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英语硕士毕业论文提纲格式一

摘要 3-5

Abstract 5-7

Contents 8-10

Abbreviations 10-11

List of Tables 11-12

Chapter 1 Introduction 12-15

1.1 Background for the Study 12

1.2 Purpose of the Present Study 12-13

1.3 Significance of the Present Study 13

1.4 Organization of the Thesis 13-15

Chapter 2 Literature Review 15-24

2.1 Defining and Classifying English Learning Motivation 15-18

2.1.1 Definitions of English Learning Motivation 15-16

2.1.2 Classifications of English Learning Motivation 16-18

2.2 Defining and Classifying Learning Procrastination 18-21

2.2.1 Definitions of Learning Procrastination 18-19

2.2.2 Classifications of Learning Procrastination 19-21

2.3 Brief Reviews of Researches on the Correlation between ELM and LP 21-22

2.3.1 Relevant Studies Abroad 21

2.3.2 Relevant Studies in China 21-22

2.4 Theoretical Framework of the Research 22-24

Chapter 3 Research Design 24-29

3.1 Research Questions 24

3.2 Subjects 24-25

3.3 Instruments 25-27

3.3.1 English Learning Motivation Questionnaire 26

3.3.2 Learning Procrastination Questionnaire 26-27

3.4 The Procedure of Study 27-29

3.4.1 Data Collection 27-28

3.4.2 Data Analysis 28-29

Chapter 4 Results and Discussion 29-60

4.1 An Overall Description of English Learning Motivation of Non-English Major Students 29-39

4.1.1 Situations of Students Certificate Motivation 30-31

4.1.2 Situations of Students Immediate Achievement Motivation 31-32

4.1.3 Situations of Learners Individual Development Motivation 32-34

4.1.4 Situations of LearnersIntrinsic Interest Motivation 34-35

4.1.5 Situations of LearnersLearning Situation Motivation 35-36

4.1.6 Situations of LearnersInformation Medium Motivation 36-37

4.1.7 Situations of LearnersSocial Responsibility Motivation 37-38

4.1.8 Situations of Learners Going Abroad Motivation 38-39

4.2 An Overall Description of Learning Procrastination 39-44

4.2.1 Situations of LearnersArousal Procrastination 40-42

4.2.2 Situations of LearnersAvoidant Procrastination 42-44

4.3 Correlation Analysis between StudentsELM and LP 44-51

4.3.1 Correlation Analysis between ELM and LP in High-Score Group 46-48

4.3.2 Correlation Analysis between ELM and LP in Mediate-Score Group 48-49

4.3.3 Correlation Analysis between ELM and LP in Low-Score Group 49-51

4.4 Discussion 51-53

4.5 Major Findings 53-54

4.6 Implications 54-60

4.6.1 Recognizing StudentsELM and LP 55

4.6.2 Building up a Harmonious Teaching and Learning Situation 55-57

4.6.3 Enhancing StudentsIntrinsic Interest Motivation 57-58

4.6.4 Making Differential Feedbacks at Different Level Students 58-60

Chapter 5 Conclusion 60-62

5.1 Conclusion 60

5.2 Limitations of the Research 60-61

5.3 Suggestions for Future Research 61-62

Bibliography 62-66

Appendices 66-68

Appendix A 66-67

Appendix B 67-68

Publications during the Postgraduate Program 68-69

Acknowledgements 69-70

英语硕士毕业论文提纲格式二

Contents 5-8

Abstract 8-10

摘要 11-13

List of Tables 13-14

Chapter One Introduction 14-18

1.1 Research Background 14-15

1.2 Research Purpose and Significance 15-16

1.3 The Organization of Thesis 16-18

Chapter Two Literature Review 18-27

2.1 The Development of Communicative Action Theory 18-22

2.1.1 Habermass Studies 18-19

2.1.2 Theoretical Studies in China 19-21

2.1.3 Applied Studies at Home and Abroad 21-22

2.2 Metadiscourse 22-26

2.2.1 The Definitions of Metadiscourse 23-24

2.2.2 The Classifications of Metadiscourse 24-25

2.2.3 Studies about Metadiscourse in Academic Discourse 25-26

2.3 The Limitations of Previous Studies 26-27

Chapter Three Theoretical Framework 27-37

3.1 Communicative Action Theory 27-30

3.1.1 An Overview of Communicative Action Theory 27-28

3.1.2 Universal Validity Claims 28-30

3.2 An Overview about Metadiscourse 30-34

3.2.1 Metadiscourse in Academic Discourse Community 31-32

3.2.2 Hylands Interpersonal Model of Metadiscourse 32-34

3.3 Analytical Framework 34-37

3.3.1 Metadiscourse and Communicative Action Meaning 34-35

3.3.2 The Representation of Communicative Action Meaning 35-37

Chapter Four Research Methodology 37-42

4.1 Research Questions 37-38

4.2 Data Collection 38-40

4.3 Research Methods 40-41

4.4 Research Procedures 41-42

Chapter Five Results and Discussion 42-93

5.1 Metadiscourse Markers in English Academic Discourse 42-48

5.1.1 The Distribution of Metadiscourse Markers 42-45

5.1.2 The Frequencies of Distribution 45-47

5.1.3 Validity Claims with respect to Metadiscourse Markers 47-48

5.2 The Representation of Communicative Action Meaning 48-84

5.2.1 Apperception and Metadiscourse 48-56

5.2.1.1 Transitions 49-53

5.2.1.2 Frame Markers 53-56

5.2.2 Truthfulness and Metadiscourse 56-65

5.2.2.1 Evidential 56-59

5.2.2.2 Endophoric Markers 59-62

5.2.2.3 Code Glosses 62-65

5.2.3 Sincerity and Metadiscourse 65-77

5.2.3.1 Hedges 66-70

5.2.3.2 Boosters 70-72

5.2.3.3 Attitude Markers 72-77

5.2.4 Correctness and Metadiscourse 77-84

5.2.4.1 Self Mentions 78-81

5.2.4.2 Engagement Markers 81-84

5.3 Summary 84-87

5.4 A Unitary Way or Multiple Way? 87-93

Chapter Six Conclusion 93-100

6.1 Research Findings 93-97

6.2 Research Implications 97-98

6.3 Research Limitations 98-100

Bibliography 100-106

Acknowledgements 106-107

Appendix Ⅰ Publication in the Period of Master 107-108

Appendix Ⅱ Sources of Academic Articles 108-110

英语硕士毕业论文提纲格式三

中文摘要 3-5

Abstract 5-6

Table of Contents 7-8

List of Tables 8-9

List of Figures 9

List of Boxes 9-10

Acronyms 10-14

CHAPTER ONE:INTRODUCTION OF THE RESEARCH 14-31

1.1 BACKGROUND OF THE STUDY 14-17

1.2 PROBLEM STATEMENT 17-18

1.3 RESEARCH OBJECTIVES 18-19

1.4 CONCEPTUAL FRAMEWORK 19

1.5 SIGNIFICANCE OF RESEARCH 19-20

1.6 DEFINITION AND THEORIES OF TERMS 20-22

1.7 RESEARCH METHODOLOGY 22-31

CHAPTER TWO:LITERATURE REVIEW 31-55

2.1 INTRODUCTION 31-32

2.2 ANALYZE THE DIFFERENT THEORIES OF POVERTY 32-34

2.3 GROWTH AND POVERTY REDUCTON-GENERAL RELATIONS 34-36

2.4 RELATIONSHIP BETWEEN AGRICULTURAL DEVELOPMENT AND POVERTY REDUCTION 36-39

2.5 AGRICULTURE AND PRO-POOR GROWTH 39-48

2.6 RURAL POVERTY IN BANGLADESH 48-55

CHAPTER THREE:REVIEW OF POVERTY REDUCTION AND AGRICULTURALPOLICIES IN BANGLADESH 55-86

3.1 INTRODUCTION 55

3.2 OBJECTIVES AND PRINCIPLES OF AGRICULTURAL POLICY 55-58

3.3 PROCESS OF MAKING AND IMPLEMENTING AGRICULTURAL POLICY 58-61

3.4 BACKGROUND OF THE AGRICULTURAL POLICY OF BANGLADESH 61-63

3.5 MAJOR AGRICULTURAL POLICIES 63-79

3.6 REVIEW ON POVERTY REDUCTION STRATEGY 79-82

3.7 POVERTY MAP OF BANGLADESH-A BRIEF SCENARIO 82-86

CHAPTER FOUR:RESULTS AND FINDINGS FROM THE FIELD SURVEY 86-105

4.1 FARM HOUSEHOLD INTERVIES 86-92

4.2 SITUATION OF MARKET AND MARKET ACCESS 92-96

4.3 SITTUATION OF AGRICULTURAL INPUT AND SUBSIDY 96-100

4.4 SITUATION OF EXTENSION TRAINING AND EDUCATION 100-102

4.5 OPINIONS OF GOVERNMENT OFFICIALS ON AGRICULTURAL POLICY 102-105

CHAPTER FIVE:CONCLUSION AND DISCUSSION 105-116

5.1 CONCLUSION 105-108

5.2 DISCUSSION 108-111

5.3 PROBLEMS IN RESEARCH 111-112

5.4 RECOMMENDATIONS FOR FURTHER POLICY REFORM 112-116

REFERENCES 116-124

ACKNOWLEDGEMENT 124-125

ANNEX 125-140

CURRICULUM VITAE 140-141

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