专门毕业论文提纲格式模板参考

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1-1 专门词语

1-1-1 专门词语的定名和定义 1-1-2 专门词语的鉴定标准 1-2 专门词语词义泛化

1-2-1 专门词语和普通词语的关系 1-2-2 专门词语词义泛化的定义 1-2-3 专门词语词义泛化的表现

第2章 专门词语词义泛化的历时与共时分析 2-1 专门词语词义泛化的总体情况

2-1-1 发生词义泛化的专门词语的学科领域分布情况 2-1-2 发生词义泛化的专门词语的数量及词性分布情况 2-1-3 专门词语词义泛化的动态发展情况 2-2 专门词语词义泛化的生成规律 2-2-1 专门词语词义泛化要有词义生发点 2-2-2 专门词语词义泛化是一个循序渐进的过程 第3章 专门词语词义泛化的原因和深层机制 3-1 专门词语词义泛化的社会原因

3-1-1 客观的社会生活对专门词语词义泛化的影响 3-1-2 主观的社会心理在专门词语词义泛化中的作用 3-2 专门词语词义泛化的语言内部原因

3-2-1 语言交际需求的发展要求语言不断地进行自身调节 3-2-2 词义的概括性为专门词语的词义泛化提供了可能

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3-3 专门词语词义泛化的深层机制 3-3-1 关于隐喻 3-3-2 隐喻的实质

3-3-3 隐喻在专门词语词义泛化中的作用 第4章 专门词语词义泛化具有广阔的发展前景

4-1 专门词语词义泛化是现代汉语词汇衍生新义的一种重要方式 4-2 专门词语词义泛化后具有独特的语用价值 4-3 专门词语词义泛化有越来越深厚的社会基础 结语 参考文献

四、专门用途英语课程设计模式论文提纲范文 Acronyms

Chapter 1 Introduction Chapter 2 What ESP means 2-1 The definition of ESP 2-2 Classification of ESP 2-3 Origins of ESP 2-4 ESP at present 2-5 Course design in ESP

Chapter 3 Linguistic study and the ESP development 3-1 Traditional grammar and ESP 3-2 Structural linguistics and ESP

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3-3 Transformational Generative (TG) grammar and ESP 3-4 Register analysis and ESP

3-5 Functional/notional grammar and ESP 3-6 Discourse (Rhetorical) analysis and ESP 3-7 Target situation analysis and ESP 3-8 Study skills and ESP 3-9 Genre analysis and ESP

Chapter 4 Learning theories and ESP 4-1 Behaviorism and ESP 4-2 Mentalism and ESP 4-3 Cognitive theory and ESP 4-4 Emotional factor and ESP

4-5 Learning and acquisition and ESP

4-6 The fifth development stage of ESP---learning needs analysis Chapter 5 Needs analysis

5-1 John Munby's model for needs analysis

5-2 Hutchinson and Waters' model for needs analysis 5-2-1 Target needs 5-2-2 Learning needs 5-2-3 Needs analysis

Chapter 6 Models of ESP course design

6-1 The language-centred model in ESP course design

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6-2 The skills-centred model in ESP course design 6-3 The learning-centred model in ESP course design Chapter 7 The roles of ESP course designers 7-1 The ESP course designer as researcher

7-2 The ESP course designer as needs analyst and syllabus designer and materials provider

7-3 The ESP course designer as teacher 7-4 The ESP course designer as collaborator 7-5 The ESP course designer as evaluator Chapter 8 Conclusion Bibliography Acknowledgements