英語文學(xué)畢業(yè)論文提綱

英語文學(xué)畢業(yè)論文提綱

　　大家不知道關(guān)于英語文學(xué)畢業(yè)論文的提綱要怎么寫?本文是小編跟大家分享的英語文學(xué)畢業(yè)論文提綱，歡迎大家瀏覽。

　　第一篇：英語文學(xué)畢業(yè)論文提綱

　　I. Introduction -------1

　　II. Several kinds of the origin of festivals in English-speaking Countries--------1

　　1. Religious and Customary------------1

　　1.1 Christmas----2

　　1.2 Boxing Day--2

　　1.3 Easter Sunday ---------------------2

　　1.4 Halloween----3

　　1.5 New Year's Day ------------------4

　　1.6 All fool's day5

　　1.7 Thanksgiving Day-----------------5

　　2. Memorial--------7

　　2.1 For great peoples------------------8

　　2.2 For great events-------------------10

　　3. Brought in by immigrant-----------11

　　Ⅲ.The festivals’ influence on people’s daily life in English-speaking countries.-------------12

　　1.Activities on the festivals' day. --12

　　1.1 Christmas party, songs and Christmas Eve dinner --------------------------12

　　1.2 Boxing Day sporting events----13

　　1.3 Lent during Easter Day ---------13

　　1.4 Parties and religious observances on New Year's Day ----------------------14

　　1.5 Activities associated with Halloween Day ------------------------------------14

　　2. Various gifts on festivals ----------15

　　3. Decorations on festivals -----------16

　　4. Family gatherings and holiday meals--------------------------------------------17

　　Ⅳ The western culture features from the point view of the festivals of English-speaking countries.-------------18

　　1.The heavy influence on people’s daily life from religion.----------------------18

　　2.The culture has an obvious special feature of city-originality-------------------18

　　Ⅴ.Conclusion--------18

　　第二篇：英語文學(xué)畢業(yè)論文提綱

　　1. Introduction

　　1.1. Understanding “interaction”

　　1.1.1. “Interaction” in socio-culture theory 1.1.2. Classroom interactions 1.2. Classroom discourse

　　1.2.1. What is classroom discourse?

　　1.2.2. IRF Content-analysis of classroom discourse

　　2. Classroom questioning and the function 2.1. Definition of classroom questioning

　　2.1.1. Conception of classroom questioning and its development 2.1.2. The criteria for effective questioning in the classroom

　　2.2. Categories of questioning and their functions the previously learnt structural knowledge)

　　2.2.1 Questioning for linguistic knowledge (for students to recall or　remember

　　2.2.2 Questioning for comprehension (for students to translate, to　grasp the meaning of materials)

　　2.2.3 Questioning for application (for students to generalize, or to use learnt materials in new and concrete situations)

　　3. Investigation on classroom questioning 3.1 Purpose and object of investigation 3.2 Method of investigation

　　4. Conclusion

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