篇一：英语开题报告
外国语学院2013—2014学年第一学期
《英语学术论文写作》开题报告：得分 等级
题目： A Negotiation on the Problems and Solution of Oral
姓名：
班级：
学号：
日期：
A Negotiation on the Problems and Solution of
Oral English in Remote Rural
Primary Schools
Ⅰ Purpose and significance
According to the unders tanding of the New Curriculum, combining with
classroom practice, we have been exploring the status and the causes of students '
English communicative ability in remote rural primary schools, and seeking to the
strategies to improve students' oral English communicative competence in suburban
areas; simultaneously through the study of this subject teachers are in a position to
transform traditional teaching ideas in order to improve classroom teaching.
1, according to the understanding of the New Curriculum, combining classroom
practice, we have been exploring the status and the causes of students 'English
communication ability in remote rural primary schools.
2, by the research on improving students' English speaking ability ,to improve the
efficiency of classroom learning.
3, through research, to improve their English literacy teachers, to improve
teaching methods to improve teaching ability.
4, through research and practice, to allow for better teaching oral English
classroom teaching service, improve teaching efficiency.
Ⅱ Domestic and foreign research status and prospects
Domestic:
In Influencing Factors of Teaching Spoken English , the famous expert Liu
Jinlan metions,“In traditional teaching of spoken English,the students do not bring the
subjectivity into full play,the teaching effect is not very idea.i” New situation, and the
traditional methods of teaching spoken english must be completely changed,intend
to improve the oral communication skills of students.In order to achieve the goal,we
must recognize the effect of the impact of the oral teaching of the relevant factors,
such as the psychological factors,listen,speak, culture and adopt scientific and
reasonable strategy of teaching.
In cultivation of students’ spoken English ability, the well-known expert Fang
Huijuan considers,“The purpose of learnig English is proficient in oral
communication. Spoken English, also oral expressing ability is the key factor of
influencing oral communication.ii” Thus, the cultivation of spoken English is
universally appreciated. However, the iiigeneral standard of Primary school
students’spoken English ability remains worrisome.
Foreign:
In Second Language Teaching and Learning Nunun, David. believes,“The
interest affects efficiency of improving spoken English.iv” The results indicate the
students who are interested in speaking English can get twice the results with half the
effort. To those who are not very interested in speaking English, they not only wait for
the teacher to teach them English passively, but also usually are asked to open their
mouths to speak English.
Application Prospects:
As China continues to develop gradually, education of this line is gaining more
and more attention from people and teachers. And spoken English as a kind of skill,
especially in accordance with the current trend of economic development, we are
increasingly close with the international communication.Learning some practical oral
knowledge ,we can deal with the problem of work, business, and other aspects
encountered abroad.
As modern people, we have no reason to avoid or refuse to learn spoken
English,otherwise we should learn it as early as possible, which is very useful for
enhancing ourselves competitiveness.With the development of the Ages,spoken
language is becoming a learning trend of the times.
Ⅲ References:
[1] Nunun, David. Second Language Teaching and Learning[M]. Boston, MA:
Heinle and Heinle, 1999.
[2]杨玉林等，《英语教育学》[M].旅游教育出版社，1994 . 186 .
[3]刘金兰. 试论影响英语口语教学效果的相关因素[J]. 教育实践与研究
2006,(9)
[4] 方惠娟. 学生英语口语能力培养[J]. 教学与管理：理论版，2002, (8).
[5] 学科评价课题组.《中小学外语教学》[J].2004—1—2 .
[6] 邱东林等,“改革大学英语测试内容，提高学生英语口语水平”，《外语界》
[J] ，2004—1—24 .
[7] 胡春洞，《英语教学法》高等教育出版社[M]，1990 .154.
ⅣThe main contents, methods and ideas:
The main contents:
In primary schools’ English teaching, how to improve the efficiency of classroom
teaching spoken language,and how to cultivate students' interest in learning spoken
English, and how to improve students the language of the quality of the
comprehensive development are the main concern of English teachers. Around this
theme, it is necessary for the English teachers to take various means to mobilize the
enthusiasm of students. Aiming at the primary school English teachers not paying
attention to defects, combining with classroom practice, we have been exploring the
status and the causes of students 'English communication ability in remote rural
primary schools, and seeking to the strategies to improve students' oral English
communicative competence in suburban areas; simultaneously through the study of
this subject teachers are in a position to transform traditional teaching ideas in order to
improve classroom teaching;
Methods:
(A) On the basis of inspecting, collecting, collating some relevant information about
spoken English,of learning about the topics of research and practical experience, to
clarify the status of spoken English in teaching, and to promote the role of teaching
and improve students' oral English ,we must take some effective ways to require reasonable rational knowledge.
(B) the questionnaire
1, the survey objectives
(1) student awareness of spoken English, and the status quo.
(2) the student's awareness and satisfaction of the teachers’spoken language in the
classroom.
(3) the degree of students interest of spoken English learning.
2, survey
all students from grade 3 to grade 6
3, the questionnaire design
Research ideas:
Research ideas in this paper are divided into the following three stages: gathering
information to determining the topic; writing the research proposal; and writing
papers. The main idea and the framework are as follows:
1 Introduction
2 Domestic and foreign research status on spoken English Teaching
2.1 Domestic Research on Spoken English Teaching in remote primary ruralschool
2.2 Foreign Research on Spoken English Teaching in remote primary
rural schools
2.3 Existing language learning theories
2.4 New requirements proposed by New Curriculum Standards
3 Problems and Solutions of Oral English in Remote Rural Primary Schools
3.1Problems of Oral English In Remote Rural Primary Schools
3.2 Solutions of Oral English In Remote Rural Primary Schools
4 Conclusion
篇二：英语开题报告的标准格式
By Li Gang
The Teaching of Culture in the English Language Education I. Introduction
In teaching English as a foreign language, the importance of teaching culture has been widely recognized. However how to teach culture in foreign language education is a problem faced by language educators all over the world. In the present thesis concerning linguistic theories and various ways of teaching foreign culture in the English classroom will be surveyed and studied in the light of Chinese situation. The present thesis stresses that culture teaching is very essential in the English language education. The teaching of language and the teaching of culture are of the same importance in the English classroom.
Language and culture are closely related. In foreign language education, the definition of culture teaching should include all the human achievements of civilization and the ways of life and the different habits of people. Culture differences are reflected in languages and communicative activities. Furthermore it makes great difference in communication whether learners can understand or know the cultural differences, cultural rules, and even the cultural taboos.
However, in traditional approaches to language teaching, the aims of a language teaching course are very often defined with reference to the four " language skills ": understanding speech, speaking, reading and writing. Culture teaching is not taken so important a teaching target as the above mentioned language skills. Because of the lack of cultural knowledge, students often make cultural mistakes when they communicate with native speakers.
From years of my experience in teaching English, I gradually realize the importance of culture teaching to Chinese students. English teaching should be aimed at developing students’ communicative competence so that they would be able to react freely and proper with native speakers of English in various social situations. Language should be taught in culture. The two are of the same importance.
II. Outline
The Background Theories In this part I will describe the theories of communicative competence by
D. Hymes and
M, A. K.
Halliday, which have led to a change of focus in English teaching. The theories show us the importance of culture teaching and that language and culture are intertwined, that it is not possible to teach a foreign language without teaching its culture.
2.2 The Relationship Between Language and Culture
I will discuss the relationship between language and culture in this part. What is culture? What is language? Is there diversity among cultures? How do language and culture interact?
2.3 Cultural Goals
In this part, I will discuss the cultural goals for Chinese students. Some advantage will possibly be shown in this study.
2.4 Teaching Culture in the English Classroom
In this part, I will discuss the content and methods of teaching culture in the English classroom.
2.5 Conclusion
From the above research we can naturally come to the conclusion that only by applying mehods enhancing transcultural communications and conducting research into English teaching methodology can we greatly stimulate the reform and development of English teaching.
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[11] Wu, Bing. Chinese Teachers’Role in the Teaching of American Literature [J]. Foreign Language
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篇三：英语专业毕业论文开题报告
湖南人文科技学院
题目（中文）： 互动教学在初中英语课堂中的应用（英文）: 本科生毕业论文档案材料 学生姓名： 学 号 系 部：专业年级：指导教师（姓名）： （职称）：
湖南人文科技学院教务处
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