【www.gbppp.com--私藏美文】
A Study of English Learning Strategies Held by the Bai
English Major Undergraduates
Abstract
China is a multi-ethnic county, and its Bai people, living in a culturally diverse world, have a long history and colorful culture. Previous studies indicate learners from different ethnic backgrounds vary their use of language learning strategies. This essay aims to identify the differences of English learning strategies of the Bai English-major undergraduates. This study may help the Bai learners get better understanding of language learning. The differences in their strategies also offer some insights into English teaching. Ethnicity is a relevant variable to be explored in the current study because the Bai people belong to one of the 56 ethnic minority groups in China. The study targets to explore the characteristics of learning strategies held by the Bai learners. Influence of individual factors, such as nationalities, environment and gender on learning strategies will be discussed in detail with the research data collected through a questionnaire survey and the findings analyzed in SPSS 17.0. The findings will provide us some insights into English teaching and learning in a unique context with ethnic students.
Keywords: learning strategy; characteristics; individual factors; ethnic minority; the Bai people
摘要：中国是一个多民族多文化的国家,白族人民作为中华民族的的成员，有着悠久的历史和丰富多彩的文化。先前的研究表明来自不同民族的语言学习者会有不同的学习策略。本文旨在研究英语专业白族大学生英语学习策略的差异。本研究可以帮助白族学者更好的了解语言学习。且在当前的研究中，民族是一个相关的变量，因为白族属于中国56个民族之一。本研究旨在探索白族英语学习者的学习策略特征和个人因素（如民族、成长环境和性别等）对英语学习有何影响。通过调查问卷收集数据，并在SPSS 17.0中分析结果. 研究结果将给少数民族英语教学与学习带来很多启示。
关键词：学习策略；特征；个体因素；少数民族；白族
Contents
云南民族大学毕业论文(设计)原创性声明..................................................................I 关于毕业论文(设计)使用授权的说明.........................................................................II Acknowledgements......................................................................................................III Abstract . ......................................................................................................................IV 摘要 ............................................................................................................................... V
1. Introduction ............................................................................................................. 1
2. Literature Review .................................................................................................... 1
2.1Second Language Acquisition………………………………………………………...1
2.2 Definitions of language learning strategy ................................................................. 2
2.3The relevant study abroad.................................................................................. 2 2.4Domestic study................................................................................................ ...3
3. Research Methodology ............................................................................................ 4
3.1 Research participant ......................................................................................... 4
3.2 Research instrument ......................................................................................... 5
3.3 Data collection and analysis ............................................................................. 6
4. Findings and discussions ......................................................................................... 6
4.1 Overall Strategy Use ......................................................................................... 6
4.2 Statistic analysis ............................................................................................... 6
4.2.1 Memory strategies .................................................................................. 7
4.2.2 Cognitive strategies ................................................................................ 8
4.2.3 Compensation strategies ......................................................................... 9
4.2.4 Metacognitive strategies ......................................................................... 9
4.2.5 Affective strategies ............................................................................... 10
4.2.6 Social strategies .................................................................................... 10
4.3 Gender difference ........................................................................................... 11
5. Conclusion and implication .................................................................................. 12
References....................................................................................................................14
Appendix .....................................................................................................................15
1. Introduction
Toady, we all live in a culturally diverse world. It is commonly held that in the course of economic globalization and pluralistic culture, we should develop the distinct national literature and make it well-known. China is a multi-ethnic country, and its Bai people have a long history and colorful culture. This essay aims to identify the differences of English learning strategies held by the Bai English-major undergraduates. The study of strategy use of its people may help learners get better understanding of language learning. The differences in their strategies also offer some insights into English learning. Ethnicity is a relevant variable to be explored in the current study because the Bai people belong to one of 55 ethnic minority groups in China. Previous studies indicate that learners from different ethnic backgrounds differ from others in their language learning strategies. This study aims to explore the Bai learners’ learning strategies, and how their individual factors, as nationalities and gender influence their strategies.
2. Literature Review 2.1 Second Language Acquisition
Second language acquisition (SLA) is the process by which people learn a second language. That is, it is the process of learning an additional language by someone who has already learned a native language or multiple native languages【1】. Second language refers to any language learned in addition to a person's first language.【2】 Although the concept is named second language acquisition, it can also incorporate the learning of third, fourth, or subsequent languages. Since we are not native speakers when we encounter our second language, it is certain that we will come across many difficulties. Therefore, people have to turn to some language learning strategies that will help them to master a language well. From this point, we can see one of the goals of SLA, then, is the description of the process of learning a new language. Another is explanation. To recognize the external and internal factors that account for why learners acquire an second language in the way the do. Thus, it aims to help learners to improve their learning strategies to mater a language depending on their own learning situation.
2.2 Definitions of language learning strategy
Language learning strategies have been defined in various ways. Initially, Tarone (1980) defined “A language learning strategy is an attempt to develop linguistic and sociolinguistic competence in the target language.”【5】 Weinstein and Mayer (1986）defined learning strategy broadly as “behaviors and thoughts that a learner engages in during learning which intend to influence the learner’s process”【6】. Rubin (1987) defined learning strategies as “strategies which contribute to the development of the language system which learners construct and affect learning directly.【7】Oxford (1990) expanded the definition by elaborating that learning strategies include “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations”. 【4】O’Malley and Chamot (1990), based on a cognitive information processing view of human thought and action, described learning strategies as “special ways of processing information that enhance comprehension, learning, or retention of the information”【3】. These strategies can facilitate the internalization storage, reveal or use of new language. To sum up, strategies are tools for the self-directed involvement necessary for developing communicative ability. All language learners use language learning strategies either consciously or unconsciously when processing new information and performing tasks in the language classroom. Since language classroom is like a problem-solving environment in which language learners are likely to face new input and difficult tasks given by their instructors, learners attempt to find the quickest or easiest way to do what is required, that is, using language learning strategies is inescapable.
2.3 The relevant study abroad
The development of psycholinguistics in the 1960s has directed considerable attention to the process of language acquisition, both mother tongue and second language. In the case of second language learning, error analysis has been used for theorizing on the strategies used by the learner that has resulted in the deviant forms in
****届本科生优秀毕业设计（论文）摘要
二甲醚清洁燃料均质压燃燃烧数值模拟研究
机械与动力工程学院 学号 姓名
指导教师: 姓名
摘 要
均质充量压缩着火（HCCI）燃烧，作为一种能有效实现高效低污染的燃烧方式，能够使发动机同时保持较高的燃油经济性和动力性能，而且能有效降低发动机的NOx和碳烟排放。此外HCCI燃烧的一个显著特点是燃料的着火时刻和燃烧过程主要受化学动力学控制，基于这个特点，发动机结构参数和工况的改变将显著地影响着HCCI发动机的着火和燃烧过程。本文以新型发动机代用燃料二甲醚（DME）为例，对HCCI发动机燃用DME的着火和燃烧过程进行了研究。……。
关键词：均质充量压缩着火，化学动力学，数值模拟，二甲醚，EGR，燃料添加剂
NUMERICAL SIMULATION OF HOMOGENEOUS
CHARGE COMPRESSION IGNITION COMBUSTION
FUELED WITH DIMETHYL ETHER
ABSTRACT
HCCI (Homogenous Charge Compression Ignition) combustion has advantages in terms of efficiency and reduced emission. HCCI combustion can not only ensure both the high economic and dynamic quality of the engine, but also efficiently reduce the NOx and smoke emission. Moreover, one of the remarkable characteristics of HCCI combustion is that the ignition and combustion process are controlled by the chemical kinetics, so the HCCI ignition time can vary significantly with the changes of engine configuration parameters and operating conditions. In this work numerical scheme for the ignition and combustion process of DME homogeneous charge compression ignition is studied. The detailed reaction mechanism of DME proposed by American Lawrence Livermore National Laboratory (LLNL) and the HCT chemical kinetics code developed by LLNL are used to investigate the ignition and combustion processes of an HCCI engine fueled with DME. ……
Key words: HCCI, chemical kinetics, numerical simulation, DME, EGR, fuel additive
1
分类号 UDC 单位代码 10644
密 级 公开 学 号 2009030212
四川文理学院
学士学位论文
浅析农村初中英语学困生的现状及对策
论文作者： 岳丹丹
指导教师： 路翠红
学科专业： 英 语
研究方向： 教学法
提交日期： 2012年 12 月 31 日
答辩日期： 2013年 05 月 24 日
学位授予： 四川文理学院
中 国 达 州
2013年5月
School of Foreign Languages
Sichuan University of Arts & Science
Analysis of and Suggestion for Students with Difficulties in
Learning English in Rural Middle School
by
Yue Dandan
A Thesis
Presented to the School of Foreign Languages
In Partial Fulfillment of the Requirements
For the Degree of B. A. in English
December 2012
Thesis Supervisor: Lu Cuihong
Analysis of and Suggestion for Students with Difficulties in Learning
English in Rural Middle School
Abstract【优秀论文英文】
With the deeply internationalizing of our country, we have to communicate and cooperate with the foreigners, so more and more people realize the importance of English learning .Now English is a compulsory basic subjects in Chinese Middle schools. In order to completely integrate into the society, no matter wheather our country or schools are putting much attention to the English teaching and learning . Although our English teaching has gotten much progress , we still face many difficulties ,especially in rural middle school. There are still a lot of students with difficulties in learning English .
In this paper, I will illusrate the present situation of English learning and analysis the reasons of the existing of the students with difficulties in learning English in rural middle school,by taking Xuhan Xian Cheng Xi Middle School as an example. Then offer some methods of changing the present situation so teachers can culture good learning motivation ;study habits and learning methods that students can strengthen their confidence and improve their grades.
Key words: students with difficulties ; English learning; present situation; reasons;changing methods;rural middle school
Acknowledgements
First and foremost, I would like to express my heartfelt gratitude to my supervisor, Mrs. Lu Cuihong, both for her intellectual guidance and for her warm and constant encouragement during the process of writing this thesis. With patience and prudence, she labored through drafts of this thesis and pointed out defects in my writing. Therefore, I owe all the merits in this thesis, if any, to her, though I am fully aware that the thesis might still contain some mistakes, for which I bear the whole responsibility.
My cordial and sincere thanks go to all the teachers concerned in the School of Foreign Languages, whose interesting and informative courses have benefited me a lot during my college years. The profit that I gained from their profound knowledge, remarkable expertise and intellectual ingenuity will be of everlasting significance to my future life and career.
I am also very grateful to my classmates, who have given me a lot of help and courage during my stay in the University and throughout the process of writing this thesis.
Last but not the least, big thanks go to my family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this thesis.
Contents
Abstract……………….. ………………………………………………….…….. …..i Acknowledgements.. ……………………………………………………………… ...ii
I．Introduction………………………………………………………… ………….. ..1 II. The universality of the existence of students with diffilcuties in learning
English.……………………………..............................................................................2
A. Definition of students with learning difficulties...............................................2
B. The present situation of students with difficulties in learning English in rural
middle school………………………………………… . ……… ….............................2
C. The characteristics of students with difficulties in learning English in rural
middle school..................…..………………………………… …… . … ……. ... 2
1. Lack of interest and initiative in learning English..................................3
2. No clear learning objectives and lack of stability in will and character..3
3. No proper study habits and low learing efficiency..................................3
4. Active and curiosity with little attention.................................................4
5. Psychological inferiority.........................................................................4
6.Poor endurance and easy to go to extremes................................................4
III. The reasons of the existence of students with diffilcuties in learning Englis..........5
A. The internal reasons of the existence of students with diffilcuties in learning
English ..................................................................................… ……. … ….. . …… ..5
1. The students' attitude to learning.................................................................5
2. The students' learning methods....................................................................6
B. The external reasons of the existence of students with diffilcuties in learning English.......................................................................………… …………. … …….. .7
1. The teaching device of the school................................................................7
2. The faculty of the school..............................................................................8
3. The family environment for students' study.................................................9
4. The social environment for students'study.................................................11
中学生英语学习兴趣减退的原因分析
马 少 林
(外国语学院 2013届1班 学号:2009091101 指导教师:曹宁) 摘 要: 随着经济的发展和社会进步,很多国家都在说英语, 讲英语, 英语的重要性不言而喻。然而越来越多的中学生开始逐渐失去对英语学习的兴趣。学习兴趣的减退是一个渐进的过程,有很多因素例如教师教学方法的不同、母语的影响以及自身的学习态度都会造成学生在英语学习上的不成功。此外，师生之间的关系对学生英语的学习也有很大影响,教师对学生的影响甚至能决定其英语学习的成功或者失败。兴趣对于英语学习是非常要的，它贯穿于与整个英语学习过程的始终。一旦学生的兴趣被激发，他们会积极主动地学习英语。论文主要概述了兴趣在初中生英语学习过程中的重要性，并且分析了造成中学生英语学习兴趣下降的原因以及与之相对应的对策。
关键词：初中英语；学习兴趣；下降；原因分析；对策
On the Loss of English Learning Interest in Junior Middle School
Students
Ma Shaolin
School of Foreign Languages and Literature, Longdong University
Abstract: With the development of the society and economics, English learning becomes more and more important, but it is found that there exists a universal phenomenon that many junior middle school students lost interest in the process of their English learning. The causes of this problem are a complexity which involves teachers’ teaching methods, the effects of mother tongue and students’ learning attitudes towards English. Besides, the relationship between teachers and students is also significant. The interest plays an important role in English learning. Once the students’ interest is aroused, they will have the strong desire to
learn. The thesis discusses the importance of interest and analyzes the factors that influence students’ interest, aiming to stress the importance of interest in English learning and suggest some ways which contribute help to the English teaching quality.
Key words: English in junior high school; learning interest; loss; factors analysis; ways
1. Introduction
With the development of society and economics, English becomes more and more important. English as a commonly-used language in the world plays an indispensable role in global communication. In China, not only teachers but also students have been aware of the significance of learning a foreign language. Many students are striving to learn English well to meet the practice requirement. But the reality is many students in China have begun to lose their interest in English learning after a not very long period of learning English. Einstein said, “Learning interest is the best teacher.” (Einstein, 1979:144). According to the psychological experiment (Chen Hong, 2006), when the people are interested in something, they will do it actively and initiatively. Her experiment shows that interest plays a crucial role in English learning. If the students learn with interest, they will be happy to learn, and enjoy learning. The interest plays an important role in English learning. Once the students’ interest is aroused, they will have the strong desire to learn. The reality is that the students in China, they are forced to recite grammatical rules so as to pass the exam, not to talk with others and thus learning interest lost. So the loss of students’ learning interest has a negative effect on English learning.
The thesis discusses the importance of interest and analyzes the factors that influence students’ interest, aiming to stress the importance of interest in English learning and contribute help to the English teaching quality.
1.1 Research Background
In recent years, a lot of Chinese researchers and teachers are interested in researching English teaching and learning. Most of them are being done on the study of motivation, learning strategies, testing and so on. These studies are concerned with students’ learning interest in junior middle school. In fact, interest is an indispensable factor in foreign language
learning. In accordance with the English Curriculum Criteria set by the Ministry of Education, arousing and cultivating students’ interest in English learning is one of the primary tasks of English curriculum within the period of the compulsory education (English Curriculum Criteria 2011). Therefore, students’ learning interest should be initially taken into account in English teaching-learning process in junior middle school. Although there are many studies on the cultivation of learning interest, there are few researches on the loss of English learning interest in middle school students. So it is necessary to pay due attention to the effect of the loss of English learning interest in junior middle school students.
1.2 Research Significance
In the learning process, English learning is complicated because it is not usually used in our daily life. It is influenced not only by the English language itself, but also by some other factors, learning interest being the most crucial one. As for the learning interest, we can date back to the Spring and Autumn Period. The great educator Confucius said like this: “the man knows it is not as good as the man who likes it; the man who likes it is not as good as the man who takes delight in it” (The Analects). Dewey is one of the most important and influential theorists in interest and motivation. He puts forward three basic characteristic of interest. It is an active state, propulsive state, and based on real objects. Interest is a necessary and efficient means to arouse the students’ learning motivation. The students’ motivation will be enhanced if they are interested in a certain subject (Dewey, 1913:112). Einstein (1979:144) also said, “The interest is the best teacher”.
All those famous remarks pointed out the importance of learning interest, interest plays a crucial role in English learning. So it is essential to attend to the underlying reason of the loss of English learning interest in junior middle school students.
1.3 Structure of the Thesis
This thesis is made up of six parts. The first part is the background, significance of writing this thesis besides its structure. The second part is mainly elaborating the importance of interest in English learning, with a brief review on English learning interest and the relevant theories concerning interest. The third part is the present English learning situation. The fourth part is the analysis on the loss of students’ English learning interest. The fifth part is to suggest some ways to develop the students’ interest of learning English. The six part is the conclusion.
2. Literature Review
2.1 Definition of Interest
Oxford Advanced Learner’s English-Chinese Dictionary (2009:1064) defines the word of “interest” as “the feeling that you have when you want to know or learn more about somebody or something”. Interest is defined as “a feeling that makes you want to pay attention to something or to find out more about it.” in Longman Dictionary of Contemporary English (2010:1023). Interest is a phenomenon that emerges fromindividual’sinteraction with his or her environment; it refers to a feeling of wanting to know, learn, see, or take part in something (Hidi, 1992). Obviously, only when students find that English is interesting would they learn it voluntarily. Interest is that someone wants to learn or know about somebody or something unconsciously. Interest causes oneself to give his attention to something or to be concerned with something. It means that people like to do something that they are interested in. Interest is a kind of trend that a person chooses an object consciously and tries to know it.
2.2 Categories of Interest and Their Relationship
Interest can be further divided into two kinds, direct interest and indirect interest (Burns & Anne，1999: 8). Direct interest is different from indirect interest in nature. For example, some students are aware of the importance of English learning and willing to learn this foreign language. The interest which formulates consciously is called direct interest. While other students are not interested in learning a foreign language in the beginning but with the time going on they come to show interest in learning English after being aware of the importance of learning a foreign language with the help of their teachers and parents. This kind of interest is indirect interest. Of course, these two kinds of interest can be transformed mutually. Direct interest can attract students’ attention, but it is very hard to preserve. The direct interest can be seen as the beginning of stable interest owing to its short duration. On the contrary, the indirect interest is aroused by the thing itself, and therefore it is also called potential interest. The indirect interest is the only interest that can be turned into stable interest. Therefore, English language teachers are responsible for developing students’ indirect interest into direct or stable interest.
2.3 Studies of Interest in English Learning
2.3.1 Brief Review of Studies on English Learning Interest
Many psychologists and educators make the survey and conclude that learning interest plays a very important role in the students’ English learning. One of the earliest theories of interest was developed by Herbart at the beginning of the nineteenth century (Antia, 2003). People who acquired the great success in his career that is because all of them are interested in the career they are engaged in (Guo Benyu, 2006:191).
2.3.2 Brief Review of Studies Abroad
In educational and psychological discussion of learning, the concept of interest plays a very important role. Einstein (1979) said: “Interest is the best teacher”. Interest as a phenomenon that emerges from an individual’s interaction with his environment, refers to a feeling of wanting to know, learn, see, or take part in something (Hidi, 1992). Schiefele (1992) makes a survey and concludes that individual’s learning interest is related to the achievements. Gardner (1995) has summarized in most of the components as being discussed in a model of motivation characteristics, in which interest in a foreign language is included.
2.3.3 Brief Review of Studies at Home
Talking about the learning interest, we can trace back to the Spring and Autumn Period. Great educator Confucius said like this: “the man knows it is not as good as the man who likes it; the man who likes it is not as good as the man who takes delight in it” (The Analects). From Tao Xingzhi’s opinion (1985), he thinks that the students will do everything wholeheartedly when they are interested in it. It indicates that interest plays a very important part during the learning process. Pan Shu, a famous psychologist of our country, thinks (1982) that interest is the most realistic and active factor in learning motivation. Shen Jiliang (2008) investigates 278 junior high school students and concludes that the higher the level of students’ learning interest is, the better the students’ achievements will be.
In recent China, the researches of interest in English learning began in 1980s and have aroused more researchers’ attention since 1990s, such as Li Zheng (1993), He Yaqin (2000), Wei Luqian (2001). Interest is a psychological tendency of people actively exploring something or engaging in a certain activity. It is always accompanied by a good emotional experience. When a student has interest in something, he will express particular concern about it and explore it bravely, he is also willing to engage in activities related (Zhao Liqin, 2010). It actively stimulates the students’ interest and facilitates the students’ English learning.
2.4 The Importance of Interest in English Learning
The present criteria on curriculum of English for basic education is promulgated and put into practice to speed up students’ comprehensive and harmonious development. Teachers are required to arouse and develop the students’ interest in English learning. Interest has become an important position in the teaching practice. Edwards (2007) mentioned in Classroom Discipline and Management, “One way to maintain students’ attention is to use the introduction to a lesson to stimulate their interest and get them involved. Start the lesson with a highly motivating activity”. It is believed that this kind of warming-up exercise will arouse
英语专业
1. On the Functions of Story-telling in Primary/Elementary English Teaching
2. Teaching Concepts Among Teachers of English in Rural Areas—A Case Study of XXX School
3. On the Learning Effect of the Third Language—A Study of the Major Problems in English Learning among Miao/Dong Students.
4. On the Design of a Module of Extracurricular Activities for English-major Students—A Case Study of Kaili University
英语专业（旅游方向）
1. 英语专业（旅游方向）应用型人才内涵要求分析
2. 英语专业（旅游方向）学生毕业就业意向及学习行为调查--以凯里学院为例
3. “语言+文化+技能”培养模式在旅游方向中的应用—以凯里学院为例
4. 英语专业（旅游方向）学生英语学习策略调查—以凯里学
跨文化交际方向：
1. The Obstacle of Intercultural Communication
2. Comparison between Chinese Collectivism and American Individualism in Oral Speaking
3. On the Differences in Nonverbal Communication between the Chinese and the American and the British
4. The Body Language in Intercultural Communication
5. The Influence of Cultural Origin of East and Western on Intercultural Communication
6. The Importance of Body Language in Different Cultures
7. A Comparison of Intercultural Usages between Chinese and Western Courtesy Languages
8. The Discrepancy of Chinese and Western Culture in Advertisement
9. General Features of Language in Postmodern Culture
10. On the Cultural Implications of Body Language
11. Cultural Comparison of Chinese Lunar New Year and American Christmas Day
12. On Cultural Differences between Chinese and English Idioms
13. On Dissimilation and Assimilation in Terms of Culture
14. Comparison between Traditional Chinese and Western Families
15. Connotation of Animal Words in Chinese and English Idioms
16. A Comparison of Taboos between Chinese Culture and British Culture
17. A Contrastive Study of Western and Chinese Traditional Wedding Customs
18. Comparison of Food Culture between China and West from Table Manners
19. Family Education Differences Between China and Western Countries
20. On Development of Euphemism and its Social Value in Intercultural Communication
1、民族地区中学生英语学习的社会心理研究；
2、黔东南中学英语教师授课用语调查与分析；
3、论任务型教学法在中学英语课堂教学中的有效运用；
4、民族地区中学生英语学习的策略研究；
5、中学英语教学中的文化教育渗透；
6、论黔东南人文旅游的可持续发展；
7、黔东南旅游资源调查与分析；
8、论现代涉外导游的素养；
9、游客旅游心理动机调查研究；
10、精品旅游线路的策划与构想；
11、功能主义与中国菜谱的英译；
以下为文学选题：
12、《觉醒》(The Awakening)的女性主义解读；
13、《紫色》(The Color Purple)的艺术特色研究；
14、论《飘》(Gone with the Wind)的主题思想。
选题方向：海明威研究；夏洛蒂勃朗台和艾米丽.勃朗特姐妹研究；意识流小说；生态文学批评；女性主义文学批评。
具体选题：
从《墙上的斑点》看伍尔夫的意识流表现手法
从《尤利西斯》看意识流小说的艺术特征
海明威《老人与海》中的人与自然关系分析
D.H.劳伦斯诗歌《蛇》中的生态观
海明威短篇小说创作模式探求
海明威创作中的“冰山”原则
从《永别了武器》看海明威小说的语言风格
浅析海明威短篇小说《白象似的群山》
浅析《老人与海》中的象征意义
海明威笔下的硬汉形象分析
海明威作品《老人与海》的经典硬汉形象
论《老人与海》中桑提亚哥的硬汉形象
论《呼啸山庄》中的象征主义
荒原与风暴——《呼啸山庄》的意象研究
论《简爱》中女权主义反抗意识
从女权主义的视角解读夏洛蒂·勃朗特的《简·爱》
简·爱的爱情观与其反抗性格
从伍尔芙作品看其意识流创作
从《红字》主要人物分析霍桑的宗教观
《红字》中象征手法探究
论《红字》中A的象征意义
一、 学习者个体差异与英语学习
二、 对语法翻译法的认识
三、 小学英语词汇教学研究
四、 英语阅读中的词汇教学研究
五、
六、
七、
图示理论与英语阅读 外语教学中的文化教学 跨文化障碍与英语学习
方向一：翻译理论与实践
1. Cultural Gaps and Untranslatability（文化差异与不可译性）
2. Translating and the Background Information（翻译与背景知识）
3. English Idioms and the Translation（英语习语的翻译）
4. The Importance of Knowledge in Translating（知识对于翻译的重要性）
5. Translating the Lengthy English Sentences into Chinese（英语长句汉译） 方向二：英语语言
1. A Comparative Analysis of British and American English （英式英语与美式英语比较）
2. A Comparative Study of Chinese and English Body Languages（中英手势语比较）
3. Influences of Chinese Dialectic Accents over English Pronuncia tion （汉语方言对英语发音的影响）
4. A Contrastive Analysis of English and Chinese Intonation （英汉语调比较分析）
5. Cursory Examination on English Onomatopoeia （英语拟声词浅论）
6. A Comparative Study of English and Chinese Existential Sentences （英汉存在句比较）【优秀论文英文】
7．The Way of Expressing Emphatic Ideas in English （英语中表达强调意义的语言手段）
方向三：语言与文化
1. 从比喻语言看汉英两个民族的差异
2. 汉英词汇文化内涵比较
方向四：英语教学法
1．大、中、小学英语衔接教学实验研究
2．小学“双语”同步教改实验
3．汉语语言环境对学生英语学习过程的影响
4．大学生(中学生、小学生)英语学习动机调查报告
研究方向：英语体裁，语篇研究；英语写作教学研究；中国英语研究
英语写作教学研究/ ESL背景下学术写作研究
15. 对过程式写作法和成果式写作法在大学/ 高中英语写作课堂应用的调查研究
16. The Functions of “Team Study” in the Process of Learning—English Writing Course as an Example
17. Differential Error Types in Second-Language Students' Written Texts:
18. Implications for Instruction in Writing
19. Needs Analysis of Language Learner
本文来源：http://www.gbppp.com/jd/417993/
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