時(shí)間:2022-10-26 00:21:10
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英語(yǔ)論文開(kāi)題報(bào)告范例 一、論文題目:Classroom Interaction And Oral English Teaching
二、研究現(xiàn)狀:
對(duì)于課堂互動(dòng)與英語(yǔ)口語(yǔ)教學(xué)之間的關(guān)系,國(guó)內(nèi)的研究主要集中在:
(1)構(gòu)建主義模式 它是以構(gòu)建主義理論為基礎(chǔ)的互動(dòng)模式,司洪海在《構(gòu)建主義理論與英語(yǔ)口語(yǔ)教學(xué)》中從對(duì)現(xiàn)有教學(xué)模式的反思入手,探討將構(gòu)建主義引入英語(yǔ)課堂教學(xué)的必要性、可行性及其意義和作用。盧艷春和路雅琴在《構(gòu)建主義與大學(xué)英語(yǔ)口語(yǔ)課堂教學(xué)》中則分別從構(gòu)建知識(shí)觀構(gòu)建學(xué)習(xí)觀構(gòu)建教學(xué)觀入手,強(qiáng)調(diào)以學(xué)生為中心的主動(dòng)性、構(gòu)建性。
(2)角色扮演模式 徐志敏、王瑛在《大學(xué)英語(yǔ)課堂互動(dòng)教學(xué)中角色扮演探究》中著重探討了在角色扮演的互動(dòng)教學(xué)中教師的作用,對(duì)指導(dǎo)教學(xué)實(shí)踐具有重要的意義。而黃玉蘭在《角色扮演引入英語(yǔ)專業(yè)口語(yǔ)教學(xué)中》從角色扮演是多為互動(dòng)英語(yǔ)口語(yǔ)教學(xué)模式的應(yīng)用探討了角色扮演這一教學(xué)方法的目的、步驟和利弊等方面。
(3)以學(xué)生為中心模式 這一模式被單獨(dú)研究的較少,黃影秋在《以學(xué)生為中心提高英語(yǔ)口語(yǔ)課堂教學(xué)效果的探索中》通過(guò)對(duì)學(xué)生口語(yǔ)課堂學(xué)習(xí)存在的問(wèn)題的分析,提倡以學(xué)生為中心,實(shí)現(xiàn)教與學(xué)的雙邊互動(dòng)。并提出闡述如何運(yùn)用其他教學(xué)策略提高口語(yǔ)的教學(xué)效果,促進(jìn)學(xué)生交際能力的提高。而劉蓉在《談?dòng)⒄Z(yǔ)口語(yǔ)課堂互動(dòng)》中則提出了互動(dòng)可以創(chuàng)造以學(xué)生為中心的口語(yǔ)課堂和整體小組作業(yè)模式,提高口語(yǔ)交際能力。
(4)合作性學(xué)習(xí)模式 這種模式的研究較為普遍和盛行,它興起于美國(guó),在后來(lái)取得實(shí)質(zhì)性的進(jìn)展的一種教學(xué)理論與策略。黃艷在《合作性學(xué)習(xí)在大學(xué)英語(yǔ)課堂的應(yīng)用》中提出了以下幾種合作模式,從而的出該模式的優(yōu)勢(shì)所在。顧曉樂(lè)在《合作性學(xué)習(xí)與情景劇表演》中從情劇表演的角度來(lái)證明合作性學(xué)習(xí)的有效性。肖巧玲在《大學(xué)英語(yǔ)口語(yǔ)教學(xué)中的合作學(xué)習(xí)》中則通過(guò)合作學(xué)習(xí)在口語(yǔ)教學(xué)中的實(shí)踐探究合作學(xué)習(xí)應(yīng)注意的原則。而慕東文在《合作性學(xué)習(xí)的特點(diǎn)、目標(biāo)、內(nèi)容和實(shí)踐策略》一文中,他用人文精神和平等民主合作原則,對(duì)待新的理念,指導(dǎo)英語(yǔ)口語(yǔ)教學(xué)。
(5)情景設(shè)置模式 它主要是根據(jù)Gillian Brown George Yuled的語(yǔ)言情景對(duì)第二語(yǔ)言習(xí)得者的交際緊張、焦慮的研究表明口語(yǔ)情景設(shè)置不適當(dāng),會(huì)影響學(xué)生用目標(biāo)語(yǔ)進(jìn)行交流,進(jìn)而強(qiáng)調(diào)進(jìn)行口語(yǔ)教學(xué)情景設(shè)置的重要性。張舍茹、孫邊旗在《英語(yǔ)口語(yǔ)教學(xué)的情景設(shè)置》中就論述我們應(yīng)注意情景互動(dòng)教學(xué)中應(yīng)遵循的原則,及如何設(shè)置英語(yǔ)口語(yǔ)教學(xué)中情景設(shè)置的形式兩個(gè)小方面局部性的探討了情景設(shè)置這種互動(dòng)模式。孫久榮在《論英語(yǔ)口語(yǔ)課的情景教學(xué)》中對(duì)情景設(shè)置這個(gè)模式從宏觀上進(jìn)行了分類,進(jìn)而得出開(kāi)放式情景和封閉式情景,為情景設(shè)置互動(dòng)模式研究開(kāi)辟了一個(gè)小領(lǐng)域。
三、研究的目的及意義:
通過(guò)對(duì)目前已經(jīng)發(fā)展起來(lái)并比較成熟的幾種互動(dòng)模式的歸納來(lái)看:關(guān)于人際互動(dòng)這種互動(dòng)模式在目前的互動(dòng)性研究中被單獨(dú)研究還比較少,沒(méi)有被當(dāng)作一種獨(dú)立的模式應(yīng)用到英語(yǔ)口語(yǔ)課堂教學(xué)中,它更多的是被貫穿到其他幾種互動(dòng)模式當(dāng)中。因此,本論題認(rèn)為它還有進(jìn)一步研究的空間。
四、研究的理論依據(jù)和研究方法:
本論題將以教育心理學(xué)的理論為基礎(chǔ),以互動(dòng)理論和構(gòu)建主義理論為依據(jù),運(yùn)用歸納總結(jié)的方法對(duì)已有的研究進(jìn)行宏觀上的概述,從而引出本文論題,通過(guò)例證分析、驗(yàn)證人際互動(dòng)模式對(duì)課堂英語(yǔ)口語(yǔ)教學(xué)效果的提高所具有的重要意義。
五、提綱:
Introduction
Chapter One Definition and Theoretical Basis of Interaction
1.1 Definition of Interaction
1.2 Theoretical Basis of Interaction
1.3 Some Main Interactive Modes in the Present Classroom
Chapter Two The Necessity And The Principles of Following InteractionTeaching Mode
2.1 The Disadvantage of Traditional Oral English Teaching Mode
2.2 The Necessity and Merit of Taking InteractionTeaching Mode
2.3 Oral English InteractionTeaching Mode Should Follow the Principles
Chapter Three Personal Interaction in the Oral English Teaching
3.1 The Relationship Between the Teacher and Students
3.2 Two Types of Personal Interaction
3.3 Classroom Climate
3.4 Classroom Size
Chapter Four The Evaluation of the Interactive Oral English Teaching Mode
4.1 Some Principles Should Follow When Evaluating
4.2 The Concept of Evaluating
4.3 The Technology of Evaluating
Conclusion
六、參考文獻(xiàn)
Jonssen, DHThinking Technology: Toward a Constructivist Design Model .Educational Technolgy. 3 (1994): 3435.
Littlewood, William. Communicative Language Teaching .Cambridge: Cambridge University Press .1981.
盧艷春, 路雅琴。構(gòu)建主義與大學(xué)英語(yǔ)口語(yǔ)教學(xué)。 前沿雜志。 11 (2006):98100.
司洪海。構(gòu)建主義理論與英語(yǔ)口語(yǔ)教學(xué)。 基礎(chǔ)英語(yǔ)教育。 4 (2005):89.
吳蕾。構(gòu)建主義在英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用。() 東華大學(xué)學(xué)報(bào)(社科版)。7 (2007):2324.
范雄飛, 黃玉蘭。把角色扮演引入英語(yǔ)專業(yè)口語(yǔ)教學(xué)之中。讀與寫雜志。 9 (2006):3537.
徐志敏, 王瑛。大學(xué)英語(yǔ)課堂互動(dòng)教學(xué)中角色扮演探究。 外語(yǔ)研究。 8 (2006):5657.
黃影秋。以學(xué)生為中心提高英語(yǔ)口語(yǔ)課堂效果。 濟(jì)南職業(yè)學(xué)院學(xué)報(bào)。 3 (2007): 8188.
何亞娟。中學(xué)英語(yǔ)課堂互動(dòng)教學(xué)的探索與實(shí)踐。 渭南師院學(xué)報(bào)。 12 (2004): 7273.
顧曉樂(lè), 黃芙蓉。合作學(xué)習(xí)與情景劇表演。 國(guó)外外語(yǔ)教學(xué)。 2 (2004):5556.
黃艷。合作性學(xué)習(xí)在大學(xué)英語(yǔ)課堂的應(yīng)用。 長(zhǎng)沙大學(xué)學(xué)報(bào)。 10 (2007):145146.
慕東文。合作性學(xué)習(xí)的特點(diǎn)、目標(biāo)、內(nèi)容和實(shí)踐策略。 甘肅農(nóng)業(yè)。 6 (2006):304305.
1 introduction
the intention of this study is to explore possible advantages of descriptive translation studies as in its application in translation practice and translation analysis.
since early 20th century, translation studies gradually broke away from the marginal status within other related disciplines and established itself as an empirical science. from then on, schools of thought have kept coming out and each claims its legitimacy for existence. among these schools is descriptive translation studies (dts).
dts approaches translation from an empirical perspective. translation is viewed to be a social activity having significant importance in the receiving culture and for the target community. therefore, translation is dealt with beyond the linguistic realization and language comparison, and is incorporated in social and cultural context.
my attention was first directed to dts by its peculiar characteristic of observation, description and explanation. the subject is whatever happens in translation practice, from the determination of prospective function of translation to the process of translator’s choice of strategies, brainstorming and the revision, to the final product making appearance in the target community.
the method of dts is basically descriptive. the prescriptive tendency and the problem-solution pattern is abandoned. translation phenomena are noted down. with accumulated data, some underlying truths about translation will come out which will prove to be instructive not only for theoretical probe but also for applied translation practice. i will apply this descriptive method in the case study of this thesis.
a convenient tool has been set up to conduct dts. “norm” is operative at every stage of description and explanation. function, process and product and their relationship as well are skeletal structure of what constitute descriptive studies. translation phenomena are accounted for with the help of norm.
the case taken in this thesis is the chinese classic the dream of red mansions. two english versions translated respectively by yang hsien-yi and david hawks are compared and observations are made in regard to their translation approaches.
in this regard, my observations are limited to several aspects, i hope in-depth observation and explanation will done in light of dts.
2 outline
2.1 development and major concepts of dts
in this part i will describe holms’ basic map of dts and the relationship between function, process and product. i will also discuss some important concepts such as pseudo-translation, multiple translation, translationese, norm etc.
2.2 methodolgy
i will in this part discuss the methodology of dts before i apply the same to the case study in this thesis with emphasis to be placed on semiotic approach and the concept norm.
2.3 dts in contrast to other theories
a contrast study will be conducted here with the objective to find the difference of dts from other theories such as equivalence theory and the chinese xin da ya criteria. some advantage will possibly be shown in this study.
2.4 case study
in this part, translation of the dream of red mansions (also translated as the story of the stone) will be under investigation in light of dts. translation samples to be quoted here will be selected at random.
2.5 conclusion
based on the above elaboration of dts and the case study, possible conclusion will be on the advantage of dts in specific study of translation. suggestions on further research efforts will be made also.
(note: while the topic will remain the same, the above arrangement of contents is subject to change in the process of writing.)
0000
- 引文范例(僅供參考)
“it is therefore pointless to try to make tc more scientific than is sensible in view of its complex subject-matter and available methods. translating is a mental, multi-factorial activity which cannot exhaustively be investigated within a linguistic framework ignoring the person of the translator.”(wilss, 1982: 217)
‘“噢,這就是恐水病吧?你們貴族圈子怎么流行起這種病來(lái)啦?真夠嗆的!費(fèi)芬斯小姐,您喝點(diǎn)茶大概沒(méi)關(guān)系吧!”’(張南峰,1990:59-60)
附錄3- 參考文獻(xiàn)范例(僅供參考)
wilss, wolfram. the science of translation – problems and methods. gunter narr verlag tubingen,1982.
newmark, peter. a textbook of translation. new york: prentice hall, 1988.
delabastita, dirk. translating puns: a false opposition in translation studies. target, 1991(3:2):137-152.
專 業(yè): 研究方向: 作 者: 導(dǎo) 師: 寫作時(shí)間: —
對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)英語(yǔ)學(xué)院
(英文)school of international studiesuniversity of international business and economics
pragmatic strategies in advertising: implicatures
wang ying
二、研究現(xiàn)狀:
對(duì)于課堂互動(dòng)與英語(yǔ)口語(yǔ)教學(xué)之間的關(guān)系,國(guó)內(nèi)的研究主要集中在:(1)構(gòu)建主義模式 它是以構(gòu)建主義理論為基礎(chǔ)的互動(dòng)模式,司洪海在《構(gòu)建主義理論與英語(yǔ)口語(yǔ)教學(xué)》中從對(duì)現(xiàn)有教學(xué)模式的“反思”入手,探討將構(gòu)建主義引入英語(yǔ)課堂教學(xué)的必要性、可行性及其意義和作用。盧艷春和路雅琴在《構(gòu)建主義與大學(xué)英語(yǔ)口語(yǔ)課堂教學(xué)》中則分別“從構(gòu)建知識(shí)觀”“構(gòu)建學(xué)習(xí)觀”“構(gòu)建教學(xué)觀”入手,強(qiáng)調(diào)以學(xué)生為中心的主動(dòng)性、構(gòu)建性。(2)角色扮演模式 徐志敏、王瑛在《大學(xué)英語(yǔ)課堂互動(dòng)教學(xué)中角色扮演探究》中著重探討了在角色扮演的互動(dòng)教學(xué)中教師的作用,對(duì)指導(dǎo)教學(xué)實(shí)踐具有重要的意義。而黃玉蘭在《角色扮演引入英語(yǔ)專業(yè)口語(yǔ)教學(xué)中》從角色扮演是“多為互動(dòng)英語(yǔ)口語(yǔ)教學(xué)模式的應(yīng)用”探討了角色扮演這一教學(xué)方法的目的、步驟和利弊等方面。(3)以學(xué)生為中心模式 這一模式被單獨(dú)研究的較少,黃影秋在《以學(xué)生為中心提高英語(yǔ)口語(yǔ)課堂教學(xué)效果的探索中》通過(guò)對(duì)學(xué)生口語(yǔ)課堂學(xué)習(xí)存在的問(wèn)題的分析,提倡“以學(xué)生為中心”,實(shí)現(xiàn)教與學(xué)的“雙邊互動(dòng)”。并提出闡述如何運(yùn)用其他“教學(xué)策略提高口語(yǔ)的教學(xué)效果”,促進(jìn)學(xué)生交際能力的提高。而劉蓉在《談?dòng)⒄Z(yǔ)口語(yǔ)課堂互動(dòng)》中則提出了互動(dòng)可以創(chuàng)造“以學(xué)生為中心的口語(yǔ)課堂和整體小組作業(yè)模式”,提高口語(yǔ)交際能力。(4)合作性學(xué)習(xí)模式 這種模式的研究較為普遍和盛行,它興起于美國(guó),在后來(lái)取得實(shí)質(zhì)性的進(jìn)展的一種教學(xué)理論與策略。黃艷在《合作性學(xué)習(xí)在大學(xué)英語(yǔ)課堂的應(yīng)用》中提出了以下幾種合作模式,從而的出該模式的優(yōu)勢(shì)所在。顧曉樂(lè)在《合作性學(xué)習(xí)與情景劇表演》中從情劇表演的角度來(lái)證明合作性學(xué)習(xí)的有效性。肖巧玲在《大學(xué)英語(yǔ)口語(yǔ)教學(xué)中的合作學(xué)習(xí)》中則通過(guò)合作學(xué)習(xí)在口語(yǔ)教學(xué)中的實(shí)踐探究合作學(xué)習(xí)應(yīng)注意的原則。而慕東文在《合作性學(xué)習(xí)的特點(diǎn)、目標(biāo)、內(nèi)容和實(shí)踐策略》一文中,他用“人文精神和平等民主合作”原則,對(duì)待新的理念,指導(dǎo)英語(yǔ)口語(yǔ)教學(xué)。(5)情景設(shè)置模式 它主要是根據(jù)gillian brown & george yuled的語(yǔ)言情景對(duì)第二語(yǔ)言習(xí)得者的交際緊張、焦慮的研究表明口語(yǔ)情景設(shè)置不適當(dāng),會(huì)影響學(xué)生用目標(biāo)語(yǔ)進(jìn)行交流,進(jìn)而強(qiáng)調(diào)進(jìn)行口語(yǔ)教學(xué)情景設(shè)置的重要性。張舍茹、孫邊旗在《英語(yǔ)口語(yǔ)教學(xué)的情景設(shè)置>>中就論述我們應(yīng)注意“情景互動(dòng)教學(xué)中應(yīng)遵循的原則”,及如何設(shè)置“英語(yǔ)口語(yǔ)教學(xué)中情景設(shè)置的形式”兩個(gè)小方面局部性的探討了情景設(shè)置這種互動(dòng)模式。孫久榮在《論英語(yǔ)口語(yǔ)課的情景教學(xué)》中對(duì)情景設(shè)置這個(gè)模式從宏觀上進(jìn)行了分類,進(jìn)而得出“開(kāi)放式情景”和“封閉式情景”,為情景設(shè)置互動(dòng)模式研究開(kāi)辟了一個(gè)小領(lǐng)域。
三、研究的目的及意義:
通過(guò)對(duì)目前已經(jīng)發(fā)展起來(lái)并比較成熟的幾種互動(dòng)模式的歸納來(lái)看:關(guān)于人際互動(dòng)這種互動(dòng)模式在目前的互動(dòng)性研究中被單獨(dú)研究還比較少,沒(méi)有被當(dāng)作一種獨(dú)立的模式應(yīng)用到英語(yǔ)口語(yǔ)課堂教學(xué)中,它更多的是被貫穿到其他幾種互動(dòng)模式當(dāng)中。因此,本論題認(rèn)為它還有進(jìn)一步研究的空間。
四、研究的理論依據(jù)和研究方法:
本論題將以教育心理學(xué)的理論為基礎(chǔ),以互動(dòng)理論和構(gòu)建主義理論為依據(jù),運(yùn)用歸納總結(jié)的方法對(duì)已有的研究進(jìn)行宏觀上的概述,從而引出本文論題,通過(guò)例證分析、驗(yàn)證人際互動(dòng)模式對(duì)課堂英語(yǔ)口語(yǔ)教學(xué)效果的提高所具有的重要意義。
五、提綱:
introduction
chapter one definition and theoretical basis of interaction
1.1 definition of interaction
1.2 theoretical basis of interaction
1.3 some main interactive modes in the present classroom
一、論文題目:classroominteractionandoralenglishteaching
二、研究現(xiàn)狀:
對(duì)于課堂互動(dòng)與英語(yǔ)口語(yǔ)教學(xué)之間的關(guān)系,國(guó)內(nèi)的研究主要集中在:(1)構(gòu)建主義模式它是以構(gòu)建主義理論為基礎(chǔ)的互動(dòng)模式,司洪海在《構(gòu)建主義理論與英語(yǔ)口語(yǔ)教學(xué)》中從對(duì)現(xiàn)有教學(xué)模式的“反思”入手,探討將構(gòu)建主義引入英語(yǔ)課堂教學(xué)的必要性、可行性及其意義和作用。盧艷春和路雅琴在《構(gòu)建主義與大學(xué)英語(yǔ)口語(yǔ)課堂教學(xué)》中則分別“從構(gòu)建知識(shí)觀”“構(gòu)建學(xué)習(xí)觀”“構(gòu)建教學(xué)觀”入手,強(qiáng)調(diào)以學(xué)生為中心的主動(dòng)性、構(gòu)建性。(2)角色扮演模式徐志敏、王瑛在《大學(xué)英語(yǔ)課堂互動(dòng)教學(xué)中角色扮演探究》中著重探討了在角色扮演的互動(dòng)教學(xué)中教師的作用,對(duì)指導(dǎo)教學(xué)實(shí)踐具有重要的意義。而黃玉蘭在《角色扮演引入英語(yǔ)專業(yè)口語(yǔ)教學(xué)中》從角色扮演是“多為互動(dòng)英語(yǔ)口語(yǔ)教學(xué)模式的應(yīng)用”探討了角色扮演這一教學(xué)方法的目的、步驟和利弊等方面。(3)以學(xué)生為中心模式這一模式被單獨(dú)研究的較少,黃影秋在《以學(xué)生為中心提高英語(yǔ)口語(yǔ)課堂教學(xué)效果的探索中》通過(guò)對(duì)學(xué)生口語(yǔ)課堂學(xué)習(xí)存在的問(wèn)題的分析,提倡“以學(xué)生為中心”,實(shí)現(xiàn)教與學(xué)的“雙邊互動(dòng)”。并提出闡述如何運(yùn)用其他“教學(xué)策略提高口語(yǔ)的教學(xué)效果”,促進(jìn)學(xué)生交際能力的提高。而劉蓉在《談?dòng)⒄Z(yǔ)口語(yǔ)課堂互動(dòng)》中則提出了互動(dòng)可以創(chuàng)造“以學(xué)生為中心的口語(yǔ)課堂和整體小組作業(yè)模式”,提高口語(yǔ)交際能力。(4)合作性學(xué)習(xí)模式這種模式的研究較為普遍和盛行,它興起于美國(guó),在后來(lái)取得實(shí)質(zhì)性的進(jìn)展的一種教學(xué)理論與策略。黃艷在《合作性學(xué)習(xí)在大學(xué)英語(yǔ)課堂的應(yīng)用》中提出了以下幾種合作模式,從而的出該模式的優(yōu)勢(shì)所在。顧曉樂(lè)在《合作性學(xué)習(xí)與情景劇表演》中從情劇表演的角度來(lái)證明合作性學(xué)習(xí)的有效性。肖巧玲在《大學(xué)英語(yǔ)口語(yǔ)教學(xué)中的合作學(xué)習(xí)》中則通過(guò)合作學(xué)習(xí)在口語(yǔ)教學(xué)中的實(shí)踐探究合作學(xué)習(xí)應(yīng)注意的原則。而慕東文在《合作性學(xué)習(xí)的特點(diǎn)、目標(biāo)、內(nèi)容和實(shí)踐策略》一文中,他用“人文精神和平等民主合作”原則,對(duì)待新的理念,指導(dǎo)英語(yǔ)口語(yǔ)教學(xué)。(5)情景設(shè)置模式它主要是根據(jù)gillianbrown&georgeyuled的語(yǔ)言情景對(duì)第二語(yǔ)言習(xí)得者的交際緊張、焦慮的研究表明口語(yǔ)情景設(shè)置不適當(dāng),會(huì)影響學(xué)生用目標(biāo)語(yǔ)進(jìn)行交流,進(jìn)而強(qiáng)調(diào)進(jìn)行口語(yǔ)教學(xué)情景設(shè)置的重要性。張舍茹、孫邊旗在《英語(yǔ)口語(yǔ)教學(xué)的情景設(shè)置>>中就論述我們應(yīng)注意“情景互動(dòng)教學(xué)中應(yīng)遵循的原則”,及如何設(shè)置“英語(yǔ)口語(yǔ)教學(xué)中情景設(shè)置的形式”兩個(gè)小方面局部性的探討了情景設(shè)置這種互動(dòng)模式。孫久榮在《論英語(yǔ)口語(yǔ)課的情景教學(xué)》中對(duì)情景設(shè)置這個(gè)模式從宏觀上進(jìn)行了分類,進(jìn)而得出“開(kāi)放式情景”和“封閉式情景”,為情景設(shè)置互動(dòng)模式研究開(kāi)辟了一個(gè)小領(lǐng)域。
三、研究的目的及意義:
通過(guò)對(duì)目前已經(jīng)發(fā)展起來(lái)并比較成熟的幾種互動(dòng)模式的歸納來(lái)看:關(guān)于人際互動(dòng)這種互動(dòng)模式在目前的互動(dòng)性研究中被單獨(dú)研究還比較少,沒(méi)有被當(dāng)作一種獨(dú)立的模式應(yīng)用到英語(yǔ)口語(yǔ)課堂教學(xué)中,它更多的是被貫穿到其他幾種互動(dòng)模式當(dāng)中。因此,本論題認(rèn)為它還有進(jìn)一步研究的空間。
四、研究的理論依據(jù)和研究方法:
本論題將以教育心理學(xué)的理論為基礎(chǔ),以互動(dòng)理論和構(gòu)建主義理論為依據(jù),運(yùn)用歸納總結(jié)的方法對(duì)已有的研究進(jìn)行宏觀上的概述,從而引出本文論題,通過(guò)例證分析、驗(yàn)證人際互動(dòng)模式對(duì)課堂英語(yǔ)口語(yǔ)教學(xué)效果的提高所具有的重要意義。
五、提綱:
introduction
chapteronedefinitionandtheoreticalbasisofinteraction
1.1definitionofinteraction
1.2theoreticalbasisofinteraction
1.3somemaininteractivemodesinthepresentclassroom
chaptertwothenecessityandtheprinciplesoffollowinginteraction-teachingmode
2.1thedisadvantageoftraditionaloralenglishteachingmode
2.2thenecessityandmeritoftakinginteraction-teachingmode
2.3oralenglishinteraction-teachingmodeshouldfollowtheprinciples
chapterthreepersonalinteractionintheoralenglishteaching
3.1therelationshipbetweentheteacherandstudents
3.2twotypesofpersonalinteraction
3.3classroomclimate
3.4classroomsize
chapterfourtheevaluationoftheinteractiveoralenglishteachingmode
4.1someprinciplesshouldfollowwhenevaluating
4.2theconceptofevaluating
4.3thetechnologyofevaluating
conclusion
六、參考文獻(xiàn)
jonssen,dh..thinkingtechnology:towardaconstructivistdesignmodel[j].educationaltechnolgy.3(1994):34-35.
littlewood,william.communicativelanguageteaching[m].cambridge:cambridgeuniversitypress.1981.
盧艷春,路雅琴.“構(gòu)建主義與大學(xué)英語(yǔ)口語(yǔ)教學(xué).”前沿雜志.11(XX):98-100.
司洪海.“構(gòu)建主義理論與英語(yǔ)口語(yǔ)教學(xué).”基礎(chǔ)英語(yǔ)教育.4(XX):8-9.
吳蕾.“構(gòu)建主義在英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用.”東華大學(xué)學(xué)報(bào)(社科版).7(XX年):23-24.
范雄飛,黃玉蘭.“把角色扮演引入英語(yǔ)專業(yè)口語(yǔ)教學(xué)之中.”讀與寫雜志.9(XX):35-37.
徐志敏,王瑛.“大學(xué)英語(yǔ)課堂互動(dòng)教學(xué)中角色扮演探究.”外語(yǔ)研究.8(XX):56-57.
黃影秋.“以學(xué)生為中心提高英語(yǔ)口語(yǔ)課堂效果.”濟(jì)南職業(yè)學(xué)院學(xué)報(bào).3(XX年):81-88.
何亞娟.“中學(xué)英語(yǔ)課堂互動(dòng)教學(xué)的探索與實(shí)踐.”渭南師院學(xué)報(bào).12(XX):72-73.
顧曉樂(lè),黃芙蓉.“合作學(xué)習(xí)與情景劇表演.”國(guó)外外語(yǔ)教學(xué).2(XX):55-56.
黃艷.“合作性學(xué)習(xí)在大學(xué)英語(yǔ)課堂的應(yīng)用.”長(zhǎng)沙大學(xué)學(xué)報(bào).10(XX年):145-146.
慕東文.“合作性學(xué)習(xí)的特點(diǎn)、目標(biāo)、內(nèi)容和實(shí)踐策略.”甘肅農(nóng)業(yè).6(XX):304-305.
漢口學(xué)院本科畢業(yè)論文(設(shè)計(jì))開(kāi)題報(bào)告表
院(系)名稱專業(yè)名稱年級(jí)
外國(guó)語(yǔ)學(xué)院英2009肖靜語(yǔ)級(jí)靜
學(xué)生姓名學(xué)號(hào)
2009932125劉麗
指導(dǎo)教師姓名
填表時(shí)間:
2012年12月24日
擬選題目選題依據(jù)及研究意義TheScarletLetterisan1850romanticworkoffictioninahistoricalsetting,writtenbyNathanielHawthorne.Itisconsideredtobehismagnumopus.Setin17th-centuryPuritanBoston,Massachusettsduringtheyears1642to1649,ittellsthestoryofHesterPrynne,whoconceivesadaughterthroughanadulterousaffairandstrugglestocreateanewlifeofrepentanceanddignity.Throughoutthebook,Hawthorneexploresthemesoflegalism,sin,andguilt.Hawthorneisafamousromanticnovelistofthe19thcentury,hewasadeptatusingromanticimagination,symbolism,aplentyofmoralsubjectivecolorandPsychologicalanalysistoexploretheinnerworldofthecharactersandpresentthetheme.InhismasterpieceTheScarletLetter,Hawthornemakesfulladvantagesofthoselanguageskills.Mostimportantly,symbolismisthroughoutthewholenovelandhasvarietiesmeaning.So,Hawthorneisregardedasapioneerofthemodernsymbolismliterary.ThisthesisbrieflyfocusesonanalyzingthosesymbolismsinTheScarletLetter.Symbolismisakindofspeechwhichdependsontheinnerlinkoftwothings,usessomespecificimagestopresentabstractconcepts,thoughtsandemotions.Symbolismplaysaveryimportantroleinliterarywriting.Itbringsaloftysignificancetothearticleandmakesthearticlehaveasubtleandprofoundtheme.ThisthesisconcentratesontheapplicationofsymbolisminTheScarletLetter,whichisregardedasthemajorwritingcharacteristicinthenovel.Wecanfindsymbolisminthechangemeaningof“A”,inthesymbolofthenameofthecharacters,inthemeaningofthescenes.Itisnodoubtthatonlybyanalyzingthosesymbolismindetail,canwehaveaoverallsenseofthethemeandgetabetterunderstandingofsymbolism.
SymbolisminTheScarletLetter
選題的研究現(xiàn)狀TheScarletLetteristhefirstnovelofHawthorne,afterthebookadventin1850,Hawthornebecamefameandrecognizedasthemostimportantwriteratthattime.Further,Hawthornecalledhis“romance”as“psychologicalromance”,thisisenoughshowsthatHawthornehadpaidmuchattentiontopsychologicaldescription,thereasonwhyheattachmuchimportancetopsychologicaldescriptionisthat:ononehand,hewasaffectedbythetimesandreligious,confusedwiththespiritandthesoul,hethoughtsincethesoulhavegoodandevil,loveandhate,andhavesins,theyareshouldberevealedsoastopunishingevilandpromotingvirtue,awardingloveandsuppressinghate.Butontheotherhand,people’spsychologicaldependonpeople’sbehavior,ifwenotanalyzethecharacter’spsychologicalwecannotunderstandtheinnerofthecharacter,wewillinevitablyseemedsuperficial.Forreaderswhoareaccustomedtoreadingourtraditionaltechniquestodrawcharacters,theymayfeelThestoryrhythmistooslow,butheistheoriginatoroftheAmericanpsychologicalnovels.Aftersomanyyears,thebookalwaysunderworship,thecriticsneverstoppedconcerningaboutthisnovel.TheScarletLetterisnowrecognizedasanimmortalmasterpieces,Hawthornealsoreceivedahighrating.TheScarletLetterisan1850romanticworkoffictioninahistoricalsetting,writtenbyNathanielHawthorne.Itisconsideredtobehismagnumopus.Setin17th-centuryPuritanBoston,Massachusettsduringtheyears1642to1649,ittellsthestoryofHesterPrynne,whoconceivesadaughterthroughanadulterousaffairandstrugglestocreateanewlifeofrepentanceanddignity.Throughoutthebook,Hawthorneexploresthemesoflegalism,sin,andguilt.Indomestic,manyscholarshavedeeplyresearchedTheScarletLetter,someanalyzedit’sthemefromtheperspectiveofthesocietybackgroundandstoryStructure,somefocustheirresearchonhowwomenpursuingmarriageandamourunderthatsocietysetting,somescholarspayattentiontothesymbolismusedinthenovel,but,amajorityofscholarsputmainenergyonanalyzingthepsychology,character,imageoftheheroandheroininTheScarletLetter,byanalyzingthehumanityofthethreemaincharacters,wecanunderstandtheabominableinfluenceonhumanityresultedfromPuritanism.Inourcountry,therearemanyworksaboutresearchingthescarletletter.Forexample,Hawthorne’sfeministthoughtreflectedonHesterPrynnewrittenbyChengShuHua.PaltielguliIsaac’sworkfromChinesefeministliterarycriticismperspectiveviewHesterPrynne’simagein
TheScarletLetter.ForeignscholarshavealongerhistoryinresearchingHawthorne,intheearly1836,ParkerBenjaminpublishedthefirstarticlemadecommenceonHawthorne’sworksontheNewEnglandjournal.In1932,RandallStuarteditedandpublishedHawthorne’sAmericandiary,thispushedtheresearchofHawthornetoahigherclimax.Atthattime,theresearchbegantoinvolveHawthorne’sbeautytheoryandpoliticalpoint.In1976,Americanestablished“researchinstituteofHawthorne”especially,payattentiontoHawthorne’sromanceprinciple.SomehavesuggestedthatTheScarletLetterisfartoodescriptive,tothepointthatthewordsloosemeaning,andthereaderisdesensitizedtothemessagethattheauthoristryingtoconvey.Thisalsocausesthebooktolosepace,andturnoffreaderstoreadingHawthorne’sworkentirely.Whichissomewhatapity,consideringHawthornewasquitetheauthorinwritingshortstories,andpoems.Perhapshefeltheneedtowriteabookonthesubjectbecauseitwaspersonal,however,manyfeelitisashortstorywiththelengthandpaceofagreattome.Hawthorne’sworksreallyaregood,butsomedidfindthatthisbookdidusetoomanywordswhenjust1or2wouldhavebeensufficient.Methinksthat’smorearesultofromanticstylethanitishisindividualwordchoice.Theexcessofwordscanbefoundinotherbooksofthatera,likeFrankenstein(particularlyPercy’sedit)--MaskedSheik,6January2007(UTC).Contrarytowhatsomebelieve,thisisagoodbook,Ithinkitisfineinthemethodsofdescriptions,thoughIwillagreethatattimesyoudogetboredwithit.Thenagain,everybookhasit’slessinterestingparts.Ifyouliketofigureoutsymbolismoryouliketoseehowpeoplereactincertainsituations,psychology,itisinteresting.Oryoumightreaditduetothesimplefactthatitisrequiredforschool.Irrelevantofwhetheryouguysthinkthatthisbookisgoodornot,thecriticismsectionneedsreferences.Perhapsincludingarticlesofliterarycritics,orsomeotherdocumentedcriticismofthenovel,Justsaying“thisisagoodbook”doesn’tnegatetheneedforsuchasection,andsaying“Somehavesuggested”isborderingonweaselwords.Let’suseactualcitations,notourownopinions.AlthoughIpersonallyagreethatthisbooksucks,Iagreewiththecommentabove.Ifthearticlecontainsanyopinions(whichisdebatablewhetheritshould),theymustbebalanced,andbefromcrediblesources.(Wikipedia:Describingpointsofview).MostreviewersgaveHawthorne’snovelhighpraiseatthetimeofitspublication.EvertA.Duyckinck,oneofthemostinfluentialcriticsofhisday,calledthetalea“psychological
romance”,astudyofcharacterinwhichthehumanheartisanatomized,carefully,elaborately,andwithstrikingpoeticanddramaticpower.HealsopraisedHawthorne’sdeparturefromtheoverlyornatewritingstylepopularatthetime,whichdisplayed“artificeandeffortattheexpenseofnatureandease.”Duyckinck’sreviewwassupportedbymostwesternscholars.(Wikipedia:Neutralpointofview)
擬研究的主要內(nèi)容和思路TheScarletLetterisregardedasthefirstsymbolismnovelinAmericanliterature.Wecanfindsymbolismthroughoutthewholenovelandhavevarietiesmeaning,suchasthesymbolof“A”,thesymbolofthecharacter’sname,thesymbolofdifferentscenes,onlybyanalyzingthosesymbolismindetail,canwehaveaoverallsenseofthethemeandgetabetterunderstandingofsymbolism.Thisthesismainlyinvolvesfollowingtopics:1.IntroductiononHawthorneandTheScarletletter.1.1IntroductiononHawthorne.1.2IntroductiononTheScarletletter.1.3IntroductiononTheThemeofTheScarletLetter.2.IntroductiononSymbolism.2.1DefinitionofSymbolism.2.2CharacteristicsofSymbolism.2.2.1Polysemy2.2.2Uncertainty3.TheUsageofSymbolisminTheScarletLetter.3.1TheSymbolof“A”.3.1.1“A”standsfor“adultery”3.1.2“A”standsfor“alienation”3.1.3“A”standsfor“able”3.1.4“A”standsfor“angel”3.2TheSymboloftheCharacters.3.2.1HesterPrynne3.2.2ArthurDimmsdale3.2.3RogerChillingworth3.2.4Pearl3.3TheSymboloftheScenes.3.3.1Thescaffold3.3.2Thejailandthetomb3.3.3Thevalley4.Conclusion
研究的創(chuàng)新點(diǎn)及重、難點(diǎn)ThisthesislaystheemphasisonanalyzingsymbolismusedinTheScarletLetter.Asweallknown,TheScarletLetterisregardedasthefirstsymbolismnovelintheAmericanliterature,therearevarietiesofsymbolisminthestory,suchasthesymbolof“A”,thesymbolofthecharactersname,thesymbolofdifferentscenes.AmongThem,itisdifficulttounderstandthesymbolof“A”,because“A”variesconstantlywiththedevelopmentoftheplot,andtheyareoftenemergedinthecriticalperiodoftheplot’sdevelopment.Besides,thisthesisisontheuniquepositiontorevealthesymbolismofthescenes,whichisveryinnovative.Throughoutthewholenovel,therearedifferentscenes,carryingdifferentmeanings,thoughtheyhaveprofoundsymbolism,theyrarelybediscussed.Thisthesistryingtomakeupfortheshortageinthisaspect.
研究進(jìn)程安排December20-January16:January17-February28:March7-March27:March28-April10:April11-May8:posingquestionsoftheresearchandcollectingmaterialsanalyzingthematerialsandwritinganoutlinecompletingthefirstdraftandseekingthesupervisor’sadvicerefiningthepaperaccordingtosupervisor’ssuggestionsfinalizingthethesisbasedonthesetrequirements
主要參考文獻(xiàn)[1]Brown,Gillian.“Hawthorne,Inheritance,andWomen’sProperty”,StudiesintheNovel23.1(Spring1991):107-18[2]Brodhead,RichardH.Hawthorne,Melville,andtheNovel.ChicagoandLondon:TheUniversityofChicagoPress,1973[3]ChangYaoXin.ed.ASurveyofAmericanLiterature[M].NanKaiUniversityPress.1990[4]GeorgeMcMichael,ed.1985,ConciseAnthologyofAmericanliterature(SecondEdition)[M].MaemillanPublishingCompanyNewYork,181.[5]Perry,R.B.PuritanismandDemocracy[M].NewYork:VanguardPress.1944.[6]霍桑.霍桑作品集——紅字[M].周曉賢,鄧延遠(yuǎn)譯,杭州:浙江文藝出版社,1995[7]霍桑.紅字[M].熊玉鵬,賈文淵,賈文浩譯,太原:北岳文藝出版,2000[8]李儒壽.《紅字》女主人公海絲特·白蘭性格特征探析.武漢大學(xué)學(xué)報(bào)(人文科學(xué)版),2005
[9]任曉晉,魏玲.《紅字》中象征與原型的模糊性、多義性和矛盾性.外國(guó)文學(xué)研究,2000
其他說(shuō)明
指導(dǎo)教師意見(jiàn)
指導(dǎo)教師簽名:2012年指導(dǎo)教師小組意見(jiàn)月日
1 Introduction
The intention of this study is to explore possible advantages of Descriptive Translation Studies as in its application in translation practice and translation analysis.
Since early 20th century, translation studies gradually broke away from the marginal status within other related disciplines and established itself as an empirical science. From then on, schools of thought have kept coming out and each claims its legitimacy for existence. Among these schools is Descriptive Translation Studies (DTS).
DTS approaches translation from an empirical perspective. Translation is viewed to be a social activity having significant importance in the receiving culture and for the target community. Therefore, translation is dealt with beyond the linguistic realization and language comparison, and is incorporated in social and cultural context.
My attention was first directed to DTS by its peculiar characteristic of observation, description and explanation. The subject is whatever happens in translation practice, from the determination of prospective function of translation to the process of translator’s choice of strategies, brainstorming and the revision, to the final product making appearance in the target community.
The method of DTS is basically descriptive. The prescriptive tendency and the problem-solution pattern is abandoned. Translation phenomena are noted down. With accumulated data, some underlying truths about translation will come out which will prove to be instructive not only for theoretical probe but also for applied translation practice. I will apply this descriptive method in the case study of this thesis.
A convenient tool has been set up to conduct DTS. “Norm” is operative at every stage of description and explanation. Function, process and product and their relationship as well are skeletal structure of what constitute descriptive studies. Translation phenomena are accounted for with the help of norm.
On Foreignization and Domestication of Cultural Factors in Translation (淺談翻譯中文化因素的異化和歸化)
On Treatment of Cultural Factors in Translation (翻譯中文化差異的處理方法)
On English Translation of Public Signs in Chinese (漢英公示語(yǔ)的翻譯)
On Translation of English Names of Commendation (英語(yǔ)商品名稱的翻譯)
The relationship between Cultural Difference and Translation Skill 中英文化差異與翻譯技巧
An Approach to the Translation of Poetic Image詩(shī)歌翻譯的意象問(wèn)題探討
A Study of the Chinese Version of Titles of English Films英語(yǔ)電影片名漢譯研究
A Study of the Chinese Version of Titles of English Novels英語(yǔ)小說(shuō)題目的漢譯問(wèn)題
A Comparative Study of the English Version of the Poem “ Untitled “ by Li Shangyin李商隱的詩(shī)〈無(wú)題〉的英譯比較研究
Foreignization and Translation of Idioms
On Culture Translation under Foreignization
On Faithfulness in Translation
On Fidelity and Expressiveness in Translation
Interpreting and Interpreting Skills
On Literal Translation and Free Translation
The Comparison and Translation of Chinese and English Idioms
Equivalence and its Application in Translation
Cultural Equivalence in Translation
Learning a Foreign Language Through Translation
Arts in Verse Translation
A Comparative Study of Two English Version of Hong Lou Meng
On Translating the Passive Voice
On the Translation of English Long Sentences
The Social and Cultural Factors in Translation Practice
The Application of Functional Equivalence in English and Chinese Cross-cultural Translation
Exploring English-Chinese Audiovisual Translation
On Chinese Translation of Journalistic English
On the Criteria of Interpretation
On the Unit of Translation
The Cultural Differences and Arts of Translation in Advertising Language
On Transformation between Parts of Speech in E-C Translation
Exploring Substitution and Ellipsis in Translation
On English Proverbs Translation
On the Criteria of Translation
The Analysis of Translation Style
Cultural Differences and Translation Strategies
Translation and Foreign Language Yeaching
Chinglish in C-E Yranslation
A Contrastive Study of English and Chinese Allusions and their Translation
English Neologisms in Newspaper and their Translation
On Translation of Humor in Pride and Prejudice
On Features of Journalistic English and its Translation
Cultural Discrepancies and their Influences on Translation
English and Chinese Translation Song lyrics
Translation of Address Term between English and Chinese
On the Importance of Context in Translation
On the Translation of English Pun into Chinese
The Role of Dictionary in Translation
Thought Pattern and its Influence on Translation
Lexical Characteristics of Legal English and Legal Lexicon Translation
Features of Foreign Trade English and its Translation Model
On Euphemism Translation
Translation of Metaphor from English into Chinese
Features of Tourism English and its Translation
翻譯中的文化因素
影視字幕翻譯的原則
影響長(zhǎng)句翻譯的因素
例析英譯漢中形象語(yǔ)言的處理
生活中廣告英語(yǔ)的翻譯特色
對(duì)翻譯原則“以信為本,求真求美”的思考
翻譯中的中國(guó)英語(yǔ)與中國(guó)式英語(yǔ)
南昌旅游景點(diǎn)中英翻譯錯(cuò)誤及糾錯(cuò)對(duì)策
背景知識(shí)在口、筆譯中所扮演的角色
分析商務(wù)英語(yǔ)翻譯的不對(duì)等性
英美文學(xué)
The Gift of Magi and Consumensm
A Brief Comment on An American Tragedy
An Analysis of the Source of Dichson's Death Poems
On The Call of the World
Love Tragedy and War—An Analysis of A Farewell to Arms
Sister Carrie and Jennie Gerhardt
The Evil of Mankind Portayed in Moby Dick
On Henry Heming in The Red Badge of Courage
Emily Dickingson and her Poems
Analysis of A Rose of Emily
The Aesthetic Interpretation of Ezra Pound's Poetry
Symbolism in The Great Gatsby
an Analysis of the theme of adventures of Huckleberry Finn
On the symbolism of The Old Men and the Sea
Some English Learner’ image of America(survey and study)
Influence of the Bible on English Literature
Deviation and Foregrounding in … (using literary works for a case study)
The Language of Shakespeare’s Sonnets, or of any particular literary works
Cultural Shocks in the English Language Textbooks
Deep Love And Deep Hate—A Brief Analysis On Wuthering Heights
Psychological Descriptions In Hemingway’s The Snows Of Kilimajaro
On Ernest Hemingway And His Novel The Sun Also Rises
Difference Between China And The West Reflected In Social Manners
鳥(niǎo)的贊歌--------評(píng)英國(guó)浪漫派詩(shī)歌
《呼嘯山莊》的悲劇分析
海明威英漢形象和冰山風(fēng)格
《名利場(chǎng)》的現(xiàn)實(shí)意義
苔絲的形象分析
哈姆雷特的猶豫再探討
愛(ài)倫坡小說(shuō)的藝術(shù)創(chuàng)作成就
愛(ài)倫坡小說(shuō)人物塑造
O Neill劇作對(duì)美國(guó)戲劇的影響
華茲華斯的語(yǔ)言風(fēng)格
華茲華斯的自然觀
詩(shī)人哈代
簡(jiǎn)述哈代的悲劇性敘事藝術(shù)On Hardy's tragedy narrative art
奧斯丁與勃朗特寫作風(fēng)格異同The comparison between Austen and Bronte in writing style
杰克·倫敦(或某作家)《》(某作品)評(píng)述On Farewell to Arms of Hemingway
淺析《失樂(lè)園》中撒旦的形象塑造
《還鄉(xiāng)》的悲劇藝術(shù)特色
蓓基形象再解讀
蘩漪與伯莎梅森的比較研究
愛(ài)瑪形象的魅力
海明威研究——淺析海明威筆下的女硬漢子
《苔絲》的悲劇性與現(xiàn)代性 Tragedy and Modernity in Tess of D’Urbervilles
華茲華斯詩(shī)歌的和諧觀 On the View of Harmony in Wordsworth’s Poetry
海明威小說(shuō)的悲劇意識(shí)
從《老人與?!房春C魍膭?chuàng)作特點(diǎn)
《紅色英勇勛章》的敘述技巧分析
論《白鯨》的象征含義
論吳爾夫的《1間自己的房間》中的女權(quán)主義
論簡(jiǎn)。奧斯汀對(duì)《愛(ài)瑪》主人公的塑造
《紅字》中的象征