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英語(yǔ)碩士畢業(yè)論文提綱格式
有了好的提綱就能周密地謀篇布局，使總論點(diǎn)和分論點(diǎn)有機(jī)地統(tǒng)一起來(lái)，下面是小編搜集整理的英語(yǔ)碩士畢業(yè)論文提綱格式，歡迎閱讀查看。
英語(yǔ)碩士畢業(yè)論文提綱格式一
摘要 3-5
Abstract 5-7
Contents 8-10
Abbreviations 10-11
List of Tables 11-12
Chapter 1 Introduction 12-15
1.1 Background for the Study 12
1.2 Purpose of the Present Study 12-13
1.3 Significance of the Present Study 13
1.4 Organization of the Thesis 13-15
Chapter 2 Literature Review 15-24
2.1 Defining and Classifying English Learning Motivation 15-18
2.1.1 Definitions of English Learning Motivation 15-16
2.1.2 Classifications of English Learning Motivation 16-18
2.2 Defining and Classifying Learning Procrastination 18-21
2.2.1 Definitions of Learning Procrastination 18-19
2.2.2 Classifications of Learning Procrastination 19-21
2.3 Brief Reviews of Researches on the Correlation between ELM and LP 21-22
2.3.1 Relevant Studies Abroad 21
2.3.2 Relevant Studies in China 21-22
2.4 Theoretical Framework of the Research 22-24
Chapter 3 Research Design 24-29
3.1 Research Questions 24
3.2 Subjects 24-25
3.3 Instruments 25-27
3.3.1 English Learning Motivation Questionnaire 26
3.3.2 Learning Procrastination Questionnaire 26-27
3.4 The Procedure of Study 27-29
3.4.1 Data Collection 27-28
3.4.2 Data Analysis 28-29
Chapter 4 Results and Discussion 29-60
4.1 An Overall Description of English Learning Motivation of Non-English Major Students 29-39
4.1.1 Situations of Students' Certificate Motivation 30-31
4.1.2 Situations of Students' Immediate Achievement Motivation 31-32
4.1.3 Situations of Learners' Individual Development Motivation 32-34
4.1.4 Situations of Learners'Intrinsic Interest Motivation 34-35
4.1.5 Situations of Learners'Learning Situation Motivation 35-36
4.1.6 Situations of Learners'Information Medium Motivation 36-37
4.1.7 Situations of Learners'Social Responsibility Motivation 37-38
4.1.8 Situations of Learner's Going Abroad Motivation 38-39
4.2 An Overall Description of Learning Procrastination 39-44
4.2.1 Situations of Learners'Arousal Procrastination 40-42
4.2.2 Situations of Learners'Avoidant Procrastination 42-44
4.3 Correlation Analysis between Students'ELM and LP 44-51
4.3.1 Correlation Analysis between ELM and LP in High-Score Group 46-48
4.3.2 Correlation Analysis between ELM and LP in Mediate-Score Group 48-49
4.3.3 Correlation Analysis between ELM and LP in Low-Score Group 49-51
4.4 Discussion 51-53
4.5 Major Findings 53-54
4.6 Implications 54-60
4.6.1 Recognizing Students'ELM and LP 55
4.6.2 Building up a Harmonious Teaching and Learning Situation 55-57
4.6.3 Enhancing Students'Intrinsic Interest Motivation 57-58
4.6.4 Making Differential Feedbacks at Different Level Students 58-60
Chapter 5 Conclusion 60-62
5.1 Conclusion 60
5.2 Limitations of the Research 60-61
5.3 Suggestions for Future Research 61-62
Bibliography 62-66
Appendices 66-68
Appendix A 66-67
Appendix B 67-68
Publications during the Postgraduate Program 68-69
Acknowledgements 69-70
英語(yǔ)碩士畢業(yè)論文提綱格式二
Contents 5-8
Abstract 8-10
摘要 11-13
List of Tables 13-14
Chapter One Introduction 14-18
1.1 Research Background 14-15
1.2 Research Purpose and Significance 15-16
1.3 The Organization of Thesis 16-18
Chapter Two Literature Review 18-27
2.1 The Development of Communicative Action Theory 18-22
2.1.1 Habermas's Studies 18-19
2.1.2 Theoretical Studies in China 19-21
2.1.3 Applied Studies at Home and Abroad 21-22
2.2 Metadiscourse 22-26
2.2.1 The Definitions of Metadiscourse 23-24
2.2.2 The Classifications of Metadiscourse 24-25
2.2.3 Studies about Metadiscourse in Academic Discourse 25-26
2.3 The Limitations of Previous Studies 26-27
Chapter Three Theoretical Framework 27-37
3.1 Communicative Action Theory 27-30
3.1.1 An Overview of Communicative Action Theory 27-28
3.1.2 Universal Validity Claims 28-30
3.2 An Overview about Metadiscourse 30-34
3.2.1 Metadiscourse in Academic Discourse Community 31-32
3.2.2 Hyland's Interpersonal Model of Metadiscourse 32-34
3.3 Analytical Framework 34-37
3.3.1 Metadiscourse and Communicative Action Meaning 34-35
3.3.2 The Representation of Communicative Action Meaning 35-37
Chapter Four Research Methodology 37-42
4.1 Research Questions 37-38
4.2 Data Collection 38-40
4.3 Research Methods 40-41
4.4 Research Procedures 41-42
Chapter Five Results and Discussion 42-93
5.1 Metadiscourse Markers in English Academic Discourse 42-48
5.1.1 The Distribution of Metadiscourse Markers 42-45
5.1.2 The Frequencies of Distribution 45-47
5.1.3 Validity Claims with respect to Metadiscourse Markers 47-48
5.2 The Representation of Communicative Action Meaning 48-84
5.2.1 Apperception and Metadiscourse 48-56
5.2.1.1 Transitions 49-53
5.2.1.2 Frame Markers 53-56
5.2.2 Truthfulness and Metadiscourse 56-65
5.2.2.1 Evidential 56-59
5.2.2.2 Endophoric Markers 59-62
5.2.2.3 Code Glosses 62-65
5.2.3 Sincerity and Metadiscourse 65-77
5.2.3.1 Hedges 66-70
5.2.3.2 Boosters 70-72
5.2.3.3 Attitude Markers 72-77
5.2.4 Correctness and Metadiscourse 77-84
5.2.4.1 Self Mentions 78-81
5.2.4.2 Engagement Markers 81-84
5.3 Summary 84-87
5.4 A Unitary Way or Multiple Way? 87-93
Chapter Six Conclusion 93-100
6.1 Research Findings 93-97
6.2 Research Implications 97-98
6.3 Research Limitations 98-100
Bibliography 100-106
Acknowledgements 106-107
Appendix Ⅰ Publication in the Period of Master 107-108
Appendix Ⅱ Sources of Academic Articles 108-110
英語(yǔ)碩士畢業(yè)論文提綱格式三
中文摘要 3-5
Abstract 5-6
Table of Contents 7-8
List of Tables 8-9
List of Figures 9
List of Boxes 9-10
Acronyms 10-14
CHAPTER ONE:INTRODUCTION OF THE RESEARCH 14-31
1.1 BACKGROUND OF THE STUDY 14-17
1.2 PROBLEM STATEMENT 17-18
1.3 RESEARCH OBJECTIVES 18-19
1.4 CONCEPTUAL FRAMEWORK 19
1.5 SIGNIFICANCE OF RESEARCH 19-20
1.6 DEFINITION AND THEORIES OF TERMS 20-22
1.7 RESEARCH METHODOLOGY 22-31
CHAPTER TWO:LITERATURE REVIEW 31-55
2.1 INTRODUCTION 31-32
2.2 ANALYZE THE DIFFERENT THEORIES OF POVERTY 32-34
2.3 GROWTH AND POVERTY REDUCTON-GENERAL RELATIONS 34-36
2.4 RELATIONSHIP BETWEEN AGRICULTURAL DEVELOPMENT AND POVERTY REDUCTION 36-39
2.5 AGRICULTURE AND PRO-POOR GROWTH 39-48
2.6 RURAL POVERTY IN BANGLADESH 48-55
CHAPTER THREE:REVIEW OF POVERTY REDUCTION AND AGRICULTURALPOLICIES IN BANGLADESH 55-86
3.1 INTRODUCTION 55
3.2 OBJECTIVES AND PRINCIPLES OF AGRICULTURAL POLICY 55-58
3.3 PROCESS OF MAKING AND IMPLEMENTING AGRICULTURAL POLICY 58-61
3.4 BACKGROUND OF THE AGRICULTURAL POLICY OF BANGLADESH 61-63
3.5 MAJOR AGRICULTURAL POLICIES 63-79
3.6 REVIEW ON POVERTY REDUCTION STRATEGY 79-82
3.7 POVERTY MAP OF BANGLADESH-A BRIEF SCENARIO 82-86
CHAPTER FOUR:RESULTS AND FINDINGS FROM THE FIELD SURVEY 86-105
4.1 FARM HOUSEHOLD INTERVIES 86-92
4.2 SITUATION OF MARKET AND MARKET ACCESS 92-96
4.3 SITTUATION OF AGRICULTURAL INPUT AND SUBSIDY 96-100
4.4 SITUATION OF EXTENSION TRAINING AND EDUCATION 100-102
4.5 OPINIONS OF GOVERNMENT OFFICIALS ON AGRICULTURAL POLICY 102-105
CHAPTER FIVE:CONCLUSION AND DISCUSSION 105-116
5.1 CONCLUSION 105-108
5.2 DISCUSSION 108-111
5.3 PROBLEMS IN RESEARCH 111-112
5.4 RECOMMENDATIONS FOR FURTHER POLICY REFORM 112-116
REFERENCES 116-124
ACKNOWLEDGEMENT 124-125
ANNEX 125-140
CURRICULUM VITAE 140-141
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