 BACKGROUND OF THE AGRICULTURAL POLICY OF BANGLADESH 61-63

  3.5 MAJOR AGRICULTURAL POLICIES 63-79

  3.6 REVIEW ON POVERTY REDUCTION STRATEGY 79-82

  3.7 POVERTY MAP OF BANGLADESH-A BRIEF SCENARIO 82-86

  CHAPTER FOUR:RESULTS AND FINDINGS FROM THE FIELD SURVEY 86-105

  4.1 FARM HOUSEHOLD INTERVIES 86-92

  4.2 SITUATION OF MARKET AND MARKET ACCESS 92-96

  4.3 SITTUATION OF AGRICULTURAL INPUT AND SUBSIDY 96-100

  4.4 SITUATION OF EXTENSION TRAINING AND EDUCATION 100-102

  4.5 OPINIONS OF GOVERNMENT OFFICIALS ON AGRICULTURAL POLICY 102-105

  CHAPTER FIVE:CONCLUSION AND DISCUSSION 105-116

  5.1 CONCLUSION 105-108

  5.2 DISCUSSION 108-111

  5.3 PROBLEMS IN RESEARCH 111-112

  5.4 RECOMMENDATIONS FOR FURTHER POLICY REFORM 112-116

  REFERENCES 116-124

  ACKNOWLEDGEMENT 124-125

  ANNEX 125-140

  CURRICULUM VITAE 140-141

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