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山东财经大学
本科毕业论文(设计)
范文1
题目：论转换法在英汉翻译中的应用
学院外国语学院
专业英语
班级英语0802（注意原山经、原山财班级名称不同）
姓名刘潇
指导教师李文涛
山东财经大学教务处制
二Ｏ一二年五月
山东财经大学学士学位论文原创性声明
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年月日年月日
On Application of Conversion
in English-Chinese Translation
by
Liu Xiao
Under the Supervision of
Li Wentao
Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts
School of Foreign Studies
Shandong University of Finance and Economics
May 2012
Acknowledgements
Upon the completion of the thesis, first of all, I would like to express my throughout the process of writing this thesis. Without the School of Foreign Studies of Shandong University of Finance and Economics, for their valuable and informative courses which Application of
Conversion
in English-Chinese Translation
Liu Xiao
Due to the great differences between English and Chinese in grammar and expression style, translators may adopt the approaches of changing the word classes and sentence components in English-Chinese (E-C) translation. As a frequently-used translation technique, conversion enables translators to achieve a natural, fluent and accurate translation that not only conveys the original text’s information but also fits the idiomatic usage of Chinese.
The thesis consists of three chapters. The first chapter examines the conversion of word classes in E-C translation such as conversion from English nouns or prepositions into Chinese verbs. The conversion of word classes usually results in the conversion of sentence components, so the second chapter discusses the conversion of sentence components. The third chapter explores the approaches of .
Key words:conversion; word classes; sentence components; perspectives; E-C translation
摘要
论转换法在英汉翻译中的应用
刘潇
由于英汉两种语言在语法或表达习惯上存在巨大差异, 在英汉翻译的过程中,译者往往需要改变原文的词类或句子成分。作为英汉翻译中常用的翻译技巧，转换法可以使译文自然、流畅、准确，既传达原意又符合汉语的表达习惯。
本文共分三章。第一章介绍了英汉翻译过程中几种常见的词性转换方法，如原文中的名词或介词转换为译文中的动词。词性的转换通常会引起句子成分的改变，第二章分析了句子成分的转换现象。第三章讨论了如何将英语思维视角转换为相应的符合汉语文化和思维模式的视角。
关键词：转换法；词类；句子成分；视角；英译汉
CONTENTS
Acknowledgements (ii)
Abstract (iii)
Abstract in Chinese (iv)
Introduction (1)
Chapter One Conversion of Word Classes (3)
I. Conversion into Chinese Verbs (3)
II. Conversion into Chinese Nouns (5)
III. Conversion into Chinese Adjectives (6)
IV. Conversion into Chinese Adverbs (7)
Chapter Two Conversion of Sentence Components (9)
I. Conversion into Chinese Subjects (9)
II. Conversion into Chinese Predicates (10)
III. Conversion into Chinese Objects (11)
IV. Conversion into Chinese Attributes (11)
V. Conversion into Chinese Complements (12)
Chapter Three Conversion of Perspectives (14)
I. Conversion of English Impersonal Subjects (14)
II. Conversion from the Abstract into the Concrete (17)
III. Conversion from the Stative into the Dynamic (17)
IV. Conversion from the Passive into the Active (18)
V. Conversion between Negative and Affirmative (18)
Conclusion (20)
Works Cited (21)
如有三级标题，可以i. ii. iii. iv. 编写，为简明，建议目录中尽量不要写三级标题，正文中可有三级标题。注意各级标题大小写，确保目录中的标题、页码与正文中的标题、页码保持对应。
注意每段的首行缩进、行距、字体、字号等要保持全文一致
Introduction
In translation we may go through many procedures to translate the text to make it acceptable for the specific communicative situation. The translating process is explained as follows:
Translation is not the transcoding of words or sentences from one language to another, but a complex form of action, whereby someone provides
information on a text (source language material) in a new situation and under
changed functional, cultural and linguistic conditions, preserving formal
aspects as closely as possible. (Snell-Hornby 82) 注意引语段格式
According to the explanation, in translating, a translator’s task is to convey the content and spirit of the source text and rearrange them into the target text in a smooth and logical way under the new specific situations and conditions. Additionally, we should remember that “a natural style in translating is nevertheless essential to producing in the ultimate receptors a response similar to that of the original receptors”(Ma and Miao 17). Therefore, effective translation methods and techniques are undoubtedly indispensable in translating activities.注意文内引文规范。每个文献须在文末参考书目中出现。
Conversion, as a grammatical phenomenon, a the field of linguistic research. Since source language and target language are quite different in nature and use, and the target text should convey the meaning of the source text in the closest natural manner, conversion becomes one of the most effective techniques to seek in the target language the equivalent information of the source language.
A clear and correct expression of the source text is what really matters in translation, for it is crucial in translation to seek equivalence in content or information, but not absolute formal correspondence. “For most people the informative function is predominantly the major role of language” (Hu10). A good translator will therefore employ all possible means to reproduce the thought of the author faithfully in another
language. “Conversion accepted as one of the techniques essential to improving the quality of our version”(Zhong 98), by which the mechanical translation could be avoided; therefore it enables translators to achieve a natural and faithful translation which not only offers information of the source text but also keeps with the expression this way, contents of both source language and target language are in accordance with each other, though forms may be somewhat changed.
The thesis argues that, because of the great differences between English and Chinese in grammar and expression style, conversion becomes a frequently-used translation technique, which enables translators to achieve a natural, fluent and accurate translation. In addition to Introduction and Conclusion, the thesis consists of three parts. The first chapter discusses the conversion of word classes in English-Chinese (E-C) translation. The second chapter focuses on the conversion of sentence components, which is usually caused by the conversion of word classes. The third chapter explores the approaches of Chinese.
Chapter One
Conversion of Word Classes
In E-C translation, it is difficult to get an appropriate corresponding Chinese word for an English word of the same class all the time. If each word in one language is replaced with words of the same word classes in another, such expressions would sound very awkward or even unintelligible to the reader. Therefore, effective use of word class conversion is crucial and necessary in E-C translation.
I. Conversion into Chinese Verbs
Because one of the most remarkable differences between English and Chinese lies in the use of the verb, conversion into Chinese verbs technique used in E-C translation.
i. Converting English Noun into Chinese Verb
As for English, “it seems possible to express ideas with greater precision and adequacy by means of nouns than by means of the more pictorial verbs” (Jespersen 139). That is to say, “English is a language in which nouns are more widely used than those in Chinese, while in Chinese verbs are more frequently used and occupy a dominant position” (Zhou 391), therefore some English nouns are often converted into Chinese verbs in the practical translation. 注意文内引文规范。每个文献须在文末参考书目中出现。
Specifically, an English noun which possesses the property of a verb or was derived from a verb is often converted into a verb when translated into Chinese. Here is an example to illustrate this point.
Example 1:
The use of bacteriological weapons is a clear violation of the international law.
使用细菌武器显然违反国际法。
ii. Converting English Preposition into Chinese Verb
It is known that “there are about 286 prepositions and prepositional phrases in
English” (Lian 50). Prepositions or prepos itional phrases are so widely and frequently used in English that English is sometimes called prepositional language.Prepositions in English, which are very rich and flexible in meaning, ; on the contrary, the Chinese language is verb-oriented, so it is not without reason that English prepositions or prepositional phrases are often converted into Chinese verbs or verbal phrases in E-C translation. There is an example below.
Example 2:
It is our goal that the people in the undeveloped areas will be finally off poverty.
我们的目标是使不发达地区的人民最终摆脱贫困。
iii. Converting English Adjective into Chinese Verb
When meeting with such English adjectives that often indicate the psychology or state of mind, such as one’s consciousness, emotional activities and desire s, translators usually convert them into Chinese verbs. Here is an example to illustrate the point.
Example 3:
Advancing into the vastness of space, man is becoming fully aware of the smallness of implied meaning of verbs, if necessary,are often converted into Chinese verbs. The following example illustrates this point.
Example 4:
They found Mr. Bennett still up.
他们发现班纳特先生还没有睡觉。
v. Converting English Gerund into Chinese Verb
Gerund, also called as a verbal noun, often serves functionally as a noun but retains some properties of a verb in the original text. However, there is no such linguistic form of -ing in Chinese, so English gerunds are generally converted into Chinese verbs in E-C translation. Here is an example.
Example 5:
Heating water does not change its chemical composition.
把水加热不会改变水的化学成分。
II. Conversion into Chinese Nouns
Nouns account for an overwhelming part of the vocabulary not only in English but in Chinese. Some English words, for example, which are derived from nouns, can Because some English verbs describing the characteristics or properties of the subject are difficult to express in exact corresponding Chinese verbs, they are often converted into Chinese nouns so as to achieve a satisfactory translation. Here is an illustrative example.
Example 6:
To them,
Sometimes English adjectives are also converted into Chinese nouns for the smoothness of translation. The following is one example:
Example 7:
Everyday experience shows us that ice is not as dense as water and it therefore floats.
日常经验告诉我们，冰的密度比水小，因而能浮在水面上。
Generally spea king, a “definite article (the)+ adjective” construction indicates people of some kind or abstract concepts, so such adjectives are often converted into Chinese nouns.
Example 8:
He is always dreaming of living a life as the rich.
他总是梦想过富人一样的生活。
Here, “the rich” referring to people of some kind is converted int o a Chinese noun.
Example 9:
It is the false and the truth.
最重要的是分清是非。
Here, “the false” and “the truth” referring to abstract concepts are converted into Chinese nouns.
III. Conversion into Chinese Adjectives
i. Converting English Noun into Chinese Adjective
English nouns are much more frequently used and contain a more extended meaning than Chinese nouns, and some abstract nouns are very closely related to their corresponding adjectives in meaning. Therefore, it is necessary to convert such kind of nouns into Chinese adjectives. The following is an example.
Example 10:
We found difficulty in solving this complicated problem.
我们感到，解决这个复杂的问题很困难。
Some abstract nouns, preceded by an indefinite article, are also usually converted into adjectives in translation for a more appropriate and natural effect. There is an example below.
Example 11:
The garden-party is a great success.
那个园会真是圆满极了。
ii. Converting English Adverb into Chinese Adjective
As a result of the conversion from some English verbs into Chinese nouns, the adverbs which modify the English verbs are naturally converted into Chinese adjectives to modify the Chinese nouns. Here is an example to illustrate this point.
Example 12:
His speech impressed the audience deeply.
他的演讲给听众留下了很深的印象。
IV. Conversion into Chinese Adverbs
There are occasions when some parts of speech in English may be converted into adverbs in Chinese in order to make the Chinese version more expressive.
i. Converting English Noun into Chinese Adverb
The conversion of English nouns into Chinese adverbs is far from being a universal phenomenon in translation. However, some good translations, as illustrated by the
following one, demonstrate that the conversion of English nouns into Chinese adverbs makes a more natural and smooth translation in certain context.
Example 13:
He converted into Chinese verbs, English adjectives which modify the nouns are accordingly converted into Chinese adverbs to modify the verbs in the translated version. Here is an example.
Example 14:
We place the our friendly relations with developing countries.
我们高度地珍视同发展中国家的友好关系。
A few adjectives which modify or emphasize some nouns, if translated into Chinese, are always converted into adverbs, although this conversion is not caused by the result of conversion from English nouns into Chinese verbs. Illustrative examples are as follows:
Example 15:
Your story about the frog turning into a prince is sheer nonsense.
你的青蛙变成王子的故事完全是胡说。
Example 16:
He dialed the wrong number.
他拨错了电话号码。
The above discussion reveals that the conversion of word classes is frequently used to achieve accuracy and expressiveness in E-C translation. Through conversion, English words are often translated into Chinese words similar in meaning but different in word classes. In addition, the conversion of word classes often requires the conversion of sentence components, which will be discussed in the next chapter.
Chapter Two
Conversion of Sentence Components It is discussed in the previous chapter that an English word is not necessarily changed into a Chinese word of the same word class in E-C translation. Therefore, in order to achieve the maximal expressiveness, conversion of word classes occurrence in translation, which often results in the conversion of sentence components. This chapter will discuss the conversion of sentence components in E-C translation.
I. Conversion into Chinese Subjects
i. English Object Converted into Chinese Subject
As some objects of verbs in English are subjects of the sentences in the logical sense, they may usually be converted into subjects in Chinese so as to give prominence to the objects in English. Here is an example to illustrate this point.
Example 17:
This sort of stone usually teams up with a noun, pronoun, or gerund, which is called the object of the preposition and they are often converted into Chinese subjects. Here is an illustrative example.
Example 18:
With the introduction of the new method, the products decreased in cost.
引进了新方法，产品的成本降低了。
iii. English Predicative Converted into Chinese Subject
In English, the predicative, especially the nominal one, may be in line with the subject in terms of content. Therefore, when rendered into Chinese, such kind of English predicative is often changed into the subject in the target language so that the translation coherence is ensured or the importance of the predicative is effectively stressed. Here is an example to illustrate this point.
Example 19:
Two widely used alloys of copper are brass and bronze.
黄铜和青铜是两种广泛使用的铜合金。
II. Conversion into Chinese Predicates
i. English Attribute Converted into Chinese Predicate
In English, adjectives themselves can not serve as predicates;Chinese, they could. Therefore, the adjective attributes in English can be changed into predicates in Chinese; accordingly, in some circumstances, the core word in the adjective phrase is turned into subject in Chinese so that the translation is smooth and idiomatic. Here is an example to illustrate this point.
Example 20:
We look forward to an ever-increasing volume of business with your factory.
我方盼望与贵方工厂的交易额日益提高。
ii. English Object Converted into Chinese Predicate
In certain cases, an English verb can not be translated into the corresponding Chinese verb, while the English object conveys the meaning of action, such object or the object together with the verb may usually be converted into the predicate in Chinese. Here is an illustrative example.
Example 21:
Physical changes do not result in formation of new substances, nor do they involve a change in composition.
物理变化不会形成新的物质，也不会改变物质的成分。
iii. English Subject Converted into Chinese Predicate
Some nouns, which serve functionally as the subjects of the sentence in the original English text but retain some properties of verbs, are often converted into Chinese predicate. Here is an example to illustrate this point.
Example 21:
A glance through Monument and the Lincoln Memorial.
从他的办公室窗口可以一眼看到华盛顿纪念碑和林肯纪念碑的全景。
III. Conversion into Chinese Objects
Actually this kind of conversion is closely related to the passive English, which is further elaborated in the next chapter.As “a kind of changed verb forms in English,” passive voice “expresses the logical verb-object relationships between predicate verb and its subject,” and its subject is “actually the receiver of the predicate-verb action” it is unnecessary or undesirable to mention the agent” (Zandvoort 53). Because sentences using the passive voice are not so common in Chinese, English subjects are generally converted into Chinese objects. Here is an illustrative example.
Example 22:
As the match burns, off.
火柴燃烧时发出光和热。
IV. Conversion into Chinese Attributes
i. English Subject Converted into Chinese Attribute
Since there may be close relationship between subject and object, or the object itself is part of the subject, the subject in the source language is occasionally converted into an attribute for the sake of naturalness of Chinese. Therefore, it can be coherent in meaning as well as in logic despite the change in the word order. Here is an example to illustrate this point.
Example 23:
Various substances differ widely in their magnetic characteristics.
各种材料的磁特性有很大不同。
Here, the sentence construction of the rendered version is different from that of the original, but it conveys the exact meaning in English.
ii. English Adverbial Converted into Chinese Attribute
Certain prepositional phrases, mostly adverbials of place and time, serve as adverbials in the form, but they are actually connected closely with certain nouns. Such adverbials may be converted into attributes in Chinese. Here is an illustrative example.
Example 24:
Throughout the world, oil consumption is growing rapidly.
全世界的石油消耗量正在迅速增长。
V. Conversion into Chinese Complements
It is known that, in English, adverbials most commonly take the form of adverbs, adverb phrases or prepositional phrases to modify verbs. However, Chinese sentences are typically concerned with the result and direction of a verb, which is sometimes referred to by Western texts as double verbs. The active verb of a sentence is followed by a second verb which indicates either the result of the first action, or the direction in which it takes the subject.
A complement of result usually indicates either an absolute outcome or a possible outcome. To illustrate, in the expression 听得懂(“to be a ble to understand something you ”) will serve as the active verb, and 懂(“to understand”) will serve as the complement of result. Another illustrative example is as follows.
Example 25:
The attractive force between the molecules is negligibly small.
分子间的吸引力小得可以忽略不计。
To illustrate the complements of direction, we may take as examples the two simple directional complements, 去(“to go”) and 来(“to come”), which may be placed at the end of a verb to indicate that it moves somehow away or towards the speaker, respectively.
Example 26:
He walked up (towards me).
他走上来了。
The above discussion shows that, along with the conversion of word classes, the conversion of sentence components can E-C translation. Translators should be flexible in changing the sentence components. Actually, conversion of word classes and sentence components are subject to not only differences in linguistics factors but also differences in cultural perspectives, which will be analyzed in the following chapter.
Chapter Three
Conversion of Perspectives
As discussed in the previous chapters, it is not difficult to find that conversion of word classes and conversion of sentence components are actually subject to the vast differences between English and Chinese, which often produce barriers for intercultural communication. At times people from different cultures approach the same thing from different perspectives, so it is necessary to explore the translation technique of conversion by focusing on different perspectives in English and Chinese.
I. Conversion of English Impersonal Subjects
It is asserted that “formal written English language often goes with an impersonal style, i.e., one in which the speaker does not refer directly to is also vividly described by some scholars as “the writer and the readers are out of the picture, 76). While Chinese are actually going with the personal style, it is necessary in the E-C translation to convert the English impersonal style into the Chinese personal one.
i. Converting Impersonal Subjects into Personal or Other Subjects
There are more impersonal subjects in English than in Chinese. Although English sentences with impersonal subjects sound objective and fair, they are often rhetorically flavored with personification or euphemism; therefore, converting English impersonal subjects into Chinese personal or other subjects is necessary in the E-C translation.
Example 27:
Excitement deprived me of all power of utterance.
我兴奋地什么话也说不出来。
Example 28:
Friday started with a morning visit to the modern campus of the 22000-student
University of Michigan in nearby Ann Arbor, where the Chinese table tennis team joined students in the cafeteria line for lunch and later played an exhibition match.
星期五那天，中国乒乓球队一早就到安亚伯附近去参观拥有22000名学生的密歇根大学现代校园。他们和该校学生在校内自助餐厅一起排队取午餐，然后举行了一场表演赛。
ii. Converting Impersonal Subjects and Split English Simple Sentences into Chinese Complex Sentences
In English, impersonal subjects and simple sentences are very common, but in Chinese there are fewer simple sentences. Furthermore, sometimes “English modifiers are too long to be placed before the word being modified in t he Chinese version” (Xu 164), so it is necessary to convert impersonal subjects and split English simple sentences into Chinese complex sentences. Here is an illustrative example.
Example 29:
The image of a sudden wall of dark water carrying the man and an instant is still imprinted on my mind.
顷刻之间，滚滚的浊水像堵墙一般压了下来，一股脑儿连人带车都冲走了。这情景，直到现在还印在我的脑海里。
iii. Converting Impersonal Subjects into Chinese Adverbials or Prepositional Phrases
Impersonal subjects lend simplicity and vividness to the English sentence. Nouns indicating time, place or natural phenomenon are often used in this kind of sentences, serving as the impersonal subjects.
Example 30:
March 1940 found me working in a small construction firm.
1940年3月，我在一家小型建筑公司工作。
Here, the subject in the original English sentence is converted into the Chinese adverbial. The form of the Chinese version is quite different from that of the English one, but the translation fully conveys the content of the source language and expresses it in a legible way in the target language.
Example 31:
英语专业论文范文英语专业论文
英语专业论文范文英语专业论文 高师英语专业毕业论文的规范化教学和指导 摘要：目前，虽然对于专科生写毕业论文没有硬性的规定，但是英语专业学生在思想深度和创新意识方面都与其它文科生产生了一定 的差距，并且在开设的英语写作课中也缺少对毕业论文撰写的规范化教学和指导。应通过对毕业论文前期的写作课教学，以及后期的毕业论文修改指导的方法，从而对现有的写作课程进行一定的创新和改革。 关键词：高师英语专业毕业论文规范化教学方法指导写作教学改革 一、引言 毕业论文是专业集中实践环节的基本形式，旨在提升学生研究素养和创新意识，提高学生分析问题和解决问题的能力。毕业论文教学工作包括毕业论文的指导、答辩、成绩评定和审核验收等环节。毕业论文是高师实践教学环节的一项重要工作，是对毕业生所学专业知识综合运用能力的一次重要测评，也是对高师教育教学质量的一次重要评估。根据高师教学模式的要求，以及高师英语教育专业学生的现状，对毕业论文的撰写需要有规范化的教学和指导。毕业论文的撰写是一种学习、实践、探索和创新相结合的综合教学环节，是对英语专业学生运用所学知识解决本专业实际问题能力的考核，同时也是学校衡量
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英语专业毕业论文范文两篇
英语专业毕业论文范文两篇 英语专业毕业论文范文两篇 篇一 摘要：提高中专学生的听力水平，是教师关注的重点。本文提出影响中专学生英语听力水平的两大因素：知识性障碍与非知识性障碍。笔者在分析这两大因素是如何影响学生听力的基础上，得出提高学生英语听力水平的途径，主要从课堂教学及课外活动进行说明。 关键词： 中专英语教育越来越侧重培养英语综合应用的能力，而英语听力是英语学习的基础，也是英语教学过程中比较薄弱的环节。那么影响听力的因素有哪些呢? 一、影响中专学生听力水平的因素 一般而言，影响中专学生听力的因素很多，对这些因素归类整理，主要分为两类：知识性障碍和非知识性障碍。 (一)知识性障碍包括语言知识性障碍和文化背景障碍。 1.语言障碍包括语音、语速、词汇、语法、语言思维等环节存在问题。 (1)发音不标准导致语音的辨别能力低。学生掌握不好英语标准发音，在听的过程中即使是自己认识的单词，会由于发音不同也难以听辨出来。此外英语中发音相似仅有微小差别的单词很多，于是由于发音不标准很容易使单词混淆。 (2)语速连贯能力弱，导致辨音能力差。英语单词有弱读、重读、连读、爆破、语气、语调的升降等，在连贯的语流中该词的发音会发生变化。学生缺乏辨识这些单词的能力，同时英文正常速度比中文正常速度快10倍，因此学生平时能正确发音的单词也不能正确分辨出来。 (3)词汇量的大小，对词汇的熟练掌握程度会影响听力的效果。大多数单词在字典上有多种意思，单词在不同的环境中词义会不同。学生对单词的掌握不够全面，只是知晓某单词的部分意思，他们听的过程中只能根据自己熟悉的词义去理解，往往与听力内容不相符，会误解了听到的句子意思。 (4)语法的掌握程度影响听力理解。学生对句子的结构，英语中的进行时、完成时等没
纯英语毕业论文范文
XX学院本科生英语专业毕业论文装订顺序（APA格式）（注：此格式用于文学、翻译方向之外的所有论文） 1.毕业论文封面（汉语） 2.毕业论文首页（英语） 3.致谢（英文） 4.毕业论文中文摘要及关键词 5.毕业论文英文摘要及关键词 6.目录 7.正文 8.尾注（可选） 9.参考文献（英语文献在前，汉语文献在后） 10.附录（可选） 附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写）
学号：00 系 名 专 业 名 称： 年 级： 姓 名： 指 导 教 师： 2008 年 5 月 日
The Use of Linking Adverbials by Chinese College English Learners A Thesis Submitted to Faculty of International Studies of Henan Normal University in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts By Liu Hiatao Supervisor：Li Qingdong May 5, 2008
文档来源为: .欢迎下载支持. like to thank all those who have given me their generous helps, commitment and enthusiasm, which have been the major driving force to complete the current paper. … 多使用的倾向。影响中国大学英语学习者使用连接副词的因素是多方面的，如母 (
英语专业毕业论文范文
关于论文结构和格式规范的有关问题，请认真阅读“外国语学院英语本科毕业论文撰写要求”，同时可查阅“MLA格式学位论文写作规范（供查询用）”。（建议：以本范文作为模板，把自己论文的相应部分复制后，以“选择性粘贴”—“无格式文本”的方式，粘贴到范文的相应位置，以保持与范文格式完全一致。）论文单面打印1份，左侧装订（两个钉子）。（这些说明打印时删除） 文学方向的请务必参考此范文（语言学教学、文化类也可参考）。 山东财经大学 本科毕业论文(设计) 范文2 题目：论《诺桑觉寺》的反哥特观念 学院外国语学院 专业英语 班级英语0801（注意原山经、原山财班级名称不同） 学号67 姓名李晓慧 指导教师王俊华 山东财经大学教务处制 二Ｏ一二年五月
山东财经大学学士学位论文原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下进行研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在论文中作了明确的说明并表示了谢意。本声明的法律结果由本人承担。 日期填写定稿日期5月1日。教师学生都要手写签名 学位论文作者签名： 年月日 山东财经大学关于论文使用授权的说明本人完全了解山东财经大学有关保留、使用学士学位论文的规定，即：学校有权保留、送交论文的复印件，允许论文被查阅，学校可以公布论文的全部或部分内容，可以采用影印或其他复制手段保存论文。日期填写定稿日期5月1日。教师学生都要手写签名 指导教师签名：论文作者签名： 年月日年月日
On Anti-Gothicism in Northanger Abbey by Li Xiaohui Under the Supervision of Wang Junhua Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts School of Foreign Studies Shandong University of Finance and Economics May 2012
英语专业本科论文范文
英语专业本科论文范文 A Brief Analysis of english teaching in senior high school Abstract: Classroom teaching is the main way for students to learn En glish. But in senior high school, a lots of probelms still exsit in t he English teaching especially in the teaching of reading and writing. In this paper, the importance and methods of reading and writing wi ll be further discussed. Key words: reading writing techniques Introduction: Classes should be learner-centered, with meaningful, fu nctional activities, often, classes begin by finding out what the stu dents don’t know. These classes operate on the assumption that there is a great deal of information that students lack and that the teache r and textbooks will impact that information to the students. Teacher s 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 pr ocess and at the same time, draw from their environment as they devel op new understandings. The basic principle will be used in the teachi ng 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 p art of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their career s, for study purposes or simply for pleasure. Anything we can do to m ake reading easier for them must be a good idea. Reading texts provide good models for English writing, provide oppo rtunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good readi ng texts can introduce interesting topics, stimulate discussion, exci te imaginative responses and be the springboard for well-rounded, fas cinating lessons. The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experienc es in their short lives. II. What kind of reading should students do? When the teachers give reading class to students, they should notic e a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. The re is some authentic written material which beginner students can und erstand to some degree: menus, timetables, signs and basic instructio
英语专业毕业论文中的引用格式
论文中的引用格式 1.1 间接引用（citations） A.如果引用只涉及一个作家的某本专著或文章，而作家的名字在自己的行 文中没有出现, 将该作家的姓氏和出版的时间用括弧括起来，放在句子结尾，注意该括弧算作句子的一部分，标点符号应放在括弧之后。 例: It has been argued that teachers’ role is to provide the students with optimal condition that can facilitate learning so that students can achieve similar results (Bloom, 1976). B.如果引用所涉及到的作家的名字已经出现在行文中, 只需要在名字后面 加上括弧, 填入出版时间即可。 例：Gould (1988) attributes Darwin’s success to his gift for making the appropriate metaphor. C.如果引用涉及到的作家和著作的出版时间在行文中已出现，那就不再需 要单独的夹注了。 例：In a 1988 article, Gould explores some of Darwin’s most effective metaphors. D.如果引用涉及到的著作是由两位作者合著，则每次引用时都需把两位作 者的姓氏注出来，在夹注中用“&”，在行文中则用“and”连接两个作者。例：The disadvantages of the multiple regression analysis is that it cannot show the complex interrelations between independent variable (Bryman & Cramer, 1990). Bryman and Cramer (ibid.) also pointed out that… E.如涉及到的作者超过两人，少于六人，第一次加夹注时，写出所有作者 的姓氏，以后每次引用，只需写出第一作者的姓氏，其后加上“et al.” 即可。 例：Scientists have isolated a gene connected to circadian rhythms in plants (Millar, Straum, Chory, Chua, & Kay, 1995: 1163). They identified the mutations that activated light-dependent pathways (Millar, et al., 1995: 1165) F.如果引用涉及到的著作由六位以上的作者合著，加注时只需写出第一作 者的姓氏，其后加上“et al.”即可。 例：Naiman et al. （1978）found a similar relationship, although I this case effo rt’on the part of the learners was also associated with instrumental motivation (subsequent citations) (Ellis, 1954: 512).
2018大学英语毕业论文答辩范文
2018大学英语毕业论文答辩范文 《2018大学英语毕业论文答辩范文》是一篇好的范文，觉得 有用就收藏了，重新了一下发到。 good morning,all appraiser mittee members.i am **** and my supervisor is ***.with her constant encouragement and guidance,i have finished my paper.now,it is the show time.i will present my efforts to you and wele any correction. the title of my paper is on transformation of parts of speech in translation.i choose this as my topic due to the following reasons.different languages have different standards to distinguish parts of speech.each language has its own special structure.and there are no equivalent parts of speech between different languages.in order to make the target version more idiomatic and standard,the transformation of parts of speech is always used by translators.so the transformation of parts of speech is playing a more important role in english to chinese based on different characteristics of english and chinese.for the above facts,i select the subject of“on transformation of parts of speech”as the title of my paper.
范本：英语毕业论文参考范文
编号：_____ 英语毕业论文参考范文 学校：_________ 教师：_________ ____年___月___日 （此文内容仅供参考，可自行修改） 第1 页共8 页
英语毕业论文参考范文 内容摘要: 英美文学是我国高校英语专业高年级的一门重要必修课,是学生学习和研究英语语言文化的必要途径。同时它又是一门比较特殊的课程:既不是单纯的历史课,也非纯粹的文学欣赏课,它需要授课教师个人的智慧和学生的积极参与。本文以英美文学的教育价值分析为基础,结合目前英美文学教学中的问题,对英美文学课程的教学方法进行了建设性的探讨。 关键词: 英美文学;教育价值;模式;方法 一、英美文学的教育价值 英美文学是一面镜子,它反映着英语民族的历史与文化,英美文学也是一束光芒,照亮着人们追求真、善、美的路途。英美文学课作为高校英语专业高年级学生的专业必修课,其意义和作用在于通过阅读和分析英美文学作品,深化学生在基础阶段所学的知识,提高学生语言的运用能力,增强对西方文学及文化的了解,培养学生的文学鉴赏力和审美的敏感性,以及敏锐感受生活、认知生活的能力,进而从整体上促进其人文素质的提高。具体来说,开设本教程的目的是直接提高学生的英语语言水平,使学生掌握英语文学和文化知识以及培养学生的人文素养和健全人格。首先,文学是语言的精髓,文学欣赏会直接有助于英语水平的提高。在经过基础的语言教学之后,文学作品的阅读和欣赏无疑是学习外语的一个系统有效途径和必要阶段。文学阅读能使语言学习有质的飞跃。 随着时代的前进,现代社会的多元化发展。弘扬人的主体性成为时代发展的主旋律。因此,在课堂教学过程中,让学生成为教学的主体是现 第 2 页共 8 页
英语专业本科毕业论文范文
英语专业本科毕业论文范文 [摘要]英语专业本科写作是本科生在毕业之前最重要的一项学习任务。文章针对目 前毕业论文中存在的主要问题，如写作基本功欠缺、学术基础和意识薄弱、选题不合适及论文缺乏深度和创新等问题并对其原因进行了探讨，据此提出相应的改进措施，以期提高毕业的质量。 [关键词]毕业论文;问题;改进措施 高校英语专业英语教学大纲认为毕业论文是考察学生综合能力、评估学业成绩的一个重要方式。在2004年开始实行的高等学校外语专业本科教学评估方案中毕业论文的质量 被列为一级指标“学生创新能力”的主要观测点(教育部高等教育司， 2004)。根据英语专业教学大纲的精神，学生的毕业论文写作不仅是对学生学业和专业成绩的一次综合测评，也是对学校设置和培养方案以及教师教学活动的一次考验。毕业论文写作是高等院校英语专业教学计划中一个不可缺少的组成部分和实践性环节，是考查学生综合能力、评价学生成绩的一个重要方式。 一、毕业论文写作的现状 在国内，近年来各高校英语专业对学生毕业论文的撰写比较重视。为了提高论文的质量，加强论文的严谨性和规范性，各高校近年来都出台了一系列政策，如的撰写、中期检查、抽查评估，有些高等院校从三年级开始增设学年论文教学环节等等。英语专业本科毕业论文的质量虽然有一定的进步，但也存在着一些问题。原上海外国语大学校长戴炜栋教授等的研究和调查证实了高等学校英语专业毕业论文质量的滑坡趋势(戴炜栋2007)。学 生在论文实际的撰写过程中，出现了写作基本功、格式规范、选题、论文的深度、外文资料不足的问题。其中的原因是多方面的，例如:在培养中偏重技能训练，轻视知识吸纳的 连贯性，使学生缺乏学术的内涵和深度，缺乏认识能力和思辨能力(文秋芳2006);在第八 学期才开始毕业论文的写作，不仅毕业生在短时间内无从选题，而且导致论文质量下降。这种现象对本科教学带来的负面影响应引起各高校英语专业的高度关注。 二、毕业论文写作存在的主要问题 目前高校毕业论文存在不少问题，如语言技能较弱，查阅文献资料的能力比较差，不知道怎样确立自己的观点等等，但以下几个方面的问题尤为明显:第一，写作基本功欠缺。英语专业毕业论文中一个显著的问题就是学生的写作能力较差，反映出学生英语语言能力欠缺。例如:论文结构不严谨、松散;一篇论文有多个中心论点;章节之间缺乏连贯性;语法、拼写错误多;学生随意使用非正式文体，书面语和口语混用的现象比比皆是。
大学英文毕业论文提纲--推荐范例.doc
大学英文毕业论文提纲范例 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 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
本科英语毕业论文标准范文
毕业综合实训（毕业设计）指导书 2012.10 [建筑施工技术专业（专科）适用] 一、毕业设计的指导思想 根据泉州华光摄影艺术职业学院建筑工程技术学院建筑施工技术专业（专科）教学计划的要求，为培养良好的工程素质和较强的岗位技能，获得建设行业工程师基本素质和实际工作能力的训练，能进行建设项目的可行性研究、建筑结构设计，建筑工程预决算、施工组织设计等，面向建筑企业和社会企、事业单位工程管理部门的高等应用型专门人才。 二、毕业设计的目的和要求 通过毕业设计，使学生在建设项目结构设计、造价确定和控制的实践过程中，学习和理解本专业所学的各科知识，培养学生综合运用理论知识和专业技能的能力，学会分析和解决在工程中的实际问题，并熟悉其工作程序和施工方法；为今后走上工作岗位打下扎实的基础。 三、毕业设计事项 1．准备阶段 包括：了解毕业设计的要求，认真阅读毕业设计指导书的内容、调查了解相关的资料；收集相关的工具书。包括：结构设计规范、施工规范、工程量清单计价规范、标准图集、相关的造价文件和有关材料的市场价格等。 2、毕业设计时间 毕业综合设计的时间一般为60天；学生应该按毕业任务书的安排；在规定的时间内完成毕业设计任务，由毕业设计指导教师集中进行指导、检查和答疑。对部分不能集中进行毕业设计的学生，可以通过电话或者E-mail方式和指导教师进行交互式指导。为培养建设行业的高等应用型专门人才尽职尽力。 3、成果鉴定 （1）上交内容：A、一份内容完整、格式规范的结构设计文件，B、一份内容完整、格式规范的土建、安装工程的预算书，C、一份完整的工程施工组织设计；这三部分内容分三份上交，需要有三个封面，每位学生必须上交这3部分毕业设计内容，否则不能毕业。
商务英语本科毕业(学位)论文范文(1)
附件20： 广东外语外贸大学 商务英语本科毕业（学位）论文 ( 20 届 ) 论文题目Promoting Dynamic Interplay between Study （英文） and Research in ELT Practice 论文题目在英语教学中力求学习与研究的相互促进 （中文） 继教（公开）学院 商务英语 自考 成绩 作者姓名 专 业 学院 班级 指导老师 完稿时间 准考证号
A4纸打印，两端对齐，行间距1.25倍，左边距3厘米，右边距2.5厘米，上下边距2.5厘米。 Promoting Dynamic Interplay between Study and Research in ELT Practice Wu Benhu Abstract: This paper first explores the significance of research in comparison to the other two sources of human knowledge (i.e. experience and reasoning) in the context of ELT practice in China. It then elaborates the four kinds of study: receptive study, productive study, critical study and creative study, and proposes a practice of ever-advancing integration of various types of study with different levels of depth of information processing. It finally discusses possible relationships between study and research and suggests research-based study and study-oriented research as two potential approaches to mutual stimulation between study and research in ELT practice in China. Key words: study; research; English language teaching 摘要 : 本文首先结合中国英语教学实际探讨了研究在教学中的重大作用，指出它是人类知识三大来源中最重要的一项； 然后阐述了学习的四个层次，即接受性学习、运用性学习、评析性学习和创造性学习，还提出英语学习的全过程应当是一个在学习层次上包容性不断提高的实践，即能够融汇越来越多高层次学习的过程；最后讨论了学习与研究间的关系，并提出了在英语教学中实现学习研究相互促进的两种途径，即以研究为基点的学习和以学习为前导的研究。
关于英语教育毕业论文范文模板【精选两篇】
关于英语教育毕业论文范文模板【精 选两篇】 关于英语教育论文2500字(一)：新高考背景下高中英语教育的挑战与探索 摘要：新高考背景下对英语考试的标准和要求进行了变更，为此高中英语教 育也进行了较大的变革。在新课改的前提下高中英语积极顺应新高考的趋势，变 革教学教学方式，实现英语学科新发展。在新高考背景下，高中英语教育也面临 着一系列的挑战和探索，需要我们有针对性地改变教学策略、提升教学水平。本 文对此进行简单的介绍。 关键词：新高考；高中英语；挑战；探索 引言： 以教师为课堂主体的传统高中英语教学已经难以适应新时期高考的要求。传 统课堂中学生作为被动的学习者充当聆听者，而教师则是课堂的主体唱主调，这 种教学质量一般，新考高背景下该教学模式已经难以适应高考的发展要求。 一、新高考背景下高中英语教育的挑战与探索
高考英语参加全国统一考试，满分150分，学生英语考试成绩以高考成绩为准。新高考教育改革后，将英语考试进行前移，每年4月、10月分别组织两次外语考试，学生在高中学习的三年内可以选择报告两次，其中取最高的一次作为自己的英语高考成绩。看似简单，实则更难，这给英语教育带来一定机遇的同时也带来了一些挑战。 新高考制度的实行使英语教学产生一系列的变更，此背景下高中英语教育面临着一系列的挑战。首先，新高考英语制度弱化了英.语的主权地位，这种改革看似给了学生多一次的考试机会，但打破了学生原有的高中教学、复习方式。最后一次的英语考试比传统高考提前两个月开展，而其他课程均为6月开始，这给学生复习带来一定的难度，影响了学生对高中学习阶段中的目的性的确认。这也使得英语主权地位被弱化，提前考试使英语的专业性被弱化。其次，新高考英语制度给教师教学带来较大的压力，该次英语考试制度的改革对学生选择空间的扩大进行了一定程度上的满足，但这种改革使英语学习的压力提前，教师的教学任务变重。尤其是改革之初各学校成熟英语教师短时间未能得到有效地充实，这给英语教师的教学带来一定的压力。教师资源紧张会带来教学效果下降，影响学生的实际学习。再次，新高考英语下英语制度学习有效性面临挑战。当前我国对外开放程度不断加深，在人们实际生活中应用到英语的情况很多，很多专业、很多工作都需要使用到英语。传统的高考制度能够推动学生高中三年都能够持续不断地开展英语学习，更好地与大学英语教育相衔接，保持教学的有效性和连贯性。但新高考英语制度背景下，学生如果提前完成英语考试，那么在三年中的后续时间
自考英语毕业论文范文
2012级华南理工大学自考本科英语毕业论文 高等教育自学考试 毕业论文 Bronte sisters in the literary history 毕业学校：华南理工大学 办学单位：广东XX职业技术学院 班级：英语10级 学生：钟 X X 指导老师：曹老师 提交日期：2012年9月30日 华南理工大学高等教育自学考试 二○一二年六月
附表4华南理工大学高等教育自学考试 毕业设计（论文）任务书 注：1．毕业设计（论文）任务书由指导教师填写，由指导教师签发，经毕业设计（论文）指导小组组长审核后生效。 2．“课题来源”一栏： A．指导教师的科研课题； B．指导教师收集的科研和生产实际中的课题； C．学生在科学活动和工程实践中自立的课题； D．自拟课题。 在表中相应栏内打“√”。
华南理工大学自考办制表 附表5 华南理工大学高等教育自学考试 毕业设计（论文）水平指导教师审阅评语书 注：平时成绩评定依据：1、出勤、纪律、协作精神；2、独立工作能力；3、工作勤奋及刻苦精神； 4、独立思考与主动性； 5、外文资料翻译情况（本科）。
Abstract The Bront?s were a nineteenth-century literary family associated with the village of Haworth in the West Riding of Yorkshire, England. The sisters, Charlotte (born 21 April 1816), Emily (born 30 July 1818), and Anne (born 17 January 1820), are well known as poets and novelists. They originally published their poems and novels under masculine pseudonyms, following the custom of the times practised by female writers. Their stories immediately attracted attention, although not always the best, for their passion and originality. Charlotte's Jane Eyre was the first to know success, while Emily's Wuthering Heights, Anne's The Tenant of Wildfell Hall and other works were later to be accepted as masterpieces of literature. Key words: Bronte Sister, novel, literature
英语本科毕业论文范文[1]
Analysis of the Images of Nightingale in English Poems and Cuckoo in Chinese Poems A Thesis Submitted to the Department of Foreign Languages of 。。。。。。。College 。。。Province in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts in English Language and Literature by Number: Supervised by: 。。。。。。。。。 March 2011
Acknowledgements I would like to express my gratitude to all those who have helped me during the writing of this thesis. I gratefully acknowledge the help of 。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。. I also owe a special debt of gratitude to all the professors in Foreign Languages Department, from whose devoted teaching and enlightening lectures I have benefited a lot and academically prepared for the thesis. I should finally like to express my gratitude to my beloved parents who have always been helping me out of difficulties and supporting me without a word of complaint.
英语专业论文参考选题范文
注： 1、学生可自定选题，但须根据所选方向对照学院所提供的题目，不能重复选题； 2、每位同学只能选择一个题目； 3、可能提供的题目中也存在重复，为尽量避免重复，论文题目选定后可以在导师的指导 下进行微调，但选题方向不可更改。 一、翻译方向选题（编号为FY+序号） （预计导师16人，约可指导90人） 1.The Social and Cultural Factors in Translation Practice 2.On Translation Methods of Numerals in Chinese and English 3.On the Cross-Culture Pragmatic Failure in English Translation 4.Remarks on the Translation of Chinese Set-Phrase 5.On Translating the Passive Voice in Scientific and Technology English into Chinese 6.The Application of Semiotic Approach in Translation 7.On the Translation of Advertisement and Brand Name 8.Discourse Analysis of the Dialogues in Films 9.On Cultural Impact on Translation of Idioms 10.The Comparison of English and Chinese Euphemisms for Death 11.On Translating English Negative Sentence into Chinese 12.A Study on Animal Metaphors in English and Chinese 13.On Foreignization and Domestication of Cultural Factors in Translation 14.An Approach to the Translation of Poetic Image 15.A Study of the Chinese Version of Titles of English Films 16.On Culture Translation under Foreignization 17.On Fidelity and Expressiveness in Translation 18.Cultural Equivalence in Translation 19.On Transformation between Parts of Speech in E-C Translation 20.A Contrastive Study of English and Chinese Allusions 21.On Translation of Humor in Pride and Prejudice 22.On Cultural Discrepancies in Translation 23.On the Translation of English Pun into Chinese 24.On Translation of Chinese and English Idioms from Cultural Perceptives 25.Cultural Connotation and Translation for Color Words 26.Lexical Rhetorical Devices in English-Chinese Translation 27.Social-cultural Context and the Translator’s Choice Words ——A Comparison of Two Chinese Versions of Jane Eyre 28.On the Translation Strategy of Chinese Classics----With Special Reference to Arthur Waley’s English Version of THE ANALECTS 29.On the Translation of English and Chinese Proverbs from the Perspective of Intercultural Communication 30.Cross-cultural Awareness in Translating Tourist Materials from Chinese into English