英語(yǔ)專業(yè)博士論文大綱最新范文
發(fā)布時(shí)間:2017-05-11 08:10
英語(yǔ)專業(yè)博士論文大綱最新范文一:
任務(wù)復(fù)雜度和工作記憶對(duì)中國(guó)英語(yǔ)學(xué)習(xí)者口語(yǔ)產(chǎn)出的影響研究
Abstract 6-8
摘要 9-17
Chapter One Introduction 17-26
1.1 Background of the study 17-22
1.2 Objectives of the study 22-24
1.3 Organization of the dissertation 24-26
Chapter Two Review of the Literature 26-80
2.1 Task and task-based language teaching 26-31
2.1.1 Introduction to TBLT 26-28
2.1.2 Defining tasks 28-31
2.2 Task complexity and task performance 31-70
2.2.1 Early constructs of task complexity 31-34
2.2.2 The current competing theories of task complexity 34-51
2.2.2.1 The Limited Attentional Capacity Model 36-41
2.2.2.2 Multiple Attentional Resource Model 41-49
2.2.2.3 Evaluation of the competing theories of task complexity 49-51
2.2.3 Cognitive factors and task performance 51-70
2.2.3.1 Reasoning demands and task performance 52-64
2.2.3.2 Contextual support as task complexity 64-70
2.3 Working memory in SLA 70-80
2.3.1 Models of working memory 72-75
2.3.2 Measurement for working memory 75-77
2.3.3 Working memory and task performance 77-80
Chapter Three Research Methodology 80-106
3.1 Research justifications, questions and hypotheses 80-85
3.2 Operationalization 85-87
3.2.1 Task complexity 85-86
3.2.2 Working memory capacity 86-87
3.3 Research Design 87-89
3.4 Participants 89-90
3.5 Instruments 90-94
3.5.1 C-Test 90-91
3.5.2 Background and bio-data questionnaire 91-92
3.5.3 Working memory test 92
3.5.4 Oral narrative test 92-94
3.5.5 Affective variable questionnaire 94
3.6 Research procedures 94-97
3.7 Production measures 97-104
3.7.1 Complexity measures 100-101
3.7.2 Accuracy measures 101-103
3.7.3 Fluency measures 103-104
3.8 Interrater reliability 104-106
Chapter Four Results 106-149
4.1 Across-task comparisons 106-133
4.1.1 Higher working memory capacity group 107-120
4.1.1.1 Results related to hypothesis 1.1 114-117
4.1.1.1.1 Reasoning demand under+contextual support condition 114-115
4.1.1.1.2 Reasoning demand under-contextual support condition 115-117
4.1.1.2 Results related to hypothesis 1.2 117-120
4.1.1.2.1 Contextual support under-reasoning demand condition 117-119
4.1.1.2.2 Contextual support under+reasoning demand condition 119-120
4.1.2 Lower working memory capacity group 120-133
4.1.2.1 Results related to hypothesis 1.3 127-130
4.1.2.1.1 Reasoning demand under+contextual support condition 127-129
4.1.2.1.2 Reasoning demand under-contextual support condition 129-130
4.1.2.2 Results related to hypothesis 1.4 130-133
4.1.2.2.1 Contextual support under-reasoning demand condition 130-132
4.1.2.2.2 Contextual support under+reasoning demand condition 132-133
4.2 Between-groups comparisons 133-145
4.2.1 Results related to hypothesis 2.1 134-136
4.2.2 Results related to hypothesis 2.2 136-142
4.2.3 Results related to hypothesis 2.3 142-145
4.3 Affective perception results 145-149
Chapter Five Discussion and Conclusion 149-171
5.1 spoken productions across tasks 149-158
5.2 Between-groups comparisons 158-160
5.3 Major findings of present study 160-165
5.4 Theoretical implications 165-167
5.5 Pedagogical implications 167-168
5.6 Limitations and suggestions for future research 168-170
5.7 Conclusion 170-171
Bibliography 171-193
Appendix A participants' profiles 193-194
Appendix B Cloze Test 194-196
Appendix C Background and Bio-Data Questionnaire 196-198
Appendix D Picture Sets 1. A letter from a fish 198-199
Appendix D Picture Sets 2. Dad's signature 199-200
Appendix D Picture Sets 3. The sunset picture 200-201
Appendix D Picture Sets 4. There is a limit to the rebuke 201-202
Appendix E Affective Variable Questionnaire 202-203
Appendix F Task instructions given to participants 203-205
Acknowledgements 205-206
英語(yǔ)專業(yè)博士論文大綱最新范文二: 基于意義進(jìn)化論的典籍英譯模式研究
中文摘要 4-7
Abstract 7-9
第一章 緒論 12-19
1.1 研究背景 12-14
1.2 研究問(wèn)題與意義 14-16
1.3 研究?jī)?nèi)容與方法 16-17
1.4 論文結(jié)構(gòu) 17-19
第二章 意義進(jìn)化論 19-43
2.1. 意義進(jìn)化論的三個(gè)維度 20
2.2. 意義進(jìn)化論的理論基礎(chǔ) 20-23
2.2.1 生物科學(xué) 20-21
2.2.2 社會(huì)構(gòu)建主義 21
2.2.3 中國(guó)陰陽(yáng)學(xué)說(shuō) 21-23
2.3. 意義進(jìn)化論與語(yǔ)法隱喻 23-26
2.4. 概念基塊 26-41
2.4.1 概念基塊的三個(gè)層次 26-29
2.4.2 英漢概念基塊比較 29-39
2.4.3 概念基塊的生成與構(gòu)建 39-41
2.5. 為什么是意義進(jìn)化理論 41-43
第三章 翻譯研究 43-61
3.1 翻譯研究的語(yǔ)言學(xué)視角 43-50
3.1.1 歷史淵源 44-45
3.1.2 影響翻譯研究的主要語(yǔ)言學(xué)流派 45-48
3.1.3 問(wèn)題與不足 48-50
3.2 國(guó)內(nèi)外翻譯過(guò)程研究成果 50-61
3.2.1 Bell翻譯過(guò)程模式 51-54
3.2.2 框架操作模式 54-57
3.2.3 貢獻(xiàn)和不足 57-61
第四章 典籍英譯模式的構(gòu)建 61-126
4.1 典籍作品英譯研究 61-68
4.1.1 研究成果 61-63
4.1.2 問(wèn)題與不足 63-68
4.2 典籍英譯過(guò)程特點(diǎn) 68-71
4.3 典籍英譯過(guò)程模式 71-126
4.3.1 模式研究所屬范疇 71-74
4.3.2 模式需要解決的問(wèn)題 74-75
4.3.3 模式的獨(dú)特性 75-80
4.3.4 模式圖的操作步驟 80-126
第五章 典籍英譯模式應(yīng)用——《中庸》英譯 126-171
5.1《中庸》的英譯研究 127-130
5.1.1 《中庸》五個(gè)英譯本 127-128
5.1.2《中庸》英譯研究現(xiàn)狀與不足 128-130
5.2 《中庸》核心概念、小句、篇章的英譯 130-136
5.3 《中庸》英譯過(guò)程實(shí)證研究 136-171
5.3.1 實(shí)證對(duì)象 137
5.3.2 實(shí)證過(guò)程 137-138
5.3.3 數(shù)據(jù)收集與分析 138-167
5.3.4 結(jié)論與啟發(fā) 167-171
第六章 結(jié)語(yǔ) 171-178
6.1 研究總結(jié) 171-175
6.2 研究貢獻(xiàn) 175-176
6.3 局限與展望 176-178
參考文獻(xiàn) 178-190
附錄 190-194
攻讀學(xué)位期間公開(kāi)發(fā)表的論文及出版的譯著 194-195
致謝 195-197
英語(yǔ)專業(yè)博士論文大綱最新范文三: 順應(yīng)論視角下學(xué)術(shù)建議互動(dòng)中的身份建構(gòu)研究
ACKNOWLEDGEMENTS 5-7
摘要 7-10
ABSTRACT 10-12
ABBREVIATIONS AND TRANSCRIPTION NOTATIONS 20-22
CHAPTER ONE INTRODUCTION 22-31
1.1 Object of the Study 22-25
1.2 Aims of the Study 25-26
1.3 Significance of the Study 26-28
1.4 Overview of the Dissertation 28-31
CHAPTER TWO LITERATURE REVIEW 31-57
2.1 Identity and Identity Construction 31-44
2.1.1 Defining identity and identity construction 32-38
2.1.2 Classifications of identity 38-42
2.1.3 Pragmatic approach to identity and identity construction 42-44
2.2 Identity Construction in Academic Interaction 44-48
2.2.1 Identity construction in spoken academic interaction 45-46
2.2.2 Identity construction in written academic interaction 46-48
2.3 Studies on Advising 48-55
2.3.1 Advising as a speech act 48-52
2.3.2 Advising as a problem-solving activity 52-53
2.3.3 Identity construction and advising 53-55
2.4 Summary 55-57
CHAPTER THREE THEORETICAL FRAMEWORK 57-81
3.1 A Sketch of the Theoretical Background 57-70
3.1.1 Community of practice 57-59
3.1.2 Identities and speech acts 59-61
3.1.3 Linguistic Adaptation Theory 61-70
3.2 The Working Analytical Framework 70-79
3.2.1 Identity construction as a means of satisfying communicative needs 70-72
3.2.2 Identity construction as a process of making choices 72-74
3.2.3 Identity construction as a dynamic process 74-77
3.2.4 Identity construction as an adaptation to contextual correlates 77-79
3.3 Summary 79-81
CHAPTER FOUR METHODOLOGY 81-109
4.1 Research Questions 81-82
4.2 Data Collection 82-85
4.2.1 Data source 82-84
4.2.2 Data sets and their description 84-85
4.3 Data Analysis 85-107
4.3.1 Identifying and extracting advising acts 85-97
4.3.2 Analyzing identity construction 97-101
4.3.3 Classifying identities constructed in institutional interactions 101-105
4.3.4 Contextual correlates of identity construction in academic advising interaction 105-107
4.4 Summary 107-109
CHAPTER FIVE CONSTRUCTING IDENTITIES THROUGH MAKING LINGUISTIC CHOICES IN ACADEMIC ADVISING INTERACTION 109-148
5.1 Default Identity and Linguistic Choices for Its Construction 109-127
5.1.1 The identity of a knowledgeable expert and linguistic choices for its construction 111-115
5.1.2 The identity of an authoritative expert and linguistic choices for its construction 115-120
5.1.3 The identity of a modest expert and linguistic choices for its construction 120-124
5.1.4 The identity of an amiable expert and linguistic choices for its construction 124-127
5.2 Deviational Identities and Linguistic Choices for Their Construction 127-143
5.2.1 The teacher identity and linguistic choices for its construction 127-132
5.2.2 The identity of a researcher and linguistic choices for its construction 132-138
5.2.3 The identity of a virtual advice-receiver and linguistic choices for its construction 138-141
5.2.4 The identity of a layperson and linguistic choices for its construction 141-143
5.3 Distribution of Various Identities in Advising Sequences 143-145
5.4 Summary 145-148
CHAPTER SIX CONSTRUCTING IDENTITY AS A DYNAMIC PROCESS IN ACADEMIC ADVISING INTERACTION 148-179
6.1 Identity Modification in Academic Advising Sequences 148-155
6.2 Identity Shift in Academic Advising Sequences 155-176
6.2.1 Identity shift with a clear sequential order 156-170
6.2.2 Shift between two alternately constructed identities in an advising sequence 170-173
6.2.3 Identity shift indicated by one identity construction embedded in another 173-176
6.3 Summary 176-179
CHAPTER SEVEN IDENTITY CONSTRUCTION ADAPTIVE TO CONTEXTUAL CORRELATES TO SATISFY COMMUNICATIVE NEEDS IN ACADEMIC ADVISING INTERACTION 179-215
7.1 Constructing Identity Dynamically to Satisfy Communicative Needs in Academic Advising Interaction 179-193
7.1.1 Communicative needs in academic advising interaction 180-183
7.1.2 Constructing various identities to satisfy communicative needs 183-186
7.1.3 Making identity modification and identity shift to satisfy communicative needs 186-193
7.2 Identity Construction as an Adaptation to Various Contextual Correlates in Academic Advising Interaction 193-214
7.2.1 Identity construction adapting to the social world 193-201
7.2.2 Identity construction adapting to the mental world 201-207
7.2.3 Identity construction adapting to the physical world 207-209
7.2.4 Interadaptability of identity construction and contextual correlates in academic advising interaction 209-214
7.3 Summary 214-215
CHAPTER EIGHT CONCLUSION 215-225
8.1 Major Findings of the Study 215-218
8.1.1 Default and deviational identities constructed in academic advising interaction 215-216
8.1.2 Dynamics of identity construction in academic advising interaction 216-217
8.1.3 Identity construction adaptive to contextual correlates to satisfy communicative needs in academic advising interaction 217-218
8.2 Implications of the Study 218-222
8.2.1 Theoretical implications of the study 218-221
8.2.2 Pedagogical implications of the study 221-222
8.2.3 Methodological implications of the study 222
8.3 Limitations of the Study 222-223
8.4 Suggestions for the Future Research 223-225
REFERENCES 225-243
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