众文网1.关于英语毕业论文
"Intelligence activities in which learning is the realization of the structure, rather than intelligence factor is the learning activities to achieve the momentum." Intelligence factors and non-intellectual factors, plus re-learning strategies, the impact of a person learning the three factors. In the current education, whether it is moral education, labor, education, computer education, education or other special talents, should be to nurture and inspire students of non-intellectual factors as the prerequisite, and students should be to develop the non-intellectual factors as one of the aims of education. Of course, we must not only grasp the non-intellectual factors, which ignored intelligence factors, should one hand and intellectual factors, one hand and non-intellectual factors, but also grasp learning methods and learning strategies of education. (Lin Chongde, "English teaching psychology") 2.雅克博维茨（Jakobovits） After an investigation found that affect learning English is the main factor: motivation of 33 percent, to 33 per cent, 20 per cent of intelligence, other Accounting for 14 per cent, which fully shows that in the process of learning English, there are individual differences, and these differences are more factors affect the outcome. 3.20 In the 1990s, American psychologists Peter.萨洛韦约翰. Meyer and Daniel. Golden, who made only emotional, emotional quotient (that is, "EQ") concept. In their view, non-intellectual factors are important viability of the individual, is a potential to explore feelings, the ability to use emotional impact on all levels and the key to the future quality of life factors. In one of the success of various elements in the intelligence factor is important, but more important non-intellectual factors, the former accounting for 20 percent, after a 80 per cent. 4. Generally speaking, non-intellectual factors have both broad and narrow definition of a broad non-intellectual factors, factors other than intelligence refers to all the psychological factors, the narrow sense of intelligence, is motivated, interested, emotional, and character traits have been . 5. "Motivation and attitude is different from studying the decision with varying degrees of achievement one of the important factors" (Liu Runqing, 1999) Liu Runqing, of the University of English teaching [M], Beijing, Foreign Language Teaching and Research Press , 1999.6. Professor in the chapter and editor of the "foreign language pedagogy," a book on the principle of active learning foreign languages, in a bid to maximize the development of non-intellectual factors, easily unpleasant for students to learn English, do not inspire their paragraph Motivation to learn, so that they have tasted the joy of success, to train them to overcome their learning difficulties determination and perseverance. 7. The problem of non-intellectual factors, initially by the United States psychologist Alexander in the 20th century to the 1930s made. At that time, the prevalence of intelligence tests in the United States activities. Alexander opposed the Court Pearman intelligence "two factors that" the intelligence and Thurston "multi-factor said." He passed a lot of tests and research, found that in intelligence tests, the entire relationship between the large number of variables that affect the IQ of many factors, a large part was the appropriate people. However, these variables on the edge of the test data play a very important role in cargo. In 1935, Alexander (Alexander, WP), in its psychology thesis "of the intellectual and abstract intelligence", officially the "personality factors," named as "non-intellectual factors." In his inspiration, the famous psychologist Weikesile intelligence tests in 1940 proposed a "general intellectual activity in the non-intellectual factors", and carried out many studies. At present, the psychology profession and the education sector, the importance of non-intellectual factors of more and more people. 8. In China, and attaches great importance to the first use of "non-intellectual factors," the study is Professor Guo-Cai Yan, in 1983 he published "should attach importance to the cultivation of non-intellectual factors," the article has aroused the attention of our readers. In recent years, China's psychology of intellectual activity in the sector of non-intellectual factors of a lot of research. Initially, the different views, particularly on non-intelligence factors included a charge of a different view. For example, in 1983 Mr. Zhao Zhongtian that non-intelligence factors that personality factors. Mr. Guo-Cai Yan in 1984 that a broad intelligence is the only non-intellectual factors outside of all psychological factors, the narrow sense of non-intel。
2.本人急需一篇英语专业毕业论文,字数4000左右,最好有提纲,请各位
你看看这个可以吗《学生英语口语能力的培养》ContentsAbstract………………………………………………………………………………… ⅠKey Words…………。
………………………………………………………………… Ⅰ摘要………………….…………………………………………………………………………… Ⅱ关键词……………….…………………………………………………………………………… ⅡIntroduction ……………….…………………………………………………………… 1Ⅰ. Disadvantageous Factors of Learning Spoken English …………………… ……… 3A. Chinese Spoken Atmosphere………………………………………………… …3B. Less Attention to Oral English………………… ……… …………… …………3C. Poor English Teaching Condition…………… ……… …………………………4Ⅱ. Misconceptions of Learning Spoken English… …………………………………… 4Ⅲ. Some Methods in Teaching Spoken English ………… ……… ………………… 5A. Stimulating Students' Interest and Creating Good Atmosphere … … …… ……5B. More Encouragement ……………………………………………………………7C. Some Practical Methods in Teaching ……………………………………………8Ⅳ. Useful Methods for Students' Speaking English ……………… … ……… ……… 12A. Cultivating the Students' Interest in Speaking English… ………………………12B. Imitation of Standard Pronunciation ……………………………………………13C. Retelling in English ………………………………… ………………………… 14D. Thinking in English ………………… ………………………………………… 14E. Widening English Daily Words …………………………………………………16F. Remembering More English Idioms and Slang………………………………… 16G. Avoiding Impolite Expressions in English………………………………………17Conclusion……………….………………………………………………………………19Acknowledgements…………… ….……… … …… ……………… …… …… ………20Bibliography………….………………………………… … …………… ………… … 21AbstractAs an international language, English plays a very important role in today's society. Since the entry of WTO in 2001, China has participated in more and more international co-operations with the world. This irreversible tendency requires more and more highly-qualified English personnel in society. The final purpose of learning a language is to communicate with others, thus the oral expression is very crucial and is the basic skill of using a language. Because of negligence and inadequate conditions, the present situation of learning spoken English is not satisfactory; which has affected the students' English learning well. How to improve the Students' spoken English has also become a problem which should be solved. As the students' guide, teachers can stimulate students' interest in speaking English and instruct them to do more effective practice. Students should cultivate their interest through watching English movies and listening to English songs, andit's available and useful for them to do more practices such as imitating, retelling, thinking something in English. Key Wordsspoken English; cultivation of ability; interest; practice。
3.英语本科毕业论文范文
不知道下面这个能否合你要求。
呵呵 （因字数有限制，我可发给你） 英语本科毕业论文 The Spirit of Revolt of Tess --Study in Tess of the D'Urbervilles Thesis statement: Everyone knows that Tess's life is a great tragedy, but she is still a courageous woman who dares to fight by all means. In order to defeat the unfortunate fate she always resists the decadent society, the traditional concept, and the hypocrisy religion. Outline Ⅰ.Brief Introduction to Tess of the d'Urbervilles A. Women's role in industrial movements during 19th century in England B. A brief commentary of the novel 1. the writer --Thomas hardy 2. general introduction of the novel Ⅱ.Tess's spirit of revolt all through her life A. Tess's fight to the moribund society 1. the moribund society 2. Tess's fight to the moribund society B. Tess's resistance to the traditional moral concept 1. the traditional moral concept 2. Tess's resistance to the traditional moral concept C. Tess's resistance to the hypocritical religion 1.the hypocritical religion in that time 2. Tess's resistance to the hypocritical religion D. Tess's resistance to the unfortunate marriage 1.Tess's unfortunate marriage 2. Tess's resistance to the unfortunate marriage Ⅲ.Conclusion: In a word, Tess has shown a powerful woman's image to common people with her unyielding spirit of revolt. She, to the moribund society, traditional old morals, hypocritical religion, capitalist marriage system, has carried on the strongest revealing and criticism. Her kindhearted enlightenment, noble emotion, strong personality, and her resistance in imbuing all rooted in the hearts of the people forever, worth savoring. Abstract This paper mainly focuses on the spirit of revolt of Tess. First of all, this paper begins with a brief introduction to the novel. Then, this paper makes a brief commentary of the novel. Moreover, it concentrates on :(1) Tess's fight to the moribund society. (2) Tess's resistance to the traditional moral concept. (3) Tess's resistance to the hypocritical religion. (4) Tess's resistance to the unfortunate marriage. And at last the paper reveals that Tess is actually a character with the spirit of revolt all through her life. key words:tragedy,Spirit of revolt,industrial movement,unfortunate fate 内容提要 本文研究的是小说主人公“苔丝”的“反抗精神”。首先，本文对小说的背景做了介绍。
然后，对文本进行简要评论。再次，本文主要从以下四个方面对文本主人公“苔丝”的“反抗精神”进行集中讨论：（1） 苔丝对腐朽社会的抗争；（2） 苔丝对传统的道德观念的反抗；（3） 苔丝对伪善的宗教的反抗；（4） 苔丝对不幸婚姻的反抗。
最后，揭示出苔丝整个人生经历中的反抗精神。 关键词：悲剧，反抗精神，工业运动，不幸命运。
4.英语专业论文
五、英语文学类毕业论文选题121. The Independent Spirit of Hester Brynne in The Scarlet Letter《红字》中海丝特。
白兰的独立精神探析122. On the Meanings of Images in Moby Dic论《白鲸》中的象征意义123. Democratic Idea in Leaves of Grass论《草叶集》中的民主思想124. The Analysis on different Concept of Value in Sister Carrie《嘉莉妹妹》中不同价值观的分析125. Mark Twain's Humor & Satire in Adventures of Huckberry Finn马克。吐温的幽默与讽刺在《哈克贝利。
费恩》中的充分体现126. 从接受美学看莎士比亚《 第十二夜》中的喜剧元素Comic Elements in << The Twelfth Night>> from the Perspective of Receptive Aesthetics127. 《罗密欧与朱丽叶》中的奶妈和《西厢记》中的红娘人物形象比较The Comparison of Nanny in Romio and Juliet and Hongniang in Romance of the Western Chamber128. 试论自卑情结对夏绿蒂 勃朗特创作的影响The Influence of Inferiority Complex on the works of Charlotte Bronte129. 从依恋理论看《呼啸山庄》主人公希力克列夫悲剧性格的形成The Forming of Heathcliff”s Tragic Personality in Wuthering Heights from the Perspective of Attachment Theory130. 灵与肉的对立――从《无名的裘德》中的苏和阿拉贝拉人物分析看哈代的悲观主义The contrast between the Spirit and the Flesh--- Hardy's Tragic Thought analyzed through Sue and Alabella in Jude the Obscure131. On the Realistic Style of Chaucer's Canterbury Tales论乔叟《坎特伯雷故事集》的现实主义风格132. On Shakespeare's Religious Ideas论莎士比亚的宗教思想133. On the Essence and Specialty of Shakespeare's Tragedy论莎士比亚悲剧的本质与独特性134. On the Linguistic Features of Burns' Poetr论彭斯诗歌的语言特色135. On the Fatalistic Ideas in Hardy's Works论哈代作品中的宿命论观点136. Fitzgerald, Spokesman of the “Roaring 20's”----- A Study of His (e.g. The Great Gatsby)菲茨杰拉德：美国二十世纪二十年代的代言人------ 再读《了不起的盖茨比》137. Ernest Hemingway, Spokesman of the “Lost Generation”.海明威：迷惘的一代的代言人138. A Further Study of the “Code Hero” in Ernest Hemingway's Works. 再论海明威作品中的“硬汉”形象139. William Faulkner's Style in (e.g. A Rose for Emily.) 威廉。
5.大学专业英语毕业论文
英语专业毕业论文-英语委婉语的交际功能摘要委婉语是人类使用语言过程中的一种普遍现象。
它不仅是一种社会语言现象，更是一种文化现象。不管是在日常生活还是在涉外交际中，我们都要进行语言交流。
由于某些生活习惯或习俗差异，以及不同文化背景的社会具有不同的忌讳，这时我们就必须学会使用委婉语以避免尴尬或不愉快。所以本文从语言学的角度，试图通过具体的例子来探究在特定的语言环境下英语委婉语的交际功能。
只有认知委婉语在不同背景、不同环境下的使用方式，才能够调整好礼貌程度，从而把给对方的伤害降到最低限度，达到成功的交际目的。委婉语可以反映出各种各样的社会心理，从而也体现出了委婉语的各种社会交际功能。
委婉语在各个领域都有广泛的应用，对于我们学好英语，进行有效的跨文化交际有很大的帮助。关键词：委婉语；功能；忌讳；交际Communicative Function of English is a common phenomenon when people use language, which is not only a social language phenomenon, but it is also a cultural phenomenon. We all need to communicate in our daily life or in diplomacy. However, because of the difference of life habit or custom and the taboo of different culture, we must learn to use Euphemism to avoid embarrassment or unhappiness. Therefore, through linguistic facet, this paper tries to research into communicative function of English Euphemism in certain language condition by special examples. Only when can we know how to make use of Euphemism in different background and environment, we can use the proper Euphemism to minimize hurt to people and to achieve the purpose of effective communicative Euphemism reflects all kinds of social mentality and social communicative function. Euphemism is also widely used in every field, so it is good for us to study English and do effective multi-cultural intercommunication. Key words: euphemism; function; taboo; intercommunication委婉语（Euphemism）一词源自希腊语的前缀eu=well 和词根pheme=speaking。
根据《英语委婉语详解词典》的定义，委婉语是一种用无害的或悦耳的词语替代那些较直接的、唐突的言词，用善意的话语把事实掩盖起来的修饰手段。它不仅是一种社会语言现象，更是一种文化现象。
随着社会的进步，人类文明的发展，委婉语始终伴随着整个社会的言语交际过程，且充分显示了它的交际功能。委婉语在各个领域都有广泛的应用，所以委婉语的交际功能的了解对于我们学好英语，进行有效的跨文化交际有很大的帮助。
一. 避讳功能由于人对于某些事物或现象的恐惧，在语言表达时不愿言、不敢言，但有时又不得不表达出此种意思，于是人们便学会用委婉语来代替。各个民族中对于“死”的说法都有各自的委婉语。
讲英语的国家的人们和许多民族一样，忌讳直接说英语中的“死”也有多种表现形式。例如：人们常用“去了”（to pass away）， “离别了”（to depart）， “离开了我们”（to leave us）， “睡着了”（to go to sleep）， “去天国”（to go to heaven）， “最后一觉”（final sleep），得到安息 （to have found rest）等词来代替说某人“死了”（to die）。
以上回答你满意么？。
6.自学英语专业毕业论文范文
浅论基础英语教学中的文化教育 英语教学的本质是培养学生的跨文化交际能力。
但是，我国英语教育长期以来着重语言形式的学习，较忽视文化因素在教学中的作用。 基础英语文化教学应遵循兴趣原则、相关性原则、循序渐进原则、实用性原则和适度性原则。
实施基础文化教学应当完善基础英语教学大纲，加强基础英语文化教学的教材建设，改革考试形式和内容并在基础英语基础阶段开设英美文化选修课。 基础英语教学语言教育文化教育随着世界各国人民交往的日益密切，跨文化交际已成为一个重要的现实课题。
英语因其广泛的国际认知度和易用性而担当了重要的国际交流中介语的角色。 我国关键的英语教育阶段体现在大学教育阶段，但在我国基础英语教学中，培养学生得体的英语跨文化交际能力的教育理念并未受到重视，学生的英语课程学习未涉及系统的英美文化背景、生活习俗和价值观念等与文化相关的知识，直接导致很多大学生的跨文化交际知识贫乏并碍于这种跨文化交际障碍，多存在交流焦虑心理，或是只能运用英语进行低效的交流和沟通。
基础英语教学中加强文化教育的意义基础英语教学的本质要求简而言之，英语教育本质上是培养学生的跨文化交际能力。语言表达能力是跨文化交际的基础，但成功的跨文化交际不仅要求学习者在发音、语法和词汇等纯语言因素方面训练有素，还要求学习者牢固地掌握英语的支持要素，即文化要素。
交际中存在的错误大致可区分为语言错误和文化错误，操本族语的人与外族人的交流时，一般能容忍外族人的语言错误和语法错误，而对于因文化背景差异所致的违反语言交流规则，通常被认为不够礼貌，严重时会导致文化障碍。只有在同时掌握英语运用能力和英语的语言文化背景，并了解这种背景与本国文化的异同，才能进行得体的跨文化交际。
因此，文化教学也是语言教学的重要组成部分，将英语文化背景知识导入教学内容之中，改变传统"纯语言"教学模式，不仅使英语教学深入到语言符号的使用上，更重要的是培养学生的英语文化意识和文化敏感性，使之进而发展成为一种跨文化交际能力的重要手段。 我国基础英语教学中文化教学的现状、我国基础英语教学中的文化教学存在的问题尽管我国英语教育理论界对语言与文化教育的研究取得了一定成就，但有些基础英语教师的教学观念依然存在偏误，单纯地认为英语教育就是教会学生记住单词、句型、语法等语言知识。
英语文化知识教育应该是文学欣赏课程的内容，学习外语的任务就是领悟和掌握语言系统成分的正确用法及实际应用语言的能力，忽视了语言的得体性和社会环境等重要因素在交际中所起的作用。 英语教学的本质是培养学生的跨文化交际能力。
但是，我国英语教育长期以来着重语言形式的学习，较忽视文化因素在教学中的作用。基础英语文化教学应遵循兴趣原则、相关性原则、循序渐进原则、实用性原则和适度性原则。
实施基础文化教学应当完善基础英语教学大纲，加强基础英语文化教学的教材建设，改革考试形式和内容并在基础英语基础阶段开设英美文化选修课。 基础英语教学语言教育文化教育随着世界各国人民交往的日益密切，跨文化交际已成为一个重要的现实课题。
英语因其广泛的国际认知度和易用性而担当了重要的国际交流中介语的角色。 我国关键的英语教育阶段体现在大学教育阶段，但在我国基础英语教学中，培养学生得体的英语跨文化交际能力的教育理念并未受到重视，学生的英语课程学习未涉及系统的英美文化背景、生活习俗和价值观念等与文化相关的知识，直接导致很多大学生的跨文化交际知识贫乏并碍于这种跨文化交际障碍，多存在交流焦虑心理，或是只能运用英语进行低效的交流和沟通。
基础英语教学中加强文化教育的意义基础英语教学的本质要求简而言之，英语教育本质上是培养学生的跨文化交际能力。 语言表达能力是跨文化交际的基础，但成功的跨文化交际不仅要求学习者在发音、语法和词汇等纯语言因素方面训练有素，还要求学习者牢固地掌握英语的支持要素，即文化要素。
交际中存在的错误大致可区分为语言错误和文化错误，操本族语的人与外族人的交流时，一般能容忍外族人的语言错误和语法错误，而对于因文化背景差异所致的违反语言交流规则，通常被认为不够礼貌，严重时会导致文化障碍。 只有在同时掌握英语运用能力和英语的语言文化背景，并了解这种背景与本国文化的异同，才能进行得体的跨文化交际。
因此，文化教学也是语言教学的重要组成部分，将英语文化背景知识导入教学内容之中，改变传统"纯语言"教学模式，不仅使英语教学深入到语言符号的使用上，更重要的是培养学生的英语文化意识和文化敏感性，使之进而发展成为一种跨文化交际能力的重要手段。 我国基础英语教学中文化教学的现状、我国基础英语教学中的文化教学存在的问题尽管我国英语教育理论界对语言与文化教育的研究取得了一定成就，但有些基础英语教师的教学观念依然存在偏误，单纯地认为英语教育就是教会学生记住单词、句型、语法等语言知识。
来自：标准论文网，原文： /kwhjjyy/466。
7.英语专业毕业论文,请大家给点意见
跟你一样是英语专业。你可以写：
《国际会议中口译应注意的商务礼仪》，《涉外事务中口译的语气》，《文化差异在口译的表现》，《口译人员的素质要求》等
凡事牵涉到口译的因素你都可以作为论文的主题。每个主题都有很所分支，把每一支作为一章单独详细阐述。同时也要阐述这个主题的产生原因，影响因素，解决方法，达到的目的等。这样不管什么主题，8000字也能写出来的。
跟你分享下个人经历：我先找好主题，去图书馆、书店泡着，在英语、翻译书柜把所有跟我主题有关的书找出来，然后把有用的资料摘抄下来，就是我的论文了。
不管什么学校，写论文主要是老师看你有没有找资料，用心了没有。只要你找的资料够专业，够多，老师绝对保过！！！