篇一：英语专业毕业论文范文2
关于论文结构和格式规范的有关问题，请认真阅读“外国语学院英语本科毕业论文撰写要求”，同时可查阅“MLA格式学位论文写作规范（供查询用）”。（建议：以本范文作为模板，把自己论文的相应部分复制后，以 “选择性粘贴”—“无格式文本”的方式，粘贴到范文的相应位置，以保持与范文格式完全一致。）
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文学方向的请务必参考此范文（语言学教学、文化类也可参考）。
山东财经大学
本科毕业论文(设计)
范文2
题目： 论《诺桑觉寺》的反哥特观念
学 院 外国语学院
专 业 英语
班 级英语0801 （注意原山经、原山财班级名称不同）
学 号 2008110067
姓 名 李晓慧
指导教师 王俊华
山东财经大学教务处制
二Ｏ一二年五月
山东财经大学学士学位论文
山东财经大学学士学位论文原创性声明
本人郑重声明：所呈交的学位论文，是本人在导师的指导下进行
研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在论文中作了明确的说明并表示了谢意。本声明的法律结果由本人承担。
日期填写定稿日期5月1日。教师学生都要手写签名
学位论文作者签名：
山东财经大学关于论文使用授权的说明
本人完全了解山东财经大学有关保留、使用学士学位论文的规定，
即：学校有权保留、送交论文的复印件，允许论文被查阅，学校可以公布论文的全部或部分内容，可以采用影印或其他复制手段保存论文。 日期填写定稿日期5月1日。教师学生都要手写签名
指导教师签名：论文作者签名：
年月日年 月日
On Anti-Gothicism in Northanger Abbey
by
Li Xiaohui
Under the Supervision of
Wang Junhua
Submitted in Partial Fulfillment of the Requirements
for the Degree of Bachelor of Arts
School of Foreign Studies
Shandong University of Finance and Economics
May 2012
Acknowledgements
It would not be possible for me to complete the thesis without the generous help of many. First and foremost, I would like to take this opportunity to convey my sincere gratitude and appreciation to my supervisor Dr. Wang Junhua, under whose supervision I have obtained valuable ideas and precious suggestions. He is very intelligent on thesis instruction and also shows his great patience to me during my writing. I also want to thank all the teachers in the School of Foreign Studies of Shandong University of Finance and Economics for their beneficial courses I have attended during my college life. Besides, I owe my deep thanks to my roommates who have been encouraging me all the time, and to my colleagues at Jinan Longre Foreign Language Training Center who willingly took my part of duties so that I could have enough time for thesis writing.
L. X. H.
(名字的第一个字母)
ABSTRACT
On Anti-Gothicism in Northanger Abbey
Li Xiaohui
Northanger Abbey, one of Jane Austen‘s famous works, mainly tells the story of an innocent girl, a Gothic novel fan, who treats herself as the heroine of a Gothic novel and makes many ridiculous adventures by taking Gothic stories as real happenings, but finally learns to distinguish between the imaginary life in novels and the real life of her own. The novel criticizes the ridiculousness and meaninglessness of Gothic novels in a satirical way. The thesis analyzes Austen‘s parody of Gothic plot, characterization, and the heroine‘s Gothic adventures in Northanger Abbey, and argues that the work reveals her anti-Gothicism through a comparison with the typical features of prevailing Gothic novels in her age.
Key words: Northanger Abbey; Jane Austen; anti-Gothicism
篇二：英语本科毕业论文优秀范文
××大学毕业设计（论文）
题 目Analysis of the contextual meaning of English Word 作 者 张 芳 丹 层 次 本 科 专 业 英 语 学 号 指导教师
×年×月×日
××大学成人高等教育
毕业论文（设计）评审表
注：此表一式二份，与学籍表一起进入学员毕业档案
××大学
毕业设计（论文）任务书
学院
学生姓名： 学号： 专业：英语
1 设计（论文）题目及专题：Analysis of the contextual meaning of English Word 2 学生设计（论文）时间：自年日开始至年日止
3 设计（论文）所用资源和参考资料：
〔1〕Nida , E .A . Language in Culture and Society. New York : Harper&Row . 1964. (the whole book) 〔2〕Ogden, C. K and Richard, I. A. The Meaning of Meaning 〔M〕. London: Rout ledge and Kegan PAUL. 1923. (the whole book) 〔3〕Saeed, J. I. Semantics. Oxford: Blackwell. 1997. (from page 53 to 132)〔4〕胡壮麟.语言学教程〔M〕.北京：北京大学出版社.2005.6 (the whole book)〔5〕何伟.英语语篇中的时态研究. 北京大学出版社.2008.2 (from page 50 to 193)4 设计（论文）完成的主要内容：
Ⅰ． Contextual Meaning and Figures of Speech 5 提交设计（论文）形式 （设计说明与图纸或论文等）及要求：
〔1〕要求认真、独立完成毕业论文（设计）的写作〔2〕要求按照学校规定的论文（设计）格式撰写论文（设计） 〔3〕要求及时同指导老师进行沟通，按步骤完成论文（设计）的写作和答辩工作。6 发题时间：年月
指导教师： （签名）
学 生： （签名）
Analysis of the contextual meaning of English Words
张芳丹
Abstract
As is known to us, the context is the environment that the word is used, it often determines the exact meaning of words. Nowadays, more and more words appear to express new concepts with the development of the science and technology. But not every concept has its own word. Therefore, many common words are used to express some new concepts, then a common word has its special meaning due to the place where it is used, namely contextual meaning. In this paper, the author divides context into two parts: figures of speech, culture. The analysis on contextual meaning of English words is able to provide a clue for understanding the meaning of English words used in some special context rightly as well as to avoid embarrassment caused by interpreting a word literally.
Key Words
English words; context; contextual meaning
Ⅰ． Contextual Meaning and Figures of Speech
Ti is known to all that language is the means of communication. In communication, figurative language is often employed by writers or speakers to make his idea concrete and vivid. A fresh, proper figure of speech can appeal to the imagination, create mental picture and make the speech or writing vivid, impressive and interesting. English, as a communication device, are full of figures of speech. Most of figures of speech are based on resemblance in image. They may be direct or implied comparison, likening inanimate objects to people or addressing them as such. Some figures of speech are based on the association between the things and people, between the part and the whole, or between opposite things, etc. others come into being through usage, proverbial relationship or exaggeration. To
篇三：英语专业本科毕业论文格式标准范文
附件2
A FOLLOW-UP STUDY ON TRANSFERRED TEACHERS’ ENGLISH
PRONUNCIATION
—A Case in Guangdong
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTS
By
JACKIE LAM
Supervised by
Prof. Noble Hofmann
SOUTH CHINA NORMAL UNIVERSITY, GUANGZHOU, P.R. CHINA
JUNE, 2006
ACKNOWLEDGEMENTS
The completion of this study could never have been possible without the assistance of many people related.
First and foremost, I would like to show my heartfelt gratitude to my supervisor, Professor XXX. Knowledgeable and responsible, Prof. X provided me with valuable guidance and support in every stage of writing this thesis. He made well-informed and enlightening comments on the organization of the chapters, took pains to go through in great detail every draft of the thesis.
Thanks are due to Associate Professor XX, Miss YY and Miss PP, who helped me a lot in collecting data.
I would like to express my great gratitude to my classmate FFF, and my dear Australian teacher KK, who have been of great help in analyzing the data. They have been very patient and responsible throughout the whole work.
Last but not least, I want to acknowledge my debt to the six transferred teachers, who spent time in providing the oral materials when having their hands full.
ABSTRACT
Quality of teachers has always been paid great attention to, especially that of primary school teachers, who play the most influential role in students’ elementary learning. In 2001, as the new National English Curriculum requires that English should be taught from Grade 3 in primary schools, a new type of primary school English teachers named ―transferred teachers‖ came into being. Transferred teachers are those non-English-major primary school teachers who shift to teach English after graduation from a training program called ―In-service Training for Transferred Teachers‖. By far, these teachers have been teaching English for over four years, but there have been few follow-up researches on their pronunciation up till now. The present study investigates on the pronunciation of transferred teachers concerning consonants and vowels. The goal is to find out whether these teachers, who have received only 3-week compulsory residential training and a year long optional school-based training, are making progress and competent for elementary English teaching.
As time was limited, six transferred teachers were chosen as our subjects. The study was carried out on the basis of the analysis of the errors on the recorded material of the English utterance borne out by these transferred teachers.
Key Words：the first，the second，the third
中文摘要
教师素质一直都备受关注，特别是小学教师的素质更是如此，因为小学教师在学生初级阶段的学习起着举足轻重的作用。于2001年，应新英语课程标准的要求，英语要从小学三年级教起，因此，一种被称为“转岗教师”的小学英语教师产生了。“转岗教师”是指从在职转岗培训毕业后从事小学英语教学的非英语专业教师。至今为止，这些老师已经从事小学英语教育有四年多了，但很少关于这些转岗老师语音的后续调查。本研究基于转岗教师的语音情况，求证这些只受过三周英语专业培训和一年的在职培训的转岗教师是否有所进步且能胜任于小学英语教学。
由于时间有限，在1102名转岗教师中，6名被选为本研究的受试。本研究是通过给六位老师的英语口头表达录音，并对录音进行其错误分析。
关键词：关键词1，关键词2，关键词3
Table of Contents
ACKNOWLEDGEMENTS .............................................................................................................. I ABSTRACT ..................................................................................................................................... II 中文摘要......................................................................................................................................... III Table of Contents........................................................................................................................... IV
Chapter One Introduction .................................................................................................................. 1
1.1 Background ........................................................................................................................ 1
1.2 Significance of the Empirical Study ................................................................................. 1
1.3 Purpose of the Present Study ........................................................................................... 1
1.4 Structure of the Present Study ......................................................................................... 2
Chapter Two Literature Review .................................................................................................... 3
2.1 Definition of Teachers’ Beliefs .......................................................................................... 3
2.2 Teachers’ Beliefs and Teaching Behavior ........................................................................ 3
2.3 The Expected Teachers’ Beliefs of the New Curriculum................................................ 4
Chapter Three Method ................................................................................................................... 5
3.1 The Participants ................................................................................................................ 5
3.2 Procedures ......................................................................................................................... 5
Chapter Four Results and Discussion ........................................................................................... 8
4.1 Status Quo of the Teachers’ Beliefs .................................................................................. 8
4.2 The Relationship between Teachers’ Beliefs and Their Teaching Behavior ............... 10
4.3 Teachers’ Most Concern in Course Planning ................................................................ 13
Chapter Five Conclusion and Research Implications ................................................................ 15
5.1 The Importance of Teacher Training ............................................................................. 15
5.2 Modification of the Assessment System ......................................................................... 17
5.3 Offering Adequate Teaching Facilities .......................................................................... 17
Chapter Six Limitations ............................................................................................................... 18
References ...................................................................................................................................... 19
Appendix I ..................................................................................................................................... 20
Appendix II .................................................................................................................................... 21
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