英语硕士开题报告范文

英语硕士开题报告范文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，下面是为大家整理的英语硕士开题报告范文，欢迎参考~论文题目：FromReadingtoWriting:anEffectiveandPracticalApproachinImprovingStudents'EFLWritinginSeniorHighSchools.一、选题依据及意义（不少于300字）.English,especiallyEnglishreadingandwriting,hasbeeaneffectivemeanstogetaccesstoallkindsofinformationandanindispensablemeansofinternationalmunication.Asamatteroffact,EnglishwritingarevitaltoourindividualdevelopmentbecauseithasbeenappliedmoreandmoreinbothourEnglishstudyandfuturework.However,accordingtomypersonalwritingexperienceandteachingpracticeexperienceinBobaiMiddleschool,Ifoundthatthestudents'EFLwritingabilityisnotsoencouragingandsatisfactoryinseniorhighschoolsthoughtheyhavelearnedEnglishforseveralyearsinprimaryandmiddleschool.NotafewofthemdoverypoorinapplyingEnglishtoexpresstheirideas,thoughts,feelings,etc.inEFLwriting.Someofthemevencannotproduceasinglecorrectsentenceintheirpositions.Thosestudentsmayactuallyhavesomethingtowrite,buttheyjustcannotexpressitcorrectlyandappropriatelyinEnglish.Ononehand,theydonotgraspsufficientactivevocabulariestoexpressthemselves.Ontheotherhand,theylacksenseofsentencestructureandpositionstructuretodeveloptheirposition.Thelastbutnotleast,theydon'tknowhowtoapplythematerialstheyhavereadtoimprovetheirwritingabilitythoughtheyhavereadalot.Therefore,it'snecessaryandurgenttofindaneffectiveandpracticalapproachtosolvethepoorperformanceinthestudents'EFLwritingandimprovetheirwritingability.Manyscholarshaveprovedthatthereisastrongrelationshipbetweenreadingandwriting.Fromreadingtowritingcaneffectivelyenlargethestudents'amountofvocabulary,cultivatetheirsenseofsentencestructureandpositionstructure,enrichtheirwritingmaterialsandpromotetheirabilityinusingwordsandsentences.Therefore,fromreadingtowritingapproachishighlyadvocatedinimprovingEFLwritinginseniorhighschools.二、研究目标与主要内容（含论文（设计）提纲，不少于500字）.1.研究目标：AccordingtotheNewCurriculumStandardsforseniorhighschools,listening,speaking,readingandwritingarefourbasicskillsandrequirementsforthestudents.However,thestudents'EFLwritingabilityinseniorhighschoolsisnotsopleasantandencouraging.TheprevalentEFLwritingapproaches（theproductapproachandtheprocessapproach）inseniorhighschoolsdonotdomuchgoodtoimprovestudents'writingability.Thisstudyaimstoparethesetwoapproacheswithfromreadingtowritingapproachandshowtheadvantagesofapplyingfromreadingtowritingapproachinseniorhighschools.Fromreadingtowritingapproachadvocatesthatwritingshouldbeintegratedwithreadingsothatthestudentscanenlargetheirvocabularyinreading,learnhowtouselanguageappropriately,howtoapplytheirbackgroundknowledge,howtoarrangethesentences,howtanizetheposition,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-writingapproach6.2Aparisonofreading-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、研究方法和手段。（1）研究方法.1.Literatureresearchmethod:readrelevantbooks,journalsandsforresearch.2.Comparativeanalysismethod:paretheproductapproachandtheprocessapproachwithfromreadingtowritingapproachandshowtheadvantagesoffromreadingtowritingapproach.（2）研究手段.Collect,sortandsearchbooks,journalsanddatesfromthelibraryandontheinter.四、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:ABell&HowellCompany.[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），20XX,（01）.[6]高利华.英语写作教学中结果法与过程法的对比研究[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，20XX.[9]罗静.英语教学以读促写教学法新探[J].现代技能开发，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），20XX,（06）.[12]相廷礼.EFL阅读与写作能力的相关性分析[D].山东大学，20XX.[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，20XX.[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，20XX.[16]中华人民共和国教育部制订。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（在对选题涉及的研究领域的文献进行广泛阅读或调查的基础上，对该领域的研究现状、发展动态等内容进行综述，并提出自己的见解和研究思路。不少于700字）.Itisnecessaryandpulsorytolearnaboutthepriorstudiesaboutthisthesis,sincetheyarehelpfultomakethisstudymorepersuasiveandcreative.LiuYe（20XX）pointsoutthatEnglishasaforeignlanguagehasbeeasureaccesstoinformationofallsortsandanindispensablemeansofinternationalmunication.Besides,healsosaidthatwiththeshiftfromtheabilityofmanipulatingthelinguisticstructuretotheabilityofusingthelanguagetomunicateinwritten/spokenformsinEnglish,EFLwritingwasconsideredasatoolforpeopletomunicateinarealsituation.XiongJie（20XX）alsopointsoutthatbothreadingandwritingarepowerfulandhighlyindividualtoolsforthinking,learninganddiscovering,andbothperformthefunctionofmunication.JudithOster（1984）pointsoutinhisbookFromReadingtoWriting:ACompositionTextwithReadingforEnglishasaSecondLanguage:―Readingputsusintouchwithothermindsandfeelingsandexperiences.Wealsoexperiencethewaysinwhichthewritershavanizedinformation,chosenwords,structuredarguments.Wecanseehowwellagoodwriterexpresseshimself;whatmakesthatwritingsoeffective,whatwecanlearnfromit.Readinggivesusideaswemaynothaveimagined,informationwemaynothavehad……Itmaystimulateustothink,tofeel,toread,oreventoargueagainstthewriter'sview‖。Fromthestudiesabove,wecanseethatEnglishreadingandwritingareveryimportanteveryone'sindividualdevelopment.TherearemanyEFLwritingapproaches,amongwhichtheprocessapproachandtheproductapproacharethetwoprevalentones.WangQiang（2000）pointsoutthattheproductapproachpaysgreatattentiontotheaccuracyofthefinalproductbutignorestheprocess.Theproductapproachisatraditionalone,whichfollowsthispattern:theteachergivesatopic,asetofrequirements,andatimelimit-thestudentsfinishthetaskwithinthetimelimitandhandinthefinalproduct-theteacherevaluatesthestudents'positions.LiuShangfu（1998）thinksthatthedisadvantagesoutweighitsadvantagesintheproductapproach.Theadvantageisthatthestudentscangetaclearideaofthestyleanization,etc.oftheposition.Butthereareobviousdisadvantages:thestudentsdon'tfeelfreetowritebecausethegiventopicwillleadthemtoimitate,copyortranslatethegivenmodelsormaterials;theteachersmainlyevaluateandcorrectthewords,spellingsandgrammarsbutgiveveryfewmentsafterthestudents'worksarehandedinand,mostimportantly,thestudentsusuallyputtheirworksasideafterhandeddown.Inthisway,theproductapproachdoeslittlegoodtoimprovestudents'writingabilitybecauseitonlytrainstheirusageofwordsandgrammarknowledgebutnotimprovestheirmindandsenseofwritingposition.WangQiang（2000）considersthattheprocessapproachdoesnotonlypayattentiontowhatstudentsdowhiletheyarewritingbutalsoattachesgreatimportancetowhatthestudents（andtheteacher）dobeforetheystartwritingandaftertheyfinishwriting.LiuShangfu（1998）thinksthattheprocessapproachputsmuchemphasisonthestudents'writingprocessandhelptodiscover,analyzeandsolveproblemsinthestudentswritingprocess.Inprocessapproach,writingisaprocessofbrainstorming,outlining,drafting,sharing,revisingandevaluating.Inthisapproach,thestudentscanfeelfreetoexpressthemselves,getguidancefromtheirteachersorpeers,experienceeverydetailsofwritingandbroadentheirmind.Butitstillhasitsdisadvantages:itcoststhestudentsalotoftimeanditdoesnogoodtothestudentstoformahabitofwritinginalimittime.Thatisbecausethestudentsusuallyhaveaheavylearningtasksinseniorhighschoolsandallkindsofexaminationsrequirethestudentstowriteinagiventime.Asmentionedabove,wecanseethattheproductapproachandprocessapproacharenotsofeasibleandpracticalinEnglishlearninginseniorhighschools.Asamatteroftact,thepositiveeffectsofbiningreadingtoimprovewritinghasbeenrecognizeforages.ItcanbetestifiedbyChineseproverbs―Hewhoreadstremendouslyownsagiftedpen‖and―YouwillbeeapoetyourselfifyouhavereadthreehundredTangpoemsthoroughly‖。Wecanseethattheintegrationofreadingandwritinginreadinghavelongbeenusedinnativelanguagelearningandconsideredasaneffectivewayinimprovingnativelanguagelearning.However,thebinationofreadingandEFLwritinginChinahasjustbegun.YangJing（2003）madeastudyonimprovingstudents'EnglishwritingabilitythroughthecourseofprehensiveEnglish.ShedeemedthatthecourseofprehensiveEnglishplayedanimportantroleinprovidinglanguageknowledgeaswellastraininginlanguageskills.LiuYe（20XX）pointsoutthatfromreadingtowritingapproachcanmotivatestudentsintoactivereadingandwriting,presentareal-lifemunicativesituationandim