英文畢業(yè)論文

英文畢業(yè)論文篇一：英語專業(yè)畢業(yè)生畢業(yè)論文選題匯總(吐血整頓)英語專業(yè)1.OntheFunctionsofStory-tellinginPrimary/ElementaryEnglishTeaching2.TeachingConceptsAmongTeachersofEnglishinRuralAreas—ACaseStudyofXXXSchool3.OntheLearningEffectoftheThirdLanguage—AStudyoftheMajorProblemsinEnglishLearningamongMiao/DongStudents.4.OntheDesignofaModuleofExtracurricularActivitiesforEnglish-majorStudents—ACaseStudyofKailiUniversity英語專業(yè)（旅游方向）1.英語專業(yè)（旅游方向）應(yīng)用型人才內(nèi)涵規(guī)定分析2.英語專業(yè)（旅游方向）學(xué)生畢業(yè)就業(yè)意向及學(xué)習(xí)行為調(diào)查--以凱里學(xué)院為例3.“語言+文化+技能”培養(yǎng)模式在旅游方向中的應(yīng)用—以凱里學(xué)院為例4.英語專業(yè)（旅游方向）學(xué)生英語學(xué)習(xí)方略調(diào)查—以凱里學(xué)跨文化交際方向：1.TheObstacleofInterculturalCommunication2.ComparisonbetweenChineseCollectivismandAmericanIndividualisminOralSpeaking3.OntheDifferencesinNonverbalCommunicationbetweentheChineseandtheAmericanandtheBritish4.TheBodyLanguageinInterculturalCommunication5.TheInfluenceofCulturalOriginofEastandWesternonInterculturalCommunication6.TheImportanceofBodyLanguageinDifferentCultures7.AComparisonofInterculturalUsagesbetweenChineseandWesternCourtesyLanguages8.TheDiscrepancyofChineseandWesternCultureinAdvertisement9.GeneralFeaturesofLanguageinPostmodernCulture10.OntheCulturalImplicationsofBodyLanguage11.CulturalComparisonofChineseLunarNewYearandAmericanChristmasDay12.OnCulturalDifferencesbetweenChineseandEnglishIdioms13.OnDissimilationandAssimilationinTermsofCulture14.ComparisonbetweenTraditionalChineseandWesternFamilies15.ConnotationofAnimalWordsinChineseandEnglishIdioms16.AComparisonofTaboosbetweenChineseCultureandBritishCulture17.AContrastiveStudyofWesternandChineseTraditionalWeddingCustoms18.ComparisonofFoodCulturebetweenChinaandWestfromTableManners19.FamilyEducationDifferencesBetweenChinaandWesternCountries20.OnDevelopmentofEuphemismanditsSocialValueinInterculturalCommunication1、民族地區(qū)中學(xué)生英語學(xué)習(xí)的社會心理研究；2、黔東南中學(xué)英語教師授課用語調(diào)查與分析；3、論任務(wù)型教學(xué)法在中學(xué)英語課堂教學(xué)中的有效運(yùn)用；4、民族地區(qū)中學(xué)生英語學(xué)習(xí)的方略研究；5、中學(xué)英語教學(xué)中的文化教育滲入；6、論黔東南人文旅游的可持續(xù)發(fā)展；7、黔東南旅游資源調(diào)查與分析；8、論當(dāng)代涉外導(dǎo)游的素養(yǎng)；9、游客旅游心理動機(jī)調(diào)查研究；10、精品旅游線路的策劃與構(gòu)想；11、功效主義與中國菜譜的英譯；下列為文學(xué)選題：12、《覺醒》(TheAwakening)的女性主義解讀；13、《紫色》(TheColorPurple)的藝術(shù)特色研究；14、論《飄》(GonewiththeWind)的主題思想。選題方向：海明威研究；夏洛蒂勃朗臺和艾米麗.勃朗特姐妹研究；意識流小說；生態(tài)文學(xué)批評；女性主義文學(xué)批評。具體選題：從《墻上的斑點(diǎn)》看伍爾夫的意識流體現(xiàn)手法從《尤利西斯》看意識流小說的藝術(shù)特性海明威《老人與?！分械娜伺c自然關(guān)系分析D.H.勞倫斯詩歌《蛇》中的生態(tài)觀海明威短篇小說創(chuàng)作模式探求海明威創(chuàng)作中的“冰山”原則從《永別了武器》看海明威小說的語言風(fēng)格淺析海明威短篇小說《白象似的群山》淺析《老人與海》中的象征意義海明威筆下的硬漢形象分析海明威作品《老人與?！返牡湫陀矟h形象論《老人與?！分猩Ｌ醽喐绲挠矟h形象論《呼嘯山莊》中的象征主義荒原與風(fēng)暴——《呼嘯山莊》的意象研究論《簡愛》中女權(quán)主義對抗意識從女權(quán)主義的視角解讀夏洛蒂·勃朗特的《簡·愛》簡·愛的愛情觀與其對抗性格從伍爾芙作品看其意識流創(chuàng)作從《紅字》重要人物分析霍桑的宗教觀《紅字》中象征手法探究論《紅字》中A的象征意義一、學(xué)習(xí)者個(gè)體差別與英語學(xué)習(xí)二、對語法翻譯法的認(rèn)識三、小學(xué)英語詞匯教學(xué)研究四、英語閱讀中的詞匯教學(xué)研究五、六、七、圖示理論與英語閱讀外語教學(xué)中的文化教學(xué)跨文化障礙與英語學(xué)習(xí)方向一：翻譯理論與實(shí)踐1.CulturalGapsandUntranslatability（文化差別與不可譯性）2.TranslatingandtheBackgroundInformation（翻譯與背景知識）3.EnglishIdiomsandtheTranslation（英語習(xí)語的翻譯）4.TheImportanceofKnowledgeinTranslating（知識對于翻譯的重要性）5.TranslatingtheLengthyEnglishSentencesintoChinese（英語長句漢譯）方向二：英語語言1.AComparativeAnalysisofBritishandAmericanEnglish（英式英語與美式英語比較）2.AComparativeStudyofChineseandEnglishBodyLanguages（中英手勢語比較）3.InfluencesofChineseDialecticAccentsoverEnglishPronunciation（漢語方言對英語發(fā)音的影響）4.AContrastiveAnalysisofEnglishandChineseIntonation（英漢語調(diào)比較分析）5.CursoryExaminationonEnglishOnomatopoeia（英語擬聲詞淺論）6.AComparativeStudyofEnglishandChineseExistentialSentences（英漢存在句比較）7．TheWayofExpressingEmphaticIdeasinEnglish（英語中體現(xiàn)強(qiáng)調(diào)意義的語言手段）方向三：語言與文化1.從比方語言看漢英兩個(gè)民族的差別2.漢英詞匯文化內(nèi)涵比較方向四：英語教學(xué)法1．大、中、小學(xué)英語銜接教學(xué)實(shí)驗(yàn)研究2．小學(xué)“雙語”同時(shí)教改實(shí)驗(yàn)3．漢語語言環(huán)境對學(xué)生英語學(xué)習(xí)過程的影響4．大學(xué)生(中學(xué)生、小學(xué)生)英語學(xué)習(xí)動機(jī)調(diào)查報(bào)告研究方向：英語體裁，語篇研究；英語寫作教學(xué)研究；中國英語研究英語寫作教學(xué)研究/ESL背景下學(xué)術(shù)寫作研究15.對過程式寫作法和成果式寫作法在大學(xué)/高中英語寫作課堂應(yīng)用的調(diào)查研究16.TheFunctionsof“TeamStudy”intheProcessofLearning—EnglishWritingCourseasanExample17.DifferentialErrorTypesinSecond-LanguageStudents'WrittenTexts:18.ImplicationsforInstructioninWriting19.NeedsAnalysisofLanguageLearners(CollegelevelorMiddleschoollevel)20.西部新建本科院校學(xué)生對世界英語和中國英語認(rèn)識度的調(diào)查—以凱里學(xué)院為例（此選題為世界英語范疇）英語學(xué)術(shù)語篇體裁分析/專門用途英語語篇體裁分析1.英漢學(xué)術(shù)論文引言和結(jié)論語類分析及其有關(guān)性對比研究2.對本科院校英語專業(yè)論文文獻(xiàn)綜述體裁特性研究3.基于言語行為理論的英語廣告勸告功效的語篇分析4.Re-brandingacademicinstitutionswithcorporateadvertising:ageeperspective5.Promotionaluniversityinstitutionaldiscourse:acaseanalysisrelatedtoChinesecontent6.對多個(gè)專門用途英語語篇的體裁分析（如：英漢藥品闡明書的語類對比分析，英語導(dǎo)游詞/導(dǎo)游詞的語篇體裁分析等，限旅游方向）7.英語導(dǎo)游詞/導(dǎo)游詞錯(cuò)誤分析：xx學(xué)校案例研究(限旅游方向)信息技術(shù)在農(nóng)村中學(xué)新課程改革中的應(yīng)用多媒體網(wǎng)絡(luò)環(huán)境下農(nóng)村大學(xué)生英語學(xué)習(xí)適應(yīng)能力的調(diào)查研究有關(guān)大學(xué)生英語學(xué)習(xí)態(tài)度的調(diào)查報(bào)告篇二：畢業(yè)論文(英文)摘要18世紀(jì)見證了英國社會的沒落，而就是在這個(gè)世紀(jì)產(chǎn)生了一位偉大的挖苦大師——喬納森.斯威夫特。通過在英國32年的風(fēng)風(fēng)雨雨，他回到了愛爾蘭，以其敏銳的觀察力寫下了不朽的巨著《格列佛游記》。在這部小說里，斯威夫特分別描繪了四個(gè)通話故事般的小故事，然而當(dāng)我們重復(fù)閱讀，細(xì)細(xì)品味琢磨這些有趣的故事時(shí)，除了對書中怪誕的人物，故事情節(jié)覺得十分有趣之外，我們還看到了18世紀(jì)整個(gè)英國社會的縮影。整部小說涉及政治，宗教，科學(xué)軍事等等方面的事務(wù)，斯威夫特通過象征，夸張，反語，對比等修辭手法，將故事敘述的充滿趣味，以此達(dá)成一種挖苦的效果，對英國社會進(jìn)行全方面深刻的剖析和抨擊。斯威夫特對挖苦藝術(shù)的完美運(yùn)用極大地推動了世界挖苦文學(xué)的發(fā)展，對后來的文學(xué)作品產(chǎn)生了重要影響，奠定了其在文學(xué)史上的地位。核心詞：修辭手法；挖苦；斯威夫特;批評AbstractJonathan.SwiftisagreatsatiristofEnglandinthe18thcentury.HismasterpieceGulliver’sTraveliswell-receivedbyreadersaroundtheworldandisenlistedintomust-readcatalogueforhighschoolstudents.Thefairytalestyledstories,apartfromintriguingandfascinating,revealtheuglyandhideoussideofBritishsocietyregardingpolitics,religion,militaryaffairs,science,economics,etc.Atthesametime,peculiarimagination,ingeniousconception,astuteobservationandsheercriticismarewellembodiedinthenovelthattogethertheyformulateaperfectironicliteraryeffect.What’smore,consideringthebleaksocialsituationandoutragedbytheappallingreality,Swiftwieldshispen,piercingintotheveryheartofthesociety.Thesuccessfulusageofrhetoricaldeviceshasgreatlycontributedtothedevelopmentoftheworld’sironicliteratureandalsomadeGulliver’sTravelsoneoftheworld’stopworks.Keywords:rhetoricaldevices;satire;Swift;criticizeJonathanSwift:AGreatSatirist---AnalysisofRhetoricalDevicesUsedinGulliver’sTravelsGaoZhiSchoolofForeignLanguages4011201.IntroductionThe18thcenturyhadnotonlyseenthedeteriorationoftheGreatBritain,butalsowitnessedthebornofamastersatirist---JonathanSwift.After32years’lifeandshrewdobservationinEngland,hecompletedhismasterpieceGulliver?sTravelsinwhichfourinterestingfairy-talestorieswereunfolded.However,ifithasbeencloselyexamined,anuglyandrepellentBritishsocietyisnothardtobeidentified.Theexperiencedeepenedhismindand,atthesametime,sharpenedhispen.SwiftpiercedintoalmostallaspectsoftheBritishsocietyincludingpolitics,religion,science,militaryaffairs,etc,andrevealedthesociety’smonstrousnessandhideousnessthroughtheperfectemploymentofrhetoricaldevices,suchassymbolization,hyperbole,antiphrasisandcontrastinthestories.2.SymbolizationSymbolizationisthepracticeofinvestingthingswithsymbolicmeaning.Asagenerallyagreedprinciple,thetargetssharesomesimilaritieswiththeinventedvehicle.Itexceedssimileaswellasmetaphorinthat,apartfrommakingthedescriptionorexplanationmorefamiliarandvivid,itappealsassociationandembodiessomedeepermeaningincludingtakingadvantageofathingtoreason.Thepracticingofsymbolizationcantransformabstractnormsintoperceptiveimage,impressesthereadersand,aboveall,expressimplicitlythosenotsuitableforexplicitdisclosure.Aqualifiedsymbolizationgenerallyisaccompaniedbysimplificationandrelocation.2.1SimplificationSimplificationisdefinedastheactorprocessofmakingsomethingsimpleraccordingtoCollinsCOBUILDAdvanceLearner?sEnglishDictionary.Insatire,theprinciplesor“targets”tobechallengedarealmostinvariablytransformedfromtheircurrentcomplexrealityintoanother,simplerobjectoridea.Simplificationis,moreoftenthannot,utilizedtorealizeasatiricaleffectortocriticizesomethingbyimpressingthereadersinmakingthedescriptioninterestingandeasiertoapprehend.ManyinstancescouldbelocatedinGulliver?sTravels.DuringthedayswhenGulliverwasinLAPUTA,thekingpilotedtheislandfloatingabovehisterritory.Ifanytowninitiatedrebellion,mutiny,refusedtopaytheusualtributetotheking,tocallfortheirobedienceandsubmission,hewouldeither(Jonathan.Swift,1997:135)“Keepingtheislandhoveringoversuchatown,andthelandsaboveit,wherebyhecandeprivethemofthebenefitofthesunandtherain”Sothattheinhabitantsmightfallvictimtodeathanddisease,or,ifthesituationworsened,atthesametimepelteddowngreatstonesfromabovetosmashedtheirhousesdismantlingalltheirshelters.(Jonathan.Swift,134)Thisisavividdepictionofsuppressionandwar.TheBritishgovernment’soppressiontoIrelandpeopleissimplifiedtotheking’sdeprivationofthesunshineandraininhisterritorywhichiscrucialforthepeopletomakealiving.WhentheIrelandpeoplelaunchrebellion,theBritishgovernmentwillwageawartodestroytheirland.Bythesametoken,itisreducedtothatthekingwoulddropdowngreatstonestostillthedisobedience.Throughsimplification,acomplexpoliticalissueiscomprehensiblyexplainedandvividpictureofauthoritarianregimeisimpressedinreaders’minds.Inthiseasy-to-understandmethod,Swiftalsoblamestheconflictsbetweendifferentreligionfractions.InLILLIPUT,warswerecommencedforthereasonthatpeopledisagreedonwhethereggshouldbebrokenonthebiggerendorthesmallerone.Itimpliessomewarsarewagedforridiculous,triflereasonssuchasinconsistencyinopinions.Religionissupposedtohelppeopleindistressandbringthemoutofthepitofmisery.Here,religionisnothingbutthedemowhothrowspeopleintobitternessandtheabyssofdarknessbywagingwars.Toputthisfurther,it’sreadasthebasiccreed:“thatalltruebelieversbreaktheireggsattheconvenientend.”Neitherpartyhadunderstoodthereligiousdoctrinebutinsistedontheirowncomprehension.Theauthorbringsforththehypocrisyofreligions.Itisthesamecasewithregardtopartyconflicts.OfficialsofLilliputdividedintotwoparties.Theydistinguishedthemselvesbythehighheelsandlowheelsoftheirshoes.Theyhavealmosteverythingincommonbutnottheheightoftheheel.Theauthortendstosuggestthatpartyconflictsusuallyarisefrominsignificantincidences.2.2RelocationThesimplificationisoftenaccompaniedbyasimultaneousrelocationofthe“action”toanenvironmentthatismoreconsistentorsubconsciouslysupportivewiththetransformation.Inviewofthis,I’dliketoundertakesomeanalysisaboutrelocationinGulliver?stravelsinrespectofgeographicalplaceandthenarrator’sposition.Lookingthroughthefourstories,itisnothardforustorecognizethatthestoriesareallsetrespectivelyinislandsbutnotoncertaincontinentoranyotherplaces.Thus,wemaygetsomecluesintheauthor’schoiceofgeographysetting.ThetargetofthewholenovelisBritishsociety.InordertoletreadersknowthattheuglysocietyhedescribesandblamesinthenovelisactuallyBritishsociety,hecreatesfourislandsastheplacewherethefourstoriesoccurs.Inthisway,readersmayassociat