毕业论文英语专业【实用3篇】

毕业论文英语专业 篇一：如何提高英语写作能力

英语写作是英语专业学生必备的基本技能之一，它不仅是学术研究的重要工具，还是日常交流和职业发展中必不可少的能力。然而，许多英语专业学生在写作方面存在一些困难。本文将介绍如何提高英语写作能力，并给出一些实用的建议。

首先，提高英语写作能力的关键是不断练习。写作是一项技能，只有通过大量的实践才能不断进步。可以通过写日记、写小论文、写书评等方式进行训练。在写作的过程中，要注意积累词汇和句型，提高语言表达能力。同时，要多读一些优秀的英文作品，学习他们的写作风格和表达方式。

其次，掌握一些写作技巧也是提高英语写作能力的关键。首先，要有清晰的思路和逻辑结构。在写作之前，可以先进行头脑风暴，列出自己的思路和观点，然后按照逻辑顺序进行组织。其次，要注意使用恰当的连接词和过渡词，使文章的结构紧凑、条理清晰。此外，要注意遣词造句的准确性和多样性，避免过多的重复和冗长的句子。

最后，要注重修改和润色。写作并不是一蹴而就的过程，写完之后要进行反复修改和润色。可以请他人进行审阅，听取他们的建议和意见。在修改的过程中，要注意语法错误、拼写错误和标点符号的使用。此外，要注意语言的简练和准确，避免使用含糊不清的词汇和表达方式。

总之，提高英语写作能力需要不断的练习、掌握写作技巧和注重修改。通过坚持不懈的努力，相信每个英语专业学生都能够取得显著的进步。希望这些建议对于提高英语写作能力有所帮助。

毕业论文英语专业 篇二：如何有效利用网络资源学习英语

随着互联网的发展，网络资源成为了我们学习英语的重要工具。通过网络，我们可以接触到大量的英语学习资源，如英语学习网站、英语学习平台、英语学习社交媒体等。本文将介绍如何有效利用网络资源学习英语，并给出一些建议。

首先，选择合适的学习网站和平台。在众多的英语学习网站和平台中，选择适合自己的是非常重要的。可以根据自己的学习目标和兴趣选择，比如有些网站更注重听力和口语，有些网站则更注重阅读和写作。此外，还可以参考其他学习者的评价和推荐，选择口碑较好的网站和平台。

其次，合理安排学习时间。网络资源是随时随地都可以使用的，但要避免过度依赖网络学习。要有一个明确的学习计划和时间表，合理安排每天的学习时间。可以设定每天固定的学习时间，并坚持不懈。同时，要注意合理分配学习任务，不要一味地追求数量，而忽视质量。

再次，积极参与英语学习社交媒体。现在有很多英语学习社交媒体平台，如英语学习微信公众号、英语学习微博等。在这些平台上，可以结交一些英语学习者，共同学习、交流和分享学习资源。可以参与一些英语学习群组，参加一些英语角和线上讨论。通过与他人的交流和互动，可以提高自己的口语和写作能力。

最后，要善于利用网络资源进行自主学习。网络资源为我们提供了大量的自主学习机会，我们可以根据自己的兴趣和需求选择学习内容和方式。可以通过观看英语视频、听英语广播、读英语文章等方式进行学习。同时，要养成良好的学习习惯，如做英语笔记、背诵英语文章等，提高学习效果。

总之，有效利用网络资源学习英语需要选择合适的学习网站和平台，合理安排学习时间，积极参与英语学习社交媒体，善于利用网络资源进行自主学习。相信通过这些方法，每个英语专业学生都能够取得更好的学习效果。希望这些建议对于有效利用网络资源学习英语有所帮助。

毕业论文英语专业 篇三

毕业论文范文英语专业

Abstract: Classroom teaching is the main way for students to learn English. But in senior high school, a lots of probelms still exsit in the English teaching especially in the teaching of reading and writing. In this paper, the importance and methods of reading and writing will be further discussed. Key words: reading writing techniques
Introduction: Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students don’t know. These classes operate on the assumption that there is a great deal of information that students lack and that the teacher and textbooks will impact that information to the students. Teachers who hold this assumption view students as plants waiting passively to be fed and watered. But I think the students should be regarded as explorers, active learners who bring a great deal to the learning process and at the same time, draw from their environment as they develop new understandings. The basic principle will be used in the teaching of reading and writing.

Section One------ How to teach reading
I. Why teach reading
There are many reasons why getting students to read English texts is an important part of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.
Reading texts provide good models for English writing, provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.
The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experiences in their short lives.
II. What kind of reading should students do?
When the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. There is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts, which, while being like English, are nevertheless written or adapted especially for their level. Anyway, the materials to be read should be interesting and meaningful. Teachers should become better acquainted with books written specially for teenagers and dealing with their problems.
III. What are the principles behind the teaching of reading?
i) Permit Students To Read
No one has learned to swim by practicing the skills of backstrokes, flutter kicks or treading water while staying on the edge of the swimming pool. Yet, in the teaching of reading teachers often do just that. Rather than let the students into “the water”, teachers keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be immersed in the language which comes from the authors as the readers try to reconstru

ii) Encourage students to respond to the content of a reading text, not just to the language
Of course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is much more important. Teachers should help students understand that the main reason to read is for them. They have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. But they must realize that the meaning is not in the teacher, but in the interaction between the reader and author. Students should be encouraged to ask themselves repeatedly, “Does this make sense to me?” Students should be encouraged to reject and to be intolerant of reading materials that do not make sense.
iii) Encourage students to guess or predict
Readers’ guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. Therefore, their guesses are more often than not appropriate to the materials. Students have to realize that risk taking in reading is appropriate; that using context to decide what words mean is a proficient reading strategy and that they have the language sense to make appropriate guesses which can fit both the grammatical and semantic sense of what they are reading.
iv) Match the task to the topic
Once a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasks—the right kind of questions and useful puzzles, etc. Asking boring and inappropriate questions can undermine the most interesting text; the most commonplace passage can be made really exciting with imaginative and challenging tasks. Working in groups, the English teacher and students take turns asking each other questions following the reading. The teacher may ask, “ What is the significance of the character’s age?” These questions require inferences based on details from the reading text.

Section Two------How to teach writing (Developing correctness in students’ writing)
“Students learn to write by writing, and they learn to write correctly by writing, revising, and proofreading their own work”---with some help or direction from the teacher when it is necessary. They do not learn to write correctly by studying about writing or doing isolated workbook exercises unrelated to their own writing. So, the most important technique a teacher can use to guide students toward grammatically correct writing is to let them write, let them write things related to their own experiences. There is no limit to the kinds of text the teacher can ask students to write. Teachers’ decisions, though, should based on how much language the students know, what their interests are.
“Do I read a paper and ignore all punctuation, what good is that for students

We spend hours at night with papers---I’m not sure the students get as much from it as the time I spend on it.”
These comments by senior high school English teachers discussing the process of marking student papers reflect the dissatisfaction and frustration of many teachers over the problem of dealing with the errors in student writing-----the obvious mistakes in spelling, punctuation----Traditionally, teachers have worked to correct errors in two ways: by teaching grammatically correctness through exercise in grammar texts; by pointing out all errors when making student papers.
Most students find it very dispiriting if they get a piece of written work back and it is covered in red ink, underlings and crossing-out. It is a powerful visual statement of the fact that their written English is terrible. Of course, some pieces of written work are completely full of mistakes, but even in these cases, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other.
Some techniques can be used in dealing with the errors in student papers:
i) Selectivity
Rather than engage in intensive error-correction when responding to student writing, teachers are encouraged to adopt a more moderate approach to error. If the teacher over-corrects the students’ mistakes, the students would be likely to focus on errors instead of ideas. Students are more likely to grow as writers when the teacher’s primary purpose in reading student papers is to respond to content. However, if attention to content and correctness are combined when making papers, it is more helpful to select one or two kinds of errors the inpidual student is making than to point out every error in the paper. The teacher can identify a selected error, show an example or two on the student paper, and either explain the correct form or direct the student to a handbook for further explanation. It is always worth writing a comment at the end of a piece of written work -----anything from “Well done” to “This is a good story, but you must look again at your use of past tenses---see X grammar book page xx.”
ii) Error-analysis
Another method for working with student error, one that can be especially fruitful for teachers, is to approach it from an analytic perspective. Teachers, as error-analyst, look for patterns in the errors of an inpidual student, tries to discover how the mistake arrived at the mistakes by analyzing the error (Lack of knowledge about a certain grammatical point; A careless one or a mis-learned rule?), and plans strategies accordingly.
iii) Publish Student Writing
The final basic strategy is publishing. Students need a reason for laboring over a draft until it is perfect; the urge to see oneself in print can be a powerful drive toward revision and proofreading.
Conclusion: As teachers to the students who are in senior high school, they should learn to turn students’ hard work toward supporting the language strengths students already have, proving students with a feeling of success, finding materials and planning classroom experiences will turn students on to reading and writing, the reading and writing will develop with much greater ease than it does at the present time.