山東體育學(xué)院英語專業(yè)畢業(yè)論文模板

1、山東體育學(xué)院本科畢業(yè)論文論文題目:輸入英文標(biāo)題學(xué)號:2005XXXXXX姓名:本科專業(yè):英語語言文學(xué)指導(dǎo)教師:山東體育學(xué)院教務(wù)處制年月日模板論文題目(小二加黑,times new roman,居中ByZhan San(小三,times new roman,居中A Thesis Submitted to the Department of Fundamental Theoriesin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of Arts(小三,times new roman,居中Shandong Spo

2、rt UniversityJinan,ChinaJune10,2010(小三,times new roman,居中分頁Abstract(小三,Times New roman,加黑,居中,1.5行距 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxx(小四,times new roman,1.5行距Key words:(小四加黑,word不大寫,與上文空一行xxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxx(各詞用分號隔開,分號后在

3、英文輸入狀態(tài)下有一個空格摘要(小三,宋體,居中,加黑,兩字之間空兩格,1.5行距 Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx(小四,宋體,1.5行距關(guān)鍵詞:(小四加黑,與上文空一行xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx (各詞用分號隔開,分號后在漢語輸入狀態(tài)下有一個空格分頁Contents(三號Times New Roman加黑居中1.5行距全部一頁1.0xxxxxxxxxxx-12.0xxxxxxxxxxxxxx

4、xxxxxxxxxx-22.1xxxxxxxxxx-22.2xxxxxxxx-33.0xxxxxxxxxxxx-34.0xxxxxxxxxxxxxx-64.1xxxxxxxxxxxx-64.2xxxxxxxxxx-74.3xxxxxxxx-75.0xxxxxxxxxx-75.1xxxxxxxxxxxxx-85.2xxxxxxxxxxxxx-95.3xxxxxxxxx-105.4xxxxxxxxxx-116.0Conclusion-12 References-13 Acknowledgements-15 (目錄四號,Times New Roman, 1.5行距,全部一頁正文分頁xxxxxxx(題

5、目:小二加黑,times new roman,居中 1.0xxxx(一級標(biāo)題:小三加黑,times new roman,左對齊.一級標(biāo)題之間空一行2.0xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxx(小四,times new roman,1.5行距,下同References(空兩行,不單獨起一頁,小三,加黑,times New roman,左對齊。標(biāo)點符號為英語狀態(tài)下second language teaching and learning

6、J.Applied Linguistics,1980,(1.2高強、趙娜.Focus on form理論與中學(xué)英語語法教學(xué)J.山東師范大學(xué)外國語學(xué)院學(xué)報,2007,(4.(按照英語前、漢語后排,總體原則是姓氏首字母的字母表順序分頁Acknowledgements(空四行,三號,加黑,居中,TimesNew roman,下空一行I am greatly indebted to my supervisor Mr.Li Si,who has given me valuable advice and enlightened me on a number of academic problems con

7、cerning my thesis.(四號,Times New roman,1.5行距范文:A Study of Middle School English GrammarTeaching in the CLT Framework 交際語言教學(xué)模式下中學(xué)英語語法教學(xué)研究ByZhan SanA Thesis Submitted to the Department of Fundamental Theoriesin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsShandong Sport Univ

8、ersityJinan,ChinaJune10,2010Abstract(小三,Times New roman,加黑,居中,1.5行距 As an essential part of language,grammar plays an important role in the process of language learning.Grammar teaching is a heatedly discussed topic in foreign language teaching circle.Since the application of CLT in China,grammar te

9、aching has caused more concern than before.This thesis illustrates the necessity of grammar teaching in the theoretical and practical perspectives.In theory,the goal of CLT is to cultivate studentscommunicative competence and grammatical competence is part of it,so CLT does not exclude grammar teach

10、ing but include it.In practice,Chinese realistic conditions determine that grammar should be taught in the CLT framework. Then this thesis proposes some strategies to improve grammar teaching,which tends to give some enlightenment to English teachers.(小四,times new roman,1.5行距Key words:(小四加黑,word不大寫,

11、與上文空一行g(shù)rammar teaching;CLT (communicative language teaching;communicative competence;grammatical competence(各詞用分號隔開,分號后在英文輸入狀態(tài)下有一個空格摘要(小三,宋體,居中,加黑,兩字之間空兩格,1.5行距語法作為語言的重要組成部分,在語言學(xué)習(xí)中起著非常重要的作用。語法教學(xué)是外語教學(xué)界討論最多的話題。自中國實施交際教學(xué)法以來,語法教學(xué)更是受到了前所未有的關(guān)注。本文從理論和實際角度探討了語法教學(xué)的必要性。理論上,交際教學(xué)法的目標(biāo)就是培養(yǎng)學(xué)生的交際能力,而語法能力是交際能力的一部分,所

12、以交際語言教學(xué)模式并不排斥而是包含語法教學(xué);從實際角度看,中國的具體國情決定了在交際語言教學(xué)模式下語法必須教。本文又提出了在交際語言教學(xué)模式下推進語法教學(xué)的幾點意見,希望能給廣大英語教學(xué)工作者提供一些啟示。關(guān)鍵詞:(小四加黑,與上文空一行語法教學(xué);交際教學(xué)法;語法能力;交際能力(漢語輸入狀態(tài)下,各詞用分號隔開Contents(三號TimesNewRoman加黑居中1.5行距全部一頁1.0Introduction-12.0An Introduction to Communicative Language Teaching-22.1Features of CLT-22.2Principles of

13、 CLT-33.0Necessity of Grammar Teaching in the CLT Framework-34.0Realistic Reasons of Teaching Grammar in China-64.1Environment of English Learning-64.2Goal of English Learning-74.3Form of English Assessment-75.0Strategies of Grammar Teaching in the CLT Framework-75.1Creating Authentic Situations-85.

14、2Organizing Communicative Activities-95.3Teaching Grammar in Discourse-105.4Making Old Things New-116.0Conclusion-12 References-13 Acknowledgements-15分頁(目錄四號,TimesNewRoman,1.5行距,全部一頁A Study of Middle School English Grammar Teaching in the CLT Framework(小二加黑,times new roman,居中1.0Introduction(一級標(biāo)題小三加黑

15、,times new roman,左對齊As an essential component of language,grammar plays an important role in the process of language learning.Grammar is also a hot topic in foreign language teaching research.Looking back at the history of foreign language teaching in China, we can find that peoples different attitu

16、des to grammar have become a clue of modern foreign language teaching research.Grammar-translation method occupied English teaching for a very long time.In the traditional class,the teacher was the center of the classroom and the focus was on teaching grammatical structures and rules,and students we

17、re forced to memorize these rules.In the1970s,communicative language teaching(CLTarose and won great popularity among many countries.CLT aims to cultivate learnerscommunicative competence,and it advocates learning language through use.In the 1980s,CLT was introduced to China and carried out througho

18、ut the whole country. However,the application of CLT in middle school English teaching makes grammar teaching a prominent problem.Because of vague or even misleading conceptions ofCLT,some teachers think that CLT excludes grammar teaching and it is unnecessary to teach grammar in a CLT class,while s

19、ome other teachers,deeply influenced by traditional ways,still spend too much time teaching grammatical structures.Both of the two cases are bad to students,because the former makes students fail to output grammatically correct sentences,and the latter makes students lose interest in learning Englis

20、h.On the basis of CLT,this thesis aims to make clear two points:(1Should grammar be taught in middle school English teaching?(2How to teach?In this thesis, a brief introduction to CLT is made at first,which can help clarify the understanding of CLT.Then an attempt is made to illustrate the necessity

21、 of grammar teaching in middle school from four perspectives:(1The relationship between communicative competence and linguistic competence demonstrates that CLT dose not exclude grammar teaching,because linguistic competence is part of communicative competence;(2The environment of English learning i

22、n China requires grammar teaching;(3The goal of English learning needs grammar teaching;(4Grammar is still an important component in various examinations.Finally,some strategies are put forward concerning grammar teaching in the CLT framework.(小四,times new roman,1.5行距,下同2.0An Introduction to Communi

23、cative Language Teaching2.1Features of CLT(二級標(biāo)題四號加黑,times new roman,左對齊Hymes(1972first introduced the concept of“communicative competence”, which refers to the ability not only to apply grammatical rules of a language in order to form grammatically correct sentences but also to know when and where t

24、o use these rules and to whom.However,“Hymescommunicative competence,which is socialinguitically-oritented on the basis of ones native language,does not seem to be very suitable for foreign language teaching”(Gao,2003:51.Later,Canale and Swain (1980combined the concept of communicative competence wi

25、th foreign language teaching,and developed it into four components,namely,grammatical competence,sociolinguistic competence,discourse competence and strategic competence.On the basis of the theory of communicative competence,a new approach to language teachingcommunicative language teachingarose,and

26、 it emphasizes that the goal of language teaching is to develop learnerscommunicative competence.In order to help understand CLT clearly,many scholars make statements about the features of CLT.As pointed out by Littlewood(2000:1:“one of the most characteristic features of communicative language teac

27、hing is that it pays systematic attention to functional as well as structural aspects of language,combining these into a more fully communicative view.”Nunan(1991lists five features of CLT:1.an emphasis on learning to communicate through interaction in the targetlanguage.2.the introduction of authen

28、tic texts into learning situation.3.the provision of opportunities for learners to focus not only on language butalso on the learning process itself.4.an enhancement of learnersown personal experience as importantcontributing elements to classroom learning.5.an attempt to link classroom language lea

29、rning with language activitiesoutside.These five features show that CLT pays much attention to the needs and interest of learners,so students become the center of the class and the language teacher do not play a dominant role.CLT is quite different from traditional approach,so it is necessary to und

30、erstand the principles of CLT.2.2Principles of CLTBy being context-oriented is meant that a new item should be presented and practiced in context.From a communicative point of view,language items only takeon meaning as a result of the context in which it is used,that is to say,an item devoid of cont

31、ext cannot properly be said to have a meaning at all.For example,one word may have many meanings in the dictionary,but it is the context in which it is set that decides which meaning is right and suitable.Learner-centeredness means that learners are the center of the classroom.CLT lays emphasis on l

32、earners and learning.Learners are seen as active participants,rather than passive recipients of information provided by the teacher or the textbook.CLT involves learners in the whole process of learning and makes learners learn by doing. Therefore,teachers are no longer regarded as an authority on l

33、anguage,but a facilitator,a manager and an advisor of learners.3.0Necessity of Grammar Teaching in the CLT FrameworkAs the fact that the goal of English teaching is to cultivate learnerscommunicative competence has been accepted by researchers and English teachers, CLT has been widely applied in our

34、 country.The emergence of CLT makes some teachers think that CLT is advanced and objects to the traditional method,so they neglect grammar teaching in the classroom.However,the overlook of grammar brings about bad influences,that is,students cannot output grammatically correct sentences. Many teache

35、rs are confused whether grammar should be taught or not.Of course the answer is affirmative.In fact,CLT does not exclude grammar teaching,and this can be illustrated from the relationship between grammatical competence and communicative competence.According to Hymes,communicative competence refers t

36、o the ability of how to use knowledge of rules to understand and produce appropriate language in a variety of sociocultural settings,and he(1972:19thinks communicative competence includes:1.knowledge of the grammar and vocabulary of the language;etc.;4.knowing how to use language appropriately(talki

37、ng to a friend is differentfrom talking to your boss;Hymesinterpretation of communicative competence puts grammar in the first part,so grammar is necessary to cultivate communicative competence.Latter,Canale and Swain(1980developed a new interpretation of communicative competence consisting of four

38、components:1.Grammatical competence.It is the knowledge of lexical items and of rules ofmorphology,syntax,sentence,grammar,semantics and phonology.2.Sociolinguistic competence.It is the knowledge of social-cultural rules oflanguage and discourse.3.Discourse competence.It is the ability to connect se

39、ntences in stretches ofdiscourse and form a meaningful whole out of a series of utterances.4.Strategic competence.It is the verbal or nonverbal communicative strategiesthat may be called into action to compensate for breakdowns incommunication due to performance variables or due to insufficientcompe

40、tence.Canale and Swain(1980agreed that both grammatical competence and sociolinguistic competence are important elements in any theoretical framework of communicative competence.They(1980:5say:“just as Hymes(1972was able to say that there are rules of grammar that would be useless without rules of l

41、anguage use,so we feel that there are rules of language use that would be useless without rules of grammar.”So grammar is necessary and essential for communication to take place Littlewood(2000:6suggests that the following four domains of skill make up a persons communicative competence and must be

42、recognized in foreign language learning and teaching.1.The learner must attain as high a degree as possible of linguistic competence,that is,he must develop skills in manipulating the linguistic system,to thepoint where he can use it spontaneously and flexibly in order to express hisintended message

43、.2.The learner must distinguish between the forms which he has mastered as apart of his linguistic competence,and the communicative functions whichthey perform.In other words,items mastered as part of a linguistic systemmust also be understood as a part of communicative system.3.The learner must dev

44、elop skills and strategies for using language tocommunicate meanings as effectively as possible in concrete situations.Hemust learn to use feedback to judge his success,and if necessary,remedyfailure by using different language.4.The learner must become aware of the social meaning of language forms.

45、For many learners,this may not entail the ability to vary their own speech tosuit different social circumstances,but rather the ability to use generallyacceptable forms and avoid potential offensive ones.In Littlewoods definition of communicative competence,linguistic competence also occupies a prom

46、inent position.He stated the importance of grammar as follows:“A communicative approach to the content of a course need not involve abandoning the use of structural criteria for selection and sequencing,Mastery of the structural system is still the basic requirement for using language to communicati

47、ve ones own meanings”(Littlewood,2000:77.Wilkins(1976:66also admitted the importance of grammar.As argued by him,“it is taken here to be almost axiomatic that the acquisition of the grammatical system of a language remains a most important element in language learning.The grammar is the means throug

48、h which linguistic creativity is ultimately achieved and an inadequate knowledge of the grammar would lead to a serious limitation on the capacity for communication”(Wilkins,1976:66.From the analysis and statements above,it could be safely concluded that grammar is necessary in the CLT framework,and

49、 the application of CLT does not exclude grammar teaching.“Without grammatical knowledge as the foundation,it is impossible for language learners to go far in developing their communicative competence of a foreign language”(Gao,2003:51.4.0Realistic Reasons of Teaching Grammar in China4.1Environment

50、of English LearningAccording to Krashen(1981,grammar teaching is unnecessary,because language including grammar can emerge as a result of comprehensible input.That is to say,being exposed to the target language environment,learners can naturally acquire it and internalize the grammar rules.This is p

51、artly true in acquiring a second language,but English is typically taught as a foreign language in China,and learning plays a more important role than acquisition in the process of mastering English.Second language teaching takes place within the target language community, while foreign language tea

52、ching is carried out outside the target language environment,mostly in the classroom.Foreign language learning usually requires more formal instruction for the lack of environmental support.Acquisition refers to subconscious learning in the natural environment,which is not influenced by explicit for

53、mal instruction.Learning a language is a conscious process of language development,which needs the intended and explicit formal instruction in the artificial environment such as the language classroom.As most Chinese students learn English in China,which is far away from English speaking countries,they cannot acquire English and internalize grammatical rules by being exposed to it.In some poor areas,teachers and textbooks are the only language source,so language input is