论文小编精心推荐阅读：
开题报告 | 论文提纲 | 论文范文 | 论文致谢 | 论文答辩 | 论文格式 | 论文写作
在写作过程中，论文提纲的作用往往被忽视，但实际上它在论文中起着重要的组织作用。以下是四个英文论文提纲的范例，希望能为大家提供参考。
❈ 本科英语论文提纲范文样本 ❈
Abstract 3-4
摘要 5-8
List of Abbreviations 8-9
Chapter One Introduction 9-13
1.1 Research Background 9-11
1.2 Necessity and Objectives of the Study 11-12
1.3 Thesis Organization 12-13
Chapter Two Literature Review 13-27
2.1 Defining Explicit Linguistic Knowledge (ELK) and Implicit Linguistic Knowledge (ILK) 13-16
2.2 Relationship Between Explicit and Implicit Knowledge 16-19
2.2.1 Non-interface Hypothesis 16-17
2.2.2 Strong-interface Hypothesis 17
2.2.3 Weak-interface Hypothesis 17-19
2.3 Measuring ELK and ILK 19-21
2.4 Explicit and Implicit Learning and Instruction 21-24
2.5 Relevant Previous Researches 24-27
2.5.1 Previous Studies Abroad 24
2.5.2 Previous Studies at Home 24-27
Chapter Three Research Methodology 27-31
3.1 Hypotheses 27
3.2 Participants 27
3.3 Instruments 27-30
3.4 Data Collection 30
3.5 Data Analysis 30-31
Chapter Four Results and Discussion 31-43
4.1 The Current Level of Non-English Majors’ ILK 31-34
4.2 The Current Level of Non-English Majors’ ELK 34-36
4.3 Comparing Learner ILK and ELK 36-39
4.4 The Relationship Between Learner ILK and ELK 39-43
4.4.1 Correlation Analysis Between ELK and ILK 40-41
4.4.2 Correlation Analysis Between the ELK and ILK of Each Specific Grammatical Structure 41-43
Chapter Five Conclusion 43-47
5.1 Research Findings 43
5.2 Implications 43-45
5.3 Significance of the Study 45
5.4 Limitations and Further Suggestions 45-47
References 47-50
Appendix I 50-52
Appendix II 52-54
Acknowledgements 54
❈ 本科英语论文提纲范文样本 ❈
1 Introduction
1.1 Significance of the research
1.2 Organization of the thesis
2 Literature Review
2.1 Researches on monolingual mental lexicon
2.1.1 Definition of mental lexicon
2.1.2 Models of mental lexicon: a developing one
2.2 Research methodology of bilingual mental lexicon
2.2.1 Word association paradigm
2.2.2 Word translation task
2.2.3 Cross-language priming paradigm
2.3 Theories on bilingual mental lexicon
2.3.1 Weinreich’s three hypotheses: the ancestor of bilingual
mental lexicon models
2.3.2 Paivio’s bilingual dual-coding theory
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2.3.3 Kroll & Stewart’s revised hierarchical model
2.3.4 De Groot’s distributed representation model
3 Extended Bilingual Distributed Representation Model
3.1 Setting and characteristic of L2 word acquisition
3.2 Psychological mechanism of L2 word acquisition
3.2.1 Coactivation pattern: L2 word representation manner
3.2.2 Simultaneous formation of semantic memory and episodic memory
3.3 Semantic restructuring in L2 vocabulary development
4 Implications for L2 Word Meaning Acquisition
4.1 Unbalanced performance on language comprehension
and production
4.1.1 Receptive vs. productive vocabulary: imbalance on
acquisition difficulty
4.1.2 Positive effect of episodic memory
4.2 Negative semantic transfer
4.2.1 Episodic memory: the primary cause of negative semantic transfer
4.2.2 Negative effect of episodic memory
4.3 Episodic memory and L2 word meaning acquisition
4.3.1 Applying episodic memory: when and how
4.3.2 Strengthening semantic memory: why and how
5 Conclusion
❈ 本科英语论文提纲范文样本 ❈
Acknowledgements 4-5
Abstract 5
摘要 6-9
Chapter One Introduction 9-16
1.1 Introduction 9
1.2 Background of the Study 9-12
1.3 Purpose of the Study 12-13
1.4 Significance of the Research 13-14
1.5 Thesis Structure 14-16
Chapter Two Literature Review 16-25
2.1 Introduction 16
2.2 Theoretical Background of Communicative Language Teaching 16-19
2.2.1 Concept of Communicative Competence 16-17
2.2.2 Hymes'Idea on Communicative Competence 17-18
2.2.3 Canale and Swain's Theory 18-19
2.3 Overview of Communicative Language Teaching 19-22
2.3.1 Development of Communicative Language Teaching in China 19-20
2.3.2 Features of Communicative Language Teaching 20-22
2.4 Relationship between Language Testing and Language Teaching 22
2.5 Summary 22-25
Chapter Three Analysis of IELTS Speaking Test and Questionnaire 25-36
3.1 Introduction 25
3.2 Analysis of IELTS Speaking Test 25-28
3.2.1 Structure of IELTS Speaking Test 25-27
3.2.2 Communicative Approach Embodied in IELTS Speaking Test 27-28
3.3 The Questionnaire 28-34
3.3.1 Design 28-29
3.3.2 Participants 29-32
3.3.3 Methods 32
3.3.4 General Results 32-34
3.4 Summary 34-36
Chapter Four Findings and Discussion 36-54
4.1 Introduction 36
4.2 Chinese Candidates'Performance in IELTS Speaking Test 36-38
4.3 IELTS Candidates'Attitude towards Oral English Teaching 38-43
4.4 Explanations for the Situation 43-45
4.5 Implications for College Oral English Teaching 45-52
4.5.1 Teaching Goal 46-47
4.5.2 Teaching Content 47-48
4.5.3 Teaching Methods 48-51
4.5.4 Make Use of Modern Teaching Equipment 51
4.5.5 Establish an Extracurricular Supervision System 51-52
4.5.6 Improve Oral English Testing and Evaluation 52
4.6 Summary 52-54
Chapter Five Conclusion 54-57
5.1 Summary of the Findings 54-55
5.2 Limitations and Suggestion for Further Study 55-57
Appendix Questionnaire 57-58
Bibliography 58-62
❈ 本科英语论文提纲范文样本 ❈
中文摘要 4-6
Abstract 6-8
Chapter One Introduction 12-15
1.1 Research Background 12-13
1.2 Purpose and Significance of the Study 13-14
1.3 Organization of the Thesis 14-15
Chapter Two Literature Review 15-34
2.1 Definitions of Affect 15-17
2.2 Classifications of Affect 17-23
2.2.1 Individual Factors 17-21
2.2.2 Co-relative Factors 21-23
2.3 Relevant Theories of Affect 23-30
2.3.1 Krashen’s Monitor Model 24-28
2.3.2 Piaget’s Constructivist Theory 28-30
2.4 Relevant Studies Abroad and at Home 30-34
2.4.1 Relevant Studies Abroad 31-32
2.4.2 Relevant Studies at Home 32-34
Chapter Three Methodology 34-37
3.1 Research Questions 34
3.2 Research Subjects 34-35
3.3 Research Instruments 35
3.4 Research Procedures 35-36
3.5 Research Methods 36-37
Chapter Four Data Analysis and Discussion 37-54
4.1 Application on Students’ Learning 37-45
4.1.1 Fostering Students’ Positive Attitude 37-38
4.1.2 Stimulating Students’ Motivation 38-40
4.1.3 Enhancing Students’ Self-esteem and Self-confidence 40-42
4.1.4 Developing Students’ Empathy 42-43
4.1.5 Lowering Students’ Anxiety 43-45
4.2 Application on Teachers’ Teaching 45-48
4.2.1 Getting a Better Understanding to their Students 46-47
4.2.2 Identifying Teachers’ Attitude to the Students 47-48
4.3 Discussions on the Results 48-54
4.3.1 Differences between Traditional Teaching and ScaffoldingInstruction 48-50
4.3.2 Applications on Affective Teaching Methods 50-54
Chapter Five Conclusion 54-59
5.1 Implications 54-58
5.1.1 Stimulating Students’ Learning Process 54-56
5.1.2 Improving Teachers’ Affective Qualities 56-58
5.2 Limitations and Suggestions 58-59
Bibliography 59-64
Appendix 64-67
作者简介 67-68
Acknowledgements 68