-优秀英语毕业论文范文十篇.docx

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1、 优秀英语毕业论文范文十篇本文是一篇英语毕业论文，英语论文的写作，主要用于参加国际学术研讨会，促进中外学术文化交流；在国际学术刊物上发表，在国际上共享科研成果，英语论文也是达到学术交流的目的；另外英语论文还包括英语相关专业人员必要地用英语撰写学术报告或毕业论文等等。（以上内容来自百度百科）今天为大家推荐一篇英语毕业论文，供大家参考。优秀英语毕业论文范文篇一Chapter One Introduction1.1 Background, Significance, and Necessity of the StudyIn recent years, studies of foreign langu

2、age teaching and learning have tended tofocus on learners’ errors, since they allow for prediction of the possible difficultiesinvolved in learning the foreign language. As far as the teachers and the learners ofEnglish as a foreign language (EFL) in China are concerned, the studies of thelear

3、ners’ linguistic errors in their applying English are of significance to both sides.For the teachers, with better knowledge of such errors made by the learners, they willpay more attention to the relevant areas, and be in a better position to make informedand conscious efforts to improve their

4、 teaching performance, and for the learners,when better informed of such errors, they will do better in applying English, reducingthe occurrences of them. Besides, for the researchers in the relevant subject, theirachievements will provide new scholarly knowledge of those errors, describe howlearnin

5、g occurs by examining the learner’s output, and particularly his/her correct andincorrect use of the language he/she is learning. By analyzing the underlying causes ofthose errors, the researchers may propose more efficient pedagogical strategies forEFL teaching and learning. Thus, it is obvio

6、us that the studies of foreign languagelearners’ errors are of considerable importance. The verb of English is one of its mostimportant parts of speech. The Chinese EFL learners’ performance in translation ofChinese into English (C-E translation) represents their highest proficiency in a

7、pplyingEnglish for practical purposes. According to this understanding, it is of necessity andsignificance to study the EFL learners’ errors in applying English.1.2 Purpose, Research Question, Object and Methodology of the StudyThe present project attempts to study verb errors by Chinese EFL m

8、ajors as thebasic object of study. As far as how a verb is defined is concerned, we can find manydefinitions in literature. For example, according to Oxford Concise Dictionary ofLinguistics (Matthews, 2000), verb; is defined as .one of a class of lexical units whose characteristic syntactic role is

9、as apredicate or predicator and which is characteristically that of words denotingactions or processes: e.g. run, make, melt. Verbs and nouns were distinguished inantiquity as two principal parts of speech without which a complete sentencecould not be formed; often taken, for similar reasons, to be

10、substantiveuniversals.According to Hudson (2005), verbs are used to express action, being, and statesof being. Thus, we can see that there are two main categories of verbs: action verbsand state of being verbs (also known as linking verbs). Because action verbs andlinking verbs are strong enough to

11、be used in sentences all by themselves, they arecalled main verbs, which can act in four different ways: transitive active verbs,intransitive complete verbs, transitive passive verbs, and intransitive linking verbs.There is also a third category, that is, auxiliary verbs. An auxiliary verb and a mai

12、nverb working together make a verb phrase. S…Chapter Two Literature Review2.1 Relevant Studies on Verb Errors at Home and AbroadMany foreign scholars have highlighted the importance of verb and launched a lotof researches on verb errors. Here, we just review some representative ones. George(1

13、972) illustrates that in Chinese and also Malaysia EFL learner’s L1, the verb doesn’thave conjugation with different tense or person, which poses a big difficulty for thelearning of L2. Thus, in the process of learning English verbs, Chinese EFL learnersmust conquer the influence of L1.

14、Nesselhauf (2003) confirms that L1 can have aninfluence over nearly all types of errors including verb errors, usage errors, noun errors,preposition errors etc. The learners have more difficulty in producing the correspondentwords in L2. From the viewpoint of Tan (2005), every EFL learner needs to g

15、rasp thefundamental grammatical knowledge so as that he or she can efficiently communicatewith each other whether in the form of written English or spoken English. However,many of the studies in this field demonstrate that it is not easy for every EFL learner todo that, especially the mastery of ver

16、b, for verb errors account for the largest proportionin all of the grammatical errors. For example, one error analysis, for the Englishcompositions of non-English Major sophomores carried out by Bhatia (1974) at NewDelhi University, demonstrates that the errors of verb conjugation account for 40perc

17、ent of all the errors. In coincidence, Vongthieres (1974) selects thirty Thai studentsat Ohio State University and analyzes the errors in their English compositions, in which,she found that verb errors account for the largest part of all the errors, reaching 32.4percent of them; and among all the ve

18、rb errors, the tense errors account for 44.8 percent,the most of all the verb errors.…2.2 Error Analysis (EA)In this section, several concepts of Error Analysis (EA) will be discussed,involving the contrast between Contrastive Analysis (CA) and EA, the definition of EA,the deficiencies of EA,

19、 and most importantly, the procedure of EA. Since early 1950s, Contrastive Analysis (CA), as a branch of applied linguistics,has been generally adopted for analyzing L2 learners errors, which claims to predict theerrors that learners made by identifying the linguistic differences between their L1 an

20、dthe target language. The CA Hypothesis assumes that errors occur mainly resulting frominterference when the L2 learners transfer native language habits into the L2.Interference is considered to take place whenever the habits of the native languagesdiffer from those of the target language. The bigge

21、r the divergence between the twolanguage systems, the stronger the interference of the L1 system with the L2 is.However, it is also evident that interference is not the only factor to result in L2 learnererrors. Thus, Error Analysis (EA) is adopted as a substitute for CA to be an appropriatestarting

22、 point for the study of L2 acquisition since EA offers a comprehensive andscientific methodology for investigating learner language.Chapter Three Corpus Introduction and Collection of Data. 193.1 Corpus and Software Used in the Study . 193.2 Collection of Data and Preliminary Analysis. 24Chapter Fou

23、r Data Analysis and Results. 294.1 Transitive and Intransitive Verb Errors (vp1) . 294.2 Verb Errors in the Use of Set Phrases (vp2) . 344.3 Finite/ Non-finite Verb Errors (vp3) & Non-finite Verb Errors (vp4) . 364.4 Verb Errors in Terms of Mood (vp5). 414.5 Modal Verb Errors (vp6). 434.6 Auxili

24、ary Verb Errors (vp7) . 454.7 The Absence of a Main Verb (vp8) . 464.8 Verb Errors on Different Original Chinese Sentences . 474.9 Possible Causes for Verb Errors. 50Chapter Five Pedagogical Suggestions for C-E Translation Teaching . 565.1 A Brief Introduction of C-E Translation Teaching for Chinese

25、 EFL Majors. 565.2 Pedagogical Suggestions for Teaching C-E Translation . 59Chapter Five Pedagogical Suggestions for C-E Translation Teaching for Chinese EFL Majors5.1 A Brief Introduction of C-E Translation Teaching for Chinese EFL MajorsIn foreign language schools in China’s universities, af

26、ter two-year learning of thebasic knowledge of English, senior learners will go through the course of translationwhich aims at grasping the basic translation skills and knowledge, including usuallyE-C translation and then C-E translation, and improving their translation competencethrough translation

27、 practices. Translation represents a Chinese EFL student’s mostpractical purpose of learning English; the principal form of communication a ChineseEFL student takes; a profitable process of relearning English on an advanced level; thesources on the basis of which translation theories come. The

28、refore, the translationcourse is important to Chinese EFL majors (Wang Xiaonong, 2005). The C-E translationcourse is definitely indispensable and essential for the nourishment of Chinese EFLMajors, for C-E translation is their most frequent and principal form of using Englishfor practical work. The

29、guideline requirement for the third-year English majors in translation has beenelaborated in the National Teaching Syllabus for English Majors of Institutions ofHigher Learning (2000): to learn the basic translation theories, to tell the majorsimilarities and differences between Chinese and English,

30、 to master the fundamental translation skills and be able to translate Chinese and English texts of medium level ofdifficulty. And what’s more, their translated texts should be in accordance of the basiccriteria of being faithful to the original and smooth to read. Thus, to a certain degree,tr

31、anslation, especially C-E translation can reflect senior learners’ proficiency level toapply English for practical purposes and also can be used as a criterion to evaluatelearners’ translation competence which is the most important ability for a qualifiedtranslator.….ConclusionThi

32、s study is mainly concerned with all the verb errors made by the Chinese EFLmajors in their translation productions collected and marked in CEM both in thequantitative and the qualitative way. The author adopts the quantitative way to find outthe classification and proportion of those verb errors. W

33、ith regard to the qualitative way,the author uses it to characterize the errors and consider the possible causes of the errorsand tentatively to provide some pedagogical suggestions for C-E translation teachingand learning.The present study has achieved the following major findings: For some senior

34、Chinese EFL majors involved in the study, in their translationsin TEM-8, transitive and intransitive verb errors account for the largest proportion of allthe verb errors, followed by verb errors in the use of set phrase and non-finite verberrors in sequence. Thus, we can regard those three kinds of

35、verbs as the most difficultpoints for Chinese EFL learners in the process of C-E translation with regard to their useof the English verbs. These three kinds of verbs are distinctive in English and they havenot correspondents in Chinese. Thus, it’s safe to say that these errors to a large exten

36、treflect L1 negative transfer and the Chinese EFL majors are inclinable to committingverb errors in the process of translation from the Chinese original into the Englishversion when the verbs concerned differ greatly from each other.References (omitted)优秀英语毕业论文范文篇二Chapter One Introduction1.1 Objecti

37、ve of the StudyThis thesis is an expository study which concerns the evaluative language in theEnglish Commercial advertisement. The main objective of this study is to reveal thelinguistic feature of commercial advertisement which aims to attract its potentialconsumers to purchase their new products

38、 This study will adopt both qualitative andquantity methods in order to have an exhaustive explanation on the evaluative languagefeatures in English commercial advertisements.Advertisement is a kind of persuasive text which can provide us many appraisalresources to study. Therefore, nowadays, some

39、researchers try to analyze Englishcommercial advertisement within the frame work of Appraisal theory with a purpose toprovide some useful suggestions for both advertisers and their audiences. The focus ofthis study is on the use of evaluative resources in English commercial advertisements.Previous s

40、cholars have shown great interest in revealing rhetorical devices orsocial functions of advertisement, but seldom in analyzing its evaluative languagefeature. This research attempts to explore in what kinds of advertisement, and by usingwhat evaluative language devices advertisers can realize the pe

41、rsuading function ofadvertisements successfully. In this sense, this thesis also can reveal how the evaluativeresources are constructed in such persuasive texts.….1.2 Significances of the StudyThis thesis tries to reveal how advertising managers show their attitude inadvertisement. Advertisem

42、ent is a kind of dialogical text which attempts to align itsreaders. In this sense, the present study will draw its attention on two questions. First,by using what kind of language devices the advertising managers can express theirattitude successfully and provide themselves an opportunity to have a

43、 ‘dialogue’ withits audiences. Second, by using what kind of evaluative language resources readers canbe attracted by the advertisement easily. Therefore, the study will be useful for bothadvertising managers as well as potential consumers. Moreover, some possible findingswhich are drawn

44、 from the corpus will be more useful to advertising managers, becausethe main purpose of this study lies in how the advertisement can cater to consumingpsychology of consumer groups by using some evaluative language resources.This present study will adopt Appraisal theory as the theoretical foundati

45、on. Thistheory offers a functional view for studying the evaluative language and has proven tobe useful to the study of advertisement languages. Under this theory, we can have adeep understanding on the evaluative language from an interpersonal view and thestudy on the feature of advertisement langu

46、age will be more systematically. In thissense, a more detailed study will be offered to the use of evaluative values incommercial advertisement. The theoretical significance of this study is the analysis onhow these different evaluative resources are distributed in the commercialadvertisement. Altho

47、ugh there are some previous studies in news, fairy tales, historicalcontexts, but very little in advertisement.Chapter Two Literature Review2.1 Basic Concepts of AdvertisementsFor the discourse we chose in this study is commercial advertisement, it’snecessary for us to know what advertisement

48、is firstly. The word ‘advertisement’ isderived from the Latin word ‘adverture’, which means a way of calling public attentionto some things and then leading them to certain directions. In old ages, the word‘advertisement’ has various forms, such as ‘advertir’ and ‘advertisen’. Until the late 17thcentury, the word ‘advertisement’ was generally accepted because