本科毕业论文英文范文

本科毕业论文英文范文第1篇

关键词 英语专业 毕业论文 创新

中图分类号：G64 文献标识码：A

A Tentative Study of the Dissertation Innovation of English Undergraduate

PAN Qinfen

(College of Foreign Languages, Zhejiang University of Technology, Hangzhou, Zhejiang 310023)

AbstractThe current situation of the English undergraduate dissertation is not so satisfying. The main problems include the lack of innovation in choosing the topic and the related materials, the lack of logic in organizing the structure, the lack of fluency in using the language and the inconsistence of the format. This paper mainly discusses the possibility of dissertation innovation of the English undergraduate from the viewpoint, material, and the form and suggests that the innovation ability of the English undergraduate be developed through the cooperative work of the authorities, the teachers, the student staff as well as the students.

Key wordsEnglish major students; dissertation; innovation

毕业论文写作是英语专业培养计划中必不可少的实践环节，也是《中华人民共和国学位条例》规定的大学本科教育的必要环节，可以考察学生的综合能力，评估其学业成绩，其主体实践者是学生。从论文的选题，可以考察学生在专业知识领域的创新能力，从论文的结构，可以考察学生的逻辑思维能力，从论文的写作，可以考察学生的基本语言能力。毕业论文也是考察教师教学成败的有效手段，是最为直观的检测教学成果的方式。

毕业论文是展示学生创新能力的一个重要窗口。早在2000年制定的高等学校英语专业《英语教学大纲》（以下简称《大纲》），就已经十分重视学生能力的培养，把创新能力作为重中之重来强调。在人才培养目标中，明确提出要注重培养学生“获取知识的能力、独立思考的能力和创新的能力”。对于毕业论文，“评分时除了考虑语言表达能力外，还应把独立见解和创新意识作为重要依据。”《高校外语专业教育发展报告（1978-2008）》也指出“切实提高学生的英语语言技能，有效改进教学方法，着力培养他们的创新能力是今后数年摆在英语专业面前的主要任务。”

1 英语专业本科毕业论文现状

毕业论文作为一项系统工程，历时长，跨度大，包括选题、申报、开题、初稿、修改、定稿、评阅、答辩、归档等环节，在教师指导学生毕业论文写作的过程中，常常会遇到诸如选题鲜有新意、材料拼拼凑凑、结构不甚合理、语言错误百出、格式不一而同等问题。究其原因，不难看出，除了语言因素，逻辑思维能力、创新能力的欠缺，仍是英语专业本科毕业论文存在的主要问题。除此之外，没有围绕所学知识进行相关的实践活动，或者说没有理论联系实际，也是造成毕业论文人云亦云，没有新意的一个原因。没有心得，当然不可能写出有新意的文章。最后的结果是，毕业论文成了他人观点的堆砌和拼凑。对学生来说，毕业论文成了没有办法、仓促应付的环节。而对于指导教师来说，毕业论文成了费时、费力，却收效甚微的教学环节。这不符合《大纲》中关于重视学生能力培养的精神。

2 英语专业本科毕业论文的创新

在高等学校外语专业本科教学评估方案（征求意见第三稿）中，学生的毕业论文被划入到了检验教学效果下的反映学生创新能力的一栏里。可见，毕业论文不该只是资料的整理和重排，而应该反映学生对相关问题的一定的独立见解和创新。毕业论文在内容上可以有所创新。论文所讨论的“相关问题”能反映社会和时代特征，具有理论价值或实践意义，这是创新。从不同视角、不同观点来讨论毕业论文中的“相关问题”，这也是创新。毕业论文写作中使用实践中新发现的材料，这同样也是创新。

不仅如此，毕业论文在形式上也可以有所创新。根据不同类型高校的英语专业、不同专业方向、不同层次的学生，可以尝试不同形式的毕业论文。毕业论文的新模式是对课程改革的延伸。以翻译方向为例，翻译课改的直接好处是学生参与大量的翻译社会实践活动，获得第一手材料。而毕业论文形式上的创新正是以大量的翻译实践活动为基础，使学生有机会学以致用，理论联系实际，杜绝了抄袭的现象。

对于翻译硕士专业学位论文的撰写形式，教育部学位办［2007］78 号文件对《翻译硕士专业学位研究生指导性培养方案》有以下规定，MTI 学位论文除了研究论文形式外，还可以采用项目、实验报告等形式。项目主要指学生在导师的指导下选择中外文本进行翻译，字数不少于10000 字，并根据译文就翻译问题写出不少于5000 字的研究报告。实验报告指学生在导师的指导下就口译或笔译的某个环节展开实验，并就实验结果进行分析，写出不少于10000 字的实验报告。

那么，本科学生的毕业论文是否也可以借鉴以上的两种形式呢？以浙江工业大学为例，英语专业的高年级段开设有翻译理论与实践（英汉、汉英互译）、口译、实用翻译等翻译方向课程，翻译课程已形成体系，而且翻译理论与实践（英汉、汉英互译）课和口译课都进行了教学改革。此外，我校英语专业学生还有短学期做翻译大型练习的传统，每年有“翻译大赛”， 暑期有全省英语纠错活动，高年级的同学还成立了翻译社团，积极参与翻译社会实践活动。所有这些，都为学生毕业论文新模式的尝试提供了扎实的基础。

3 实现创新的举措

有一个现象值得大家反思：有些同学学习成绩不错，但毕业论文却写得不怎么样。究其原因，主要还是创新能力不足。因此，要实现毕业论文的创新，首先必须培养学生的创新能力。而创新能力的培养，除了学生自身的努力，还需要教学管理者、论文指导教师、学工人员的联动配合。

3.1 从教学管理者层面

首先，教学管理者要根据《大纲》要求，合理制定培养计划中的课程及专业实践设置。课程设置可以针对培养目标进行拓展，增加社会科学、自然科学等领域的知识，以拓宽学生知识面，激发学生的学术研究热情，培养学生的思辨能力和创新能力。专业实践设置要以课程为基础，可以针对各个方向课程设置短学期大型作业或者专项社会实践活动，增强学生运用知识的能力，并允许学生以社会实践活动为素材，开展毕业论文的撰写。其次，要加强对毕业论文指导教师的选拔，推进导师制的实施，并且严格控制指导学生人数，保证指导时间和指导质量。建议在大三年级实行导师制，根据学生的兴趣和爱好，选取相应学科的导师，在专业知识及相关课程上予以指导。第三，要开展各种学术交流活动，使学生有机会拓宽视角，开阔眼界，形成良好的学术氛围。

3.2 从教师层面

授课教师要改变传统的教学模式、考试模式，改进教学方法，利用现代化的教学手段，倡导自主学习、研究型学习，采用开放式、合作式、发现式、研究式等教学模式，激发学生的学习兴趣，提高他们的逻辑思维能力和创新能力。除此之外，论文指导教师还要加强自身的学术修养，熟悉学术前沿，引导学生开展毕业论文的创新。

3.3 从学工层面

学生工作管理者要积极配合专业，开展丰富多彩的第二课堂活动。通过让学生成为老师的教学助手、科研助手等形式，锻炼学生的能力。要积极动员学生参加学校的大学生科技创新活动。并把课外实践、研究、创新等活动纳入综合考评体系，鼓励学生进行创新。

除了创新能力的培养，为推进学生毕业论文创新，还要做好毕业论文的动员、组织和指导工作。各院校的英语专业要设立毕业论文领导小组，制定工作细则，完善规章制度，解决疑难问题。在毕业论文撰写的过程中要根据实际情况，适当调整论文进程，尽量减少学生的考研、专八考试、实习、求职等对毕业论文的影响，保证学生有充裕的时间查找资料，与指导教师进行面对面的交流，并选取自己感兴趣而又切实可行的方向或选题。为避免毕业论文选题重复，缺乏新意，还要严把选题关。可以公布近几年的学生论文题目，要求学生不得重复选题，在此基础上，再请指导教师、学科方向负责人等把关，督促学生开展毕业论文创新。除此之外，对论文的评定也要做到科学、合理。要注重学生论文写作的过程，把论文开题报告和文献综述、论文写作和修改以及答辩情况等纳入学生毕业论文成绩评定体系，以保证论文的质量和创新。

4 结语

英语专业毕业论文的创新，是撰写毕业论文的意义所在，为此，广大外语教师和英语专业学生付出了很多努力。英语专业毕业论文无论在视角上、观点上、材料上还是在形式上，都可以创新。培养学生的创新能力，需要教学管理者、教师、学生工作管理者和学生四者联动，缺一不可。在强调毕业论文创新的过程中，指导教师有时也会面临各种困惑。比如“如何衡量本科学生毕业论文的创新”，“创新能力与语言能力哪个更为重要”。要解决这些困惑，需要我们外语教育工作者不断地探索并为之做出不懈的努力。

本文为浙江工业大学教学改革项目JG0836研究成果

参考文献

[1]高等学校外语专业教学指导委员会英语组高等学校专业英语教学大纲[M].北京:外语教学与研究出版社,2000.

本科毕业论文英文范文第2篇

导师制是书院教育的精髓，其核心理念是因材施教和个性化培养，一直以来都是欧美诸多一流大学培养学生的重要教育形式。导师制最早源于14世纪英国牛津大学，被誉为“牛津皇冠上的宝石”。本科生导师制指在本科教育阶段引入导师制，聘请有经验的专业教师在大学四年的教学过程中对学生进行思想引导、专业辅导和心理疏导，从而促使教学与教育结合、教育与管理挂钩，实现教书和育人的有机结合。本科生导师制以促进“人的全面发展”为核心理念，遵循“因材施教”的教育规律，将单纯的教学活动提升到教育的高度，这是开展素质教育的新途径。在本科生导师制的实施过程中，导师需对学生实施教学和思想的教导、学习方法与技巧的引导，并对学生的疑问提供解答。

二、本科生导师介入下的英专毕业论文指导模式探究

1.模式设计和内容。本科生导师制作p为辅导员和专业课任课教师工作的延伸和拓展，重视师生间的人际互动，体现出对学生的人文关怀，注重挖掘学生独立性和创造性的教育理念，注重对学生实施“个性化培养”，是培养复合型人才的有效途径。在本科生四年的大学生涯里，导师通过跟踪式的指导方式对学生进行学业、生活和思想等方面的引导，密切了教与学之间的关系，体现了对大学生全面发展和终身学习的极大关怀。将本科生导师制融入到英语专业毕业论文指导中，让本科生导师兼任论文指导教师的职责，使得对学生毕业论文的写作指导成为本科生导师四年导师生涯中的一个自然终结环节，对提高论文指导成效和提升学生综合素质有极为重要的实践应用价值。在具体的教学模式实施环节里，我们拟通过本科生导师介入式的英专毕业论文指导实践达到如下教学目标：唤醒学生对毕业论文写作的元认知意识，激发其论文写作的主观能动性，根据学生特长、知识面和发展需求，引导学生将论文选题和自身职业发展相结合，增强其创新意识和自主学习能力；通过分步骤、有侧重的教学实践，加深师生间的交流和互动，保障学生毕业论文写作时间和提高论文的总体质量；通过个性化指导，锻炼和提高学生的学术规范性、创新意识和思辨能力。

本科毕业论文英文范文第3篇

关键词：大学英语教学目标；教学手段；毕业论文

中图分类号：G642.0 文献标志码：A 文章编号：1674-9324（2013）22-0196-03

长期以来英语教学的目标和方法一直是我国大学英语，尤其是专业英语教学所探讨的一个问题。多年以来的应试教育已经给受教育者留下了难以学以致用的问题。不少人拿到四、六级证书依然不能跟外国人交流，不能用英文写作，成了一个语言的拿证者却无法动笔动嘴的“人才”（林莉兰，2006）！已有一些从事英语教学与教育的工作者专门讨论过这方面的问题（田强等，2006；王晓军，2005；张翼翼，2006；贾国栋，2006；周爽等2006）。本文根据我院这几年来在专业英语和专业课双语教学的教学实践，尤其是让工科本科生用英语进行毕业论文写作和进行论文答辩的实践教学尝试，从英语教学延伸和应用的实效性角度探讨了如何检验大学英语教学的效果，如何确定英语教学目标，以及实现这种目标的方法。我们中国地质大学（北京）能源学院一直在专业英语和双语教学的手段和实效性方面进行着探讨。2004年我院获得了学校在“工科教学基地”项目上的资助。为配合国家在石油领域“走出去”的可持续发展战略、培养具有英语实用水平的工科本科毕业生也成了我院教学工作的一个重要任务和目标。我们利用我院大部分教师都有在国外留学、进修和培训方面的经历这个优势，积极开展了密切结合专业的专业英语和双语教学的教学实践。我们鼓励用先进的教学理念进行大胆实践，积累教学经验。在2006届部分工科毕业生中让部分同学用英语进行论文写作和答辩，通过导师的指导，试图将其作为专业英语和双语教学在专业实践方面的延伸。这样做，一方面是希望通过用英语进行论文的撰写和答辩提高同学们英文应用水平，另一方面也为同学们毕业后进入企业或科研岗位、甚至走出国门打下良好的基础。在这次试点中我们在我院资源勘查工程和石油工程两个专业选取了几名优秀学生，从毕业论文写作到答辩全程采用英语。这对学生提出了比较高的要求，要求学生比较熟练或基本掌握专业英语的语法、专业词汇、写作技巧和写作规范等多方面的知识。当然，表达能力也能在答辩的过程中得到充实和提高，对话能力在提问过程中也能实践、发挥和检验。从论文写作和答辩的结果来看，这次尝试是成功的。这几名同学论文的写作用词和语法正确，论文宣读及回答问题都比较清晰流利。同学们和指导教师都从中受到了鼓舞，说明我院的专业英语和双语教学取得了明显的成效。归纳起来，这几年来我们在专业英语和双语教学实践中做法、尝试以及同学们的反馈包括以下几个方面。

一、专业英语和双语课教材

在我院的专业英语和专业课“双语教学”实践中，学院要求在国际通用性的专业课方面应尽量使用外文原版教材，采取多种方式使用外文教材。如专业英语课在教材选用上的做法是从国外的原版教科书上找到适合同学英文能力的相关文章进行讲授；环境地质学和现代试井分析双语课使用了原版的英文教材。

二、授课方法

专业英语授课过程中不是满堂灌，而是让同学自己阅读翻译和讲解，一方面可以检测同学是否预习，另一方面发现同学们在哪些方面存在理解有误的地方，再有重点、有针对性地进行讲解。这种方法效果较好，既激发了同学们学习专业英语的兴趣，同时也在实践中提升和改进了我们的专业英语教学法。在环境地质学和油藏工程这两门课双语教学中，老师以中文和英文交叉、结合进行综合讲解，让所有同学参与到教学中来。让同学们上台用英语讲解自己的观点和见解，大家对一些有争议的问题共同用英语讨论，共同学习。在实践过程中帮助同学们克服了在众人面前讲英语的恐惧心理。在交流沟通过程中英语听说能力得到了提高。这种教学过程是实践“课堂教学应以学生为中心”的教学理念的有效形式。

三、双语课在提高学生学习英语兴趣和水平中的作用

有的同学说，起初对双语教学就有几分好奇，而在刚接触到双语教学课程时，没想到却有些不适应，在经过一段时间的学习之后，发现双语教学比一般的外语教学更能激发兴趣，至少与普通外语教学相比是这样的。双语教学在我院还正在全面展开，可以说现阶段还是处在尝试阶段，但我们确实能体会到它的可行性、有效性和必要性。有的同学还说，大学四年的学业已结束，总感觉以前的外语课还没能使我们的听说读写能力加强多少，反倒是在接受过双语教学之后，发现自己的外语水平有很大提高，课堂上的师生互动使我们敢于用英语和他人进行交流。

四、用英文进行毕业论文写作的作用

用英文进行毕业论文写作能让学生更多的掌握英语的实用知识，可以提高学生学习英语的积极性。与普通的英语学习不同，毕业设计关乎学生的学士学位，学生对它的重视程度会大大提高，特别是专业英语知识。用英文进行毕业论文写作涉及到英语知识的方方面面，从单词的词义到句法的运用，再到成篇构思甚至语言的概括表达。写作的过程就是英语知识的再现和学习效果的过程，也就是提高英语水平的实践过程。同学们说在毕业论文的外国文献翻译过程中，深刻地感受到了专业英语的重要性。尽管我国的科技水平提高得很快，但是在石油工程领域，我国的科技水平仍与国外的先进水平有一定的差距，所以，客观上要求同学们现在和以后不得不有直接阅读外文专业文献的能力，从国外先进的技术中找到我们需要的知识，为我们的国家服务。

五、用英语进行毕业论文答辩的作用

答辩材料的准备和台上的演讲，这些都需要较高的口语能力，经历了这次答辩，不仅提高了口语的表达能力，最重要的是同学们有了勇气去说出英语，这是最大的收获，也是同学们学习语言的最终目的――交流。用英语进行答辩的目标和过程对于提高学生交际能力和综合应用语言能力有重要意义。

六、专业英语与就业的关系

随着我国改革开放程度的不断加深，以及中国加入了世界贸易组织，大量的国外企业涌入中国投资，设立公司，而英语是国际公认的通用语言，因此需要大量双语人才。同学们已注意到在这一届的毕业生找工作的时间段内，越来越多的外国或外资企业也来到我们学校召开宣讲会，希望可以招聘到合适的有能力的毕业生加入他们的公司。招聘的第一道门槛就是英语能力，这恰恰是我们过去的软肋。还有石油领域的国有企业进军海外的石油开发项目越来越多，同样需要大量懂英语的大学毕业生。同学们说“既然这方面的缺口这么大，我们更应该提高我们的英语能力，这既是对市场需求的响应，同时使我们以后的就业前景更光明更广阔”。我们认为大学英语教学目标，不是过四、六级英语考试，而是“可以用英文进行毕业论文写作和答辩”。这个目标里面自然包含了“听、说”能力，并且体现了学生综合应用英语的能力。专业英语和专业课双语教学是实现这个教学目的的有效手段。实践中可对低年级同学较早提出这个目标来引起他们在思想上的重视，从而通过综合效应实现大学英语教学水平的提高。当然，目前还只是少数同学具备这样培养的条件。

鸣谢：本文在成文过程中得到了我校长宣教授的指点和帮助，深表谢意。

参考文献：

[1]林莉兰.大学英语口语教学刍议[J].中国高等教育，2006，（5）.

[2]田强，李洁红，李小红.略论英语教育与几种基本教育概念的关系[J].科教论坛，2006，（1）.

[3]田强.关于我国英语教育的“应试教育”模式的反思[J].科教论坛，2006，（1）.

[4]王晓军.贯彻“大学英语课程教学要求”提高英语教学质量[J].中国地质教育，2005，（1）.

[5]张翼翼.关于目前双语教学和专业英语教学的思考[J].中国地质教育，2006，（1）.

本科毕业论文英文范文第4篇

[关键词]英语本科；毕业论文；评估主体；职业道德

[中图分类号]G642 [文献标识码]A [文章编号]1671-5918（2016）05-0149-02

一、关于职业道德修养

职业道德指的是从事某种职业的人在履行职业责任过程中必须遵循的操守、准则。职业道德是从业者的一种内在心理意识和信念，是在长期从业的过程中形成的自我约束机制，在行业内起着良好的导向作用。职业道德修养是从业者根据自身的职业特点接受锻炼、教育以及陶冶的提高和完善过程，有他律的一面，但更多的是自律。

一名教师的职业道德修养程度不但关系该教师的教学和科研水平，而且还会在一定程度上直接或间接地影响着学生的思想和行为。同志在北京师范大学建校一百周年时指出，教师应当“志存高远，爱国敬业；为人师表，教书育人；严谨笃学，与时俱进”。同志曾号召，要做“有理想信念、有道德情操、有扎实学识、有仁爱之心”的教师。

英语本科毕业论文评估主体的职业道德修养更多的体现为他们的自律行为。而自律就是他们在结合英语本科毕业论文评估工作特点而进行自我锻炼、自我教育和自我陶冶行为和意识。评价和衡量英语本科毕业论文评估主体的职业道德修养，不能只是凭借几个量化的指标，而是要依靠一些可以触及良心、道德甚至是灵魂深处的正确理念和积极导向。一名具备高尚职业道德的英语本科毕业论文评估人员，其评估毕业论文的行为一定是积极乐观、一丝不苟的，评估结果也一定是真实可靠、公平公正、心安理得和问心无愧的。

二、关于英语本科毕业论文的评估主体

评估英语本科毕业论文通常需要六个步骤，分别是确立评估标准、选聘评估主体、将论文交给评估主体、评估主体进行评估、评估结果反馈、对答辩的评估。在这六个步骤中，除了确立评估标准和选聘评估人员这两个步骤之外，其余步骤均与评估主体密切相关，评估主体的重要作用不言而喻。

评估毕业论文首先要解决的三个问题是“谁来评”、“评什么”和“怎么评”。确定评估主体实际上就是解决了“谁来评”的问题。

对于一个好的评估主体来说，各成员之间的年龄、学历、专业、性别等结构应该是合理的。黄猛和雷银生等人认为，一个好的毕业论文评估主体应该由开题小组、指导教师、评阅老师以及答辩小组构成。

开题小组负责评估选题的价值、研究方法、论证的逻辑，并给出修改和完善的建议。指导教师负责评估论文的技术和非技术含量。评阅教师负责阅读和评价论文定稿。答辩小组负责评估口头答辩。

三、英语本科毕业论文评估主体的职业道德现状

蒋桂芳总结说，当前我国高校教师在职业道德方面存在着这样的一些问题：（1）政治信念不坚定。（2）缺乏敬业精神。（3）不能为人师表。（4）缺乏育人观念。（5）治学不严谨。

作为高校教师队伍中的一个群体，英语本科毕业论文评估主体也存在着蒋桂芳提到的职业道德问题。针对毕业论文评估这一工作，英语本科毕业论文评估主体的职业道德问题还突出地表现在这样的几个方面：（1）不能正确、客观地看待毕业论文，对毕业论文本身的重要性存在错误的认识或认识不到位，不能按时、规范地评估毕业论文，有的时候还会带着情绪开展评估工作。（2）不愿意主动学习、钻研测试及评估领域的重要知识和理论，评估毕业论文时主观性随意性太强，打出的成绩往往经不起同行的推敲，可解释性不强，有的时候甚至无法说服学生。（3）评估主体各成员之间在评估的过程中往往各自为阵，缺乏应有的衔接与沟通，更谈不上有效的团队协作。

四、英语本科毕业论文评估主体的职业道德对评估工作的影响

①对学生的影响。从开题到答辩，英语本科毕业论文的评估是一个动态的过程。这种“动态”特征意味着学生在前一个阶段做得不好的地方可以通过自身的努力在后一个阶段得到弥补。在这种动态评估中，评估主体的职业道德意识对学生的影响会更大。往小的方面说，如果评估人员的职业道德意识差，那么他所给定的评估结果很有可能是随意的、不可靠的、不公正的，其评估结果会打击或挫伤学生的积极性，让其对下一阶段将要完成的任务以及将要接受的评估心生恐惧，进而对自己开展的研究以及原本打算采取的一些弥补措施散失信心。往大的方面说，如果评估人员的职业道德意识差，在评估工作中给学生留下的都是不好的印象，带给学生的将是一些消极的、阴暗的记忆，会给学生的人生观、世界观甚至是毕业后的学习、生活和工作等造成很多负面的影响。②对评估信度的影响。一般来说，评估主体的职业道德意识越强，评估的态度就会越端正。评估的态度越端正，评估的过程就会越认真。评估的过程越认真，评估的精确度就会越高。评估的精确度越高，评估结果的可靠程度也就会越高。③对其他评估主体的影响。评估英语本科毕业论文是开题小组、指导教师、评阅教师以及答辩小组共同的工作。只有各方人员通力协作，评估才能得以顺利完成。如果各评估小组的职业道德意识都很强，那么各个评估环节就会有一个很好的衔接。相反，只要评估主体任何一方的职业道德意识淡薄，就会影响到其他评估主体的评估活动，致使评估活动无法有序、顺畅地进行。更为严重的是，职业道德意识淡薄的一方所表现出的不端正的态度和不靠谱的行为有时候会影响到职业道德意识强的一方，让其他原本很好的另一方在思想和意识上受到动摇。

本科毕业论文英文范文第5篇

关键词：英语专业；毕业论文；论文课程；教师指导

毕业论文写作是考查学生综合能力、评估学业成绩的一个重要方式。完成毕业论文的写作与答辩是学生取得毕业资格、获得学士学位的必备条件。为了更好地规范高师院校英语专业毕业论文写作的教学与指导，我们以长春师范学院英语专业2009届学生

为研究对象，探讨了毕业论文写作课程的设置及教师的指导策略。

一、英语专业毕业论文写作课程的设置

《高等学校英语专业英语教学大纲》中并未规定高校是否需要开设毕业论文写作课程，因此鲜有高校把毕业论文写作纳入教学计划中。但从实际情况来看，开设毕业论文写作课能够有效地提高学生毕业论文撰写能力，并且培养其独立思考、探索的科研能力。我校2009―2011三年开设了毕业论文写作课程，笔者仅以此为基础得出一些经验：

1.课时安排

毕业论文写作能力的提高绝不是一蹴而就的，在二年级与三年级开设写作课时，教师可以渗透毕业论文写作要求，安排学生查阅资料、写学期论文等。在此基础之上，我们把毕业论文写作课程与教师单独指导相结合。

2.教学内容

毕业论文写作课往往涉及如下内容：论文选题、开题报告、文献综述、文献检索、写作技巧、专题写作、研究方法、论文格式、论文修改、常见错误评析、论文答辩及注意事项等。近年来，我国出版了很多关于英语专业本科毕业论文写作方面的专著与教材，但考虑到此门课程的实用性及学时的局限性等因素，任课教师需要自行选择与整理，总结出适合所教学生学习程度的教学内容，使学生在最短的时间内快速、清晰地掌握论文写作要领。

3.教学方法

此门课程强调培养学生的实践能力，因此教学形式应该是教师讲授与学生操练相结合。教师讲完每章节内容后，布置相关任务要求学生课后完成，之后再根据其完成情况进行总结，或是让学生以小组形式进行讨论，互相评价与修正。同时，教师也应该提供优秀论文与问题论文供学生参考、借鉴，让学生从评论者的角度去发现问题、解决问题。这样，通过讲解可以引导学生开展下一步的工作，通过实践又能使学生避免不必要的错误。

4.考核办法

本课程以考核学生的平时任务完成为主，辅以期末考试考查理论知识及对知识的实际应用。平时的任务形式包括小组活动、资料搜集、实验设计等，而期末考试可以以开卷形式进行或是要求学生事先准备，写与所选题目相关的文献综述、论文各部分，如引言等。

二、教师的针对性指导

论文写作课只是为学生建构了毕业论文写作的大体框架，而具体的实施则需要指导教师给予学生有针对性的辅导。两者应同步进行，相辅相成。

1.毕业论文的选题直接关系到论文的完成质量

在论文写作课初步介绍完论文选题之后，教师可以给出和自己研究方向紧密相关的论文题目供学生选择。这样，教师可以给予学生更多的帮助，同时也可以让学生参与到自己的研究中，做到教学相长。

2.指导学生科研方法，培养学生科研能力

教师还应该着重注意指导学生查阅资料，了解最新的研究动态，避免学生思路闭塞以致题目陈旧、没有研究价值。另外，由于专业特点，很多学生选择了英语教学法，但他们的论文往往只限于文献研究，并不能真正与教学相联系。教师可以指导并帮助学生结合论文课上所讲的科研方法，设计试验，做调查分析等，真正培养学生的研究能力。

3.要加强对毕业论文的监督力度

教师要对学生进行诚信教育，强化指导与监控，力求避免抄袭现象。同时，也要督促学生合理规划时间，及时与老师沟通，保质保量地完成论文撰写工作。

毕业论文写作是大学英语专业毕业前最后一项也是极为重要的一个教学环节，它的顺利完成需要学生、学校和教师三方面的共同努力。我们希望规范的教学及指导能帮助学生养成科学的研究态度，形成严谨的学术作风，为他们将来的工作打下良好的基础。

参考文献：

［1］程小蔷.英语专业毕业论文指导策略研究［J］.成人高教学刊，2010（2）.

［2］吴俊.关于本科院校开设英语毕业论文写作课的思考［J］.忻州师范学院学报，2011-08.

作者简介：

第一作者：曹佳[（1981―），女，汉族，长春人，讲师，硕士研究生，主要从事外国语言学及应用语言学研究；第二作者：孙莉莉（1975―），女，汉族，长春人，副教授，硕士研究生，主要从事社会语言学及应用语言学研究。

本科毕业论文英文范文第6篇

关键词： 英语专业 本科毕业论文 质量监控体系 构建

本科毕业论文的写作是本科教学计划中的最后一个重要环节，它不仅是学生这四年所学知识和技能的一次综合性的应用，而且是高校本科教学实践的重要一环。目前由于高校的大幅扩招，高等教育已从精英教育转化为大众教育，这对人才的培养质量也提出了新的要求。但是，人数的增加并没有带来教学质量的提高，特别是教师与学生的比例严重失调，导致了本科阶段的毕业论文的质量下滑。因此，规范论文的撰写，对论文的质量进行科学评价，并加强对本科毕业论文的管理，从而形成一套强而有效的管理制度，已经成为各高校目前需要重视的问题。

一、问题的提出

近年来，本科毕业论文的管理在教师和学生中都存在着不同程度的忽视现象，并且没有制度的保障，致使毕业论文的撰写过程和对毕业论文的管理流于形式，这不仅影响了整体的教学管理，而且不利于教学质量的提高，毕业论文是教学计划中最后一个综合性、创造性的实践教学环节，是实现本科培养目标的一个关键阶段，因此强化毕业实践环节，搞好毕业论文工作对全面提高本科教学质量与毕业生的业务素质具有重要的意义。英语专业学生毕业后，多数到外资企业、国企、私企做外贸业务或者从事翻译、研究、教学管理等方面的工作，要求学生具有扎实的英语基础、深厚的文学功底、宽广的专业知识、较强的交际能力，所以我们必须非常重视英语专业毕业论文实践环节，努力培养出综合素质高的大学生。

二、毕业论文质量监控的建立

1.科学安排毕业论文选题。

第一，选题是高质量地完成本科毕业论文的关键，好的选题是毕业论文顺利完成的前提和保证。在进行本科毕业论文选题工作时，学生应根据自己的兴趣选择。英语专业分为理论语言学、应用语言学、文学、翻译、跨文化交际、英语教育等六大方向，学生根据自己的特长确定论文方向及论文题目，然后找相关的教师商量。选题时，要求把一人一题作为学生选题的首要原则；第二，要求选题符合教育教学规律，体现本专业人才培养目标，达到毕业论文教学大纲的基本要求。第三，要求选题能达到综合运用所学基础理论、基本知识和基本技能，达到综合训练的目的，提高综合素质。第四，要求选题体现理论与实践的结合，具有研究价值，具有现实意义和开拓性和创新性，选题由指导老师审定后，由学生收集资料进行相关的操作。学生只有对选题有了兴趣，才能全身心地投入，才能专心致志地去收集资料、废寝忘食地刻苦钻研，在积极探索的基础上自定研究课题，经教师审核并报系（教研室）讨论确定。为此，我们要求指导老师认真做好选题、审题工作。

2.限制教师指导学生数，提高毕业论文质量。

外国语学院毕业论文委员会和学术委员会挑选工作负责、科研素质高的毕业论文指导教师。通过查看了各老师的科研档案，考虑了他们的研究方向、专长与学生的衔接点，然后把他们的研究范围分为了理论语言学、应用语言学与英语教学、翻译理论与实践、文学等四个大方向，从中挑选了讲师职称以上的优秀教师作为英语专业毕业生毕业论文的指导教师。要求讲师最多指导3人，（副）教授最多指导7人。

3.实行开题报告，中期检查制度。

开题环节是做好毕业论文工作不可缺少的重要环节，由于学生在准备开题的过程中需要查阅大量的相关资料，以便对整个毕业论文工作有一定的了解，对所要涉及的理论知识有一个概括的认识，对整个工作计划和时间安排有一个全局的考虑；另外，通过准备开题报告，学生可以把所学的理论知识贯穿起来，对于缺少的知识点通过自学来弥补，增强了学生自主学习的动力，调动了学生的积极性，为后续的毕业论文写作工作打下了良好的基础。论文中期检查时，我们不但检查学生是否按工作安排完成了论文的初稿及其修改工作，更以开题论证小组的班底，组成了中期检查小组，检查学生的论文初稿是否达到开题报告和写作提纲所提出的要求，如没有达标，还提出了具体的修改意见，以弥补指导老师个人意见之不足。

4.经常开展阶段性检查，做到及时双向反馈。

在毕业论文工作中，经常开展阶段性检查是了解、掌握毕业论文工作状态的一条重要途径在工作前期，着重检查工作计划制定、课题安排、选题审查、指导老师到岗情况、任务书填写等工作的落实和进展情况；中期重点检查学生的学习态度、毕业论文工作进展、学生与指导老师的见面次数、教师指导情况及毕业论文工作中存在的问题，及时分析原因，采取有效措施解决存在的问题；后期检查主要是根据毕业论文的要求，检查学生课题任务及论文撰写的完成情况，对学生论文进行成果验收及评价，检查答辩资格审查和答辩组织情况等。各个阶段的检查均有书面的检查记录。在院（系）一级的检查中发现的问题及处理意见及时地向学校教管理部门报告、反馈;教学管理部门在阶段性检查中发现的问题也做到了及时地与院系进行沟通、反馈。双向反馈机制的建立，保证了反馈渠道的信息畅通，从而有效地解决了毕业论文工作过程中出现的各种复杂问题。

5.坚持三稿修改制。

我们要求学生必须三易其稿才能定稿，教师的修改任务特别繁重，尤其体现在对初稿的审核和修改上，在确定学生论文的框架之后，我们要求指导老师对所指导学生的论文初稿进行通篇审核，提出全面客观的修改意见，并给出一些非常具体的修改实例。因为学生是用英文撰写论文，学生们在定义概念、提出论点、展开论述时有许多表达不清楚、不准确的地方，老师在进行初稿审查和修改时都必须尽可能地给他们指出并作修改。

6.坚持论文答辩制度，锻炼学生的综合能力。

毕业论文成绩的评定必须尽可能客观、公平、公正，客观、公平、公正的成绩不但是对本届已做毕业论文的学生的劳动成果的一个肯定，更是鼓励下届学生认真、诚实地去完成毕业论文的一个巨大动力。我们采用了指导老师的成绩与评语在答辩之前就与学生见面，这样既肯定了学生的劳动成果，又提醒了他们论文中还存在的问题，有利于他们在论文答辩中有较好的表现，也有利于论文的进一步完善。

三、英语专业毕业论文质量监控的应用

1.事前监控的作用。

对毕业论文实施事前监控可以查看学生理论课及实践环节的成绩是否达到要求，严把“入口关”，达不到要求的不准进入。在职称、科研、实践经验、工作量、历史评价等方面考查指导教师的资格以安排适宜的工作量，同时也作为学生选择教师的一个重要参考依据。选题方面通过对历届毕业设计（论文）全文数据库的检索，避免同题、低水平重复题目的出现，有效遏制抄袭的不良风气，节省学生收集资料的时间，激励他们开展创新研究。开题时促使学生尽快熟悉课题，锻炼学生的口头表达能力，并对选题不当者进行调整。

2.事中监控的作用。

事中监控是指对毕业（论文）正式实施的情况进行监控，属于过程性监控，是毕业设计（论文）质量监控的重点。包括毕业生态度监控及指导老师态度监控，通过对学生问卷调查来对指导老师履行职责的情况进行监控。毕业（论文）进展监控分别在毕业（论文）实施过程的前期、中期、后期对毕业（论文）进行监控，看是否按照既定的进度实施。毕业（论文）撰写规范性监控：要求每一个学生都能熟悉和了解毕业（论文）撰写规范要求，并提供各专业毕业（论文）参考样本。毕业（论文）答辩前监控：采用随机抽取的方式对全校5%―10%的毕业（论文）进行盲评，由校内外专家按照评分标准进行严格评审，不合格的不准参加答辩，必须在修改或重做后方可申请答辩。毕业（论文）答辩过程监控：由教务处统一安排，督导组、学院答辩委员会成员等到各答辩现场进行检查和指导，发现违规行为及时采取措施。

3.事后监控的作用。

事后监控是指对毕业设计（论文）基本环节结束后的情况进行监控，属于评价性监控，包括毕业设计（论文）合格监控和毕业设计（论文）优秀评比。对较差的毕业设计（论文）进行认真评审，不合格的退回重做，作延迟毕业处理。

总之，继续开展毕业设计全程质量监控体系的研究与实践，进一步完善质量监控和质量保证体系，使学校的毕业设计质量再上新的台阶，仍然是摆在我们面前的一项重要课题。

参考文献：

［1］冀满祥.本科毕业论文（设计）质量监控的实践与思考［J］.山西农业大学学报（社会科学版），2006，（4）.

［2］白忠喜，朱小芳等.提高毕业设计（论文）教学质全的举措［J］.中国大学教育，2005，（8）.

本科毕业论文英文范文第7篇

一、英语毕业论文教学存在的问题 

本科院在毕业论文方面存在一些问题，存在几个方面的不协调，主要是在管理、评价、导师和学生四个方面存在问题。 

（一）管理方面存在的问题 

通常情况下，学校制定的工作条例和制度是不全面、不细致的，执行过程中也不严格、不规范和难以落实。也就是说学校在指导教学方面没有明确的具体的规定和要求，教师仅仅凭借自己的感觉教导学生。管理方面主要的问题有三：一是缺少明确的毕业论文管理条例来体现英语的专业特点；二是毕业论文管理机构不健全，成员的职责分工不明确；三是没有行之有益有效的质量监控程序。 

（二）评价方面存在的问题 

毕业论文需要论文评价体系，用以解决评价主体、评价标准、论文答辩和质量要求等方面存在的问题。评价主体是关于学生的学历、职称、能力和责任心等方面的问题，在这方面学生的答案参差不齐，评价结果的可信度也很难确定。评价标准是关于评价论文时的评价标准难以统一，导致评价者很难用细致科学合理的量化角度评价论文，致使评价者的评价结果还是真正的公平公正，不能客观真实的反映学生的毕业论文的层次和水平。还有教师出于种种考虑，勉强让学生通过，这样的教育方式过度宽容和迁就，这给学生造成了负面影响和错误暗示，会让学生有不用努力学习，通过抄袭就可以顺利通过的侥幸心理。 

（三）导师方面存在的问题 

毕业论文是大多数学生一生中第一次接触学术研究工作，对每个学生都有重大的意义，使得教师对毕业生关于毕业论文方面的指导尤为重要。但是教师方面却存在一些问题。首先，教师在指导学生毕业论文方面投入的精力少，没有从根本上重视毕业论文的教育工作。其次，大多数教师自身的教学任务繁重，再加上学校缺乏专门用于毕业论文指导的经费和师资，主要是学校对毕业论文的指导教学缺少重视，投入极少。最后，指导教师自身的知识结构老化、思想观念陈旧乏味，教师难以用科学合理的方法和创新趣味的理念引导和启发学生。在课堂上，教师存在的主要问题是教学过程过度强调基本理论和基本方法的介绍和讲解，但是缺少对个案的分析或实践的开展，导致很多学生表面上理解和吸收了知识，但是在毕业论文进行研究时，依然不知所措。 

（四）学生方面存在的问题 

学生方面的问题很多。第一，思想上不重视毕业论文，认识不到位。第二，基础的知识、理论和技能等应具备的掌握的不扎实。第三，缺乏对选题的科学领域的深入了解，没有正解认识和理解题目的要求。第四，学生难以独立高效地分析和解决问题。第五，学生对自己的要求低，只求能够通过，而且学生没有探索知识的欲望，往往思想陈旧，缺乏创新能力。每部第六，学生的感性认识强，但是缺乏理性的归纳概括和分析总结。学生在选题时太过盲目，随大流，有的学生摇摆不定，常常更换自己的选题，有的学生太草率，没有经过研究和思考，有的学生选择的题目与自己的专业无关，或者题目太大，给人的感觉是不知所云。 

二、撰写英语毕业论文教学的对策 

（一）加强思想教育 

加强学生在毕业论文撰写方面的认识，让他们了解到毕业论文的重要性、严谨性和规范性，还要加强对学生的诚信教育，防止抄袭行为的出现，教学生认真做事、诚信做人。 

加强指导教师的自身认识，加强他们的业务素质培养，真正领会英语毕业论文的写作规范，教学生撰写论文的同时教他们诚信做人。 

（二）加强对毕业论各个环节的指导教育 

调整论文撰写辅导的时间和形式。以往是在第七学期开学举行毕业论文讲座，但是论文是在十二月份开始撰写，相隔时间较长，难有实际效果，不过是走过场，内容太多，学生收效甚微。因此，学校作出了调整，把撰写过程分为收集资料、选定题目、撰写报告、规范格式、参考文献和文献综述这六个部分。教师根据具体情况选择适当的时间对学生进行辅导，帮助他们解决撰写过程中的问题，从而提高论文质量。 

（三）加强完善毕业论文质量监督 

建立一个健全的毕业论文质量管理体系，监控学生论文写作的质量和教师论文指导的质量。主要是在论文准备阶段、论文写作过程、论文写作中期和论文评估体系这四个方面的监控管理。 

（四）加强外文书籍的资料建设 

英语论文离不开参考文献，外文的参考文献对学生的写作会起到很大的作用。学校应该为学生建立外文图书资源库，加强资料室方面的投入。 

三、结束语 

综上所述，要提高学生毕业论文的质量，要从思想上重视对毕业论文的撰写，加强对学生在论文写作方面的指导，提高学生的英语基础和英语写作技巧，加强有关部门对撰写论文的各环节的监控管理，以及加强外文书籍资料产投入，来保证学生能够写出有深度有新意有质量的英语毕业论文。 

参考文献： 

[1]盛国强，周永模.英语专业本科毕业论文存在问题的分析和对策[J].上海海洋大学学报，2011（04）：42-45. 

本科毕业论文英文范文第8篇

【关键词】非英语专业；本科生毕业论文；摘要；翻译；对策

毕业论文的质量是反映大学生学习效果与专业素质的一项重要指标。随着各个领域的国际交流与合作日益增多，我国对外科技交流日益频繁，论文尤其是论文摘要的撰写与翻译引起了人们高度重视，对论文摘要翻译的关注度也越来越高，同时“论文摘要的格式和结构都趋于格式化”。[1]（P157）然而值得注意的是，由于种种原因，如相当一部分毕业生在撰写毕业论文时已不再系统英语学习，日常英语教学中教师缺乏这方面的指导和训练等，目前许多毕业论文英文摘要还存在某些缺陷与问题。

本文以非英语专业本科生毕业论文摘要的英译为研究对象，通过问卷调查、摘要译文搜集、文本细读，分析总结翻译中的常见错误，结合问卷结果，提出提高翻译水平的有益建议。

1 现状

在百度搜索引擎中输入“毕业论文摘要翻译”，可找到超过200万个结果，其中绝大多数或是论文摘要翻译求助或是提供论文摘要翻译服务的。这一现象说明尽管大学本科毕业生已经进行了至少十年的英语系统学习，但在具体应用尤其是论文摘要翻译上，仍然需要进一步的训练和指导。

笔者对天津城建大学150名非英语专业大三、大四的学生进行问卷调查，内容主要包括学生对未来毕业论文英文摘要翻译的预期等相关问题，同时涉及大学英语、专业英语课程的反馈。

从调查问卷中反馈的主要信息有：绝大多数学生（84.90%）会重视毕业论文摘要的英译，然而有超过六成（60.37%）的学生认为自己难以独立完成这项工作，因此大部分学生（75.74%）认为有必要专门针对毕业论文摘要的英译进行指导。在谈到具体面临的困难时，居前三位的分别是专业词汇量不够（84.90%）、缺乏翻译技巧（62.26%）、对科技英语特点了解不够（52.83%）。学生在翻译过程中所采取的翻译方法中，通过网络或翻译软件进行翻译的最多（75.46%）。尽管有近一半的学生（45.28%）认为个人利用各种词典进行翻译最为可靠，但只有两成左右（20.75%）会采用该种方法。

2 毕业论文摘要翻译中的主要问题

笔者搜集了近百份非英语专业本科生毕业论文摘要的英译，对其中存在的翻译问题进行归纳总结，主要问题与以下三个方面相关：

2.1 逐词翻译导致大量中式英语的存在

由于没有意识到英汉两种语言的基本差异，部分学生在翻译时基本采取逐词翻译的方式，甚至不考虑句子结构，将汉语的标点符号也原封不动地译到英语中来，造成大量不符合句法的“英文”句子，使读者很难理解要表达的内容。

例1：本文论述了我国村镇的基本概况和基本特点，研究了国内外物业管理的发展现状及村镇实施物业管理与构建和谐社区的关系。

译：This dissertation analyzes our country’s villages and small towns’ basic survey and the essential feature， and investigates the domestic and foreign estate management development present situation and the villages and small town’s estate management implementation and the construction harmonious community’s relations.

析：由于在翻译时没有考虑英语的句子结构，而是直接从汉语进行翻译，造成了诸多错误或者不当之处。原文中的“我国”在英语中直译成“our country”显然不妥；“构建和谐社区的关系”也直接按照汉语词汇的排列顺序译成“the construction harmonious community’s relations”，而没有考虑到短语中的动宾关系。

例2：但是市场比较法评估由于主观因素的不确定性的影响造成了它存在着不同的精确性问题。

译：But the market comparison test appraised because the subjective factor not definite influence created him to have the different accurate problem.

析：该句的翻译几乎没有一处是正确的，完全是逐字翻译，并且丝毫没有考虑到英文的语法和句法，句中多个词的词性也出现错误，可以说该句已经没有修改的意义，只有重新翻译。

2.2 对词语的确切含义与用法不清楚，导致用词错误

背单词是大多数学生在英语学习过程中花时间最多的一项工作，对于很多学生来说，复习准备英语考试就意味着背英文单词而已。然而尽管这样，只从毕业论文摘要的翻译来看，背单词却是一项收效却甚微的工作。主要原因之一是学生往往只注意到英文单词所对应的汉语意思，却没有注意到词汇的具体用法，没有将单词放到具体语境中，从而导致拼写以及词义较为接近的词的混淆。如architecture与building两个词，前者与“建筑学”有关，而后者是指“建筑物”，有些学生只了解两个词都是“建筑”的意思，因此在翻译中造成误用。另外，由于在背单词过程中过分关注其汉语词义，没有注意到词性，也导致在翻译过程中出现用词错误。

例1：（工业企业）技术创新

译：technique innovation

析：此处学生将technology与technique两个词混淆起来，没有弄清两个词的区别。technology指科学技术，而technique通常是指技巧或者某种手法。此处的“技术创新”显然是以科学发展为基础，而不在于提高技巧或手法。另外此处学生没有注意到应该用形容词，而不是名词。因此该短语应译为“technical innovation”。

例2：本文介绍了……

译：This paper introduction…

例3：经营战略

译：operating strategic

析：这两个翻译中都出现词性错误，名词“introduction”被误作动词使用，而形容词“strategic”被误作名词使用。

2.3 对英语句子的要求不明确导致大量不断句错误的出现

汉语的语法，有些地方是与英语相似的，但不同的地方更多。汉语并没有对句子结构或成分非常明确的规定，而英语对句子则有严格的规定。句子总的说来由两部分构成，即主语（subject）与谓语（predicate）。[2]（P3）同时，英语句子以大写字母开头，以句号（问号、感叹号）结束。当学生受到汉语影响较深而没有严格按照英语句子的规范翻译时，很容易出现不断句的错误。

例：工程的生命在于质量，造成工程的质量问题有很多方面的因素，但它的核心是管理。

译：Quality is the life of architectural engineering， there are some factors in causing the poor quality of engineering， but wecan see the most importance is the management.

析：译文为了完全对照汉语原文的结构，用逗号连接“Quality is the life of architectural engineering”与“there are some factors in causing the poor quality of engineering”两部分。然而根据英语语法，两部分分别包括主语和谓语，是两个独立完整的句子，要以句号结束，不能用逗号连接，如果使用逗号的话则必须与连词共同使用。

3 提高学生毕业论文摘要翻译水平的几条对策

针对如上分析，笔者认为提高非英语专业本科生毕业论文摘要的翻译水平应注意以下几个方面。

3.1 强化大学英语课程的教学，适当调整教学内容

通过问卷调查可以看出，学生对英语学习的积极性很高，但对大学英语课的认可度较低，在受调查的学生中，有超过一半（50.94%）认为在大学英语课上的收获比较小，主要原因在于学生认为大学英语教学的实用性较差。因此，大学英语教师应在完成传统教学内容的基础上，学习了解一些学生相关专业词汇与习惯的表达，以适当方式渗透到教学中去，使学生对本专业知识的英语表达能力形成一定的基础。同时，教师可布置与学生水平相符的专业英语文章作为课后阅读作业，让学生提前接触相关领域的英语，通过阅读培养学生的语感，从而帮助他们提高汉英翻译水平。

3.2 专业英语课上加强英语语法的教学

“专业英语是大学英语教学的一个重要组成部分，是促进学生完成从学习过渡到实际应用的有效途径。”[3]（P10）但与大学英语相比，学生专业英语课程的满意度略低一些，有54.71%的学生认为帮助不大。究其原因，一方面在于专业英语课时相对较少，另一方面也与课程的教学内容有关。

“专业英语语法和专业词汇是阅读和翻译的核心。”[4]（P12）从目前情况来看，专业词汇的教与学得到了较高程度的重视，但语法教学显然受到了忽视，通常教师和学生认为英语语法已经在中学英语课和大学英语课上学习过，没有什么可再多讲、多学的，而且语法的教学枯燥无味。但根据笔者的教学经验和样本分析，因对英语（尤其是科技英语）的语法特点不了解而造成的翻译错误远多于因没有掌握专业词汇而犯的错误。

3.3 开设专门课程对学生进行辅导

在受调查学生中，有75.74%认为在大学英语和专业英语课之外，还需要对毕业论文摘要翻译进行专门指导。另外，虽然绝大多数学生认为专业词汇量不够是影响毕业论文摘要翻译的首要因素，但从实际翻译文本的分析来看，对汉英两种语言之间的差异的忽视以及对学术英语（尤其是科技英语）特点的不了解才是主要问题。据此，有必要开设类似《毕业论文摘要翻译》的选修课，消除学生针对毕业论文摘要翻译的误区，较为系统地讲授学术英语的特点与翻译。

【参考文献】

[1]张全，黄琼英.简明应用翻译教程[M].昆明：云南大学出版社，2010.

[2]张道真.英语实用语法[M].北京：首都师范大学出版社，2011.

本科毕业论文英文范文第9篇

【关键词】过程管理 实施细则 审核 责任预警

【中图分类号】G647 【文献标识码】A 【文章编号】1674-4810（2013）05-0113-01

本科毕业论文是高等院校教学计划的重要组成部分之一，是实现高等院校专业培养目标和要求的重要环节。2000年颁布并在全国高等院校实施的《高等学校英语专业教学大纲》（以下简称《大纲》）中指出：“毕业论文是考查学生综合能力、评估学业成绩的一个重要方式。”对学生而言，毕业论文是检验其运用专业知识能力、分析问题能力和学术能力的标准之一。而对学校，毕业论文的质量是衡量高等院校教学质量的重要指标之一，也是检验学校行政能力的良好手段。因此，无论是学生、老师还是高等院校的行政管理部门都需对毕业论文工作给予高度重视。

一 制定适合本专业特点的毕业论文实施细则，全局宏观把控毕业论文写作

在《大纲》中，明确了“毕业论文一般应用英语撰写，长度为3000～5000个单词，要求文字通顺、思路清晰、内容充实、有一定的独立见解。”这一要求仅仅只明确了英语专业本科毕业论文的字数、撰写语言和纲领性要求。而毕业论文究竟应该怎么写、写什么，学生还需要更为具体的细则来作为准绳。对本科毕业论文写作而言，每个学校的毕业论文实施细则就是学生进行毕业论文写作时的详细指南。毕业论文实施细则一般要求各专业根据自身实际情况，列明论文进度安排、选题范围和要求、撰写语言、最低参考文献数量等部分。一旦细则出台并能严格执行，学生可从中了解本科毕业论文撰写的详细步骤和要求，学校也能从宏观上根据细则把控毕业论文写作的进度和质量。

以进度安排为例，毕业论文作为学术论文的一种，是对某个科学领域中的学术问题进行研究后表述科学研究成果的理论文章。由于本科生的研究深度欠缺，因此本科毕业论文需要学生将自己的研究建立在大量阅读前人理论、研究和著作之上。英语毕业论文除中文文献之外，还需要学生阅览大量的外文文献。这一过程是集翻译、理解、分析、归纳、总结的一个综合过程。所以在制定英语专业的毕业论文的进度安排时如能把整个论文进度提前，将有益于学生的研究。同样，选题作为论文的重头戏，一旦选定研究方向，切入点找得好，学生论文自然写得也顺畅，不会出现写不下去、需要重新选题的情况。所以在制定进度安排时也可以适当延长选题的时间，让学生能找准切入点，有时间将论文写作的准备工作做充分，从而从源头上提高论文质量。

二 制定符合本校实际情况的毕业论文审核及责任预警机制，实时调控毕业论文质量

《浙江省教育厅关于加强普通高等学校毕业设计（论文）工作的通知》（浙教高教〔2004〕137号）中指出：“毕业设计（论文）的质量也是衡量各校教学水平、进行学生毕业与学位资格认证的重要依据。各高等学校要充分认识这项工作的必要性和重要性，建立严格的管理制度。”毕业论文的质量一方面体现在学生研究问题和解决问题的能力及专业知识的联系和运用上，同时也体现在导师的指导和学校的监管上。只有三方共同努力，才能分别从不同的角度协作，从整体上提高毕业论文的质量。因此，制定符合本校实际情况的毕业论文审核及责任预警机制就成为了提高论文质量最好的助推剂。

在选题和结构方面，可以建立从论文指导老师到论文小组再到专业的三层审核工作，层层汇报、层层负责的预警机制，充分运用专业老师的学术严谨性和权威性，而学校作为管理单位可以起到总体监督、避免重复选题的作用。而在语言严谨性和格式规范性方面则可以充分调动学生的自审能力，在专业和学校给出一定要求和参考模板的前提下，激发学生自查和互查的能力，互相取长补短有所学习和借鉴，从源头上做好质量的保证，同时也可以大大提高专业导师在语言和格式方面的后续审查效率。学校管理层面以表格工具的形式走程序化管理线路，做到所有重要质量监控环节执行情况都有据可查。

三 充分调动、利用校内外资源，为学生进行毕业论文写作提供更好的环境

本科毕业论文英文范文第10篇

2. Current situation and features of company website translation 2

2.1 Current situation of company website translation 2

2.2 Samples of famous foreign company website 3

2.3 Features of company website translation 4

3. The skopos theory and company website translation 6

3.1 Introduction of Skopos theory 6

3.2 The wrong types of translation from the perspective of Skopos 8

   3.2.1 Functional translation errors 8

   3.2.2 Liguistic translation errors 9

   3.2.3 Cultural translation errors 10

4. Analyses of website translation of foreign trade company in Zhejiang province 13

4.1 Functional translation errors 13

   4.1.1 Problem of length 13

   4.1.2 Problem rooted from different thought pattern 15

4.2 Liguistic translation errors 16

   4.2.1 Spelling errors 16

   4.2.2 Improper use of punctuation 17

   4.2.3 Incorrect word translation 17

   4.2.4 Illogical arrangment 18

4.3 Cultural translation errors 19

5. Conclusion 20

Acknowledgements 21

References 22

1．Introduction

Thanks to the ongoing economic reform and opening-up and the irresistible trend of globalization, China’s communication with the world has been intensified in recent years. Though almost every company which deal with the foreign trade owns his English version website, the overall situation of the C-E translation of Chinese company website is far from satisfactory that leave a lot of work to do. For the present, most of the work are based on the rule of skopos theory which we will investigate later.

And with the popularity and applications of the Internet, the company website plays an increasing important role in foreign exchange, outreach, and the absorb foreign capital[2]. Although nowadays most domestic enterprises have set up their own websites and e-commerce platform, many export-oriented enterprises is established in English, the site has become a propaganda of the enterprise, an effective channel to promote company products. However, there is no difficulty in finding errors comparing the domestic foreign trade company website to the foreign company website. Some mistakes are even too much to bear. In recent years, there appears a large number of discussion on website translation, start from Skopos basis direction, and have a lot of research fruits on the problem of company website mistranslation. But for the relatively small corporate company website translation, it had not been given sufficient attention and standardized management, error-prone web site translation directly affect a company’s image.

2. Current situation and features of company website translation

In the world today, global and regional cooperation is in full swing and countries are increasingly interdependent. Company website provide a quick and convenient access to the general understanding of what a Chinese company is like, thus serving as bridges that enable business people from different countries with different cultural backgrounds to have a better understanding of each other. In fact, as a specialized and important area of translation, the translation of company profiles has its own features and particular communicative functions which deserve an in-depth and systematic study.

2.1 Current situation of company website translation

Foreign propaganda in the business text, Chinese text use more modifiers which using rhyme, parallelism, words with other parties type the text in order to increase the beauty, attract potential customers and clients. Many translators often find it difficult, even if be translated, also bite the bullet and let the readers of English-speaking find it difficult to understand. Company’s publicity text translation is accurate for the purpose of translation about business, product-related information. So prominent is the informational translation, first principle focus on the information, and others such as style, rhetoric and so on is secondary to bit. If translate directly, the text will cause a pile, information duplication, not meet the English language of expression. On the basis of Skopos principles, the translator should cut the original text appropriately in order for information receiver better understanding the text.

Different from other text types, a company profile is a special kind of text with particular purposes and functions. The translation purpose of company profiles is to enable more foreigners to know more about Chinese companies, thus achieving international recognition and establishing the credibility of the company and its products. In order to achieve these purposes and functions, more attention should be paid to target readers who have different cultural backgrounds in the company profile translation. According to skopostheorie, a translation action is determined by its Skopos and the end justifies the means. That means the purpose of translation determines the translation methods and strategies that are to be employed in order to produce a functionally adequate result. Therefore, in the C-E translation of company profiles, translators should adhere to Skopos rule, coherence rule and fidelity rule and it is applicable for them to adopt a TT-oriented or reader-centered translation strategy.

However, many translators in this field tend to neglect the translation purpose of company profiles. As a result, linguistic and cultural problems still exist and obstruct the achievement of the Skopos of company profiles. Enlightened by the functionalist approach, the thesis also conducts a comprehensive survey as to the readability and acceptability of the target text[6]. It is found that foreign people do not respond positively to the English translation of Chinese company profiles. These problems or errors adversely affect the quality of translation. Primarily under the guidance of the functionalist skopostheorie, the thesis puts forward a set of guiding principles for the C-E translation of company profiles, that is, idiomatic, comprehensible, and acceptable. By analyzing authentic examples, the study also justifies someappropriate strategies such as addition, abridgement and restructuring. A conclusion can be drawn that it is feasible to guide the C-E translation of company profiles in the light of the functionalist approach, particularly skopostheorie. In the translation process, the translator is expected to bear in mind the intended function of the target text and produce a version that is comprehensible and acceptable to the target reader. Due to great linguistic and cultural differences, the translation process usually involves considerable adjustments or adaptations of the source text in order to achieve the intended function of the target text.

Hopefully, the principles and strategies proposed in this study would be of some value to the C-E translation of company profiles as well as other public materials.

2.2 Samples of famous foreign website

There are a lot of famous company on the list of top 500 in the world, after searching for their company, not difficult in finding a lot of features in common about their web page design. The followings are classic samples.

Example[1]: In 1886, Coca-Cola® brought refreshment to patrons of a small Atlanta pharmacy. Now well into its second century, the Company's goal is to provide magic every time someone drinks one of its more than 400 brands. Coca-Cola has fans from Boston to Budapest to Bahrain, drinking brands such as Ambasa, Vegitabeta and Frescolita. In the remotest comers of the globe, you can still find Coca-Cola.

Coca-Cola is committed to local markets, paying attention to what people from different cultures and backgrounds like to drink, and where and how they want to drink it. With its bottling partners, the Company reaches out to the local communities it serves, believing that Coca-Cola exists to benefit and refresh everyone it touches.

(heritage.coca-cola.com/)

Example[2]: Software is a leading online portal for software products, with free downloads and expert software reviews to help you make an informed choice. We list thousands of discounted software products with prices that are almost always the lowest available in the country. We also list a huge selection of free downloads so you can try software free before you decide to buy.

The Software.com store features the the software industry’s leading publishers, including Microsoft, Intuit, Symantec, Adobe, Nuance and hundreds of others. Our software store provides users with rich resources including thousands of user reviews, articles, and product comparison charts.

    Software.com employs a team of industry experts with over 40 years of combined experience in online software distribution. Our goal is to bring you the best range of world-leading software, at the best prices, with rich reviews and product information so you can choose the software that is right for you. (software.com/about/)

 As we can see from these samples, the foreign company websites are more functional and focus more on introdu cing products, and the purpose are much stronger and prominent. This is exactly what our company website is lack of, for we always put more words in describing company history and prior tradition, but lack of products introduction and special users attraction.

2.3 Features of company website translation   

First of all, company website translation profile depends more on the skopos rules.  Different from other text types, a company website profile is a special kind of text with particular purposes and functions. The translation purpose of company website profiles is to enable more foreigners to know more about Chinese companies, thus achieving international recognition and establishing the credibility of the company and its products. In order to achieve these purposes and functions, more attention should be paid to target readers who have different cultural backgrounds in the company profile translation. According to skopostheorie, a translation action is determined by its Skopos and the end justifies the means. That means the purpose of translation determines the translation methods and strategies that are to be employed in order to produce a functionally adequate result. Therefore, in the C-E translation of company profiles, translators should adhere to Skopos rule, coherence rule and fidelity rule and it is applicable for them to adopt a TT-oriented or reader-centered translation strategy.

Secondly, primarily under the guidance of the functionalist Skopostheorie, the thesis puts forward a set of guiding principles for the C-E translation of company profiles, that is, idiomatic, comprehensible, and acceptable. By analysis authentic examples, the study also justifies some appropriate strategies such as addition, abridgement and restructuring. A conclusion can be drawn that it is feasible to guide the C-E translation of company profiles in the light of the functionalist approach, particularly skopostheorie. In the translation process, the translator is expected to bear in mind the intended function of the target text and produce a version that is comprehensible and acceptable to the target reader. Due to great linguistic and cultural differences, the translation process usually involves considerable adjustments or adaptations of the source text in order to achieve the intended function of the target text.

Hopefully, the principles and strategies proposed in this study would be of some value to the C-E translation of company profiles as well as other publicity materials.

At last, defined as the measure of all things in translation by Reiss, the ST is regarded by Vermeer as merely an “offer of information” which can be partly or wholly transmitted for the target audience, leaving its status much lower in skopostherie than in equivalence-based theories. And it is the purpose of the translation that determines what to translate, how much to translate and what strategies to employ in specific situations. For this reason, in C-E translation of company website, any translation strategy can be adopted provided it is effective in publicizing the company in the target culture and expanding its business there. The translator needs to serve as “cultural filtering”, which means making adjustments to the structure and style of the source text by addition, deletion and rewriting. In this section, different successful translation techniques applicable to company profile translation in light of skopostheorie will be explored.

3. The Skopos theory and company website translation

 

 A company website is a particular communicative message that an organization wants to deliver to a particular audience. It is essentially “a résumé” presenting an image of a particular company, aiming to “establish the credibility with the market the company serves” . Klein also argues that a company website provides insight about a company to its customers and prospects; potential employees and partners view it to evaluate whether or not it is the kind of company they’d like to work with. Generally speaking, a well-written company website contains the company’s founders, product range or service that a company offers, major stockholders, members of the board, address, telephone and fax numbers, website, and other vital information. Some website include their history and significant achievements they have made through the years. This thesis defines a company profile in a narrow sense and refers to a company introduction since introductory remarks head all the other subdirectory items and are of the most representative characteristics. The samples employed in this thesis include brochures and materials from the Internet and cover a great variety of b usiness fields such as banks, hotels, automobiles, medicine, wine, household electrical appliances, tobacco, and sports goods.

3.1 Introduction of skopos theory

The Skopos theory is an important functionalist theory of translation that was developed in Germany in the 1970s. It reflects “a general shift from predominantly linguistic and rather formal translation theories to a more functionally and socioculturally oriented concept of translation” [8]235. It greatly widens the research field of translation and puts translation researches in the framework of cross-cultural communication, instead of the narrow framework of source and target texts or the transmission between two languages. The Skopos theory draws inspiration from communication theory, action theory, text linguistics and text theory, and also from movements in literary studies toward reception theories. It is regarded as the core of German functionalism.

Hans Vermeer who proposed the Skopos theory gives his own definition of translation from a unique perspective that translation is a “purposeful action”. In the Skopos theory, translation is basically a type of communication. In other words, translation is a type of human action. Since action is the process of acting, which means “intentionally(at will)bringing about or preventing a change in the world (in nature), and thus can be defined as an intentional change or transition from one state of affairs to another” 18. Based on this belief, Vermeer put forward his translation principles, including the Skopos rule ad the guiding principle, and the coherence and the fidelity rule as subordinate principles.

It requires that a good translation be:

[1] pragmatic, accounting for the situational conditions of communicative interaction and, accordingly, for the needs and expectations of the addressees of the target text and even making the receiver the most important yardstick of translational decisions;

[2] culture-oriented, giving consideration to the culture-specific forms of verbal and nonverbal behaviour involved in translation;

[3] consistent, able to show the translator’s decisions in any type or form of translation task and make the target text a functional one;

[4] practical, accounting all the forms of transcultural communication needed; 

[5] normative, displaying the translator’s particular purpose;

[6] comprehensive, the communicative effects of a target text being equivalent to those of the source text;

.

3.2 The wrong types of translation from the perspective of Skopos theory

During the information exchanging, Chinese companies have to provide effective company website profile linguistically and culturally acceptable to their target readers. Consequently, the English translation of Chinese company website plays a significant role in ensuring a successful communication with the outside world. Yet the overall situation of the C-E translation of Chinese company profiles is far from satisfactory. From the perspective of Skopostheorie, “if the purpose of a translation is to achieve a particular function for the target addressee, anything that obstructs the achievement of this purpose is a translation error” [9]74. Thus, to decide whether a piece of translation is a translation error or not is neither to see whether the translation is grammatically correct or not, nor to see whether the translation is loyal to the meaning of the source text. Instead, it should depend on whether the translation has achieved the intended purpose of the original work. As far as the C-E translation of company profiles is concerned, major problems and errors result from the ignorance of linguistic and cultural differences. The common errors in the C-E translation can be roughly classified into two categories: functional translation errors, linguistic tr anslation errors and cultural translation errors.

3.2.1 Functional translation errors

Functional inadequacies occur in four ways. They may be pragmatic translation errors, which are the result of “inadequate solutions to pragmatic translation problems such as lack of receiver orientation”. Secondly, they may be cultural translation errors, which are “due to an inadequate decision with regard to reproduction or adaptation of culture-specific conventions”. Thirdly, they may be linguistic translation errors, which are “caused by an inadequate translation when the focus is on language structures”. Fourthly, and finally, they may be text-specific translation errors, which are “related to a text-specific translation problem and, like the corresponding translation problems, can usually be evaluated from a functional or pragmatic point of view” 76 .

Function refers to the factors which make the text work in the intended way in the target situation. Loyalty refers to the interpersonal relationship between the translator, the source-text sender, the target-text addresses and the initiator. Loyalty limits the range of justifiable target-text functions for one particular source text and raises the need for a negotiation of the translation assignment between translators and their clients[11]126.

The claim that a variety of strategies, often moving away from the linguistic surface of the source text, are necessary to produce a functional target text gives a more grounded precision to the claims of Goldblatt and Raffel. Nord’s argument helps us to understand that these strategies are not to be considered shortcomings or inadequacies, reluctantly accepted as abstract “poetry” but never as “scholarship” – they are deliberate and intelligent forms of both creativity and fidelity. Indeed they are the inevitable, different paths that translators must follow if they wish to create new texts based on their appropriately functional readings of the source-text. (Scholars, to paraphrase Raffel, are then entitled to translations as much as poets – but because their needs are different, they each require a different sort of translation.) If these strategies of non-equivalence are to be considered “mistakes” at all then they are, in a paradoxical way, “deliberate mistakes”, intentionally undertaken in order to recreate the text in a way that deviates from the literal surface meaning of the source text so as to represent its other, deeper, features. Other errors, or “mistakes”, which are the result of our intentions being neither adequate nor appropriate, might be considered, in contrast, to be “foolish mistakes”, the product of ignorance but not of maliciousness. And ignorance can be overcome by “an adequate level of language and culture proficiency”.

3.2.2 Lingustic translation errors

Linguistic translation errors are at the basic level among the four types of errors mentioned above. They usually stem from an incompetent translator’s poor command of the target language. Unfamiliar with the target language norms and conventions, an unqualified translator would make all kinds of errors, which range from levis (spelling and choice of words), semantics (meaning the source text intends to convey) to syntax (grammatical sentences and structure). Hence the translated text cannot be fully understood by the foreign audience. For example,“拳头产品”has been translated literally as “fist product”. In Chinese,“拳头产品” indicates that the product sells well in the market and it is regarded as a brand name. The counterpart “fist” in English, however, just means the hand when closed tightly with the fingers bent into the palm, which cannot convey the original meaning. It would be better to be translated as “knockout product”, “hard-punch product”or“product with a competitive edge” [12].

Example[3]: 三十年纺织品和服装出口经验，质量第一，信誉第一，友情第一，重合同，守信用，始终如一。(ex.cn)

Original version：Thirty years’experience of textiles and garments export.Quality the best.Reputation and friendship the foremost. Always abide by contacts and credibility.

Revised version：The rendering in this example is a typical word-for-word one, let alone the grammatical mistake in the last sentence “Always abide by contacts and credibility”. The deliberate faithfulness of its sentence structure actually results in sen tence fragments in English, which are far from emotionally appealing to the English readers. Such redundant syntactic structure will surely confuse the target readers.

Example[4]: 集“中国驰名商标”、“中国名牌”、“国家免检产品”和“国家出口商品免验”等荣誉于一身的特步(中国)有限公司，位于福建省泉州市经济技术开发区。(xtep.com.cn/)

Original version：Xtep(China)co.,ltd.,honored with China's famous and popular brand, China's famous brand, products exempt from inspection and export products exempt from inspection; which locates in Quanzhou Economic and Technological Development zone. After correcting the grammatical errors in this version,an improved version could be:

Revised version：Xtep(China)Co., Ltd.,winning honors like “China’s famous and popular brand”, “China’s famous brand”, “inspection-exempt products” and “inspection-exempt products for export”, which is located in Quanzhou Economic and Technological Development Zone. 

3.2.3 Clutural translation errors

What does the word “culture” mean？As we have seen, culture is ubiquitous, multidimensional, complex and all-pervasive. Though there has been a century of efforts to define culture by scholars from different points of view, an agreement has so far not been reached[13]. The definition of culture seems simple but complex in reality. It covers aspects of everyday life to cognitive and social structure. And it refers to communities that have different attitudes toward political and social issues, different cultural practices and references in their private lives, different social backgrounds, etc.

In 1871, in his classic book Primitive Culture, British anthropologist Edward Tylor first gave the definition of culture which is widely quoted :“culture...is that complex whole which includes knowledge, beliefs, arts, morals, law, custom and any other capacities and habits acquired by man as a member of society” [13]. This definition is far from complete and vague to some extent because it only stressed the spiritual part of culture, but has neglected its material basis without which culture is an impossibility.

Translation and culture are closely related to each other. Translation is a cross-cultural communication. Various scholars have elaborated on the relationship between culture and translation.

Toury holds that translation is a kind of activity which inevitably involves at least two languages and two cultural conditions48.

In order to achieve the expected purpose of the C-E translation of company profiles, it is particularly important to know the role of culture in the C-E translation of company profiles. First of all, culture affects the selection of company profiles. In order to carter for the target readers, the initiators have to select materials that characterize the Chinese culture and are acceptable in the target cultural system. Secondly, culture affects the acceptability of translations in the target culture[18]. Because of the cultural differences, what is appreciated in one culture may not be acceptable in another culture differences, what is appreciated in on culture may not be acceptable in another culture. Thirdly, culture also affects the approaches to be adopted in the translation process. For different translation purposes, people may resort to different apporaches to solve cultural clashes.

Chinese and western cultures differ greatly in their historical development, geographical locations, customs, conventions, religious beliefs and aesthetics,which have a great impact on cross-cultural communication.According to Skopostheorie, a cultural translation error occurs when something in the translation doesn't conform to the norms and conventions in the target culture. Cultural transla tion mistakes or errors, though very covert, cause a lot of hideous barriers in the cross-cultural communication.

As has been mentioned above, what is appreciated in the Chinese culture may be unacceptable in the English culture due to the cultural differences. For example, we have always prided ourselves as“龙的传人”, which is literally translated as“descendants of the dragon”. However, the Chinese word“龙” in the Chinese culture is not equivalent to the “dragon” in the western culture. Though both of them are legendary animals, their images and connotations are quite different. In the Chinese culture, the image of “龙” has undergone a series of changes before it takes its present form. It has the combined features of a number of animals—a reptile-like animal with a scaled body and claws, which can not only crawl, but also swim and fly. It is the symbol of the Chinese nation and the Chinese national spirit. It represents power, supremacy and auspice. In feudal China, emperors were compared to dragons. But in the western legends, dragon is a huge lizard with wings, scales and a long snake-like tail. It can spit fire. Dragon in the western culture is the symbol of evil[19]. So if the phrase“以外贸企业为龙头” is translated into English as “with foreign trade firms as the dragon’s head”, the foreigners will feel awful when they read the translation. It will be acceptable when it is translated as“with foreign trade firms as the locomotive(or flagship)”.

Besides, English company profiles emphasize simplicity, individuality and substantiality, while Chinese ones stress elegance, uniformity, and authority. For this reason, the author of this present paper suggests that to realize intended commercial purpose, translators should avoid literally translating four-character phraseology into English because foreign consumers may show their doubts at the first sight of these patterns:“Who knows?” as shown in the following examples.

Example[5]: 该厂能生产大衣、西装、时装、衬衣、毛衣等不同类型服装用的上千个花色品种的纽扣，产品规格齐全，品种繁多，造型新颖。(lxbutton.com/)

Original version：The factory can produce thousands of type of buttons for coats, suits, fashions, shirts and sweaters. They have complete ranges of specification and various types and are novel in shape.

Revised version：The factory can produce various new types of buttons in thousands of different designs for coat, suits, fashions, shirts and sweaters.

It seems that the modifications in the second English version not only successfully achieve commercial effect but also makes the content more succinct. Hence, a translator should always bear in mind that cultural comparison is a “must” in the translation process. Without comparisons of the two cultural systems, successful translation would not be possible.

4. Analyses of website translation of foreign trade company in Zhejiang province

There are many famous foreign trade companies in Zhejiang province, almost every company owns its English version website profile which focus to attract foreign business partners around the world. But owing to the different levels of translators who work as the company website translation, there exists a big difference in the quality of website translation, some even cause serious problem which make foreign trade partner confused about the compani's business and even products' function. So it is very important for translators of company website to follow some principles while dealing with the translation work.

4.1 Functional translation errors

4.1.1 Problem of length

The main reason for the too long translation is the profile of the translation focus too much on faith, but neglect removing or simplifying the useless information for audience. In accordance with the “Skopos rule”, the purpose of translation decides the behaviour of translation work. The translators should add, adjust or predigest the original work depending on the purpose of the translation.some of the original target information is out of communicative value which will make the translation empty, trash-talking and even affecting the information transforming.

Example [6]: 进入新世纪后，娃哈哈已拥有了雄厚的产品自主研发能力和技术创新能力，在雄厚的资金保障下，通过引进国际最先进的生产设备技术，进行消化、吸收、再创新，使公司拥有强大的核心竞争能力。同时，通过自主开发营养快线等系列创新产品，广开销路，实现科学发展，行业龙头地位日益稳固。目前，娃哈哈正在不断扩大投资规模，不断自主创新，向着世界500强企业的目标阔步前进！(划线部分为错误点）(wahaha.com.cn/aboutus/history/)

    Original version: The third time milestone development: entering the new era, Wahaha cultivated the dependent R&D ability and the technology innovation ability. Secured by abundant capital, we adopted the international advanced equipment technology with absorption and d igestion, making sure that Wahaha keeps the core competitive edge. We also developed the popular products like Nutrition Express to sustain the scientific development, stabilizing our leading position. Currently, Wahaha keeps further investment and constant innovation, aiming for becoming the world Top 500 enterprises.

We can find that some information in the Chinese version is useless and redundant,“消化、吸收、再创新”,“自主研发能力和技术创新能力”they all means innovation.so we can simplify the version into:

Revised version: Entering the new era, Wahaha cultivated the ability of innovation and R&D with abundant capital, we adopted the international advanced equipment with renew ability, making Wahaha keep the core competitive edge. At the same time, we have developed the popular products like Nutrition Express to sustain the scientific development, stabilize our leading position. Currently, Whaha keeps investment and innovation for becoming the world top 500 enterprises。

Example [7]: 东方机械位于风景秀丽、物产丰富、经济发达、文化繁荣，素有江南“鱼米、皮革之乡”美称的钱塘江畔。(hua-jia .com/s1.htm)

Original version: Our factory is located in Dingqiao Town by the Qiantang River where is famed as"The Home of fish，Rice and Leather"，with beautiful scenery，rich products，flourishing economy and prosperous culture.

Revised version: “...located at Dingqiao Town by the Qingtang river, our company specialized in the production of ... ”（we can just delete the underlined part)

Example [8]: 2003年初，公司为满足国内市场对专用车的需要，及时调整产品结构并成立的专用车公司，在做稳、做强客车的同时，投巨资实施专用车项目，精心打造有洛阳宇通特色的专用车产品，本着“低端切人、高端占领”的原则，经过精心筹备，四大系列产品即混凝土搅拌车系列、散装水泥车系列、加油车系列、洒水车系列一经投放市场，便以其全新的设计、优美的造型、细腻的工艺赢得了市场的青睐。(lyyt.com/t9/index.asp)

Original version: In the early of 2003, in order to meet the demands for special-purpose car in domestic market, we adjusted our product's structure and set up a new department dealing with special purpose car. While steadying and strengthening the production of passenger car, we invest large amounts of money in special-purpose car to carefully make this kind of products with vivid Luoyang Yutong characteristics. With the principle of cutting in from the low end and taking possession at the high end, our four series of products were put into market in April of 2003 after careful preparation. They are dowser series, water cart series, bulk cement vehicle series and concrete-mixing vehicle series. The products win for their new designation, exquisite molding and technique.

Revised version: In addition to its wonderful performance in the sector of passenger cars, Luoyang Yutong Automobile co., Ltd. Moved forward with an aggressive campaign to stay at the forefront of transportation. In the early of 2003, we set up a new sector to manufacture special-purpose vehicles including fuel trucks, spraying cars, bulk cement trucks and concrete-mixing trucks which are tailored to the needs of Chinese market. They gained excellent reputation for their original design and state-of-the-art technics among clients as soon as they were put into market in April of the same years.

4.1.2 Problem rooted from different thought pattern

In the functionalist perspective, the purpose of a translation is to achieve a particular function for the target address, and anything that prevents the achievement of this purpose in considered as a translation error. This means that a particular expression or utterance is not inadequate in itself; it only becomes inadequate with regard to the communicative function it was expected to achieve. Furthermore, Nord classifies the translation errors into four categories: pragmatic, cultural, linguistic and text-specific ones[9]. Study of the small corpus shows those translation errors in the translated corporate website are mainly linguistic and cultural. In the following parts, the author is to demonstrate the problems common to nearly all the sample texts, with suggested solutions thereafter.

Example [9]: 引进大量的科技管理人才,成立“真爱集团人才联谊会” 形成“重知识，重人才” 的良好气氛。(truelovegroup.com/english/about/about.asp)

Original version: To form well atmosphere “esteem acknowledge, esteem intellect”, truelove employed a mess of technology and management persons and set up “truelove group talent sociality”.

Revised version: To form well atmosphere “respect knowledge and talents”, Truelove employed talents and set up “Truelove talents Union”.

Example  [10]:

(1)医德医风

Medical ethics

(2)全体员工精诚团结，上下一心

All the staffs unite absolute sincerity

(3)上有上策，下有下策，有令不行，有禁不止。

Disobey orders and defy prohibition.

In these translations repetitions have been talked carefully.The Word “ethics” contains the meaning of both“德”and“风”. The Chinese“精诚团结”and“上下一心” which have the same meaning are translated into “unite in absolute sincerity.” As with these, the third English sentence fully renders the Chinese version whose second part means the same as the first one.

Let's quote example (2) as another example of this strategy. Taking a look at the underlined parts, we find the Chinese phrase“进入饭店” has not been translated. The English version “Hong Kong Peninsula Hotel Management Group introduced us ...” is clear and sufficient to express the meaning of “进入饭店，带来…”. If we translate it in the word-for-word way “as entered the hotel and brought...”, the TT readers in English cultures will be confused. Thus, leaving out tautological words is one of the communicative methods in translating to realize the purpose of the TT. More specifically, this translation is a compliance with coherence rule rather than the fidelity rule.

4.2 Linguistic translation errors

A linguistic translation error is at the most basic level among the types of errors mentioned above. They usually stem from an incompetent translator's poor command of the language. Unfamiliar with the language norms and conventions, an unqualified translator would make all kinds of mistakes, which range from lexis (spelling and choice of words), syntax (grammatical sentence and structure) and semantics (meaning that the source text intends to convey).

4.2.1 Spelling errors

Example [11]: 本公司始终坚持以“质量为本，科技创新，优质服务，环保产品”为发展宗旨。(chinacgic.com/company.asp)

Original version: Our company has all along been adhering to such a development philosophy: quality basis, technological innovation, high-quality service and environment-friendly products.

Revised version:our company has all along been adhering to such a developing idea: quality basis, technological innovation, high-quality service and environment-friendly products.

Example [12]:“成功电子” 以拥有您的支持而自豪，并有信心通过我们不断的努力使您以使用“成功电子” 产品而骄傲。(chinacgic.com/)

Original version: Success Electronics is proud for having your support and convinced that our constant efforts can make you proud of using our products.

Revised verion: Success Electronic is proud for having your support and it convince that our constant efforts can make you proud of using our products.

4.2.2 Improper use of punctuation

Example[13]: 公司自创办以来,不断扩大规模,更新产品的种类。欢迎各中外客商前来共创商机! (rx-china.com/)

Original version: The company spread dimensions at once. sincerely welcomes its friends to have business negotiation, cooperate with them and jointly make great achievement.

Revised version: Since the establishment of our company we have always been expanding our industrial scale and adding new ranges to our production line. Now we warmly welcome our customers, both at home and abroad, to come together and enjoy better business opportunities!

Example [14]: 本公司经营的产品广泛用于通讯设备、家用电器、仪器仪表、数码产品行业、电子玩具以及工业自动化设备等各种领域, 在电子行业有很高的声誉。(zszyss.com/)

Original version: The product of company’s operation is used in the various fields such as communication equipment, electric home appliances, instrument appearance, digital product profession, electronictoy as well as industrial automatic equipment extensively, we have very high reputation on electronic profession.

Revised version: The products we deal in are widely used in such areas as communication, household electrical appliances, instruments and meters, digital products, electric toys and industrial automatic equipment. Our company enjoys a high reputation in the line of electronic.

4.2.3 Incorrect word translation

Example [15]: 本公司近年致力弘扬、推广中华优秀传统文化和与之相结合的高新科技。2002年起被中央有关部门指定为外交部国礼系列图书国内外主要发行单位之一。(zylp.com/)

Original version: This company recent years devoted to bring honor to , to promote the China outstanding traditional culture and high speed science which unified with it. In 2002 is assigned by the central department concerned one of for country cash as a present book domestic and foreign main release units .

Revised version: We have been carrying forward and popularizing traditional Chinese culture combined with newly developed high-tech. In 2002, our company was appointed to be one of the authorized publishers of series of golden books as official gifts for the Ministry of Foreign Affairs.

Example [16]: 百果园占地面积20 亩,花园式布局,生产车间4800m²,设有原料、粗加工、成品、包装、冷藏、锅炉等生产车间。(baiguoyuan.com.cn/)

Original version: Baiguoyuan is like a garden it cone ns an area of zomu, with 3400 sguan meters work shop, including material storage workshop , naw processing workshop, finshed produet workshop, packing workshop, cold stonage workshop and boilen workshop.

Revised version: Baiguoyuan, a well laid out garden-like enterprise, covers an area of 20 mu, and owns a production department of 4800 square meters including workshops handling materials, rough processing, finished goods, packing, refrigerating and a boiler room.

4.2.4 Illogical arrangement

Illogical arrangement is primarily coordinated at the incorrectly translation of an individual expression or sentence's elements which cause incoherent and misunderstanding.

Example [17]:(本单位)成立于1988年,是经国家建设部批准,专业从事地基与基础工程施工的壹级企业。(richelevator.com/hz/)

Original version:We are the stair enterp rise professioned on construction of groundwork and base engineering approved by national construction department founded in 1988.

Revised version: Our company, with the approval of Ministry of Construction, was established in 1988 and we are now a first grade enterprise specializing in the construction of groundwork and foundational engineering.

Example [18]: 公司非常重视对员工队伍素质的培训工作,专门成立了人力资源部,对员工进行操作技术、专业技能、安全生产、市场意识、产品质量等方面的培训。(chinacgic.com/)

Original version: The company emphasize on training for the staff, specialize to establish HR department, train manipulating technique, specialty skill, safe producing, market apperceiving, product quality and the other side training.

Revised version:We put emphasis on training our working staff and specially set up a human resources department for the purpose of guiding our staff members to master new operating techniques, professional skills, safety in production, marketing strategies and quality control.

4.3 Cultural translation errors 

When preparing an English version of the corporate profile, the Chinese companies tend to translate literally the existing Chinese language, regardless of the fact that different addressees require an adjustment of the relationship between the explicit and implicit information in the target text and that the target cultural conventions should be given priority.

Example[19]: 公司于2000年顺利通过ISO9001: 2000版国际质量体系认证，形成了一套完整的质量保障体系，2002年11月被中国轻工业质量认证中心授予 “环保陶瓷”称号。(.cn/)

Original version：the company passed ISO9001:2000 International Quality System Certification in 2000, and has established a complete quality assurance system. It was awarded as “Environmental friendly ceramics”.

  In this short paragraph, the company exhibits four honorary titles: ISO9001:2000版国际质量体系认证，“环保陶瓷” without further explaining what the awards are about, what requirements should be met to win each and how this company is qualified to receive the glories. For people who are familiar with the awarding system, this information is able to serve as a strong support for the qualification of company. However, the westerners are probably not so moved by these titles. Questions may haunt the readers, such as “what is the evaluation standard of the award?” “how often is the award granted?” “how many enterprises can get award in each season?” in other words, only when the information becomes convincing enough can the foreigners acknowledge the qualification of the company.

5．Conclusion

It should have been a progress for the development of the Chinese enterprises since the bilingual corporate websites open a new channel for them to present themselves to the world; however, in the analysis of the translated company introductions, the author observes quite a number of errors and problems prevailing the target text, which can hardly help achieve the function of the source text, only to ruin the image of the company. After all, a company with a poor English introduction can hardly convince the potential customers of the top-quality claim of the product and service therein. Delving into the translated corporate profiles, the author finds out that as far as the translation of the Chinese corporate profiles is concerned, Chinese companies still have a long way to go.

In this light, the paper analyses the language, cultural-specific terms and discourse of the translated corporate website translation, locates common errors and proposes some methods for better communication with the international audience.

However, as nearly all the cooperate profiles are translated literally in the process, even if the linguistic and cultural errors are corrected the target texts still appear awkward in the whole text and fail to become fluent English. In other words, any corrections made in the English sentences do not solve the problem and cannot ensure a functionally satisfactory reaction from the audience.

Guo Jianzhong says the translation of pragmatic texts is an art of re-expression based on writing techniques. It holds true to the company introduction, which is tattooed to translate according to the source text’s diction and structure. What the translators need to do is to adapt to or rewrite the source text before translating. Though the English may be not literally correspondent with the original source text, the meaning of the content and stylistic features retain. As a result, the communication carries out successfully and the function is fulfilled.

 

Acknowledgements

My initial thanks go to my supervisor Yang Xue, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Zhang Lan, Zhu Ming, Wu Xiaoyun, and many others.

My greatest personal debt is to my parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.

The remaining weakness and possible errors of the dissertation are entirely my own.

 

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[12] 张丽玲. 从目的论讨论中英广告翻译中的差异 [D]. 暨南大学硕士学位论文 2007.

[13] 王娜. 从功能翻译理论看中国企业简介的翻译 [D]. 首都师范大学硕士学位论文 2006.

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[15] Toury,G. Descriptive Translation Studies and Beyond [M]. Shnahgai:Shnahgai  Foreign Language  Education Press,2001.

[16] Gentzler, E. Contemporary Translation Theories [M]. Shanghai:Shanghai Foreign Language Education Press, 2004.

[17] Mary, Snell-Hornby. Translation Studies: An Integrated Approach [M]. Shanghai: Shanghai Foreign Language Press, 2004.

[18] 谭载喜. 新编奈达论翻译 [M]. 北京：中国对外翻译出版公司,1999.

[19] 崔胜湘. 根据目的进行翻译 [D]. 国防科学技术大学 硕士学位论文, 2004.

 

诚 信 承 诺

我谨在此承诺：本人所写的毕业论文《外贸公司网站英译研究之目的论视角》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。

 

本科毕业论文英文范文第11篇

1.1 Background of this study 1

1.2 The current situation in oral English learning of non-English major students 1

1.3 Overview of the development of web-based study at home 2

1.4 The significance of the study 2

2. Literature Review 4

2.1 Definition of learning strategies 4

2.2 Classification of learning strategies 5

2.3 Studies on speaking learning strategies 6

2.4 Factors of influencing the choice of speaking learning strategies 8

3. The methodology 10

3.1 The subjects 10

3.2 Instruments 10

3.3 Data collection 11

3.4 Data analysis 11

4. Results and discussion 16

4.1 Frequency of the use of speaking learning strategies 16

4.2 Frequency of the use of different speaking learning strategies. 16

4.3 Differences in the use of speaking learning strategies by speakers with different factors 17

5. Conclusion 19

Acknowledgements 20

References 21

Appendices 23

 

1. Introduction

In this part, four sections are included. There are background of this study, the current situation in oral English learning of non-English major students, overview of the Internet development in China and the significance of the study.

1.1 Background of this study

With the fast development of society and the increasing openness to the world, the demands to communicate in English have been expanded to a large degree. College students are required to have a good competence in speaking before entering the society. But the fact is that the actual competence of college students in speaking is far from being satisfactory. It is necessary for us to improve the awareness of using strategies.

In the field of language learning and teaching over the last few decades, a prominent shift has taken place, resulting in great emphasis on learners and learning rather than teachers and teaching. The study of learning strategies has seen an “explosion of activity”. [1]105 In recent years although the history of research into speaking learning strategies is not very long, the study on speaking learning strategies can provide students with valuable suggestions on how to improve oral English in terms of accuracy, fluency, and complexity. Almost 15 researchers abroad have studied on speaking learning strategies. In China, Huang Xiaohua and Chen Sijin have done a great contribution to studies on speaking leaning strategies.

Nowadays, the development of computer science and technology and the prevalence of networks have deeply influenced people’s life, also the language study. However, there are still few researches on the web-based speaking learning strategies. The thesis attempts to make a study on web-based speaking learning strategies.

1.2 The current situation in oral English learning of non-English major students

In China, the teaching of English as a foreign language has been greatly influenced by the traditional education system. The traditional way still pay much attention to the examinations in schools, including colleges and universities either, rather than the application of language. Linguistic form is always the focus of both textbooks and language tests. Besides, under this model, one teacher is always in charge of many students in one class, so the teacher becomes the center of the class and there is little chance for the students to practice oral English. The English language learning is seen as a “knowledge-imparting” process and the English language learning is seen as a “knowledge-receiving’ process. Therefore, there is a misleading that English learners are regarded as passive recipients and do not need any initiative.

According to the investigation by Shi in 2000, college graduates who have strong speaking ability only account for 5%; those who are very weak in speaking account for 37%; those who are competent in international conference discussions account for 7% and those who are competent in foreign trade negotiations account for 14%. In spite of the fact that college students have a long history of learning English, the critical situation still not shift and the ability for the college students to speak English is far from satisfactory.

1.3 Overview of the development of web-based study at home

With the rapid development of computer science and technology and the prevalence of networks, people’s life has been influenced. According to “Survey Report on Internet Development in China” provided by China Internet Network Information Center (CNNIC) in January 2007, study is the fourth main goal following getting entertained, making friends and getting resources. In English Learning Teaching, Multi-media Means have been also applied. No one can ignore the great influence of the Internet on people’s daily life, including English study. A lot of people have made full use of the Internet for English study, such as reading or listening global news, watching America or Europe movies or TV series, taking part in chatting rooms for English study, making frien ds from other countries online, etc.

Web-based study can make learning anytime, anywhere available, thereby providing the possibility for lifelong learning. It also changes the relationship between teachers and students and provides increased access to study. Besides, web-based study is a good way to improve the student's critical thinking and analytical skills. [2]245

1.4 The significance of the study 

With the development of global integration and the increased frequency of international communication, new and higher requirements in English study are put forward for college students. Gradually, more and more non-English major students realize the importance of oral English study and try to find out ways to improve their own oral English to a higher level. However, due to the influence of traditional teaching methods, long-time examination-oriented concept and ignorance to oral English in people’s mind, the current situation of college students, especially non-English major students, in oral English is far from being optimistic. From 1960s, language researchers home and abroad have focused on the relationship between oral English study and learning strategies and made deep study on speaking learning strategies.

What’s more, the Internet and computer science has played a more and more important role in people’s life and influenced language learning further. It is evidently an admirable thing, but there is little guidance to the English study online. The study on web-based learning strategies is few, even the study on web-based speaking learning strategies is almost blank. Therefore, this paper chooses a certain amount of non-English major students in ZUST, and studies their present situation or problems during using speaking learning strategies online, hoping to help them to find a suitable way to study online and finally achieve the ultimate goal of improving oral English.

 

2. Literature Review

In this part, four topics are discussed respectively. They are: definition of learning strategies, classification of learning strategies, studies on speaking learning strategies, factors of influencing the choice of speaking learning strategies.

2.1 Definition of learning strategies

In most of the studies, speaking learning strategies are not separated from learning strategies. The general definition of learning strategies is “mental or behavior activity related to some specific stage in the overall process of language acquisition or language use.” [3]154 In the short history of researches on learning strategies, lots of researches abroad gave definition of learning strategies from perspective of their study. Here are some.

Weinstein and Mayer insist that learning strategies are the behaviors and thoughts that a learner engages in during learning. Learning strategies are intended to influence the learner’s encoding process. 54 The researchers above all think learning strategies are actions useful to language learning but differ in the way learning strategies work.

In 1990, Cohen defines learning strategies as learning processes which are consciously selected by the learners. The element of choice is important here because this is what gives a strategy its special character. These are also moves which the learners are at least partially aware of, even if full attention is not being given to them. 78

In addition, Tarone defines language strategies as “an attempt to develop linguistic and sociolinguistic competence in target language –to incorporate these into one’s interlanguage competence.” [11]65-66 Stern gives the definition as “best reserved for general tendencies or overall characteristic of the approach employed by the language learner, leaving techniques as the term to refer to particular forms of observable learning behavior.& rdquo; [12]57-58

2.2 Classification of learning strategies

2.2.1 Classification of learning strategies abroad

Learning strategies have been classified by many scholars. However, most of these studies do not differ much with each other. Here are three typical classifications:

In the classification of O’Malley and Chamots, there are 3 major types of strategies, namely, cognitive strategies, meta-cognitive strategies and social/affective strategies. [13]155 O’Malley and Chamot make the classification depending on the level or type of processing involved. The disadvantage of O’Malley and Chamot’s classification is that it has difficulties in its application because the definition of each strategies item seems to be a little vague.

The classification scheme provided by Oxford is believed to be the most comprehensive classification to date. Oxford divided language strategies into two major groups, namely, direct strategies and indirect strategies. [14]54-55

1) Direct strategies: Memory strategies, Cognitive strategies, Compensation strategies.

2) Indirect strategies: Meta-cognitive strategies, Social strategies, Affective strategies.

The classification by Oxford has been widely used and accepted.

Cohen, in his work Strategies in Learning and Using a Second Language divided learners’ strategies into two types: language learning strategies and language using strategies. [15]124 Cohen’s classification seems clear and easy to understand, but it is difficult to tell whether it is for language learning or for language use. Besides, his study did not pay attention to meta-cognitive strategies, while many researchers believe that meta-cognitive strategies are one of the most important strategies to language learning.

2.2.2 Classification of learning strategies in China

As we know, in most of the studies, speaking learning strategies are not separated from learning strategies. In China, many researchers have made great contribution to learning strategies. In order to have a good understanding of learning strategies, many researchers focus on the classification of learning strategies. Cheng& Zhen and Wen are two prominent researchers.

Cheng& Zhen put forward two classification schemes. The first one is based on the role that strategies play in the learning process. There are cognitive strategies, meta-cognitive strategies, affective strategies and communicative strategies. The second one is based on areas of language knowledge and skills. There are strategies for learning pronunciation, grammar, vocabulary and strategies for developing listening, speaking, reading and writing skills. [16]56

Wen draws a complete system for language learning strategies. In this system, language learning strategies are divided into two categories: the beliefs about language learning and the learning strategies. The former concerns a learner’s viewpoint about how to learn a foreign language, and these beliefs decide the learning strategies one uses. The latter is subdivided into two groups: management skills and learning skills. Management skills are usually related to the language materials, including making study plans, evaluating one’s progress, measuring and modulating one’s affective state and so on; while learning skills generally include how to acquire the abilities in listening, speaking, reading and writing, how to deal with new words, how to learn pronunciation and so on. [17]54

2.3 Studies on speaking learning strategies

2.3.1 Nature of oral English

Oral English is different from written English in many ways. Oral English is usually not pre-organized and neat as written English. The sentence in oral English is usually shorter, even not completed or simpler, sometimes wrong in grammar.  Also, we can find that oral English is always much up-dated and could express speaker’s ideals by tones of voice, intonation and stress.

The words are being spoken as they are being decided and as they are being understood. Once spoken, they are gone. While the reader can reread, the listener can have memory problems that will lead to misunderstandings or a request for a repetition. Furthermore, the listener may miss a part of what was said, perhaps through noise, or a moment’s distraction. [18]85

2.3.2 Studies on speaking learning strategies abroad

With the further study of learning strategies, some researchers have made detailed study on speaking learning strategies. Speaking strategies, which are closely related to strategies as in McDonugh’s review, turned out to be a focus among researchers of SLA. L2 researchers on speaking strategies were always divided into two camps:    

1) Socio-linguistically orientated researchers, such as Tarone, who considered such strategies as social interaction.

2) Psycho-linguistically orientated researchers, represented by Faerch and Kasper, who recognized them as part of a planning process.

Through employing the me thodology of interpreting transcripts of learners’ language，the two camps set a destination of ascertaining various lists of possible strategies available to L2 learners, which were separately described by Poulisse and Bialystok. [19]78-79

The most comprehensive project into speaking strategies was conducted at the University of Nijmegen by Kellerman, Bongaerts, and Poulisse in the 1980s. In these studies by the Nijmegen group, verbal report and other methods were used for investigating the situation of the use of L2 speaking strategies, especially those used in compensating for gaps in communicative ability.

O’Malley and Chamot conducted an empirical interventionist study, which “is one of the most comprehensive studies of learner strategies to date”. [20]65 After the test, the members who were given precise and clear training in meta-cognitive，cognitive，and social strategies and affective strategies improved significantly more than the controlled group.

Cohen, Weaver and Li investigated the effects of a range of speaking strategies on three tasks performed by university foreign language students: a self-description, a story retelling, and a description of a favorite city at University of Minnesota. In 2000, there are also three major studies reviewed by Cohen, which dealt with training of speaking strategies, founded on the categorization of speaking strategies. One study was conducted with a survey of 122 first-year and fourth-year students in the English Department at an Egyptian university，half students receiving the treatment and half in the controlled group. A second study involved 60 undergraduates in compulsory English for Arts Student course. 75

2.3.3 Studies on speaking learning strategies at home

From the early 1980s, researchers in China began to pay more and more attention to speaking learning strategies. A thesis named “An investigation of learning strategies in colloquial communication that Chinese EFL learners in China employ” was accomplished by Huang Xiaohua in 1984. In 1985, Huang Xiaohua took a further research on relationship between speaking strategies and speaking proficiency among seniors of English major in Guangzhou Foreign Language Institute. They found that the use of learning strategies was relative to increased language achievement or proficiency and learning strategies had been firmly affirmed to play an active role in language learning. [23]287-307

In 1990, Chen Siqing Published “A study of communication strategies in interlanguage production by Chinese EFL learners” in an international magazine—Language Learning. In the study, the frequency, type and efficiency of using communication strategies by twelve students of foreign language majors were observed and described. [24]24-26

2.3.4 Factors of influencing the choice of speaking learning strategies

During the recent studies on learning strategies, many researchers have found that the use of speaking learning strategies is affected by many factors. And the most common factors are age, language proficiency, learning style, learning beliefs, gender, motivation and culture.

1) Age has been found to affect the use of oral English strategies. Older learners often use complex, sophisticated strategies. Young children respond more readily and intuitively to language “acquisition” in social and communicative situations, while older learners can learn language more steadily by means of cognitive and academic approaches. [25]154

2) L2 proficiency Bialystock found that functional practice correlated significantly with second language proficiency in tenth graders, whereas functional practice, formal practice, and monitoring were related to L2 proficiency in twelfth graders. [26]25

3) Learning styles also affect the choice of L2 learning strategies. Learning styles make a big difference in choosing learning strategies or the learning behavior of an individual.

4) Learning beliefs, as researchers, Weden, Horwitz; Abranham and Vann; Gerardo; Pedro; Yang, suggested, play an important role in dictating the use of learning strategies.

5) Gender differences in the use of learning strategies are indicated by several studies of Oxford and Nyikos, Oxford and Green, Kaylani e.

6) Motivation is also important in successful second language learning. Gardner, D. & L. Miller are typical researchers. Schumann, Oxford and Nyikos, Ehrman and Oxford, Okada also concern much about motivation and learning strategies.

7) Culture may play an important role in shaping particular learning behaviors, as some researchers indicated. Researchers such as O’Malley, Politzer and McGroa try, Scarcella, Carson, Hino, Kohn, Carson and Nelson, Levine, Reves and Leaver and Parry make researches on it. [27]85

 

3. The methodology

The study was conducted to investigate the current situation of speaking learning strategies used by students from non-English majors who have oral English study online by means of questionnaire survey. The whole chapter is composed of the following components: the subjects, the instruments, data collection, data analysis.

3.1 The subjects

3.1.1 Purpose

The major purposes of the study are: 1) to study the frequency of the use of speaking learning strategies during oral English study online; 2) to find out the differences in the frequency of the use of different speaking learning strategies; 3) to identify the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level; 4) to point out that the positive use of speaking learning strategies online is helpful to the improvement of oral English.

3.1.2 Participants

The participants are 107 college students of non-English major in ZUST. They are from different majors and are respectively from science and arts. And also, they are from different grades of different levels.

3.2 Instruments

The questionnaire has been used to gather information on the speaking learning strategies used by students of non-English major who have oral English study online. The students are required to finish the questionnaire in 10 minutes. The questionnaire contains 30 questions, concluding 6 questions about meta-cognitive strategies, 4 questions about cognitive strategies, 6 questions about memory strategies, 4 questions about compensation strategies, 5 questions about affective strategies, and 5 questions about social strategies. It uses five scales ranging from A (“never”) to E (“always”). The latter letter indicates a more frequent use of the Internet or strategies. The first part of the survey questionnaire is for the status of using the Internet for oral English study in ZUST. The second part focuses on the use of six types of strategies. The detailed reflection of different speaking learning strategies used in oral English study online can be represented as below: 1) memory strategies, such as setting up nets of relationships, making use of image and sound, reviewing, acting and so on; 2) cognitive strategies, such as practicing, receiving, and conveying information, analyzing and inferring, setting up rules for inputting and output information; 3) compensation strategies, such as guessing, overcoming deficiencies of language knowledge in speaking and writing; 4) meta-cognitive strategies, such as focusing on key points of learning, arranging and planning learning, evaluating learning; 5) affective strategies, such as lowering anxiety, encouraging oneself, learning about one’s own state of affect; 6) social strategies, such as enquiring about questions, cooperating with others, sympathizing others. The questionnaire is in Chinese, in order to make the participants understand the items better.

3.3 Data collection

The students majoring in science, especially the students majoring in engineering and students majoring in arts of business trade and humanity in ZUST, take part in this survey. The survey conducted during a week in April in 2010. There are different methods or procedures to collect the data in the researches of speaking learning strategies, such as observation, interview, questionnaire, verbal report, diary, etc. Each method has its advantages and disadvantages as well. But considering time-saving principal and the conception of building an environmental society, this survey is made online. During this period, we contact 3 students majoring in engineering in ZUST and then other students to take part in the survey. The students are required to answer the questionnaire in 10 minutes. The participants are advised not to be so bad in English to guarantee the quality of the survey. Then the data will undergo descriptive statistics. Descriptive statistics indicate the average level of the use of speaking learning strategies, the difference between two sets of scores, such as the relationship between some learners’ factors and the use of speaking learning strategies, such as gender, major, personality, self-rated proficiency, and the possibility and reliability of the data.

3.4 Data analysis

This paper analyzes the data collected in the research. Section one indicates the frequency of the use of speaking learning strategies during oral English study online. Section two shows the differences in the frequency of the use of different speaking learning strategies. Section three provides the differences in the use of speaking learning strategies by speakers with different factors including gender, major, personality, self-rated proficiency level. For the convenience of calculating, A (“never&rd quo;) to E (“always”) in the questionnaire count 1-5 scores gradually. And all use mean and Std. Deviation to make a contrast between each other and check the possibility of the results.

3.4.1 Frequency of the use of speaking learning strategies

Table 3.1 Frequency of the use of speaking learning strategies online and in real life

Category Online In real life

Overall strategies  2.50 4.02

Memory strategies 2.30 4.33

Cognitive strategies 2.57 3.04

Compensation strategies 2. 82 4.83

Meta-cognitive strategies 2. 53 3.12

Affective strategies 2.19 3.03

Social strategies 2.24 4.08

The table 3.1 above shows the mean scores of the use of speaking learning strategies online and in the real life respectively. It is clearly that the frequency of the overall use of speaking learning online only accounts 2.50, greatly lower than that in the real life, which holds 4.02. Besides, the respective scores of the use of different speaking learning strategies are relatively lower than that in the real life.

3.4.2 Frequency of the use of different speaking learning strategies

Table 3.2 Frequency of the use of different speaking learning strategies

Category Mean Std. Deviation

Memory strategies 2.30 2.29

Cognitive strategies 2.57 3.33

Compensation strategies 2. 82 4.91

Meta-cognitive strategies 2. 53 5.18

Affective strategies 2.19 3.43

Social strategies 2.24 3.07

The table 3.2 above shows the mean scores and std. deviation of the use of different speaking learning strategies online. As the survey shows, the most frequent speaking learning strategies used by students are compensation strategies, which accounts for 2.82. The latter two are cognitive strategies and meta-cognitive strategies, which accounts for 2.57 and 2.53 respectively. Affective strategies only have 2.19, which are comparatively low to the overall level.

3.4.3 Differences in the use of speaking learning strategies by speakers with different factors

3.4.3.1 Use of the speaking strategies by different gender

Table 3.3 Frequency of the use of speaking learning strategies by different gender

Category Male Female

Overall strategies  2.33 2.67

Memory strategies 2.28 2.32

Cognitive strategies 2.53 2.61

Compensation strategies 2.51 2.55

Meta-cognitive strategies 2.49 2.57

Affective strategies 2.18 2.20

Social strategies 2.21 2.27

From table 3.3, we can see that there is no big significant difference in using memory strategies, cognitive strategies, compensation strategies, meta-cognitive strategies, affective strategies and social strategies between different genders. The overall strategies used by females hold 2.67, higher than 2.33 for males. The use of learning strategies by females is more frequent than the males. Also, the scores of respective speaking learning strategies by the females are always higher than the males.

3.4.3.2 Use of the speaking strategies by different majors

Table 3.4 Frequency of the use of speaking learning strategies by different major

Category Science Arts

Overall strategies  2.36 2.64

Memory strategies 2.25 2.35

Cognitive strategies 2.51 2.63

Compensation strategies  2.59  2.47

Meta-cognitive strategies 2.31 2.33

Affective strategies 2.15 2.23

Social strategies 2.19 2.29

From table 3.4, the overall use of speaking learning strategies by students from arts occupies 2.64, while the use of those from science occupies 2.36. The students from arts use speaking learning strategies a little more frequent than those of the science. Also, this contrast between males and females can be seen by the scores of each speaking learning strategies in the table3.4.

3.4.3.3 Use of the speaking strategies by different personalities

Table 3.5 Frequency of the use of speaking learning strategies by different personality

Category Extroverted Introverted

Overall strategies  2.50 2.42

Memory strategies 2.27 2.33

Cognitive strategies 2.58 2.56

Compensation strategies 2.56 2.50

Meta-cognitive strategies 2.28 2.34

Affective strategies 2.19 2.17

Social strategies 2.26 2.21

From table 3.5, the scores of the extroverted students and the introverted students are near the same. And it is not fixed that the scores of the extroverted ones are higher than the introverted ones by each strategies. The score of memory strategies by the introverted occupies 2.33, 0.05 higher than the extroverted. Also, we can see that the score of the meta-cognitive strategies by the introverted is 0.06 higher. There is no big difference in the use of the speaking strategies with different personality, but normally the speaking learning strategies used by the outgoing and confident students are more frequent, especially social strategies, affective strategies and compensation strategies.

3.4.3.4 The use of the speaking strategies by different self-rated proficiency levels

Table 3.6 Frequency of the use of speaking Learning

 strategies by different self-rated proficiency level

Category High Medium Low

Overall strategies  2.53 1.61 0.89

Memory strategies 1.84 1.71 1.12

Cognitive strategies 2.19 1.97 0.98

Compe nsation strategies 1.51 1.57 1.90

Meta-cognitive strategies 2.57 1.63 0.83

Affective strategies 2.83 1.88 0.67

Social strategies 2.11 1.54 0.83

In this part, students are divided into three groups by self-rated proficiency level, namely, high, medium and low. Table 3.6 clearly shows that the strategies used by the participants are significantly and positively related to their proficiency level. The good students with higher-rated proficiency level use more speaking learning strategies and relatively the students with low-rated proficiency level use less speaking learning strategies. In addition, the compensation is often used by the ones who are relatively weak in English, which occupy 1.9 point in the table 3.6.

 

4. Results and discussion

4.1 Frequency of the use of speaking learning strategies

As the survey shows, the overall use of speaking learning strategies online is still low. The possible reason should be:

First, the college students have not thought high of or even realized the great potential and function of the net to learning. Although the Internet can capture students’ attention easily, it is not often used for study. Students are used to and willing to study in class or by textbooks or homework.

Second, even though a part of students realized the value of Internet to study, they do not know how to study. The further negative effect is that they lose the interest in oral English practicing easily. This may need the teachers to guide them and enlighten their mind with fleshing ideas, innovation and updated rich information about the ways to practice oral English on the Internet.

Third, there is no admirable and pleasant atmosphere for web-based study. As nearly all the students live in the dormitory, they are easily affected by each other. So, an environment full of interaction is advocated. The teachers or the students themselves could build some forums, unions or study groups to arise the atmosphere of study.

The last but not the least, the Internet has so much temptation to allure the students to have some entertainment. So, the Internet itself may reduce the speaking learning use. Students are always weak in self-motivated learning ability and ability to study independently online. As to this, the students themselves should pay more efforts on it.

4.2 Frequency of the use of different speaking learning strategies.

From the data we can see that the most frequent speaking learning strategy used by students online is the compensation strategies. This may be the reason that the average oral English level of non-English major students is not high and a big amount of them is low. When they could not understand what the other talks about during the conversation, they will ask them to repeat or slow down the speed. Since the storage of their vocabulary is limited, when they could not remind of the words or sentences needed, they will choose other words or sentences to replace these words or sentences. And when they could not express themselves clearly, they will try to give examples to elaborate it.

The lower ones to compensation strategies in the survey are cognitive strategies and meta-cognitive strategies. It is gratified that students have an identifying goal of study in English learning and they also take advantage of the Internet resources under a pleasant condition by watching America movie or TV series or listening VOA, BBC, etc. They also try to seek the better way to improve oral English and have the ability to make arrangements.

Affective strategies, memory strategies and social strategies are comparatively lower in the data. Students are easy to be depressed about their oral English and sometimes have the thought to let it be. When confronted with new words on movies, TV series, websites, chatting online, etc, students will not write them down or try to find their meanings. Social strategies could contribute much but are limited by the traditional study habits online. Students have not formed the habits to practice English by e-mails, chatting rooms or other methods online.

4.3 Differences in the use of speaking learning strategies by speakers with different factors

As we can see from the use of the speaking strategies by different genders, majors, personality, and self-rated proficiency level above, English learning factors do affect the oral learning inline.

As to the gender, females pay more attention to the use of speaking learning strategies and have more talents in language learning. Female students are not engaged in many entertainments such as games, etc. But both males and females should make best use of the advantages and bypass the disadvantages

As to the major, the scores of the students majoring in arts are conspicuously superior to the students majoring in science. The thinking pattern and the advantage of sharing emotion and social practice of the students majoring in art makes them superior in the use of speaking learning strategies, while the students majoring in science pay much on the technologies and data than language itself.

As to personality, the extroverted ones gain much. The extroverted personality always represents confident, outgoing and communicating or sharing much with others. The confident and outgoing ones always have a higher self-rated proficiency. If one is more confident and outgoing, then he or she will pay more efforts on how to improve oral English and gain more opportunity to have a communication with others.

As to self-rated proficiency, it is clear that the students with higher self-rated proficiency level use more speaking learning strategies and the students with lower self-rated proficiency level use less speaking learning strategies. In turn, the ones who use varied speaking learning strategies more frequently can always achieve better outcomes in oral English. But as the Internet is only one assisting tool to oral English learning, so, we can not say that it is definitely a deciding factor. But it is sure that frequent use of strategies do contributes to the results of the oral English learning.

At present, however, not too many students regard the speaking learning strategies important, and have not formed a good study mode online. So, I would like to bring up some advice for reference: 1)lowering anxiety and practicing step by step; 2)preparing and planning for using speaking learning strategies; 3)selecting and using proper and suitable strategies for yourself; 4)summarizing your oral study and making adjustments accordingly; 5)going outside and practicing more and more. How to get rid of the barriers of the negative factors and make full use of the positive ones is a wise but a difficult thing. Also, to make full use of the Internet in study and put the speaking learning strategies into the oral English study online are meaningful but still a long way.

 

5. Conclusion

The above discussion of study and research is by no means comprehensive but it deserves our study.

 Nowadays, Internet is an interesting and fashionable thing to us. It has attracted our eyeballs for a long time and occupied plenty of our time as well. The introduction of Internet brings new vigor to teaching and learning process, but it also tends to be inefficient during the study. Thus, the frequency of using speaking learning strategies online is low. This requires the proper use of speaking learning strategies and efforts by the students.

As the study shows, the most frequent speaking learning strategies used online is compensation strategies. It may after all be accepted as a good way to circumvent the weakness in oral English, but not a good and long-time way to improve oral English level. Other strategies do deserve to use and have some requirements to the learners: the use of cognitive strategies and meta-cognitive strategies requires learners know how to make arrangements for study and have the ability to self-control during the study online. The study of affective strategies shows that an enterprising and perseverant mind is advocated in practicing oral English. Memory strategies request the learners to be more diligent and hardworking to English study. At last, the social strategies are functional and demand the students to explore more gateways of practicing oral English online.

It is evident that learners’ factors can easily affect the use of speaking learning strategies online and some factors can not be changed at once. But, if the learners could foster strengths and circumvent weaknesses, and absorb the shining points from the others, there will be a new look of oral English learning.

Speaking learning strategies is by no means helpful to the improvement of oral English, although this paper could not give affirmative support to it. But we can see that the good learners always use speaking learning strategies more frequently.

All in all, it is greatly expected that the learners could make full use of the website and speaking learning strategies during the study online and there will be a better atmosphere of practicing oral English online in the future.

 

Acknowledgements

My initial thanks go to my supervisor Louqing, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.

I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Yangxue, Chenliang, Fanyanlong, wangbo and many others.

My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.

The remaining weakness and possible errors of the dissertation are entirely my own.

 

References

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［2］Tav angarian D.& Leypold M.E., Noiting K., Roser M. & Voigt D. Is e-Learning the solution for individual Learning?[D]Electronic Journal of e-Learning, 2004:245.

［3］Ellis, R. The Study of Second Language Acquisition[M].Oxford: Oxford University Press, 1994:154.

［4］Weinstein, C & R. Mayer. The Teaching of Learning Strategies[M]. NewYork. Macmillan, 1986:74.

［5］Chamot, A. The Learning Strategies Handbook. NY[M]. Longman, 1987:96.

［6］Rubin, J. Language Learning Language Strategies: What every teacher should know[M]. Boston: Heinle & Heinele, 1990:156.

［7］Oxford, R. L. Variables Affecting Choices of Language Learning Strategies by University Students[M]. Modern Language Journal, 1989:24.

［8］Ellis, R. The Study of Second Language Acquisition[M].Oxford: Oxford University Press, 1994:54.

［9］Cohen, A. D. Language learning: “Insights for learners, Teachers and Researchers”[M]. New York: Newbury House Publishers, 1990:67.

［10］Cohen, A.D. Weaver, S. & Li, T-Y. The Impact of Strategies-based Instruction on Speaking a Foreign Language[M].Foreign Language Teaching and Research Press, 1998:78.

［11］Tarone, E. Some Thoughts on the Notion of “Communication Strategies” [J]. London: Longman, 1983:65-66.

［12］Stern, H. Fundamental Concepts of Language Teaching[M]. Oxford University Press, 1983:57-58.

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［17］文秋芳.英语学习成功之路[M].上海外语教育出版社,2003:54.

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Appendices

浙江科技学院非英语专业大学生网上英语口语学习策略调查问卷

                           

一、个人简况

姓名:              

性别:                 A 男            B女  

             

科别：                A 理工科        B文科 

你的性格特征：                 A内向           B外向       

你认为你目前的英语综合水平：   A很差           B一般         C优秀

二、网上英语口语学习策略调查

（元认知策略使用情况调查）

1、我寻求好的网上口语练习的时间和地点。

A从不     B很少    C有时      D经常    E总是

2、上网学习时，我能把握上网学习的时间和内容。

A从不     B很少    C有时      D经常    E总是

 

3、对于如何上网提高英语口语能力，在不同时期，我有明确的目标。

A从不     B很少    C有时      D经常    E总是

4、我总在寻求更好的口语学习方法。

A从不     B很少    C有时      D经常    E总是

5、我思考和评价自己的上网学习方法从而找出存在的问题和解决方法。

A从不    B很少      C有时     D经常   E总是

6、在说话前， 我先把想说的话组织好再说。

A从不    B很少      C有时     D经常   E总是

（认知策略使用情况调查）

7、我浏览各种英文网站、听英文录音VOA,BBC,. etc及看英文视频等，听和练习口语。

A从不    B很少      C有时     D经常   E总是

8、在用英语聊天时，我会猜想对方下一句会说什么。

A从不    B很少      C有时     D经常   E总是

9、听VOA,BBC，. etc 或欧美剧等英文视频时，我会模仿其说话方式、语音语调及用词。

A从不    B很少      C有时     D经常   E总是

10、听VOA,BBC，. etc 或欧美剧等英文视频时，我会小声跟着说。

A从不    B很少      C有时     D经常   E总是

（记忆策略使用情况调查）

11、我反复观看喜欢的欧美剧，以便加深印象。

A从不    B很少      C有时     D经常   E总是

12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。

A从不    B很少      C有时     D经常   E总是

13、在英文网站上遇到新单词我就猜它的意思。

A从不    B很少      C有时     D经常   E总是

14、一遇到生词就查字典吗?

A从不    B很少      C有时     D经常   E总是

15、我把上网遇到的生词记在单词本上。

A从不    B很少      C有时     D经常   E总是

16、我用金山词霸等网上字典在线查找生词的意义及用法。

 A从不    B很少      C有时     D经常   E总是

（补偿策略使用情况调查）

17、QQ聊或聊天室语音等方式交流时， 我会努力猜测TA接下去将说什么。

A从不    B很少      C有时     D经常   E总是

18、QQ聊或聊天室语音等方式交流时， 当不懂对方所言时，会请求对方重复或放慢语速。

A从不    B很少      C有时     D经常   E总是

19、QQ聊或聊天室语音等方式交流时， 当与别人交谈时想不起某个词 时， 我会使用同义词（组）。

A从不    B很少      C有时     D经常   E总是

20、当不能表达自己时， 我会举例等方式进行解释。

A从不    B很少      C有时     D经常   E总是

（情感策略使用情况调查）

21、在网络环境中害怕别人发现你英语方面的不足吗? 

A从不    B很少      C有时     D经常   E总是

22、为了把口语说好，我经常自我鼓励。

A从不    B很少      C有时     D经常   E总是

23、说英语紧张时， 我会想办法消除它。

A从不    B很少      C有时     D经常   E总是

24、上网学习英语后，我的学习兴趣提高了。

A从不    B很少      C有时     D经常   E总是

25、我会与家人、同学、老师等探讨口语学习的感受

A从不    B很少      C有时     D经常   E总是

（社交策略使用情况调查）

26、用英语写邮件或聊天时，我请对方纠正我的错误。

A从不    B很少      C有时     D经常   E总是

27、通过网上交流很容易在学习上和同学结成朋友。

A从不    B很少      C有时     D经常   E总是

28、必要时，交谈借助手势、表情等进行表达。

A从不    B很少      C有时     D经常   E总是

29、交谈时，我把精力放在意思表达上。

A从不    B很少      C有时     D经常   E总是

30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。

A从不    B很少      C有时     D经常   E总是

浙江科技学院非英语专业大学生非网络状态下英语口语学习策略调查问卷

（元认知策略使用情况调查）

1、我寻求好的网上口语练习的时间和地点。

A从不     B很少    C有时      D经常    E总是

2、学习时，我能把握学习的时间和内容。

A从不     B很少    C有时      D经常    E总是

 

3、对于如何提高英语口语能力，在不同时期，我有明确的目标。

A从不     B很少    C有时      D经常    E总是

4、我总在寻求更好的口语学习方法。

A从不     B很少    C有时      D经常    E总是

5、我思考和评价自己的学习方法从而找出存在的问题和解决方法。

A从不    B很少      C有时     D经常   E总是

6、在说话前， 我先把想说的话组织好再说。

A从不    B很少      C有时     D经常   E总是

（认知策略使用情况调查）

7、我参加有利于英语提高的活动，听和练习口语。

A从不    B很少      C有时     D经常   E总是

8、在用英语聊天时，我会猜想对方下一句会说什么。

A从不    B很少      C有时     D经常   E总是

9、听英语时，我会模仿其说话方式、语音语调及用词。

A从不    B很少      C有时     D经常   E总是

10、听英语时，我会小声跟着说。

A从不    B很少      C有时     D经常   E总是

（记忆策略使用情况调查）

11、我反复朗读喜欢的英语文章，以便加深印象。

A从不    B很少      C有时     D经常   E总是

12、记单词时， 我会想到同根的词或近义词、反义词等相关词汇。

A从不    B很少      C有时     D经常   E总是

13、遇到新单词我就猜它的意思。

A从不    B很少      C有时     D经常   E总是

14、一遇到生词就查字典吗?

A从不    B很少      C有时     D经常   E总是

15、我把遇到的生词记在单词本上。

A从不    B很少      C有时     D经常   E总是

16、我会努力查找生词的意义及用法。

 A从不    B很少      C有时     D经常   E总是

（补偿策略使用情况调查）

17、英语聊天时，我会努力猜测TA接下去将说什么。

A从不    B很少      C有时     D经常   E总是

18、英语聊天时，当不懂对方所言时，会请求对方重复或放慢语速。

A从不    B很少      C有时     D经常   E总是

19、英语聊天时， 当与别人交谈时想不起某个词时， 我会使用同义词（组）。

A从不    B很少      C有时     D经常   E总是

20、当不能表达自己时， 我会举例等方式进行解释。

A从不    B很少      C有时     D经常   E总是

（情感策略使用情况调查）

21、害怕别人发现你英语方面的不足吗? 

A从不    B很少      C有时     D经常   E总是

22、为了把口语说好，我经常自我鼓励。

A从不    B很少      C有时     D经常   E总是

23、说英语紧张时， 我会想办法消除它。

A从不    B很少      C有时     D经常   E总是

24、一番努力学习后，我的学习兴趣提高了。

A从不    B很少      C有时     D经常   E总是

25、我会与家人、同学、老师等探讨口语学习的感受

A从不    B很少      C有时     D经常   E总是

（社交策略使用情况调查）

26、用英语聊天时，我请对方纠正我的错误。

A从不    B很少      C有时     D经常   E总是

27、英语打开新的世界，结交更多的朋友。

A从不    B很少      C有时     D经常   E总是

28、必要时，交谈借助手势、表情等进行表达。

A从不    B很少      C有时     D经常   E总是

29、交谈时，我把精力放在意思表达上。

A从不    B很少      C有时     D经常   E总是

30、在口语表达时，我直接向对方表示自己遇到困难，向对方寻求帮助。

A从不    B很少      C有时     D经常   E总是

谢谢您的合作!

 

诚 信 承 诺

我谨在此承诺：本人所写的毕业论文《基于网络的英语口语学习策略研究》均系本人独立完成，没有抄袭行为，凡涉及其他作者的观点和材料，均作了注释，若有不实，后果由本人承担。

 

本科毕业论文英文范文第12篇

I.Title: A Study on the Differences of Topics and Subjects in English and Chinese

II. Introduction

Chinese grammar system, in one sense, is basically an imitation of western grammar systems. But when we put into pratice , many Chinese grammarians have found that the rules of the westernized languages do not hold water. Therefore, many disputes and controversies have arisen,especially the differences of Topics and Subjects in English and Chinese . It is necessary to combine the traditional research on Chinese grammar with the contemporary western theory of grammar, so that it can help our Chinese grammar research joint the mainstream of Linguistics worldwide and bring the two way together---try to find the universal grammar. We believe that, the process in conformity is not always Smooth and pleasant, but the results are supposed to benefit China and the world finally .

III. Literature Review

Subject and topic as two basic concepts in modern Linguistics , their relationship is considered as the crucial research project and heated topic in Linguistics.

1, Subject is originated form the western grammar systems . In general linguistics , many scholars are trying to give a current concept to subject . According to the research on all kinds of languages around the world , Keenan(1976) summerized the grammatical,semantic and textual features that subject has . The following are conclusion Trask(1993:266) made from all kinds of documents including Keenan(1976) (参见石毓智，2019):

Subject is the noun phrase that probably has the most prominent feature in syntactic relation in sentence. Subject has all kinds of features in grammar, syntatics and text , mainly consisting of:

1 Subject represents independent substance;

2 Subject restricts the co-reference in sentence, including pronoun, reflexive pronoun and null anaphor;

3 Subject restricts the agreement in verbs;

4 Subject is the topic with no mark;

5 Subject can be questioned by interrogative pronoun,and also can be focused.

6 Subject is usually lack of morphological markers.

7 Subject is ususlly considered as the actor of unmarked structure.

His conclusion may be more suitable to describe the characters of western languages . Concerning Chinese, part of the descrition fail to reflect the linguistic fact in Chinese. For example, Trask thought that subject is the topic with no mark . He neglected of pragmatic feature of topic . Because we can’t confirm whether the subject is equal to the topic in a single sentence. And he also thought that subject is ususlly considered as the actor of unmarked structure, which is not accord to the fact in our Chinese .As in Chinese , not only actor, but also patient, instrument, timing and location can act as subject in sentence.

2 , In 2019, Shi Yuzhi tried to conclude about the subject ’s characteristers in form in Chinese. His conclusion is as followed :

The form of the subject can be placed both in subordinate clause and sentence.

Subject can be focused.

Subject can be questioned by interrogative pronoun.

And its semantic characters are :

Subject is the actor of behavior act.

Subject is the main body of nature and state.

Shi thought that the main difference butween subject and topic is that subject is the ingredient of grammatical structure while topic belongs to the discourse concept. The former one can be put into sentence and subordinate clause; the latter only can stay in sentence aspect. But his method to distinguish subject to topic seems to be a bit vague.As in Chinese, there is a kind of sentence in unusual order, for example: “书小王看完了”. In Shi’s opinion, that is a topic structure for it can not be placed in a clause. But in fact, it belongs to a classical subject-predicate sentence. “书” is either the subject, or the topic.

3 , Since Zhao Yuanren introduced ‘topoc’ into our grammar study in Chinese , the scholars in Chinese home and abroad keep going with research on topic . Li Na & Thompson are the representatives on this issue. They’ve done a systematic contract to subject and topic. They said that topic means what is about in the sentence while subject is what the verb predicates; topic can not be indefinite and generic but subject can ; topic have to appear at the front of a sentence while subject is allowed to appear in the sentence; there always be a pause between topic with other parts of a sentence.But in Chinese , it is not necessary that the topic appear at the front of a sentence. For example: “老师，这件事让我来处理吧。” In this sentence, “这件事” is the topic ,but it doesn’t appear at the front of a sentence.

4 , It is generally accepted that subject is a concept of syntactic structures while topic belongs to Pragmatics . But Xu Liejiong & Liu Danqing(1998) didn’t . In their thesis, they consider topic as a ingredient of syntactic structures. Just like suject and object , the topic also share a position in a sentence. As an independent ingredient , each of them should has its own position and can not be overlapped. Then, let’s analyze this following sentence “小张不来了。”. “小张” is the subject and topic at the same time. subject and topic have been overlapped, so it doesn’t work to consider topic as an ingredient of syntactic structures.

5 Qu Chengxi(1996), as a specialist of functional grammar, thought that if one only adopt his own theory when he is doing research on Chinese grammal , he will always feel impractical. We should try to appreciate other’s thinkings or even accept them if available and no conflict arisen. And I think his opinion is quite fit to grammar study on Chinese.

IV. Methods and Materials

Through reading materials from library and the Internet, I’ve acknowledged much about subject and topic in Chinese and English and their differences . Many scholars have defined the subject and topic in many different angles, such as the form, cognition,function and so on. I prefer to study subject and topic from functional grammar than from the others. At the same time , it will be basic on cognition and communication.

V. Discussion

Guided by the literature review, there is a point we should make sure, subject is a concept of syntactic structures while topic belongs to Pragmatics whatever our research goals are and from different angles. At the same time , we have to accept that Chinese is a language that is lack of morphological change and is very difficult to distinguish subject from topic. So when we are doing this kind of research , we should try our best to define it clearly ,especially formally.

VI. Outline of the Paper

1. Introduction

2.Subject and topic in English

2.1Subject in English

2.1.1 Dispute over subject in English

2.1.2 Definition of subject in English

2.1.3 Choice of subject and its semantic role

2.2Topic in English

3. Subject and topic in Chinese

3.1Subject in Chinese

3.1.1Importance of subject to Chinese

3.1.2 Choice of subject and its semantic roles

3.2Topic in Chinese

4. A Comparison between Chinese and English

4.1 Subject in Chinese and English

4.2 Topic in Chinese and English

5. Conclusion

VII. References

[1]曹(Cao)逢甫主题在汉语中的功能研究[M]. 北京: 语文出版社, 1995: 36

[2]屈(Chu)承熹. 汉语认知功能语法[M].黑龙江: 黑龙江人民出版社，2019:2~5 .

[3]屈(Chu)承熹. 汉语功能语法刍议[J]. 世界汉语教学. 1998,4:28-42

[4]屈(Chu)承熹. 从汉语的焦点与话题看英语中的Y-Movement及其它倒装句[J]. 外语学刊. 1993.3

[5]石(Shi)毓智. 汉语的主语与话题之辨F[J]. 语言研究. 2019, 43(2): 82-91.

[6]徐(Xu)烈炯&刘(Liu)丹青. 话题的结构与功能[M].上海: 上海教育出版社, 1998: 43

本科毕业论文英文范文第13篇

关键词：应用型；英语专业；毕业论文；问题；对策

一、引言

毕业论文在英语专业人才培养过程中起着至关重要的作用。《高等学校英语专业英语教学大纲》强调，“毕业论文是考察学生综合能力、评估学业成绩的一个重要方式。”[1]11教育部“关于加强普通高等学校毕业设计（论文）工作的通知”（教高厅[2014]14号）也指出，“毕业论文是培养大学生的创新能力、实践能力和创业精神的重要实践环节，也是学生毕业与学位资格认证的重要依据。”因此，“各校要加强对学生撰写毕业论文的指导和评审，使之对学生真正有所裨益，防止流于形式。”[1]11应用型本科院校以应用型人才培养为目标，为毕业论文选题和写作提供了明确的导向。教育部2012年的《本科教学水平合格评估标准》进一步指出，文科专业的毕业论文要有50%左右的选题与实践性、应用性挂钩，该标准为应用型本科院校的毕业论文提出了具体的指标。本文以滨州学院英语专业2014—2016届的毕业论文为研究对象，系统分析毕业论文中存在的问题，并提出相应对策，以提升应用型人才培养目标下英语专业毕业论文质量。

二、存在的问题

《大纲》规定“毕业论文一般应用英语撰写，长度为3000~5000个单词，要求文字通顺、思路清晰、内容充实，有一定的独立见解。评分时除了考虑语言表达能力外，还应把独立见解和创新意识作为重要依据。”[1]11笔者以此为标准，对英语专业2014—2016届的毕业论文进行系统分析，发现主要存在以下问题：

（一）论文选题不当，缺乏新意，应用性不强毕业论文选题要适中，最好能够做到“小题大做”，而部分论文选题过大过泛，没有研究焦点，根本无法完成，如“莎士比亚诗歌研究”；选题不能紧跟本专业研究前沿，过于陈旧，缺乏新意，如对颜色词的研究、英语习语跨文化比较等；有些选题与英语专业没有密切关系，相差甚远，如“中美婚姻观的比较”；有些选题未达到严格意义上“一人一题，不得重题”的要求，如“任务型教学法在初中英语词汇教学中的应用”和“任务型教学法在高中英语词汇教学中的应用”；实践性和应用性的选题比例不高，与50%的目标存在一定的差距。

（二）写作基本功不扎实，语言表达能力不够强毕业论文写作属于学术论文写作，需要较扎实的写作基本功和较高的语言表达能力，而大多数毕业论文在语言表达上都存在这样那样的问题，主要体现在专业术语不准确，书面语和口语混合使用，文字不通顺、表达不准确，汉式英语较多，串句、主谓不一致、结构不完整、悬垂现象、搭配错误等语法错误时有出现，甚至还有单词拼写错误、首字母大小写错误等细节问题。

（三）论文思路不清，逻辑混乱，思辨缺席毕业论文是学生围绕研究问题形成的一个立论正确、结构合理、思路清晰、逻辑性强、论证合理的语篇，而多数毕业论文思路不清、逻辑混乱、结构松散、论点不清、论证乏力，思辨缺席现象较为严重。黄源深指出思辨缺席对毕业论文的影响，“在二三十篇论文中难得有一两篇像样的，大多数论文都有这样那样的问题，往往论文的题目就暴露出很多思维上的负面信息。”[2]12

（四）体例不够统一，格式不够规范毕业论文属于正式文体，需要按照规定的体例和规范撰写，以显示其严谨性和规范性。有些学生没有意识到体例和格式的重要性，不注重论文写作规范，随心所欲地撰写，体例和格式较为混乱，主要体现在参考书目没有按照学校规定的APA格式撰写，文内引文格式混用，标题首字母大小写不恰当，字体、字号、行间距不符合规范，中英文标点符号混用等方面。

三、对策

（一）加强毕业论文选题指导，增设专业选修课程，建设论文选题库，多渠道拓宽选题范围。英语专业选题范围较广，主要包括语言学、文学、文化、教学、跨文化交际和翻译等方面，指导教师应该加强选题指导，避免题目过大、过泛和过旧。增设专业选修课程，扩宽学生视野，便于学生扩宽选题范围。另外，可以根据历年选题情况，结合指导教师专业特长，建设毕业论文选题库，供学生选题参考。最为重要的是，可将毕业论文选题与指导教师承担的各类教科研项目、毕业实习、大学生研究训练项目、大学生创业计划和大学生学科竞赛等相结合，更好地体现毕业论文的应用性和实践性。

（二）改革和完善专业课程体系，建设毕业论文课程群，做到英语写作四年不断线，夯实学生写作基本功。语言表达能力是英语专业学生的基本能力。庄智象曾指出，“既然称之为英语专业，那么对学生的英语语言能力方面应该有更高的要求。我认为这是英语专业学生基本的、首要的要求，怎么强调都不为过，而目前更显得必要。”[3]216而英语写作能力的培养绝非一朝一夕之事，是个循序渐进的过程，仅靠“学术论文写作”这门课程远远不够，需要调整专业课程体系，建设毕业论文课程群（包括英语基础写作、英语高级写作、英语语法、英语修辞和学术论文写作等课程），做到英语写作四年不断线，夯实学生写作基本功，提高学生语言表达能力，为能够写出高质量的毕业论文打下坚实的语言基础。

（三）注重培养学生的思辨能力，增强学生的创新意识，不断加强学生思维能力和创新能力的培养。钱宁指出，“我国高校英语专业本科生毕业论文写作中存在的根本问题之一在于学生的思维方式不合理。”[4]103因此，方琼强调“高校英语专业应重视学生思辨能力的培养，将其放在和传授知识、培养技能同等重要的位置。”[5]91要培养和提高学生的思辨能力，应该调整英语专业的课程结构，增加英语演讲、英语辩论等课程；任课教师应该更新教学理念，改变教学方法，课内加强逻辑思维训练；坚持“本科生导师制”，鼓励学生参与教师科研项目，高质量撰写学年论文，增强学生的科研意识，提高学生分析问题和解决问题的能力；另外，鼓励和支持学生参加英语沙龙、专题讨论和英语演讲、英语辩论、英语写作等各类学科竞赛，增强学生的创新意识，不断培养学生的思维能力和创新能力。

（四）加强论文指导教师队伍建设，强化过程管理，确保毕业论文的质量。毕业论文质量是学生专业水平和创新能力的体现，更是指导教师学术视野和学术水平的体现，所以《高等学校毕业设计（论文）指导手册（外语卷）》指出，“高校外语专业的毕业论文写作是衡量、评估高校外语专业教学质量和水平的重要内容之一。”[6]3论文指导教师的水平直接影响到毕业论文的质量，应遴选具有丰富科研经验和实际指导经验的教师担任指导教师，加强对学生文献检索与搜集、选题、开题答辩、初稿、二稿、定稿和毕业答辩各个环节的指导，尤其是文献检索与搜集、研究方法、数据统计和数据分析方面的指导，强化论文写作过程的动态管理，确保毕业论文质量。另外，还需要规范毕业论文管理制度，优化毕业论文管理流程，健全毕业论文管理方式，提高毕业论文工作效率。毕业论文教材建设也是指导教师需要考虑的问题。张春芳曾指出，“英语毕业论文写作教材建设有待加强，目前国内关于学术论文（包括毕业论文）写作的中英文编著至少有20部，但是教师们仍然抱怨难以选到合适的教材。因此，指导教师要以应用型人才培养为导向，结合本校毕业论文的相关规定，编写符合专业特点、操作性和实践性强的毕业论文教材。

四、结语

毕业论文是英语专业人才培养的重要组成部分，而应用型人才培养为英语专业毕业论文提出了更高的要求。本文以滨州学院为例，探讨了应用型本科院校英语专业毕业论文存在的问题，主要体现在论文选题、语言表达、思辨能力和格式规范四个方面，并针对这些问题提出了相应的对策，以期为应用型本科院校英语专业毕业论文工作提供参考，实现应用型英语人才培养目标。

参考文献：

[1]高等学校外语专业教学指导委员会英语组.高等学校英语专业英语教学大纲[Z].北京:外语教学与研究出版社,2000.

[2]黄源深.英语专业课程必须彻底改革—再谈“思辨缺席”[J].外语界,2010,(1):11-16.

[3]庄智象.外语教育名家谈[M].上海:上海外语教育出版社,2008.

[4]钱宁.浅析高校加强思维训练的重要性—以英语专业毕业论文写作为例[J].西北成人教育学报,2014,(4):100-103.

[5]方琼.英语专业本科生毕业论文中的思辨缺席[J].湖北第二师范学院学报,2013,(12):90-92.

[6]教育部高等教育司,北京市教育委员会.高等学校毕业设计（论文）指导手册•外语卷[Z].北京:高等教育出版社,2001.

本科毕业论文英文范文第14篇

1.学术英语论文写作的过程、挑战与应对策略

2.英语专业硕士毕业论文的语言错误分析研究

3.体裁分析与农业英语论文摘要

4.英语论文摘要的语篇模式与作者介入——英语本科毕业论文摘要的实证研究

5.工科博士生英语科技论文写作的主要问题及解决建议

6.中国市场营销研究英语论文综述——基于内容及来源的描述分析

7.我国商务英语研究十年现状分析(2002-2011)

8.英语专业学生撰写英语论文常见错误评析

9.提高英语专业本科生毕业论文写作能力的思考

10.我国英语专业硕士学位论文标题的词汇句法特征研究

11.中国商务英语研究：现状与趋势

12.中外应用语言学类期刊论文英语题目对比分析

13.英语本科毕业论文写作的动机研究及其启示

14.中国大陆及香港地区学者国际期刊英语之对比研究

15.中外学者国际期刊英语学术论文摘要写作的对比研究

16.基于可视化技术的国外商务英语研究进展考察(2002—2012)

17.基于语料库的中国大陆与本族语学者英语科研论文模糊限制语比较研究——以国际期刊《纳米技术》论文为例

18.基于语料库的科技英语论文四词词簇特点研究

19.英语论文APA格式评介

20.英语专业本科毕业论文存在问题的分析和对策

21.英语专业学士论文写作现状分析

22.生物医学英语论文的语言特征及写作技巧

23.英语论文写作与大学生创新思维能力的培养

24.大学生英语论文写作的言据性研究

25.浅谈英语论文如何选题

26.论项目驱动下研究生英语论文写作能力的培养

27.中国作者与英语母语作者英语论文中的介入资源

28.二语能力背景与隐喻思维关系的研究——在学术英语论文答辩语境下对二语隐喻的实证研究

29.英语论文自动评分系统探索

30.英语论文写作与语言学习效果的关系——一项基于研究生论文写作过程的实证研究

31.英语论文MLA格式要求评介

32.非英语专业多学科大班博士生英语论文写作教学模式初探

33.课程论视角下大学英语教学研究现状调查与展望——基于国内外语类核心期刊的论文分析(2004-2012)

34.语篇模式与大学生英语论文写作

35.研究生英语论文中连接副词使用情况调查

36.英语专业毕业论文规范操作思考——一次对全国112所高校英语专业本科毕业论文操作的调查

37.英语专业翻译选题毕业论文的改革尝试

38.英语学术论文写作及构建写作过程模型

39.浅析英语论文摘要结构要素之应用

40.模糊限制语使用的历时对比——以1990—1994年与2005—2009年英语医学论文中模糊限制语使用为例

41.关于英语专业本科毕业论文选题的若干思考

42.基于语类的英语学术论文写作教学路径研究——以“文献综述”写作教学为例

43.等离子体物理学英语论文的用词与写作特点

44.20世纪80年代以来的ERPP写作研究：回顾与展望

45.英语论文MLA与APA格式中参考书目格式的异同比较

46.英语学术论文中转述动词的时态形式及其意义

47.中外学术语篇中的重述标记比较研究

48.英语专业本科生毕业论文写作存在的问题及其对策

49.从讲座到工作坊——英语辅修专业论文写作课的任务性和互动性

50.改进英语写作教学提高毕业论文质量

51.经验意义的构建与语篇体裁：农业英语论文摘要分析

52.语类意识与英语研究论文写作

53.非英语专业研究生科技英语论文写作过程中常见问题分析

54.英语论文写作与发表之失误例谈(一)：语体

55.英语论文写作教学实践研究

56.“以写促学”提高理工科博士生英语科技论文写作能力

57.中国英语学者学术论文英文摘要写作中的问题与出路

58.理工科英语科研论文“引言部分”研究空间构建对比研究

59.模因论与英语论文写作教学

60.英语科技论文摘要的写作范式研究

61.大学英语听力教学研究现状与问题分析——基于国内CSSCI期刊论文的分析(1994-2013)

62.英语专业本科生毕业论文的调查与思考

63.基于网络学习生态系统的英语专业学位论文质量监控体系

64.英语专业语言学类硕士论文英语标题的对比研究

65.科技英语论文编辑文字加工中的语态处理

66.中医药主题英语论文语言模式特点初探

67.经验意义的构建与语篇体裁：农业英语论文摘要分析

68.近30年国内英语专业毕业论文写作研究

69.医学英语论文的撰写中英、汉表达差异的探讨

70.思维模式差异对英语学术论文写作的影响及对策

71.中国学生英语专业硕士论文“前言”部分的语类结构模式分析

72.科技英语论文中语态使用的对比分析

73.研究生英语科技论文写作探究式学习体系的思考与构建

74.研究生学术英语需求分析

75.加拿大英语专业博士课程设置、学位论文评估对我国外语专业博士生学术能力发展的启示

76.英语医学论文写作模式分析

77.英语学术论文写作能力的构成与培养

78.SCI医学英语论文写作格式和技巧

79.过程写作法在IMRAD医学英语论文写作教学中的应用

80.本科英语专业文学论文的选题

81.研究生英语科技论文写作能力培养的探索与实践

82.科技英语论文写作原则

83.再谈英语论文写作规范

84.“过程”与“体裁”的良性互动——过程体裁教学法在《英语论文写作》教学中的可行性论证

85.模因论视角下的英语论文写作研究

86.英语专业毕业论文存在的问题及对策

87.模糊限制语的分类及其语用交际功能——基于科技英语论文视角

88.学术论文体裁教学不可或缺——英语专业硕士学位论文引言写作情况调查

89.英语专业本科毕业论文写作创新教育策略探究

90.中国学习者英语学术论文手稿中立场标记词块使用研究

91.基于VBA的英语论文文献自动生成工具

92.英语元话语在学术论文摘要写作中的应用

93.英语论文写作研究——以“易得”论文写作软件专家系统为案例

94.语料库驱动的科技英语论文词束研究

95.浅谈化学专业英语论文写作

96.人际意义的创建与维系——研究生英语科技论文的互动问题研究

97.修辞结构理论视角下英汉学术论文摘要的修辞关系对比研究

98.英语科技论文中的模糊限制语

本科毕业论文英文范文第15篇

关键词：英语专业 毕业论文 选题

中图分类号： G642 文献标识码： A 文章编号：1672-1578（2014）6-0027-02

1 引言

《高等学校英语专业英语教学大纲》（2000年修订）中指出：“毕业论文是考察学生综合能力，评估学业成绩的一个重要方式。评分时除了考虑语言表达能力外，还应把独立见解和创新意识作为重要依据。”毕业论文是学校教学计划的重要组成部分，是实践教学环节的重要内容，是学生在指导教师的指导下综合运用所学知识和技能，分析、解决实际问题，进行专业训练和科学研究训练的过程。浙江树人大学外国语学院指导英语专业毕业论文已有六年的历史，期间不断自我总结经验并向兄弟院校学习，及时改进不足之处，论文指导工作得到了有序开展。然而，由于种种原因，每年论文选题都是令学生和指导教师异常头疼的一个问题。只有选题得体适宜，后续的查找资料、论文撰写、答辩等工作才能有条不紊的开展。可以说，“选题是撰写毕业论文的第一步，也是关键的一步，选题的恰当与否会直接关系到毕业论文的质量。”（李正栓，2006：27）此外，浙江树人大学作为改革开放以来我国最早成立并经国家教育部首批批准承认学历的全日制民办高校之一，一直着力于培养高级应用型人才。英语专业作为校级重点专业，培养目标是：培养德智体全面发展，适应社会主义市场经济和对外开放的需要，知识面广，实践创新能力较强，具有扎实的英语语言基础，较强的实际应用能力，较宽厚的人文学科知识和一定的科技基础知识，从事国际商务、翻译、涉外文秘、涉外管理等高级应用型外语人才。鉴于以上办学理念，英语专业在开展论文选题过程中需全面体现培养高级应用型人才的精神。但事实上，通过仔细研究近六年来英语专业毕业生的论文选题，发现选题方面存在着诸多问题。

2 选题存在的问题

通过搜集我校六年来英语专业毕业生的论文选题，我们发现主要存在以下问题：选题过于集中；选题不适宜，如缺乏创新性、题目范围过大、选题缺乏实际意义。

2.1选题过于集中

英语专业毕业论文题目的选择，首先应从本专业方向的培养目标出发，满足教学的基本要求。选择的题目应有利于学生得到较全面的训练；有利于学生的独立工作能力和创新能力的培养；有利于巩固、深化和扩充所学的知识。鉴于此，我校每年英语专业毕业论文选题分为六个方向，分别是：翻译、文学、语言学、商务英语、跨文化交际、英语教学。英语专业的学生根据自身情况选择其中一个方向进行研究。为了说明问题，我们随机调取2008级英语专业四个班级共141名学生毕业论文的选题类型和选题内容，各部分所占比例如下：

纵观上表，我们发现翻译、文学和商务英语是热门的选题方向，而语言学方向只有七位学生选择。主要原因是翻译、文学和商务英语领域的参考资料较多，平时上课过程中任课教师经常在课上进行强调。而我校英语专业只开设了一门语言学课程，学生对这一领域几乎没有接受过专业训练，缺乏系统的语言学理论知识，理论储备不足，不能从整个理论体系来探讨具体的语言问题，而且语言学方面的参考资料大多很专业，晦涩难懂，有的研究涉及较微观的数据收集和统计，甚至需要实证研究来验证，需要投入很多的工作量，多数学生因而不愿意选择这一研究方向。翻译、文学和商务英语方向的选题则容易出现几乎完全类似的题目，如2008级英语专业毕业论文中涉及电影名称翻译的论文就有7篇。

2.2选题不适宜

目前全国范围内英语专业毕业生的论文选题存在较大问题。（高钰，2010；刘庆元，2011；杨志康，2010）纵观我校近六年来学生的论文选题，同样存在这样的问题。首先，选题缺乏创新性，所选题目基本都是之前被反复研究过的，很难有新的成果。在2008级学生的论文选题中，有45%的选题是翻译方向，这些选题大多是围绕电影名称翻译、商标互译、习语俗语翻译及归化异化等翻译策略。而文学方向的选题则大多关于经典作者和作品。英语专业多数为女生，因此英美国家的女性作者如简奥斯汀、夏洛蒂・勃朗特尤其受到追捧，历年来涉及她们的著作的毕业论文多数是从女性主义的角度作为切入点，因而选题无新意。这与《高等学校英语专业教学大纲》所规定的对毕业论文考核时既要考虑语言表达能力，还需重视独立见解和创新意识的要求相去甚远。

其次，选题范围过大。选题过大是英语专业毕业论文写作中常犯的典型错误之一。在撰写毕业论文之前，很多学生没有接触过正式的科研论文写作。尽管多数本科院校开设了毕业论文写作课程，但难度系数颇高的毕业论文写作对多数学生来说是项非常艰难的任务。有些学生不懂论文为何物，也不知道如何选择适宜的论文题目。在指导学生论文写作的过程中，有位学生选择了这个题目“An Analysis of English Listening Problems in College”。这个选题过大是因为这位学生没有深刻理解科研论文的内涵，简单地将大学英语学习中存在的问题加以罗列和总结，问题总结不全面而且限于经验之谈，也没有在选题范围内作深入的调查研究，因而缺乏深度。

再次，选题缺乏实际意义。为积极推进毕业论文的改革工作，我校于2012年了《关于进一步加强毕业设计（论文）质量监控的若干意见》，这份文件指出：“毕业论文应注重实践应用性与适应性导向。为全面落实学校高级应用型人才培养目标，毕业论文须突出实践应用性与适应性导向，要求与具体生产和社会实践相结合，强调研究的实践性和应用性，同时围绕专业特色，适应专业特色培育需求。”为落实学校的要求，使教学与社会需求接轨，毕业论文的选题就需贴近真实生活，以解决实际问题为出发点，突出高等教育学用结合的特色。而事实上，在英语专业的毕业论文选题上，多数选题跳不出文科的传统思维模式，选题明显地局限在纯文学与语言的圈子里，鲜少深入涉及如何解决现实生活中出现的问题，因此论文内容往往空洞无物，蜻蜓点水，浮光掠影。

3 结语

综上所述，民办院校英语专业毕业论文在选题方面存在的问题纷繁复杂，学生和指导教师在选题过程中如能从以上几个方面加以避免，定能起到事半功倍的作用。适宜的选题能帮助学生和指导教师第一时间厘清思路、规划文章的切入点，从而切实提高毕业论文的整体质量。

参考文献：

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