英語碩士開題報(bào)告范文

英語碩士開題報(bào)告范文英語論文開題報(bào)告是英語專業(yè)畢業(yè)生完成畢業(yè)論文中最重要的一環(huán)，下面是為大家整理的英語碩士開題報(bào)告范文，歡迎參考~論文題目：FromReadingtoWriting:anEffectiveandPracticalApproachinImprovingStudents'EFLWritinginSeniorHighSchools.一、選題依據(jù)及意義（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、研究目標(biāo)與主要內(nèi)容（含論文（設(shè)計(jì)）提綱，不少于500字）.1.研究目標(biāo)：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.主要內(nèi)容（提綱）：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、參考文獻(xiàn)目錄（作者、書名或論文（設(shè)計(jì)）題目、出版社或刊號、出版年月或出版期號）.[1]JudithOster.1984.FromReadingtoWriting:ACompositionTextwithReadingforEnglishasaSecondLanguage[M].Columbus:ABell&HowellCompany.[2]JudithA.Standford.2000.DevelopingConnections:ShortReadingforWriters（SecondEdition）[M].California:MayfieldPublishingCompany.[3]蔡明德.論英語閱讀教學(xué)對寫作的影響及教學(xué)啟示[D].華中師范大學(xué)，2003.[4]陳立平.從閱讀與寫作的關(guān)系看寫作教學(xué)中的范文教學(xué)[J].外語與外語教學(xué)，2001,（04）.[5]陳昕.淺談英語閱讀與寫作的關(guān)系[J].科技信息（科學(xué)教研），20XX,（01）.[6]高利華.英語寫作教學(xué)中結(jié)果法與過程法的對比研究[J].大同職業(yè)技術(shù)學(xué)院學(xué)報(bào)，2003,（03）.[7]劉上扶.英語寫作論[M].南寧：廣西教育出版社，1998.[8]劉燁.以讀促寫在高中英語寫作教學(xué)中的應(yīng)用研究[D].西北師范大學(xué)，20XX.[9]羅靜.英語教學(xué)以讀促寫教學(xué)法新探[J].現(xiàn)代技能開發(fā)，2003,（03）.[10]王薔.英語教學(xué)法教程[M].北京：高等教育出版社，2000.[11]韋巖峰.提高英語閱讀能力的有效途徑[J].青海師范大學(xué)學(xué)報(bào)（哲學(xué)社會科學(xué)版），20XX,（06）.[12]相廷禮.EFL閱讀與寫作能力的相關(guān)性分析[D].山東大學(xué)，20XX.[13]肖福壽.英語寫作教學(xué)的原則與策略[M].上海：上海大學(xué)出版社，20XX.[14]謝薇娜.談閱讀與寫作的交融性[J].外語教學(xué)，1994,（04）.[15]熊杰.高中英語閱讀教學(xué)中結(jié)合寫作練習(xí)提高學(xué)生寫作能力的研究[D].西北師范大學(xué)，20XX.[16]中華人民共和國教育部制訂。全日制義務(wù)教育普通高級中學(xué)英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）[M].北京：北京師范大學(xué)出版社，2003.五、文獻(xiàn)綜述（在對選題涉及的研究領(lǐng)域的文獻(xiàn)進(jìn)行廣泛閱讀或調(diào)查的基礎(chǔ)上，對該領(lǐng)域的研究現(xiàn)狀、發(fā)展動態(tài)等內(nèi)容進(jìn)行綜述，并提出自己的見解和研究思路。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