英语专业博士论文大纲最新范文

发布时间：2017-05-11 08:10

英语专业博士论文大纲最新范文一：

任务复杂度和工作记忆对中国英语学习者口语产出的影响研究

Abstract 6-8 
摘要 9-17 
Chapter One Introduction 17-26 
    1.1 Background of the study 17-22 
    1.2 Objectives of the study 22-24 
    1.3 Organization of the dissertation 24-26 
Chapter Two Review of the Literature 26-80 
    2.1 Task and task-based language teaching 26-31 
        2.1.1 Introduction to TBLT 26-28 
        2.1.2 Defining tasks 28-31 
    2.2 Task complexity and task performance 31-70 
        2.2.1 Early constructs of task complexity 31-34 
        2.2.2 The current competing theories of task complexity 34-51 
            2.2.2.1 The Limited Attentional Capacity Model 36-41 
            2.2.2.2 Multiple Attentional Resource Model 41-49 
            2.2.2.3 Evaluation of the competing theories of task complexity 49-51 
        2.2.3 Cognitive factors and task performance 51-70 
            2.2.3.1 Reasoning demands and task performance 52-64 
            2.2.3.2 Contextual support as task complexity 64-70 
    2.3 Working memory in SLA 70-80 
        2.3.1 Models of working memory 72-75 
        2.3.2 Measurement for working memory 75-77 
        2.3.3 Working memory and task performance 77-80 
Chapter Three Research Methodology 80-106 
    3.1 Research justifications, questions and hypotheses 80-85 
    3.2 Operationalization 85-87 
        3.2.1 Task complexity 85-86 
        3.2.2 Working memory capacity 86-87 
    3.3 Research Design 87-89 
    3.4 Participants 89-90 
    3.5 Instruments 90-94 
        3.5.1 C-Test 90-91 
        3.5.2 Background and bio-data questionnaire 91-92 
        3.5.3 Working memory test 92 
        3.5.4 Oral narrative test 92-94 
        3.5.5 Affective variable questionnaire 94 
    3.6 Research procedures 94-97 
    3.7 Production measures 97-104 
        3.7.1 Complexity measures 100-101 
        3.7.2 Accuracy measures 101-103 
        3.7.3 Fluency measures 103-104 
    3.8 Interrater reliability 104-106 
Chapter Four Results 106-149 
    4.1 Across-task comparisons 106-133 
        4.1.1 Higher working memory capacity group 107-120 
            4.1.1.1 Results related to hypothesis 1.1 114-117 
                4.1.1.1.1 Reasoning demand under+contextual support condition 114-115 
                4.1.1.1.2 Reasoning demand under-contextual support condition 115-117 
            4.1.1.2 Results related to hypothesis 1.2 117-120 
                4.1.1.2.1 Contextual support under-reasoning demand condition 117-119 
                4.1.1.2.2 Contextual support under+reasoning demand condition 119-120 
        4.1.2 Lower working memory capacity group 120-133 
            4.1.2.1 Results related to hypothesis 1.3 127-130 
                4.1.2.1.1 Reasoning demand under+contextual support condition 127-129 
                4.1.2.1.2 Reasoning demand under-contextual support condition 129-130 
            4.1.2.2 Results related to hypothesis 1.4 130-133 
                4.1.2.2.1 Contextual support under-reasoning demand condition 130-132 
                4.1.2.2.2 Contextual support under+reasoning demand condition 132-133 
    4.2 Between-groups comparisons 133-145 
        4.2.1 Results related to hypothesis 2.1 134-136 
        4.2.2 Results related to hypothesis 2.2 136-142 
        4.2.3 Results related to hypothesis 2.3 142-145 
    4.3 Affective perception results 145-149 
Chapter Five Discussion and Conclusion 149-171 
    5.1 spoken productions across tasks 149-158 
    5.2 Between-groups comparisons 158-160 
    5.3 Major findings of present study 160-165 
    5.4 Theoretical implications 165-167 
    5.5 Pedagogical implications 167-168 
    5.6 Limitations and suggestions for future research 168-170 
    5.7 Conclusion 170-171 
Bibliography 171-193 
Appendix A participants' profiles 193-194 
Appendix B Cloze Test 194-196 
Appendix C Background and Bio-Data Questionnaire 196-198 
Appendix D Picture Sets 1. A letter from a fish 198-199 
Appendix D Picture Sets 2. Dad's signature 199-200 
Appendix D Picture Sets 3. The sunset picture 200-201 
Appendix D Picture Sets 4. There is a limit to the rebuke 201-202 
Appendix E Affective Variable Questionnaire 202-203 
Appendix F Task instructions given to participants 203-205 
Acknowledgements 205-206 

英语专业博士论文大纲最新范文二： 基于意义进化论的典籍英译模式研究

中文摘要 4-7 
Abstract 7-9 
第一章 绪论 12-19 
    1.1 研究背景 12-14 
    1.2 研究问题与意义 14-16 
    1.3 研究内容与方法 16-17 
    1.4 论文结构 17-19 
第二章 意义进化论 19-43 
    2.1. 意义进化论的三个维度 20 
    2.2. 意义进化论的理论基础 20-23 
        2.2.1 生物科学 20-21 
        2.2.2 社会构建主义 21 
        2.2.3 中国阴阳学说 21-23 
    2.3. 意义进化论与语法隐喻 23-26 
    2.4. 概念基块 26-41 
        2.4.1 概念基块的三个层次 26-29 
        2.4.2 英汉概念基块比较 29-39 
        2.4.3 概念基块的生成与构建 39-41 
    2.5. 为什么是意义进化理论 41-43 
第三章 翻译研究 43-61 
    3.1 翻译研究的语言学视角 43-50 
        3.1.1 历史渊源 44-45 
        3.1.2 影响翻译研究的主要语言学流派 45-48 
        3.1.3 问题与不足 48-50 
    3.2 国内外翻译过程研究成果 50-61 
        3.2.1 Bell翻译过程模式 51-54 
        3.2.2 框架操作模式 54-57 
        3.2.3 贡献和不足 57-61 
第四章 典籍英译模式的构建 61-126 
    4.1 典籍作品英译研究 61-68 
        4.1.1 研究成果 61-63 
        4.1.2 问题与不足 63-68 
    4.2 典籍英译过程特点 68-71 
    4.3 典籍英译过程模式 71-126 
        4.3.1 模式研究所属范畴 71-74 
        4.3.2 模式需要解决的问题 74-75 
        4.3.3 模式的独特性 75-80 
        4.3.4 模式图的操作步骤 80-126 
第五章 典籍英译模式应用——《中庸》英译 126-171 
    5.1《中庸》的英译研究 127-130 
        5.1.1 《中庸》五个英译本 127-128 
        5.1.2《中庸》英译研究现状与不足 128-130 
    5.2 《中庸》核心概念、小句、篇章的英译 130-136 
    5.3 《中庸》英译过程实证研究 136-171 
        5.3.1 实证对象 137 
        5.3.2 实证过程 137-138 
        5.3.3 数据收集与分析 138-167 
        5.3.4 结论与启发 167-171 
第六章 结语 171-178 
    6.1 研究总结 171-175 
    6.2 研究贡献 175-176 
    6.3 局限与展望 176-178 
参考文献 178-190 
附录 190-194 
攻读学位期间公开发表的论文及出版的译著 194-195 
致谢 195-197 

英语专业博士论文大纲最新范文三： 顺应论视角下学术建议互动中的身份建构研究
ACKNOWLEDGEMENTS 5-7 
摘要 7-10 
ABSTRACT 10-12 
ABBREVIATIONS AND TRANSCRIPTION NOTATIONS 20-22 
CHAPTER ONE INTRODUCTION 22-31 
    1.1 Object of the Study 22-25 
    1.2 Aims of the Study 25-26 
    1.3 Significance of the Study 26-28 
    1.4 Overview of the Dissertation 28-31 
CHAPTER TWO LITERATURE REVIEW 31-57 
    2.1 Identity and Identity Construction 31-44 
        2.1.1 Defining identity and identity construction 32-38 
        2.1.2 Classifications of identity 38-42 
        2.1.3 Pragmatic approach to identity and identity construction 42-44 
    2.2 Identity Construction in Academic Interaction 44-48 
        2.2.1 Identity construction in spoken academic interaction 45-46 
        2.2.2 Identity construction in written academic interaction 46-48 
    2.3 Studies on Advising 48-55 
        2.3.1 Advising as a speech act 48-52 
        2.3.2 Advising as a problem-solving activity 52-53 
        2.3.3 Identity construction and advising 53-55 
    2.4 Summary 55-57 
CHAPTER THREE THEORETICAL FRAMEWORK 57-81 
    3.1 A Sketch of the Theoretical Background 57-70 
        3.1.1 Community of practice 57-59 
        3.1.2 Identities and speech acts 59-61 
        3.1.3 Linguistic Adaptation Theory 61-70 
    3.2 The Working Analytical Framework 70-79 
        3.2.1 Identity construction as a means of satisfying communicative needs 70-72 
        3.2.2 Identity construction as a process of making choices 72-74 
        3.2.3 Identity construction as a dynamic process 74-77 
        3.2.4 Identity construction as an adaptation to contextual correlates 77-79 
    3.3 Summary 79-81 
CHAPTER FOUR METHODOLOGY 81-109 
    4.1 Research Questions 81-82 
    4.2 Data Collection 82-85 
        4.2.1 Data source 82-84 
        4.2.2 Data sets and their description 84-85 
    4.3 Data Analysis 85-107 
        4.3.1 Identifying and extracting advising acts 85-97 
        4.3.2 Analyzing identity construction 97-101 
        4.3.3 Classifying identities constructed in institutional interactions 101-105 
        4.3.4 Contextual correlates of identity construction in academic advising interaction 105-107 
    4.4 Summary 107-109 
CHAPTER FIVE CONSTRUCTING IDENTITIES THROUGH MAKING LINGUISTIC CHOICES IN ACADEMIC ADVISING INTERACTION 109-148 
    5.1 Default Identity and Linguistic Choices for Its Construction 109-127 
        5.1.1 The identity of a knowledgeable expert and linguistic choices for its construction 111-115 
        5.1.2 The identity of an authoritative expert and linguistic choices for its construction 115-120 
        5.1.3 The identity of a modest expert and linguistic choices for its construction 120-124 
        5.1.4 The identity of an amiable expert and linguistic choices for its construction 124-127 
    5.2 Deviational Identities and Linguistic Choices for Their Construction 127-143 
        5.2.1 The teacher identity and linguistic choices for its construction 127-132 
        5.2.2 The identity of a researcher and linguistic choices for its construction 132-138 
        5.2.3 The identity of a virtual advice-receiver and linguistic choices for its construction 138-141 
        5.2.4 The identity of a layperson and linguistic choices for its construction 141-143 
    5.3 Distribution of Various Identities in Advising Sequences 143-145 
    5.4 Summary 145-148 
CHAPTER SIX CONSTRUCTING IDENTITY AS A DYNAMIC PROCESS IN ACADEMIC ADVISING INTERACTION 148-179 
    6.1 Identity Modification in Academic Advising Sequences 148-155 
    6.2 Identity Shift in Academic Advising Sequences 155-176 
        6.2.1 Identity shift with a clear sequential order 156-170 
        6.2.2 Shift between two alternately constructed identities in an advising sequence 170-173 
        6.2.3 Identity shift indicated by one identity construction embedded in another 173-176 
    6.3 Summary 176-179 
CHAPTER SEVEN IDENTITY CONSTRUCTION ADAPTIVE TO CONTEXTUAL CORRELATES TO SATISFY COMMUNICATIVE NEEDS IN ACADEMIC ADVISING INTERACTION 179-215 
    7.1 Constructing Identity Dynamically to Satisfy Communicative Needs in Academic Advising Interaction 179-193 
        7.1.1 Communicative needs in academic advising interaction 180-183 
        7.1.2 Constructing various identities to satisfy communicative needs 183-186 
        7.1.3 Making identity modification and identity shift to satisfy communicative needs 186-193 
    7.2 Identity Construction as an Adaptation to Various Contextual Correlates in Academic Advising Interaction 193-214 
        7.2.1 Identity construction adapting to the social world 193-201 
        7.2.2 Identity construction adapting to the mental world 201-207 
        7.2.3 Identity construction adapting to the physical world 207-209 
        7.2.4 Interadaptability of identity construction and contextual correlates in academic advising interaction 209-214 
    7.3 Summary 214-215 
CHAPTER EIGHT CONCLUSION 215-225 
    8.1 Major Findings of the Study 215-218 
        8.1.1 Default and deviational identities constructed in academic advising interaction 215-216 
        8.1.2 Dynamics of identity construction in academic advising interaction 216-217 
        8.1.3 Identity construction adaptive to contextual correlates to satisfy communicative needs in academic advising interaction 217-218 
    8.2 Implications of the Study 218-222 
        8.2.1 Theoretical implications of the study 218-221 
        8.2.2 Pedagogical implications of the study 221-222 
        8.2.3 Methodological implications of the study 222 
    8.3 Limitations of the Study 222-223 
    8.4 Suggestions for the Future Research 223-225 
REFERENCES 225-243 

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