★機(jī)械工程英語(yǔ)論文提綱范文機(jī)械工程英語(yǔ)論文提綱格式模板

機(jī)械工程英語(yǔ)論文提綱范文機(jī)械工程英語(yǔ)論文提綱格式模板 摘要 第一章 引言 1-1 研究背景 1-2 研究方法 1-3 研究目標(biāo) 1-4 研究意義 第二章 奈達(dá)動(dòng)力相當(dāng)翻譯理論和機(jī)械工程文獻(xiàn)綜述 2-1 奈達(dá) Dynamic Equivalence 非“動(dòng)態(tài)對(duì)等”實(shí)為“動(dòng)力相當(dāng)” 2-2 奈達(dá)動(dòng)力相當(dāng)翻譯理論介紹 2-3 奈達(dá)動(dòng)力相當(dāng)理論的實(shí)質(zhì) 2-4 動(dòng)力相當(dāng)翻譯理論在國(guó)內(nèi)外研究現(xiàn)狀 2-4-1 動(dòng)力相當(dāng)翻譯理論在國(guó)外的研究現(xiàn)狀 2-4-2 動(dòng)力相當(dāng)翻譯理論在國(guó)內(nèi)研究現(xiàn)狀 2-5 機(jī)械工程英語(yǔ)特點(diǎn) 2-5-1 詞匯方面特點(diǎn) 2-5-2 句法方面特點(diǎn) 2-5-3 修辭方面特點(diǎn) 第三章 奈達(dá)的動(dòng)力相當(dāng)理論在機(jī)械工程英語(yǔ)翻譯中的應(yīng)用 3-1 奈達(dá)動(dòng)力相當(dāng)翻譯理論可以用于指導(dǎo)機(jī)械工程英語(yǔ)翻譯 3-2 奈達(dá)動(dòng)力相當(dāng)翻譯理論在機(jī)械工程英語(yǔ)翻譯中的應(yīng)用 3-2-1 機(jī)械工程英語(yǔ)翻譯在詞匯方面的“相當(dāng)”或“對(duì)當(dāng)” 3-2-2 機(jī)械工程英語(yǔ)翻譯在句法方面的“相當(dāng)”或“對(duì)當(dāng) 3-2-2-1 被動(dòng)語(yǔ)態(tài)翻譯方面的“相當(dāng)”或“對(duì)當(dāng)” 3-2-2-2 非謂語(yǔ)動(dòng)詞和名詞化結(jié)構(gòu)翻譯方面的“相當(dāng)”或“對(duì)當(dāng)” 3-2-2-3 長(zhǎng)句翻譯方面的“相當(dāng)”或“對(duì)當(dāng)” 3-3 機(jī)械工程英語(yǔ)翻譯修辭方面的“相當(dāng)”或“對(duì)當(dāng)” 3-3-1 句型和時(shí)態(tài)方面的“相當(dāng)”或“對(duì)當(dāng)” 第四章 結(jié)論 _ 附件 Acknowledgements 摘要 Chapter One Introduction 1-1 Background of the Study 1-2 Purpose and Significance of the Study 1-3 Organization of the Thesis Chapter Two Literature Review 2-1 Scaffolding Instruction 2-1-1 Definition 2-1-2 Backup Theories 2-1-3 Characteristics and Principles of Scaffolding Instruction 2-1-4 Steps of Scaffolding Instruction 2-2 ESP Studies in Chinese Vocational Colleges 2-2-1 General Description of ESP Studies 2-2-2 Study of ESP Teaching in Chinese Vocational Colleges Chapter Three Methodology 3-1 Context of this Research 3-2 Research Questions 3-3 Subjects 3-4 Instruments 3-4-1 Interviews 3-4-2 Questionnaires 3-4-3 Tests 3-5 Procedures 3-5-1 Instructional Contents 3-5-2 Teaching Designs 3-6 Data Collection and Analysis Chapter Four Results & Discussions 4-1 Results 4-1-1 Results of the Interviews 4-1-2 Results of the Questionnaires 4-1-3 Results of the Tests 4-2 Discussions 4-2-1 Students Attitudes towards Scaffolding Instruction 4-2-2 Effects on students Interests,Confidence and Motivation 4-2-3 Effects on Learning Results Chapter Five Conclusion 5-1 Major Findings 5-2 Pedagogical Implications and Suggestions 5-3 Limitations and Suggestions for Further Research Reference Appendix 1 Appendix 2 Appendix 3 Appendix 4 Publications 摘要 Introduction Background of the research Concept of mechanical engineering English Chapter One Features of Mechanical Engineering English 1-1 Lexical features of MEE 1-1-1 Word with multiple meanings 1-1-2 Abbreviation 1-1-3 Derivative 1-1-4 Compounding 1-2 Grammar features of MEE 1-2-1 Predominance of the passive voice 1-2-2 Non-finite verbs 1-2-3 Frequent use of long sentences 1-3 Summary Chapter Two Skopos Theory and Principal Concepts 2-1 Brief review and introduction to functionalism translation theory 2-2 Translation brief 2-3 Three rules of skopos 2-3-1 The skopos rule 2-3-2 The coherence rule 2-3-3 The fidelity rule 2-4 Adequacy and equivalence 2-5 Summary Chapter Three The Text Typology within the Framework of Skopos Theory 3-1 Background of Reisss text typology 3-2 Definitions of text type and text kind 3-3 Three Text Classifications of Skopos Theory 3-3-1 Informative texts 3-3-2 Expressive texts 3-3-3 Operative texts 3-3-4 Audio-Medial texts 3-4 The mixed text type 3-5 Summary Chapter Four Mechanical Engineering English Translation 4-1 Translation strategies 4-1-1 Documentary translation 4-1-2 Instrumental translation 4-2 Principles for E-C translation of MEE 4-2-1 Literality 4-2-2 Logic 4-3 Translation methods and techniques 4-3-1 Literal translation approach 4-3-2 Rhetoric in MEE and its translation 4-3-3 Ellipsis in MEE and its translation 4-3-3-1 Ellipsis in MEE writings 4-3-3-2 Approaches of ellipsis structures in translation 4-4 Summary Conclusion Summary of major findings Limitations of the research Bibliography 發(fā)表論文和科研情況說(shuō)明 Acknowledgements 中文摘要 CHAPTER ONE INTRODUCTION 1-1 RESEARCH BACKGROUND 1-2 PURPOSES OF THE RESEARCH 1-3 SIGNIFICANCE OF THE RESEARCH 1-4 RESEARCH QUESTIONS 1-5 STRUCTURE OF THE THESIS CHAPTER TWO LITERATURE REVIEW 2-1 DEVELOPMENT OF ESP 2-1-1 The ESP study in brief 2-1-2 The classification of ESP 2-1-3 ESP in China 2-1-4 The problems needed to be dealt with in China 2-2 ESP TEACHING 2-2-1 Needs Analysis Theory 2-2-2 ESP course desgin 2-2-3 The role of the ESP teacher 2-2-4 Material design process 2-2-5 Studies of the students 2-3 THE STUDIES OF MEE 2-3-1 The previous researches on the MEE 2-3-2 Characteristics of MEE 2-4 SUMMARY CHAPTER THREE METHODOLOGY AND RESEARCH 3-1 RESEARCH METHODS 3-1-1 Questionnaire 3-1-2 Interview 3-1-3 Class observation 3-2 RESEARCH DESIGN 3-2-1 Participants 3-2-2 Procedures of the investigation CHAPTER FOUR RESULTS AND DISCUSSIONS 4-1 THE RESULTS OF THE STUDENTSQUESTIONNAIRE 4-1-1 The basic state of the students 4-1-2 The teaching activities and methods 4-1-3 Course design 4-1-4 Teaching materials 4-1-5 The studentssuggestions to the MEE teaching 4-2 THE RESULTS OF THE TEACHERSSURVEYS 4-2-1 The results of the questionnaires 4-2-2 Results of the interview 4-3 THE INFORMATION COLLECTED FROM THE CLASS OBSERVATION 4-3-1 The teaching method 4-3-2 The teaching media 4-3-3 Classroom atmosphere 4-3-4 The teaching activities 4-3-5 The emotional condition of the students 4-4 SUMMARY 4-4-1 The shortings of the text book 4-4-2 The shortings of the teaching methods and media 4-4-3 The shortings of the applications CHAPTER FIVE SUGGESTIONS AND COUNTERMEASURES FOR THE TEACHING OF MEE 5-1 TO RAISE THE ESP TEACHERSPROFICIENCY OF MEE 5-2 SUGGESTIONS FOR MATERIALSUSE AND PILATION 5-3 SUGGESTIONS FOR THE COURSE DESIGN AND THE TEACHING MEDI