英语论文开题报告范文,开题报告

英语论文开题报告范文,开题报告英语论文开题报告是英语专业毕业生完成毕业论文中最重要的一环，通过开题报告的书写，我们能明确所选英语论文题目的研究意义、价值及可行性，勾画出论文的整体框架，根据论文开题报告写出优秀的英语毕业论文，下面学术堂整理出一篇英语开题报告范文，供大家参考学习！论文题目：FromReadingtoWriting:anEffectiveandPracticalApproachinImprovingStudentsEFLWritinginSeniorHighSchools.一、选题根据及意义〔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、研究目的与主要内容〔含论文〔设计〕提纲，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.主要内容〔提纲〕：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。〔1〕研究方式方法.1.Literatureresearchmethod:readrelevantbooks,journalsandnetsforresearch.2.Comparativeanalysismethod:comparetheproductapproachandtheprocessapproachwithfromreadingtowritingapproachandshowtheadvantagesoffromreadingtowritingapproach.〔2〕研究手段.Collect,sortandsearchbooks,journalsanddatesfromthelibraryandontheinternet.四、以下为参考文献目录〔作者、书名或论文〔设计〕题目、出版社或刊号、出版年月或出版期号〕.[1]JudithOster.1984.FromReadingtoWriting:ACompositionTextwithReadingforEnglishasaSecondLanguage[M].Columbus:ABellHowellCompany.[2]JudithA.Standford.2000.DevelopingConnections:ShortReadingforWriters〔SecondEdition〕[M].California:MayfieldPublishingCompany.[3]蔡明德.论英语阅读教学对写作的影响及教学启示[D].华中师范大学，2003.[4]陈立平.从阅读与写作的关系看写作教学中的范文教学[J].外语与外语教学，2001,〔04〕.[5]陈昕.浅谈英语阅读与写作的关系[J].科技信息〔科学教研〕，2008,〔01〕.[6]高利华.英语写作教学中结果法与经过法的比照研究[J].大同职业技术学院学报，2003,〔03〕.[7]刘上扶.英语写作论[M].南宁：广西教育出版社，1998.[8]刘烨.以读促写在高中英语写作教学中的应用研究[D].西北师范大学，2006.[9]罗静.英语教学以读促写教学法新探[J].当代技能开发，2003,〔03〕.[10]王蔷.英语教学法教程[M].北京：高等教育出版社，2000.[11]韦岩峰.提高英语阅读能力的有效途径[J].青海师范大学学报〔哲学社会科学版〕，2004,〔06〕.[12]相廷礼.EFL阅读与写作能力的相关性分析[D].山东大学，2007.[13]肖福寿.英语写作教学的原则与策略[M].上海：上海大学出版社，2007.[14]谢薇娜.谈阅读与写作的交融性[J].外语教学，1994,〔04〕.[15]熊杰.高中英语阅读教学中结合写作练习提高学生写作能力的研究[D].西北师范大学，2006.[16]中国教育部制订。全日制义务教育普通高级中学英语课程标准〔实验稿〕[M].北京：北京师范大学出版社，2003.五、文献综述〔在对选题牵涉的研究领域的文献进行广泛阅读或调查的基础上，对该领域的研究现在状况、发展动态等内容进行综述，并提出自个的见解和研究思路。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