英語教學(xué)畢業(yè)論文提綱模板一

　　Abstract 3-4

　　摘要 5-8

　　1. Introduction 8-12

　　1.1 Research background 8

　　1.2 Significance of the study 8-10

　　1.3 Organization of thesis 10-12

　　2. Literature Review 12-22

　　2.1 Language learning strategies 12-15

　　2.1.1 Definition of the language learning strategies 12-13

　　2.1.2 Classification of learning strategies 13-14

　　2.1.3 Studies on learning strategies 14-15

　　2.2 Language learning styles 15-18

　　2.2.1 Definition of language learning style 15

　　2.2.2 Classification of language learning style 15-17

　　2.2.3 Studies on language learning style 17-18

　　2.3 Learning strategies training 18-19

　　2.4. Review of the relationship of learning strategies and learning styles 19-22

　　3. Methodology 22-33

　　3.1 Purposes 22

　　3.2 Hypotheses 22

　　3.3 Research participants 22-23

　　3.4 Instruments of the research 23-24

　　3.4.1 Questionnaire 23

　　3.4.2 Observation 23-24

　　3.5 Procedures 24-33

　　3.5.1 Pre-treatment questionnaire 24-25

　　3.5.2 Language learning strategy training instruction 25-30

　　3.5.3 Post-treatment questionnaire 30-33

　　4. Results and Discussion 33-47

　　4.1 Results of the questionnaire 33-43

　　4.1.1 The results of the T-test in pre-treatment questionnaire 37-40

　　4.1.2 The results of the T-test in post-treatment questionnaire 40-43

　　4.2 Discussion 43-47

　　4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44

　　4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45

　　4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47

　　5. Conclusion 47-49

　　5.1 Major findings 47-48

　　5.1.1 The learning styles of the senior high students were tended to be various 47-48

　　5.1.2 The language learning strategy training can expand or even changethe language learning styles 48

　　5.2 Limitations and recommendations for further study 48-49

　　Acknowledgements 49-51

　　Bibliography 51-55

　　Appendix 55-61

　　AppendixA 關(guān)于英語學(xué)習(xí)風(fēng)格的問卷調(diào)查 55-59

　　AppendixB 英語學(xué)習(xí)策略培訓(xùn)觀察量表 59-60

　　AppendixC Listening Material 60-61

　　英語教學(xué)畢業(yè)論文提綱模板二

　　Abstract 5-6

　　摘要 7-9

　　1. Introduction 9-11

　　1.1 Background of the Research 9

　　1.2 Significance of the Research 9-10

　　1.3 Structure of the thesis 10-11

　　2. Literature Review 11-19

　　2.1 Some Attempts to Define expert and novice teacher 11-13

　　2.2 An overview of studies on teaching behaviors 13-16

　　2.3 An overview of the characteristics of expert teachers' teaching behaviors 16

　　2.4 Limitations of the Previous Studies 16

　　2.5 Theoretical bases 16-19

　　3. Research Design 19-25

　　3.1 Subjects 19-20

　　3.2 Observed teaching tasks 20-21

　　3.3 Classification of English teachers’ teaching behaviors 21-22

　　3.4 Research method 22-24

　　3.5 Research Procedures 24-25

　　4. Data Analysis and Discussion 25-51

　　4.1 Diversity in Speech Presentation behavior 25-33

　　4.2 Diversity in Text Presentation 33-38

　　4.3 Diversity in Action Presentation (body language) 38-40

　　4.4 Diversity in interaction behavior 40-51

　　5. Conclusions and Implications 51-55

　　5.1 Conclusions 51-53

　　5.2 Pedagogical Implications 53-54

　　5.3 Limitations and recommendations for the Further Research 54-55

　　Acknowledgments 55-56

　　References 56-59

　　Appendix I Classroom observation worksheet of teaching behavior 59-61

　　Appendix II 唐衛(wèi)海提問行為類別觀察表 61-62

　　Appendix III 攻讀碩士學(xué)位期間發(fā)表的論文 62

　　英語教學(xué)畢業(yè)論文提綱模板三

　　Abstract 3-4

　　摘要 5-7

　　Tables 7-10

　　1. Introduction 10-14

　　1.1 Research Questions 11

　　1.2 The purpose and significance of this research 11-12

　　1.3 Layout of thesis 12-14

　　2. Literature Review 14-24

　　2.1 The concept and connotation of teaching journal 15-17

　　2.2 The Content of teaching journal 17-20

　　2.3 Reflective level 20

　　2.4 The styles of teaching journal 20-24

　　3.Research Design 24-26

　　3.1 Purpose of Research 24

　　3.2 Subjects 24

　　3.3 Instruments 24-25

　　3.4 Procesures of research 25

　　3.5 Data collection 25-26

　　4. Results and Discussions 26-52

　　4.1 Results and discussions of quesionnaire 26-32

　　4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45

　　4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52

　　5. Methods to Improve Teachers' Reflective Ability 52-56

　　5.1 Problems in the process of reflection 52-53

　　5.2 The ways to improve teachers' reflective ability 53-56

　　6. Conclusion 56-58

　　6.1 Present findings 56

　　6.2 Limitations 56-57

　　6.3 Suggestions for future research 57-58

　　Acknowledgements 58-60

　　Bibliography 60-64

　　Appendix 64-65