众文网1.求英文毕业论文 题目是Three ways to imporve listening ability
How can I improve my English listening ability?To improve your listening ability, "practice makes perfect" is the only way out. There's no shortcut. I believe shortcuts are for those talented people, not for the frustrated common brains. Just do it. But please be sure to set your hands over other aspect of English as you plough about the listening part, since English is a language, in which a manifold of skills add fuels to one another. This is a better way to have a profound English base: Writing in preparations for talking. Talking (imitation the standard). Get used to the sounds and you will improve your listening ability naturally and unawares. Join interactive English programs to make the language real. Just be patient enough to get your goal step by step. Relax and have fun during the learning of English is a much healthier way. Make full use of the abundant materials and shift between ways to learn (e.g. reading today, watching TV tomorrow, going to English corner next week 。
and so on) and you never get bored by English as many others have complained it to be. In fact, it's fun.Little by little, we learn English (including listening) from what real life provides to us.Now, we are talking about listening exams!!! They are driving us nuts. Enough patience to wait for the day when your English finally sees an improvement, but it could be your sixtieth birthday. Before that, you surely got to take a lot of listening exams.In fact, when a listening comprehension exam is being taken, what counts as another core element besides the English ability is the psycho-status of the test takers.I think the fundament of English ability is static for a person during a considerable period of time. (Things do not always have skyrocketing upgrades unless a stack of steady storages precedes.) So, no matter how hard you work, you are working for an improvement in a god-knows-when day. It might well go beyond all your exams.And the KEY POINT is that, you work hard, you feel no improvement and you get nervous at the same time you listen to the tape or computer. This is VITAL!!! Being nervous has proven to be the cold blood killer of listening exam takers.You may have this experience in a listening test: There is an occasion of being stuck in a problem when you are not sure about its proper answer. Maybe the tape or computer has left you a vague pronunciation or maybe you simply do not know that word or phrase. Now, you stop and ponder over it. But the exam goes on and the tape or computer waits for no one. You lagged behind. You then put away the former one. But it's too late, you have missed half of the next problem. This is exact the time to trigger your nervousness in the listening part.As I have stated at the very beginning, the English base is the premise to every individual sub-abilities. If you don't know a lot of words, you are listening nothing but mysterious codes. You will be mad. Well, no one can save you. What you really need is to make up your mind to put enough time and energy to work on your BASE.If you are well based yet and still find yourself ultra-strained in the exams, perhaps those TIPS and insights I shared with you is going to give you a helping hand out of it. There's a will there's a way. The moment when you reach the summit and look back down on the harsh rocky ways you have survived, you are at the top of your happiness, your confidence and your will.。
2.我需要写一篇毕业论文,题目是How to arouse the students' interests
How to arouse the students' interests in English learning 这篇的内容可以参考下：）~~At present, the population of the world is more than 6 billion people. There are a lot of nationalities and very different culture. They use all kinds of languages as their own mother tongue. In the modern time, within thousands of languages.These methods consisted of introducing issues of personal interest to the students, and paying attention to the learning needs of individuals. I also describe in detail the responses of one student to a new method of teaching, in which his own talents as a poet are harnessed to motivate him to study English. I show how changing my methodology has helped my students to become better learners.Let them learn the words by help of sentence context. You can ask them to look up the words in a dictionary and find out the English meaning of very new word. Of course it would be better if you encourage them to try to give the English meaning themselves. As they are high school learners , you'd better assign some exercise every time when a new word is taught. Of course the exercise must be devoted to the use of the new word. As fior the slow learners, you must ask them to read more. Anyway every student must read a lot, not only words, but also essays.In traditional classroom teaching, teachers teach and students listen to the teachers passively. When I was a teenager, the students just learned passively and didn't have much interest in English. Teachers stuffed the knowledge into the students. And students just sat there and seldom spoke, just as they were doing in my non-English major classes now. In this kind of situation, in my first cycle of AR I focused my attention on this question: “How can I motivate my new students to speak in non-English major classes?” and began my Action Research， “Interest is the best teacher.” (Chinese saying) Cultivating students' interest is a basic way for non-English major students to learn English better. After finishing my first AR circle “How can I motivate my fresh students to speak English in non-English major class at Guyuan Teachers College?” I achieved so much just as I mentioned in previous context with Ding Shengyong Lu Yuhong and Du Wendi, three students in my class began to raise their hands and answer my questions during the English class.So that was a simple but practical method to cultivate the students' interests in English. Just as I wrote in my journal (May 16): a student named Li Wen, who never opened his mouth in our English class, after I gave (Chinese Education) and asked how to say (English education) in English, he answered correctly although with a little bit dialect without any hesitation. And Wang Enyu, Zhang Linlin and many other students answered voluntarily. But still several students such as Shi Zhixian and Ji Zhenfang kept silent and didn't give any sign of understanding. So I asked them to work in pairs and one student ask the other how to say (the PE Department ) in English ,and then take the turn. In this way Shi Zhixian and Ji Zhenfang began to speak in English. That's great, they began to open their mouths and show a little interest in English because they were laughing after they had had their turn.。
3.跪求英语专业教学法的毕业论文题目~~ 要相对而言有可行性,马上就
"Intelligence activities in which learning is the realization of the structure, rather than intelligence factor is the learning activities to achieve the momentum." Intelligence factors and non-intellectual factors, plus re-learning strategies, the impact of a person learning the three factors. In the current education, whether it is moral education, labor, education, computer education, education or other special talents, should be to nurture and inspire students of non-intellectual factors as the prerequisite, and students should be to develop the non-intellectual factors as one of the aims of education. Of course, we must not only grasp the non-intellectual factors, which ignored intelligence factors, should one hand and intellectual factors, one hand and non-intellectual factors, but also grasp learning methods and learning strategies of education. (Lin Chongde, "English teaching psychology") 2.雅克博维茨（Jakobovits） After an investigation found that affect learning English is the main factor: motivation of 33 percent, to 33 per cent, 20 per cent of intelligence, other Accounting for 14 per cent, which fully shows that in the process of learning English, there are individual differences, and these differences are more factors affect the outcome. 3.20 In the 1990s, American psychologists Peter.萨洛韦约翰. Meyer and Daniel. Golden, who made only emotional, emotional quotient (that is, "EQ") concept. In their view, non-intellectual factors are important viability of the individual, is a potential to explore feelings, the ability to use emotional impact on all levels and the key to the future quality of life factors. In one of the success of various elements in the intelligence factor is important, but more important non-intellectual factors, the former accounting for 20 percent, after a 80 per cent. 4. Generally speaking, non-intellectual factors have both broad and narrow definition of a broad non-intellectual factors, factors other than intelligence refers to all the psychological factors, the narrow sense of intelligence, is motivated, interested, emotional, and character traits have been . 5. "Motivation and attitude is different from studying the decision with varying degrees of achievement one of the important factors" (Liu Runqing, 1999) Liu Runqing, of the University of English teaching [M], Beijing, Foreign Language Teaching and Research Press , 1999.6. Professor in the chapter and editor of the "foreign language pedagogy," a book on the principle of active learning foreign languages, in a bid to maximize the development of non-intellectual factors, easily unpleasant for students to learn English, do not inspire their paragraph Motivation to learn, so that they have tasted the joy of success, to train them to overcome their learning difficulties determination and perseverance. 7. The problem of non-intellectual factors, initially by the United States psychologist Alexander in the 20th century to the 1930s made. At that time, the prevalence of intelligence tests in the United States activities. Alexander opposed the Court Pearman intelligence "two factors that" the intelligence and Thurston "multi-factor said." He passed a lot of tests and research, found that in intelligence tests, the entire relationship between the large number of variables that affect the IQ of many factors, a large part was the appropriate people. However, these variables on the edge of the test data play a very important role in cargo. In 1935, Alexander (Alexander, WP), in its psychology thesis "of the intellectual and abstract intelligence", officially the "personality factors," named as "non-intellectual factors." In his inspiration, the famous psychologist Weikesile intelligence tests in 1940 proposed a "general intellectual activity in the non-intellectual factors", and carried out many studies. At present, the psychology profession and the education sector, the importance of non-intellectual factors of more and more people. 8. In China, and attaches great importance to the first use of "non-intellectual factors," the study is Professor Guo-Cai Yan, in 1983 he published "should attach importance to the cultivation of non-intellectual factors," the article has aroused the attention of our readers. In recent years, China's psychology of intellectual activity in the sector of non-intellectual factors of a lot of research. Initially, the different views, particularly on non-intelligence factors included a charge of a different view. For example, in 1983 Mr. Zhao Zhongtian that non-intelligence factors that personality factors. Mr. Guo-Cai Yan in 1984 that a broad intelligence is the only non-intellectual factors outside of all psychological factors, the narrow sense of non-。
4.ted演讲主要内容和感想100到150个字
创意人包益民先生在TED大会上的演讲，虽然只有短短的18分钟，但是演讲内容十分精辟的阐述了设计行业现状、可持续发展以及设计师思维转变的问题，自我感觉有很多共鸣的地方，也使我颇受启发。
作为设计工作者，我们大部分总是在给别人做设计，给别人做品牌，但是却很少想到过为自己打造品牌，开发设计属于自己的产品形象，这让我想起了一句话”作为设计师，如果不设计属于自己的产品，那就是浪费才气”，感觉也颇有道理。在国内，设计师在社会上是很不受尊重的，从某种程度说，设计师的工作并不重要，可有可无，包益民以很强烈的个人色彩阐述了自己对这个行业的见解，同时提出了很多值得我们去思考的地方，那么如何才能体现设计师的价值呢？作为设计师，思路应该有哪些变化呢？
其实做一名设计师或做任何事情最难的就是改变思想，所以我希望在接下来的十八分钟，跟大家分享一下我们公司跟我，怎么走过的这二十年，我怎么去 转换自己，我们怎么去看待这个产业。我以前是从学平面设计开始，然后开始开公司，其实这个转变我一直在探讨，到底设计师在做什么事情？
其实设计基本上就像学英文一样，学完以后，其实只有两种人把英文拿来应用。一 种人就是把英文写成了哈利波特，另外一种人是用英文传简讯，跟他讲我明天要去跟你碰面。这两种人都是在用英文。所以我觉得设计师也是一样，我们今天学会了 设计，那我们要拿来做什么是很重要的。我觉得大部分公司在做的，就是在传简讯，是一个非常不重要的事情。根本没有做到像哈利波特那样可以有那么大的影响 力。
所以为什么设计师不会受尊重？我们没有影响力，我们也不会在五百强的企业里面，就是因为我们做的事情跟世界上的企业的运作是没有关系的。所以我觉得大家要认识这一点，我们做的事情其实是不重要的。这样我们才会开始去做一些比较重要的事情。
在学校我们可能学的只是设计，可是出了校门，就要学着做所有的事情。就是说我们不能够再把自己跟史塔克 跟 Marc Newson来比，因为这都是设计师。他们也做得不错，他们一年赚三亿，对很多人来说是很好了。可是我觉得我们应跟这一群人比，跟 Steve Jobs跟Madonna跟Richard branson，他们是我个人很喜欢的人。那这些人做了什么东西跟我们设计师不一样呢？
做为一名设计师的新标准，不应该只知道设计，因为这个是非常简单的，也是最基本的，大家去念四年大学，然后开始做设计。但是我们还是需要对社会上的其他事情有所了解的，我认为设计师并不笨，只是我们被教育只做设计，可是我不觉得这个是设计师唯一可以做的到事情。
所以我认为我们的竞争对手，不应该是另外一个设计师或是某个广告公司，我们应该跟科学家、医生、律师、跟很好的政治家等社会上所有的精英分子来 做比较。那到底我们跟他们比什么呢？你今天称自己是一个设计师，那到底我们在做些什么事情？我们的影响力又是什么？我们能够改变什么？如果不能够改变什 么，我觉得最好第一天就接受，我做的事情其实是没有影响力的，我觉得这样也很好，我们就接受这样的生活，可是不能怪这个社会对设计产业本身的不尊重，因为 我们的确没有办法改变一个咖啡厅倒闭的命运。
5.跪求一篇英语系毕业论文
本文主要研究她的一生以说明《圣经》对霍桑的影响Hester Prynne ---- ResurrectionA THESISSUBMITTED TO THE DEPARTMENT OF ENGLISHOF --------------------UNIVERSITYIN PARTIAL FULFILLMENT OF THE REQUIREMENTSFOR THE DEGREE OFBACHELOR OF ARTSBY----------------------------CLASS: 3 GRADE: 2002SUPERVISED BY---------------------------June 2006 ContentsChapter One: Biography of Nathaniel Hawthorne…………………………………。
P1Chapter Tw Depravity---the Origin of the Scarlet Letter…………………………..P2Chapter Three: Hester Prynne's Resurrection --- From Suffering and Redemption to Salvation……………………………………………………………………………。P5Conclusion………………………………………………………………………….P10References…………………………………………………………………………..P11Hester Prynne---ResurrectionAbstract: The Scarlet Letter makes the American writer Nathaniel Hawthorne known all around the world. Hawthorne is a pious Christian, and is deeply influenced by the theology. He's so much indulged in the religious doctrine that people can find the reflection of the God almost everywhere in his works. After reading The Scarlet Letter, one is mostly impressed by the spirit of The Bible the story depicted. The book chiefly discusses sin and how to atone for it. Hester Prynne is the heroine of the fiction. This paper researches her fate to illustrate the influence of The Bible to Hawthorne. Hester Prynne commits adultery and is forced to wear a scarlet letter “A” on her breast. At the beginning, she encounters all kinds of sufferings, both from the society and from her own soul. However, she realizes her sin and tries her best to atone for it. And she dose not choose to avoid her fault. Finally, through her endeavor, God forgives her. In short, sin and atoning for sin, that is the purpose of this paper. Chapter One: Biography of Nathaniel HawthorneWith the publication of The Scarlet Letter in 1850, Nathaniel Hawthorne became one of the greatest writer at that time and built his reputation as a major American author. Since that time on, people began to take great interest in all aspects of his life and a great many biographical and critical studies had been written about him and his works. He is also becoming more and more popular and familiar with Chinese readers. Since the Chinese translation of The scarlet Letter appeared in 1950s, scholars and readers in this country have shown an ever-increasing interest in his works.Hawthorne was born on the fourth of July, 1804 in Salem, Massachusetts. Some of his ancestors were big shots in seventeenth-century New England, which was under the control of Puritanism. One of them was a colonial magistrate, notorious for his participation in the persecution of Quakers, and another was a judge at the Salem Witchcraft Trail in 1692. Gradually, the family fortune declined. Hawthorne's father was a sea captain, who died in an accident and left his mother and him behind to struggle to live for themselves. Young Hawthorne was quite aware of the misdeeds of his Puritan ancestors, and this awareness made him believe that evil was at the core of human life. To some extent, Hawthorne wrote some of his books, such as The Scarlet Letter and The House of the Seven Gambles to try to make up for the sin of his ancestors.Hawthorne's writing skills can be concluded as follows:Firstly, all his life, Hawthorne seems to be indulged in his sense of sin and evil in life. Reading his books, one cannot but be overwhelmed by the black vision which these books reveal. Evil exists in the human heart all the time. For instance, in the short story, “ Earth's Holocaust,” we can find that, though all symbols of tradition and the past have been burned in the bonfire of the life of the New World, the source of evil---the human heart, remains intact. Everyone possesses some evil secret as tales like “ Young Goodman Brown” set out to prove. Everyone tries to cover up its innermost evil in the way the minister Dimmesdale in The Scarlet Letter tries to pretend how pure and pious he is. Evil seems to be man's birthmark. This point of view is just as what The Bible describes people's original sin. Secondly, to Hawthorne, sin will surely get punished, one way or another. As a matter of fact, he was said to be always troubled by the thought that the decline of his family's fortune had something to do with the sins of his Puritan ancestors. Hawthorne deeply believes that “the wrong-doing of one generation lives into the successive ones”(The House of the Seven Gambles). 。
6.英语专业毕业论文选题
我才写完毕业论文，简直是折磨！我把我们系的题目给你，参考看看吧。我写的是文化类的。其实文学和文化类要比翻译和教育类好写得多，网上可以找到的参考资料也多。
英美人文和历史研究：
1，从跨文化的角度谈汉英思维及表达方式的差异
2，论美国垮掉的一代
3，美国牛仔的成功之路
4，文艺复兴在英国文学史中的作用
5，跨文化交际中英汉礼貌与面子
6，中西方饮食文化的对比研究
7，西方节日的变迁及文化内涵
8，电影《喜福会》所表现的中西方文化差异（我就是这个题目）
9，中美教育制度及教育理念的对比研究
10，英汉称谓的差异及其文化内涵
11，希腊神话对英美文化的影响
12，英汉商标对英美文化的影响
13，英语习语与西方文化
14，浅谈英美姓氏的起源及文化内涵
15，中美高等教育大众化路径的比较
16，《阿甘正传》承载的美国青年文化
17，《阿甘正传》美国传统价值观的呼唤与回归
18，浅谈美国文化中的实用主义
19，论美国宗教与政治
20，《圣经》的文学性及其对中西文学的影响评述
选题注意事项：
1，选你自己感兴趣的题目，毕业论文是个浩大的工程，要是不能写自己想写的，相信我，在这漫长的写作时间里，你会相当痛苦的。
2，题目不能太大，也不能太小，否则不好驾驭。最好是那种“从小角度看大问题”的题目。例如，我写喜福会这部电影，电影体现了中美文化差异，分别有婚姻观，家庭教育观等。但是我以一部电影为出发点，这个角度就比较小。话说中西方文化的差异实在太多了，但是我只从喜福会这部电影出发，所以范围就缩小了。再者，没什么人写这个电影，所以也不容易和别人雷同，不是被写滥了的题目。
3，这个题目是好找资料的，毕竟是本科论文，不是研究生或是博士的论文，写作水平有限，平时最多写写几百字的作文忽然要写几千字，想必是非常困难的。所以内容不可能完完全全出自“自己”，于是就要大量的从网上，参考书上，图书馆搬来。所以最好就是找参考资料比较多的题目，切忌是参考，不是照搬，可以PARAPHRASE里面的内容到自己的论文。
差不多就这些了，我觉得这几点是最重要的，如果你有几个拿不定主意的题目，可以找论文指导老师问问看，当时我开笔写论文前，都找老师问了，老师比较有经验，他应该可以给你很多建议。
7.这个毕业论文题目怎么写：Influence of English Borrowings upon
Critical Period Hypothesis 这是你论文需要的theory.可以在维基搜索到相关资料.这里不可以提交这个网址 ：（ 参考文献： The Influence of Age in the Acquisition of English as a Third Language. 这是个PDF文档 http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/34/30.pdfAge-Related Factors in Second Language Acquisition （全文） http://www.ncela.gwu.edu/pubs/classics/focus/02bage.htmAge constraints on first versus second language acquisition: Evidence for linguistic plasticity and epigenesis (PDF全文) http://idiom.ucsd.edu/~rmayberry/pubs/Mayberry-Lock-03.pdfC. Muñoz (ed.): AGE AND THE RATE OF FOREIGN LANGUAGE LEARNING. Multilingual Matters, 2006.这本书很有帮助，下面的链接是一些book review http://applij.oxfordjournals.org/cgi/content/full/28/4/627Bialystok, E., & Hakuta, K. (1999). Confounded age: Linguistic and cognitive factors in age differences for second language acquisition.In D. Birdsong (Ed.), Second language acquisition and the criticalperiod hypothesis (pp. 161–181). Mahwah, NJ: Lawrence Erlbaum Associates. Flege, J. E. (1999). Age of learning and second language speech. In D. Birdsong (Ed.), Second language acquisition and the critical period hypothesis (pp. 101–132). Mahwah, NJ: Lawrence Erlbaum Assocaites. Johnson, J., & Newport, E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 60–69. Emmorey, K., Bellugi, U., Friederici, A., & Horn, P. (1995). Effects of age of acquisition on grammatical sensitivity: Evidence from online and off- line tasks. Applied psycholinguistics, 16, 1–23. Mayberry, R. I. (1994). The importance of childhood to language acquisition: Evidence from American Sign Language. In J. C. Goodman, & H. C. Nusbaum (Eds.), The development of speech perception (pp. 57–90). Cambridge, MA: MIT Press. Flege, J. E., Yeni-Komshian, G. H., & Liu, S. (1999). Age constraints on second-language acquisition. Journal of Memory and Language, 41, 78–104. Bongaerts, T., B. Planken and E. Schils (1995). Can late learners attain a native accent in a foreign language? A test of the Critical Period Hypothesis. In D. Singleton and Z. Lengyel (eds) The Age Factor in Second Language Acquisition. Clevedon: Multilingual Matters. pp.30-50. Moyer, A. (1999). 'Ultimate attainment in L2 phonology: the critical factors of age, motivation, and instruction.' Studies in Second Language Acquisition 21: 81-108. Young-Scholten, M. (2002). Orthographic input in L2 phonological development. In P. Burmeister, T. Piske and A. Rohde (eds) An integrated View of Language Development: Papers in Honor of Henning Wode. Trier: Wissenschaftlicher Verlag Trier. pp.263-279. Marshall, Brad. (2000). 'Is there a 'child advantage' in learning foreign languages?' Education Week 19(22): 39-41. Newport, E.L. (1990). 'Maturational constraints on language learning.' Cognitive Science 14: 11-28. Oyama, S. (1976). 'A sensitive period for the acquisition of a nonnative phonological system.' Journal of Psycholinguistic Research 5: 261-285. 希望可以帮到你 ^_^。
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