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英语论文提纲范文
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英语论文提纲 1
Supporting Points:
1.Social networking sites are harmful to firms and schools.
2.Social networking sites are harmful to workers.
3.Social networking sites are harmful to students.
4.Social networking sites are harmful to society.
Body Paragraph: Point#1
Supporting Detail & Examples:
1.Firms and schools already have wasted lots of resource.
2.Some information on the SNS made negative impact on firms and schools.
3.Bad environment to working and studying.
Body Paragraph: Point#2
Supporting Detail & Examples:
1.Bad efficiency to their working.
2.Bad impact on their boss.
3.Negative impact on personal mental health.
Body Paragraph: Ponit#3
Supporting Detail & Examples:
1.Students can’t study with undivided attention.
2.Students are dependent on Internet too much.
3.Students are easy to comparing phenomenon.
Body Paragraph: Ponit#4
Supporting Detail & Examples:
1.SNS increase online fraud.
2.SNS increases risk of privacy safety.
3.SNS increase risk of child safety.
Concluding Paragraph: The use of social networking sites (SNS) should be restricted in the workplace and the classroom and each person should in charge of their life include work and life.
英语论文提纲 2
English Abstract
Chinese Abstrac
I． Introduction
II. Root Causes of Formalization of Cooperation Method
2.1. Unscientific Grouping
2.1.1 Seat-oriented Grouping
2.1.2 Polarized Grouping
2.2 Poor Division of Task within Groups
2.2.1 Teachers ' Ambiguous Division of Task
2.2.2 Difficulty Level of Task
2.3 Teachers' Nonparticipating in Tasks
2.4 Cooperative Learning Carried out at Immature Time
2.5 Teachers' Worrying about Teaching Plan
2.6 Incomplete CooperationAssessmentSystem
III. Countermeasures to Formalization of Cooperation Methods
3.1 Rational Grouping
3.2 Cultivation of Students’ Cooperative Spirit
3.3 Wise Arrangement of Students' Role
3.4 Teachers ' Role in Activities
3.5 Teachers' Wise conduct of Group Work
3.6 Explore Suitable Cooperative LearningAssessmentsystem
IV Conclusion
Bibliography
英语论文提纲 3
1 Introduction
1.1 Significance of the research
1.2 Organization of the thesis
2 Literature Review
2.1 Researches on monolingual mental lexicon
2.1.1 Definition of mental lexicon
2.1.2 Models of mental lexicon: a developing one
2.2 Research methodology of bilingual mental lexicon
2.2.1 Word association paradigm
2.2.2 Word translation task
2.2.3 Cross-language priming paradigm
2.3 Theories on bilingual mental lexicon
2.3.1 Weinreich’s three hypotheses: the ancestor of bilingual
mental lexicon models
2.3.2 Paivio’s bilingual dual-coding theory
[论文之家:www.papershome.com]
2.3.3 Kroll & Stewart’s revised hierarchical model
2.3.4 De Groot’s distributed representation model
3 Extended Bilingual Distributed Representation Model
3.1 Setting and characteristic of L2 word acquisition
3.2 Psychological mechanism of L2 word acquisition
3.2.1 Coactivation pattern: L2 word representation manner
3.2.2 Simultaneous formation of semantic memory and episodic memory
3.3 Semantic restructuring in L2 vocabulary development
4 Implications for L2 Word Meaning Acquisition
4.1 Unbalanced performance on language comprehension
and production
4.1.1 Receptive vs. productive vocabulary: imbalance on
acquisition difficulty
4.1.2 Positive effect of episodic memory
4.2 Negative semantic transfer
4.2.1 Episodic memory: the primary cause of negative semantic transfer
4.2.2 Negative effect of episodic memory
4.3 Episodic memory and L2 word meaning acquisition
4.3.1 Applying episodic memory: when and how
4.3.2 Strengthening semantic memory: why and how
5 Conclusion
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