英语专业学年论文范文

4、Abstract: Classroom teaching is the main way for students to learn English、 But in senior high school, a lots of probelms still exsit in the English teaching especially in the teaching of reading and writing、 In this paper, the importance and methods of reading and writing will be further discussed、 Key words: reading writing techniques Introduction: Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students don’t know、 These classes operate on the assumption that there is a great deal of information that students lack and that the teacher and textbooks will impact that information to the students、 Teachers who hold this assumption view students as plants waiting passively to be fed and watered、 But I think the students should be regarded as explorers, active learners who bring a great deal to the learning process and at the same time, draw from their environment as they develop new understandings、 The basic principle will be used in the teaching of reading and writing、 Section One------ How to teach reading I、 Why teach readingThere are many reasons why getting students to read English texts is an important part of the teacher’s job、 In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure、 Anything we can do to make reading easier for them must be a good idea、 Reading texts provide good models for English writing, provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts、 Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons、 The last but not the least, students must read widely because only a fraction of knowledge about the world can e from other experiences in their short lives、II、 What kind of reading should students do? When the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other、 There is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these、 But for longer prose, teachers can offer their students texts, which, while being like English, are nevertheless written or adapted especially for their level、 Anyway, the materials to be read should be interesting and meaningful、 Teachers should bee better acquainted with books written specially for teenagers and dealing with their problems、III、 What are the principles behind the teaching of reading? i) Permit Students To Read No one has learned to swim by practicing the skills of backstrokes, flutter kicks or treading water while staying on the edge of the swimming pool、 Yet, in the teaching of reading teachers often do just that、 Rather than let the students into the water;, teachers keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which es from the authors as the readers try to reconstruct the written message、查看全文

英语专业大学毕业论文范文

8、论文题目：浅BEC考试对高职英语测试设计的借鉴作用

8、摘要：本文根据BEC中级考试的交际性语言测试特征，并结合高职英语测试设计的目标和重点，从考试内容和题型设计两个方面提出了对高职英语测试的参考建议。

8、关键词：BEC考试;交际性测试;高职英语测试

8、一、BEC及其交际性测试特征

8、(一)BEC考试概况

8、BEC是剑桥大学考试中心为非英语国家人员的国际商务活动需要而专门设计的一项测试，尤其注重语言的交际功能。其目的是考查应试者在具体的商务环境中实际应用英语的能力，考查其能否正确的理解、处理工作中的问题。BEC考试内容以需求分析;为理论基础，测试学生在实际交际活动中完成任务的能力。考试根据语言学习中听、说、读、写这四项基本能力，设计了阅读、写作、听力及口语四部分，针对不同语言水平的受试者，BEC分为初级、中级和高级三个等级。

8、(二)交际性测试特征

8、早期的语言测试受结构主义语言学影响，认为语言是由语音、词汇、语法等语言系统构成的元素，多数采用题型有多项选择、语法填空等分离性的测试方式，此类测试虽能保证语言测试的可信度，但却忽略了语言的整体性和内部各元素间的相互作用。20世纪80年代后期，交际性语言测试发展成为一股强大的理论潮流，冲击了早期的语言测试模型。测试研究人员开始注重考查受试者在一定语境中运用语言进行有效交际的能力。在1990年，美国当代著名应用语言学家Lyle、F、Bachman提出交际语言能力模型(Communicativelanguage ability model)理论，认为交际语言能力是指语言知识能力与语言使用场景的特征结合起来，创造并解释其意义的一种能力。交际性测试相对于传统测试具有以下几个明显特点：(1)重视需求分析。(2)具有真实性，认为测试应该从交际的真实性(real-life authenticity)和情景的真实性(interactionalauthenticity)两个方面来定论。(3)该测试强调语境与情景的重要作用。(4)交际性测试在语言篇的基础上将听说读写四项技能和考点做出了综合处理，不仅限于传统分离性的测试方法。(5)由于交际性测试衡量的是应试者的表现可否能满足现实生活交际需求，所以它按照标准参照性(criterion-referenced)尺度来评定应试者的能力，重视主观性评判。查看全文

10、论文摘要：如何提高大学法语二外教学，一直是高校法语教学研究的重要问题。本文试从大学法语二外教学存在的问题入手，从教学内容上分析，进而提出解决的方法。

10、关键词：教学方法;精讲多练;多媒体;法英对比

10、21世纪是一个以知识经济和经济信息全球化为主要特征的时代，世界经济的日益全球化和一体化与中国对外开放进程的加速，现代社会科技、通讯、经济、文化的进步，使世界交往更加密切。语言人才不再单单只是能熟练运用一门外语的专才，而是能同时运用两三门语言的通才。全世界有1亿七千多万讲法语的人口，法语是联合国、国际奥委会、万国邮政等多个国际组织的唯一官方语言或者官方语言之一，能说法语将在国际交往占有优势地位，因此越来越多的高校开设了法语二外课程，研究法语作为第二外语教学的工作，也就迫在眉睫了。

10、大学法语教学针对学习对象的不同，分为法语专业教学，英语专业本科生与研究生法语二外必修课教学和非英语专业学生公共选修课教学。在此文中仅对英语专业本科生法语二外的教学进行分析。

10、一、大学法语二外教学面临的问题

10、2002年《大学法语大纲》明确规定：“大学法语教学的目的是培养一定的阅读能力，初步的听、说、读、写、译的能力，使学生能以法语为工具，获取专业所需，为进一步提高法语水平打下较好的基础。”盖房子最重要的是搭地基，对于法语二外教学，打基础就是最重要的。学过法语的人都知道，法语确实是一门很难的语言。如果给学生打好了扎实的基础，那么一切都将迎刃而解。查看全文

本科英语专业教育研究项目毕业论文范文