英語(yǔ)論文開(kāi)題報(bào)告的范文例文

經(jīng)典word整理文檔，僅參考，雙擊此處可刪除頁(yè)眉頁(yè)腳。本資料屬于網(wǎng)絡(luò)整理，如有侵權(quán)，請(qǐng)聯(lián)系刪除，謝謝！英語(yǔ)論文開(kāi)題報(bào)告范文例文論文題目theApplicationandInnovationofGothicisminWutheringeights一、選題的意義和研究現(xiàn)狀1．選題的目的、理論意義和現(xiàn)實(shí)意義長(zhǎng)時(shí)期以來(lái),人們視艾米莉?勃朗特為英國(guó)文學(xué)中的斯芬克斯的作品都有很多難解之謎,許多評(píng)論家從不同的角度、采用不同的方法去研究,得出了不同的結(jié)論,因而往往是舊謎剛解,新謎又出,解謎熱潮似永無(wú)休止。,指出艾米莉?,同時(shí)憑借其超乎尋常的想象力,將現(xiàn)實(shí)與超現(xiàn)實(shí)融為一體,給陳舊的形式注入了,達(dá)到了哥特形式與激情內(nèi)容的完美統(tǒng)一,黑色浪漫主義”,又超越了維多利亞時(shí)代的現(xiàn)實(shí)主義”,從而展現(xiàn)出獨(dú)具一格、經(jīng)久不衰的藝術(shù)魅力。2．與選題相關(guān)的國(guó)內(nèi)外研究和發(fā)展概況,但似乎沒(méi)有哪一種文學(xué)像英美文,而且還形成了一個(gè)持續(xù)(Gothictradition)。哥特文學(xué)現(xiàn)在已經(jīng)成為英美文學(xué)研究中的一個(gè)重要領(lǐng)域。對(duì)哥特文學(xué)的認(rèn)真研究開(kāi)始于20世紀(jì)二三十年代,到70年代以后,由于新的學(xué)術(shù)思潮和文學(xué)批評(píng)觀念的影響,該研究出現(xiàn)了前所未有而且日趨高漲的熱潮。根據(jù)在國(guó)際互聯(lián)網(wǎng)上的搜索,到2000年9月為止,英美等國(guó)的學(xué)者除發(fā)表了大量關(guān)于哥特文學(xué)的論文外,還至少出版專著達(dá)184部,其中1970年以后為126部,僅90年代就達(dá)59部,然,近年來(lái)哥特文學(xué)研究的狀況不僅在于研究成果迅速增加,更重要的是它在深度和廣度方面都大為拓展,并且把哥特傳統(tǒng)同英美乃至歐洲的歷史、社會(huì)、文化和文學(xué)的總體發(fā)展結(jié)合起來(lái)。二、研究方案1．研究的基本內(nèi)容及預(yù)期的結(jié)果（大綱）研究的基本內(nèi)容:泉,指出艾米莉?,同時(shí)憑借其超乎尋常的想象力,將現(xiàn)實(shí)與超現(xiàn)實(shí)融為一體,給陳舊的形式注入了,達(dá)到了哥特形式與激情內(nèi)容的完美統(tǒng)一,黑色浪漫主義”,又超越了維多利亞時(shí)代的現(xiàn)實(shí)主義”,從而展現(xiàn)出獨(dú)具一格、經(jīng)久不衰的藝術(shù)魅力。預(yù)期的結(jié)果（大綱）:1．ASurveyofGothic1.1DefinitionofGothic1.2theOriginofGothicNovels1.2.1HistoricalReasonsFolkloreinGermanticNationalityDramaintheRenaissancetheBibleandLegendsinChristianity1.2.2DevelopmentoftheNovelItselfChallengeofRomanticismtoRationalismSublimeandBeautiful2.Emily’sGothicHeritage2.1Theme2.1.1GoodandEvil2.1.2Revenge2.2CharactersDescription2.2.1Villain-hero2.2.2DelicateYoungGirl2.3Atmosphere,EnvironmentandPlot2.3.1Terror2.3.2Mystery2.3.3Supernatural3.Emily’sGothicInnovation3.1CombinationofromanticismandRealism3.1.1ChangeoftheBackground3.1.2UseofSymbolism3.1.3StreamofConsciousness3.1.4IllusionandSubconsciousness3.2.DescriptionofFigureEmotionandPsychologyReference2．?dāng)M采用的研究方法主要有資料查找、理論探討研究、閱讀法3.研究所需條件和可能存在的問(wèn)題研究所需條件：紙張、打印設(shè)備、圖書(shū)館、互聯(lián)網(wǎng)上獲取國(guó)內(nèi)外文獻(xiàn)資料；可能存在的問(wèn)題：(1)文獻(xiàn)不足;(2)由于個(gè)人的觀點(diǎn)和能力，使對(duì)研究對(duì)象分析不夠全面和深入。三、研究進(jìn)度安排、參考文獻(xiàn)及審查意見(jiàn)1．研究進(jìn)度安排（1）論文指導(dǎo)第一周（學(xué)期第八周）：學(xué)生完成初稿。（2）論文指導(dǎo)第二周（學(xué)期第九周）：指導(dǎo)教師審閱論文初稿后發(fā)回修改。（3）論文指導(dǎo)第三周（學(xué)期第十周）：學(xué)生交論文第二稿。（4）論文指導(dǎo)第四周（學(xué)期第十一周）：指導(dǎo)教師審閱第二稿并發(fā)回給學(xué)生進(jìn)一步修改。（5）論文指導(dǎo)第五周（學(xué)期第十二周）：定稿（6）論文指導(dǎo)第六周（學(xué)期第十三周）：交定稿的打印稿和電子文本。（7）論文指導(dǎo)第六周（學(xué)期第十三周）：本周星期五至論文指導(dǎo)第七周（學(xué)期第周）星期五，指導(dǎo)教師和評(píng)閱教師寫(xiě)評(píng)語(yǔ)，學(xué)生做好答辯準(zhǔn)備。（8）論文指導(dǎo)第七周（學(xué)期第十四周）：星期三至論文指導(dǎo)第八周（學(xué)期第十五周）開(kāi)展答辯工作。2.應(yīng)收集資料及主要參考文獻(xiàn)（不少于8條）[1]Bronte,Charlotte.1907.CharlotteBronte’sprefacetothesecondedition,WutheringHeights.London:J.M.DentSonsLtd.p.20.[2]Gerin,Winifred.1971.EmilyBronte[M].NewYork:OxfordUniversityPress.[3]Marie,Mulvey-Roberts.ed.1998.Thehandbooktogothicliterature[A].NewYork:NewYorkUniversityPress.p.83.[4]Punter,David.1980.TheLiteratureofTerror[M].London:Longman.p.6.[5]方平.1993.?論〈呼嘯山莊〉《呼嘯山莊》譯序)[M].上海譯文出版社.第24頁(yè).[6]蓋斯凱爾夫人.2000夏洛蒂?勃朗特傳[M].張淑榮等譯.北京:團(tuán)結(jié)出版社.第11?12頁(yè).[7]肖明翰.2001.英美文學(xué)中的哥特傳統(tǒng)[J].外國(guó)文學(xué)評(píng)論第3期.[8]鮮于靜.2003.???？思{小說(shuō)《八月之光》的哥特藝術(shù)研究[MA].中國(guó)學(xué)位論文全文庫(kù).FunctionandApplicationofDescriptiveTranslationStudies1IntroductionTheintentionofthisstudyistoexplorepossibleadvantagesofDescriptiveTranslationStudiesasinitsapplicationintranslationpracticeandtranslationanalysis.Sinceearly20thcentury,translationstudiesgraduallybrokeawayfromthemarginalstatuswithinotherrelateddisciplinesandestablisheditselfasanempiricalscience.Fromthenon,schoolsofthoughthavekeptcomingoutandeachclaimsitslegitimacyforexistence.AmongtheseschoolsisDescriptiveTranslationStudies(DTS).DTSapproachestranslationfromanempiricalperspective.Translationisviewedtobeasocialactivityhavingsignificantimportanceinthereceivingcultureandforthetargetcommunity.Therefore,translationisdealtwithbeyondthelinguisticrealizationandlanguagecomparison,andisincorporatedinsocialandculturalcontext.MyattentionwasfirstdirectedtoDTSbyitspeculiarcharacteristicofobservation,descriptionandexplanation.Thesubjectiswhateverhappensintranslationpractice,fromthedeterminationofprospectivefunctionoftranslationtotheprocessoftranslator’schoiceofstrategies,brainstormingandtherevision,tothefinalproductmakingappearanceinthetargetcommunity.ThemethodofDTSisbasicallydescriptive.Theprescriptivetendencyandtheproblem-solutionpatternisabandoned.Translationphenomenaarenoteddown.Withaccumulateddata,someunderlyingtruthsabouttranslationwillcomeoutwhichwillprovetobeinstructivenotonlyfortheoreticalprobebutalsoforappliedtranslationpractice.Iwillapplythisdescriptivemethodinthecasestudyofthisthesis.AconvenienttoolhasbeensetuptoconductDTS.“Norm”isoperativeateverystageofdescriptionandexplanation.Function,processandproductandtheirrelationshipaswellareskeletalstructureofwhatconstitutedescriptivestudies.Translationphenomenaareaccountedforwiththehelpofnorm.ThecasetakeninthisthesisistheChineseclassicTheDreamofRedMansions.TwoEnglishversionstranslatedrespectivelybyYangHsien-yiandDavidHawksarecomparedandobservationsaremadeinregardtotheirtranslationapproaches.Inthisregard,myobservationsarelimitedtoseveralaspects,Ihopein-depthobservationandexplanationwilldoneinlightofDTS.2Outline2.1DevelopmentandmajorconceptsofDTSInthispartIwilldescribeHolms’basicmapofDTSandtherelationshipbetweenfunction,processandproduct.Iwillalsodiscusssomeimportantconceptssuchaspseudo-translation,multipletranslation,translationese,normetc.2.2MethodolgyIwillinthispartdiscussthemethodologyofDTSbeforeIapplythesametothecasestudyinthisthesiswithemphasistobeplacedonsemioticapproachandtheconceptnorm.2.3DTSincontrasttoothertheoriesAcontraststudywillbeconductedherewiththeobjectivetofindthedifferenceofDTSfromothertheoriessuchasequivalencetheoryandtheChineseXinDaYacriteria.Someadvantagewillpossiblybeshowninthisstudy.2.4CasestudyInthispart,translationofTheDreamofRedMansions(alsotranslatedasTheStoryofTheStone)willbeunderinvestigationinlightofDTS.Translationsamplestobequotedherewillbeselectedatrandom.2.5ConclusionBasedontheaboveelaborationofDTSandthecasestudy,possibleconclusionwillbeontheadvantageofDTSinspecificstudyoftranslation.Suggestionsonfurtherresearcheffortswillbemadealso.(Note:Whilethetopicwillremainthesame,theabovearrangementofcontentsissubjecttochangeintheprocessofwriting.)0000附錄2-引文范例(僅供參考)“ItisthereforepointlesstotrytomakeTCmorescientificthanissensibleinviewofitscomplexsubject-matterandavailablemethods.Translatingisamental,multi-factorialactivitywhichcannotexhaustivelybeinvestigatedwithinalinguisticframeworkignoringthepersonofthetranslator.”(Wilss,1982:217)?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.TheScienceofTranslation–ProblemsandMethods.GunterNarrVerlagTubingen,1982.Newmark,Peter.ATextbookofTranslation.NewYork:PrenticeHall,1988.Delabastita,Dirk.TranslatingPuns:AfalseOppositioninTranslationStudies.Target,1991(3:2):137-152.張南峰譯).王爾德戲劇選.福州：海峽文藝出版社，1990.戴煒棟.構(gòu)建具有中國(guó)特色的英語(yǔ)教學(xué)一條龍?bào)w系，外語(yǔ)教學(xué)與研究，2001(5).附錄4-封面范例(僅供參考中文)對(duì)外經(jīng)濟(jì)貿(mào)易大學(xué)碩士學(xué)位論文論品牌名稱翻譯的特殊性專業(yè)：研究方向：作者：導(dǎo)師：寫(xiě)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)SchoolofInternationalStudiesUniversityofInternationalBusinessandEconomicsPragmaticStrategiesinAdvertising:ImplicaturesWangYingAthesissubmittedtoSchoolofInternationalStudiesofUniversityofInternationalBusinessandEconomicsInpartialfulfillmentoftherequirementForthedegreeofMasterofArtsApril2002Beijing,China系別：外語(yǔ)系專業(yè)：英語(yǔ)學(xué)生姓名陳婷婷學(xué)號(hào)02091502畢業(yè)論文（設(shè)計(jì)）題目：EnglishIdiomsandTheirCohesiveFunction英語(yǔ)習(xí)語(yǔ)及其銜接功能畢業(yè)論文（設(shè)計(jì)）內(nèi)容：習(xí)語(yǔ)是英語(yǔ)中非常重要的組成部分，對(duì)英語(yǔ)習(xí)語(yǔ)進(jìn)行研究具有重要的理論和探討為數(shù)不多。文章可以依據(jù)韓禮德（1976，1985）提出的語(yǔ)言三大功能理論，銜接功能等。畢業(yè)論文（設(shè)計(jì)）要求及應(yīng)完成的工作：1、廣泛查閱相關(guān)文獻(xiàn)，了解本領(lǐng)域研究現(xiàn)狀；2、要有鮮明的觀點(diǎn)，立論有據(jù)，并運(yùn)用一定的邏輯方法分析論證；3、在老師指導(dǎo)下按時(shí)獨(dú)立開(kāi)題和撰寫(xiě)初稿，不斷修改完善直至定稿，嚴(yán)禁抄襲剽竊；4、論文必須用英文書(shū)寫(xiě)，字?jǐn)?shù)不少于5000英語(yǔ)單詞；5、行文必須符合學(xué)術(shù)論文規(guī)范，定稿須按院系統(tǒng)一要求打印和裝訂；6、按照規(guī)定完成論文答辯。進(jìn)度安排畢業(yè)論文（設(shè)計(jì)）各階段名稱起止日期1指導(dǎo)教師根據(jù)選題向?qū)W生下達(dá)任務(wù)書(shū)；學(xué)生根據(jù)任務(wù)書(shū)查閱相關(guān)文獻(xiàn)，收集資料并擬定寫(xiě)作提綱1月22日---3月10日2進(jìn)一步分析整理資料，完成開(kāi)題報(bào)告,開(kāi)始論文寫(xiě)作3月11日---3月25日3寫(xiě)作并完成初稿，接受中期檢查3月26日---4月30日4根據(jù)導(dǎo)師的修改和建議，進(jìn)一步補(bǔ)充和潤(rùn)色，直至定稿；論文評(píng)閱5月1日---6月10日5完成答辯后規(guī)范打印并裝訂成冊(cè)；綜合評(píng)定成績(jī)6月11日---6月22日應(yīng)收集的資料、主要參考文獻(xiàn)及實(shí)習(xí)地點(diǎn)：[1]Fernando,C.IdiomsandIdiomaticity.ShanghaiForeignLanguageEducationPress,2000[2]Halliday,M.A.K.&R.Hason.CohesioninEnglish.LongmanPress,1985[3]Makkai,A.IdiomStructureinEnglish.TheHaguePress,1972[4]林承璋.英語(yǔ)詞匯學(xué)引論[M].武漢大學(xué)出版社，1987[5]陸國(guó)強(qiáng).現(xiàn)代英語(yǔ)詞匯學(xué)[M].上海外語(yǔ)教育出版社,1999指導(dǎo)教師簽字:年月日系主任簽字：年月日系別：外語(yǔ)系專業(yè)：英語(yǔ)學(xué)生姓名陳婷婷學(xué)號(hào)02091502指導(dǎo)教師高瑞闊職稱講師所選題目名稱：EnglishIdiomsandTheirCohesiveFunction英語(yǔ)習(xí)語(yǔ)及其銜接功能課題研究現(xiàn)狀：EnglishidiomsareanimportantpartoftheEnglishvocabulary.Thegeneraltendenciesofpresent-dayEnglisharetowardsmoreidiomaticusages.HallidayandHason(1976)pointedoutthattherearethreefunctionsofEnglishidioms(ideationalfunction,interpersonalfunctionandtextualfunction).Anotherscholar,FernandoC.(1996),alsomadevaluablecontributionstotheunderstandingofidiomaticexpression_rofcoherenttext,andinthecreationofstylisticeffects.ChineselinguistslikeHuZhuanglin(1994,1996),ZhuYongsheng(1995,1996,1997)andZhangDelu(1994)mainlymadecontributionstothestudyoftextualcohesion.課題研究目的：ThispaperisfirstlyintendedtodefineEnglishidiomsandanalyzethefeaturesofthem.Itthenexploresthecohesivefunctionaftercarefulanalysisanddiscussion,attemptingtoarousetheconcernofusingidiomsappropriatelyandhelpreadersmakefulluseofthecohesivefunctionforcommunicatingmoreconciselyandidiomatically,thusmoreeffectively.課題研究?jī)?nèi)容：AsEnglishidiomsaremuchaliveineverydayEnglish,acloselookatthefunctionofidiomsmustbetaken.Thisdissertationincludesthefollowingfiveaspects:1.Introduction2.AGeneralStudyofEnglishIdioms2.1TheDefinitionofEnglishIdioms2.2FeaturesofEnglishIdioms3.CohesiveFunctionofEnglishIdioms3.1Cohesion3.2FunctionalCategories3.3CohesiveFunctionofRelationalIdioms3.4CohesiveFunctionofOtherIdioms4.TheCohesiveFunctioninTermsofSyntaxAndPragmatics4.1SyntacticCohesion4.2PragmaticFunction5.Conclusion課題研究計(jì)劃：January22-March10:questionposingoftheresearchandcollectionofmaterialsMarch11-March25:analysisofthematerialsandwritingofanoutlineMarch26-April30:completionofthefirstdraftandseekingsupervisor’sadviceMay1?June10:refinementofthepaperaccordingtoteacher’ssuggestionJune11?June22:finalizationofthethesisbasedonthesetrequirementsafterthedefence主要參考文獻(xiàn)：[1]Fernando,C.IdiomsandIdiomaticity.ShanghaiForeignLanguageEducationPress,2000[2]Halliday,M.A.K.andR.Hason.CohesioninEnglish.LongmanPress,1985[3]Lakoff,G.andM.Johnson.MetaphorsWeLiveBy.UniversityofChicagoPress,1980[4]Makkai,A.IdiomStructureinEnglish.TheHaguePress,1972[5]林承璋.英語(yǔ)詞匯學(xué)引論[M].武漢大學(xué)出版社，1987[6]陸國(guó)強(qiáng).現(xiàn)代英語(yǔ)詞匯學(xué)[M].上海外語(yǔ)教育出版社,1999[7]汪榕培,盧曉娟.英語(yǔ)詞匯學(xué)教程[M].上海外語(yǔ)教育出版社,1999指導(dǎo)教師意見(jiàn)：簽字：年月日領(lǐng)導(dǎo)小組意見(jiàn)：簽字：年月日備注：選題的目的和意義?O.Henry,1862-1910,原名威廉??WilliamSydney一生富于傳奇性，當(dāng)過(guò)藥房學(xué)徒、牧牛人、會(huì)計(jì)員、土地局辦事員、新聞?dòng)浾摺y行出納員。當(dāng)銀行出納員時(shí)，因銀行短缺了一筆現(xiàn)金，為避免審訊，離家流亡1901?亨利善于描寫(xiě)美國(guó)社會(huì)尤其是紐約百姓的生活。他的作品構(gòu)思新穎，語(yǔ)言詼諧，結(jié)局常常出人意外；又因描寫(xiě)了眾多的人物，富于生活情趣，被譽(yù)為美國(guó)生活的幽默百科全書(shū)。代表作有小說(shuō)集《白菜與國(guó)王》、《四百萬(wàn)》、《命運(yùn)之路》等。其中一些名篇如《愛(ài)的犧牲》、《警察與贊美詩(shī)》、《帶家具出租的房間》、《麥琪的禮物》、《最后得利還是資本家，人民大眾還是受苦者。國(guó)內(nèi)外研究的現(xiàn)狀ManyscholarshavestudiedO.Henry’sworksfromdifferentperspectives,suchasthetheme,thecharacteristicsandalsothepersonalbackground.ByanalyzingthethemeofO.Henry’sfiction,i.e.,“smilewithtears”and“tearswithsmile”,ZhaoShuyinggaveusauniqueimpressionofO.Henry’sworks.What’smore,RuanWenlinthinkshighlyofthehumanityaftercommentingonO.Henry’sworks.AsforTheGiftoftheMagi,LiuWencuicarefullyanalyzedthecharactersofthisshortstory.WeiRongchengstudiedthenumbers,theallusionoftheHolyBibleandalsothethemeofhisworks.What’smore,manyover-seascholarshavealsodonesomeresearchonO.Henry’sworks.Forexample,in1986,TruemanE.O’QuinnandJennyLinderPorterpublishedanarticleontheEakinMagazinePress,entitled“HowWilliamSydneyPorterameO.Henry”.要解決的問(wèn)題通過(guò)對(duì)作者寫(xiě)作的藝術(shù)手法的研究進(jìn)一步掌握作者的現(xiàn)實(shí)主義概念研究思路主人公悲劇是由那個(gè)時(shí)代造成的，同時(shí)他們的悲劇命運(yùn)也反映了那個(gè)時(shí)代特征。通過(guò)研究反諷，包括字面反諷，結(jié)構(gòu)反諷和命運(yùn)反諷在他作品中?亨利現(xiàn)實(shí)主義，進(jìn)一步認(rèn)識(shí)他的創(chuàng)作成就和文學(xué)地位，學(xué)習(xí)與借鑒他的語(yǔ)言藝術(shù)和創(chuàng)作風(fēng)格有著積極的作用。參考文獻(xiàn)目錄BIBLYOGRAPHYE.Hudson,Long.O.Henry,TheManandHisWork,Philadelphia:UniversityofPennsylvaniaPress,1949.DonaldF.A,Peel.CriticalStoriesofO.Henry,NorthwestMissouriStateCollegeStudies25:4,1961.E.O’Quinn,Trueman,andPorter,JennyLind.HowWilliamSydneyPorterBecameO.Henry,Austin,EakinPress,1986.Arthur,Voss.TheAmericanShortStory:ACriticalSurvey,Norman:OklahomaUniversityPress,1973.陳華，何曉曦.《四百萬(wàn)》[M].外語(yǔ)教學(xué)與研究出版社，1988.6.郭燕華.從《警察與贊美詩(shī)》看歐?亨利筆法”[J].武漢教育學(xué)院外語(yǔ)系高等函授學(xué)報(bào)哲學(xué)社會(huì)科學(xué)版),2000.1013（5）.胡曉梅,郭雪華.?談歐?[J].浙江工商職業(yè)技術(shù)學(xué)院學(xué)報(bào),2003.32(1).金文麗.繞梁余音三日不絕[J].麗水師范專科學(xué)校學(xué)報(bào),1999.821(4).康明強(qiáng).歐?亨利短篇小說(shuō)選[M].譯林出版社,1998.5(1).劉文翠.從《麥琪的禮物》看歐?亨利的寫(xiě)作手法[J].東疆學(xué)刊，2001.3（1）.任誠(chéng)剛,王玉敏.杰作里的真正杰作?歐?亨利短篇小說(shuō)《最后一片葉子》賞析[J].山東師范大學(xué)外國(guó)語(yǔ)學(xué)院學(xué)報(bào),2001(2).阮溫林.高揚(yáng)人性美的主旋律?歐?亨利愛(ài)情小說(shuō)藝術(shù)論[J].皖西學(xué)院學(xué)報(bào)，2004.418（2）.韋榮臣數(shù)字，《圣經(jīng)》典故和作品主題[J].四川大學(xué)外語(yǔ)學(xué)院學(xué)刊，2001.517（3）.趙莉，黃春妮.歐?亨利作品導(dǎo)讀[M].武漢：武漢大學(xué)出版社，2003.8.趙書(shū)穎含淚的笑與“含笑的淚”?淺析歐?亨利小說(shuō)的主題[J].黑龍江教育學(xué)院學(xué)報(bào)，2004.323（2）.Introduction1.IronyandItsClassificationinO.Henry'sFiction1.1Definition1.2Classification1.2.1VerbalIrony1.2.2StructuralIrony1.2.3CosmicIrony2.FunctionofIrony2.1CriticalExposureofTheTheme2.2DistinctivePortraitofTheCharacters2.3PerfectConstructionofThePlot2.4AdequateImpressionofTheTemperament3.TheUnderlyingCausesoftheRecurrenceofIronyinO.Henry'sFiction3.1LifeofO.Henry3.2TheDemocraticMindofO.Henry3.3TheInfluenceofOthersConclusionBibliography作品如下：TheGiftoftheMagiandAServiceofLoveTheCopandtheAnthemTheCopandtheAnthemTheLastLeafTheRomanceofaBusyBrokerAnAnalysisoftheDifferentCulturalConnotationsofColorWordsbetweenEnglishandChinese試析顏色詞的中英文化內(nèi)涵差異Alanguagenotonlyexpressesfacts,ideas,oreventswhichrepresentsimilarworldknowledgebyitspeople,butalsoreflectsthepeople’sattitudes,beliefs,andworldoutlooksetc.Peopleofdifferentculturesstructuretheworldaroundthemdifferently,atleastinthelanguagetheyusetodescribethatworld.Languagesdifferenormouslyfromoneanother,andthesedifferencesarerelatedtoimportantdifferencesinthecustomsandbehaviorsandotheraspectsoftheculturesinwhichthoselanguagereside.Inaword,languageisamirrorofculture.Whenwelearnanewwordwetendtolookforitsmeaningintheworditself.Yetinadditiontoitsdictionarymeanings,thesamewordmaystirupdifferentassociationsinpeople,becauseofculturaldifferences.Inourdailylife,colorwordsarethecommonillustrationsoftheculturaldifferencesinlanguageuse.InChineseandEnglishcultures,colorwordsareinthesamewayinfluencedbycultures,andusedwidelyineople’sdailylife.AsthedifferencesbetweenEasternandWesternculturesledtotheunderstandingofthecolorwordsarenotthesame.Colorwordscontainalotofdeepmeaning,impliesadifferentethnicfeelings.Ifwedonottakeintoaccounttheimpactofculturaldifferences,wearedifficulttounderstandtheimplicitmeaningofcolorwords.Thesignificanceofthisthesisistoenableabetterunderstandingofcolorwords,inordertoenhancecommunicationskills,avoidconflictofcultures.二、課題研究現(xiàn)狀及發(fā)展趨勢(shì)（課題研究領(lǐng)域的發(fā)展現(xiàn)狀及可能的發(fā)展方向）Studyofcolorwordshaslongattractedlinguists’attention.Thebrightlightsoftheobjectiveworldandforhumankindasawholearethesame,butthenationallanguageorindifferentbooksofdifferentagesordifferentgeographicaldialectsoftenbefoundtohavedifferentunderstandingaboutcolorwords.Thisconcentratedandfullyprovethatlanguageistheresultofhumancognitiontounderstandandexpresstheobjectiveworld,differentgroupsofpeopleincognitiveunderstandingandexpressionoftheworld,duetothedifferentnaturalenvironment,sociallife,culturaltraditions.Studyofcolorwordsindifferentlanguagesbetweenthesimilaritiesanddifferences.Thesameobjectcanlookathowthedifferencesincognitivetermsshowingsimilaritiesanddifferencesbetweenhowthesocialandculturaldifferencesandfurtherexpansionofthesemanticdifferences,whichforthecognitivelinguistics,comparativelinguisticsandculture,linguistics,andonsecondlanguageteachingofappliedlinguisticshasanimportantsignificance..21stcentury’scolorwordsstudyshouldstresstheoriginalityonresearchbasedontheachievementsofthepreviousscholars,domesticorabroad.Thestudyshouldkeeptrackofthelatestdevelopmentofcolorwords,makingbreakthrough,upgradingtheresearchquality.三、研究?jī)?nèi)容及研究目標(biāo)（對(duì)研究的內(nèi)容進(jìn)行說(shuō)明，并闡明要達(dá)到的目標(biāo)）ResearchContents:A.CulturalConnotationsofBlackandReflectionsinIdioms1．PositiveConnotationsandTheirReflectionsinIdioms1.1BlackIsAssociatedWiththeSolemnandtheDignified1.2BlackIsAssociatedWithProfit2.NegativeConnotationsandTheirReflectionsinIdioms2.1BlackIsAssociatedWiththeDeath2.2BlackIsAssociatedWiththeEvilandUnfortunate2.3BlackIsAssociatedWiththeShameandDisgraceful2.4BlackIsAssociatedWithAnger2.2WhiteIsAssociatedWithWorthlessandTimidC.CulturalConnotationsofRedandReflectionsinIdioms1.PositiveConnotationsandTheirReflectionsinIdioms1.1RedIsAssociatedWithHonorandLove2.NegativeConnotationsandTheirReflectionsinIdioms2.1RedisAssociatedwiththeObscenity2.2RedIsAssociatedWithRevolutionandSocialism.2.3RedIsAssociatedWithDangerandLossIwritethisthesisinordertomakeEnglishlearnershaveabetterunderstandingoftheculturalmeaningofcolorwordsandenhancecommunicationskills,avoidconflictinWesternculture.四、預(yù)計(jì)的研究難點(diǎn)（課題研究過(guò)程中可能遇到的理論難題或技術(shù)難點(diǎn)）Withthechangingsociety,peoplehaveaviewofthingsmayhavediametricallyoppositepointofview,howisthecolorofthewordhasbecomemoreauthoritativetobeaproblem;howtogetpeopletoattachimportancetotheimpliedmeaningofcolorwordswhichmayleadtoculturalconflic