英语学术论文范文范文怎么写

2024年3月13日发(作者：蒋慰孙)

英语学术论文范文范文怎么写

学术论文是某一学术课题在实验性的科学记录，你们能够用英文写出来吗?下面是店铺带来英语学术论文优秀范文，希望对大家有帮助。

英语学术论文范文篇1：基于本土旅游文化的大学旅游英语教学研究

Study on College Tourism English Teaching Combining with

Aba Local Tourism Culture

Abstract： Boasting of rich， outstanding natural and

cultural tourism resources， marvelous landscape， specific

humanistic environment， Aba Tibetan and Qiang Autonomous

Prefecture is well-known to the world， which has been

attracting ever-increasing tourists home and abroad with its

unique charm， such as the fairy-land like natural scenery，

mysterious Tibetan Buddhist culture， ancient Qiang’s Shibi

(necromancer) culture， the Red Army’s Long March culture

and so on. The rich natural and cultural tourism resources rai

the economic benefits of cultural tourism development emphasis.

Aba is an ethnic minority area leading with the tourism industry;

after years of development， tourism has become the main

source of income for the local ethnic minorities. More and more

foreign tourists have been attracted into this area， particularly，

Europe， the United States and other English-speaking countries

have become the major source countries; a large number of high-qualified tourism professionals are in urgent need， and tourism

English teaching plays a very important role for cultivating High

quality talents who are both proficient in English， grasping high

level tourism skills， and quite familiar with Aba tourism

resources. This paper analyzes and puts forward some

constructive measures on how to combine Aba tourism resources，

local culture with college tourism English teaching.

Key words： Aba tourism resources local culture college

tourism English teaching

Introduction：

After joining WTO， China gets more and more intimacy

communication opportunities with the world; has been attracting

ever-increasing foreign tourists and foreign tourism industry is

rapidly developing. However， the development of the tourism

industry and excellent tourism practitioners can not be

synchronized， particularly high quality foreign tourism

practitioners are riously lacking， which causing the deve

lopment of China’s foreign tourism lag， especially the local

tourism resources and cultural characteristics can not be good

publicized. Most of the local colleges are in charge of cultivating

qualified personnel for local economic development， many

vocational colleges t up Tourism English major， but becau

of teaching conception， method and practice are old-fashioned

and out of touch， it results in Tourism English graduates are

unable to adapt to the development needs of the tourism

industry， and not well for the local tourism economy.

Aba Tibetan and Qiang Autonomous Prefecture boasts

abundant tourism resources and unique ethnic culture， which

needs more high quality tourism practitioners who are skilled

with foreign communicative ability and having comprehensive

local culture knowledge to publicize the local culture and bring

to a great height of development. Thus， the local college

tourism English teaching should attach great importance to the

needs of penetrating the local tourism and culture， and

combining the introduction of local characteristics and cultural

tourism with English teaching has very important significance.

英语学术论文范文篇2：英语专业学生写作的影响因素及对策分析

Analyzing the Factors and Corresponding Measures for

English Majors’ Writing

【Abstract】As we know， English writing is an important

part of communicative competence. But for many English majors，

it is hard to express their thoughts clearly. In order to find out the

main problems and corresponding measures， the author

analyzes many compositions written by English majors. With

some academic opinions and the author’s own analysis， some

problems existing in students’ writing are listed. According to

the problems， the author summarizes some influencing factors.

Finally， the author gives some relevant solutions. Through

analyzing tho samples， the author hopes it has some help for

English majors’ writing.

【Key words】Writing;English major;Influencing

factors;Effective measures

0 Introduction

“English writing is a re-creation process where students u

the knowledge of the language through thinking. So writing skills

can reflect students’ language competence” (Bai 2009：99).

But for many English majors， English writing is a difficulty for

them. So many reasons have led to this kind of phenomenon. The

author summarizes veral types of mistakes that English majors

often make， such as vocabulary mistakes， grammar mistakes.

According to the problems， the author analyzes the

influencing factors and tries to find suitable ways to solve this

problem.

1 Influencing Factors

1.1 Vocabulary Mistakes

Generally there are three kinds of vocabulary mistakes

existing in English majors’ writing. They are spelling mistake，

collocation mistake and part of speech problem. In the following

part， they are discusd one by one.

First， the spelling mistakes are common in their

compositions. “Vocabulary is the requisite element of English

writing” (He 2008：141). If students want to write a good

composition to express their thoughts， they should grasp

enough vocabulary and understand words correctly. However，

most English majors do not learn vocabulary like that. For

example， the words “indepadent” is not correct in spelling;

the words “indepondance” and “independent” are not

correct; the words “dapt”， “nowdays” are not spelled

correctly. This is becau students neglect the spelling when they

learn the word at the beginning. What’s more， many students

recite the word in accordance with pronunciation.

Second， collocation mistakes occur frequently. Collocation

is the key point of vocabulary learning. It plays a vital role in

expressing the author’s intention. As we all know， the English

collocation is very different from Chine. Some students are

ud to thinking in Chine and then directly translate Chine

into English literally. Such literal translations will definitely lead to

mistakes. Generally speaking， the words do not appear isolated

from others. That is to say， there are fixed about collocation

between adjective and noun， verb and object noun etc.

However， students often do not pay attention to this

collocation and accumulate the words mechanically， leading to

inappropriate expression in English. For example， “look dinner”

and “leave earth” are not appropriate.

英语学术论文范文篇3：马丁. 路德.金 《我有一个梦》的文体分析

Abstract: On the ba of the definition of stylistics, this thesis

gives a detailed analysis of some the of stylistic devices ud in

the famous speech by the well-known American civil rights

movement leader Martin Luther King, Jr., and then probes into

the stylistic characteristics of speech as a style.

Key words: Stylistics, Stylistic devices, analysis, speech.

马丁. 路德.金 《我有一个梦》的文体分析

摘 要:本文首先阐述了文体学的定义,并在此基础上对对美国着名黑人领袖马丁. 路德.金的着名演讲《我有一个梦》中所使用的文体手段进行了详尽的分析,进而对演讲文体的风格进行了简要的论述。

关键词:文体学;文体手段;分析;演讲

As an interdisciplinary field of study, stylistics promis to

offer uful insights into literary criticism and the teaching of

literature with its explicit aims and effective techniques. It is very

uful in the analysis of various styles of writing. In this thesis, the

author tries to offer a stylistic analysis of the famous speech by

Martin Luther king, Jr. I Have a Dream.

1. Introduction: Definition of Stylistics and Stylistic Analysis

As far as the definition of stylistics is concerned different

scholars define the branch of study in different ways. Wales

defines stylistics simply as “ the study of style” (1989:437),

while Widdowson provides a more informative definition as

“the study of literary discour from a linguistic orientation”

and takes “a view that what distinguishes stylistics from literary

criticism on the one hand and linguistics on the other is that it is

esntially a means of linking the two” (1975:3). Leech holds a

similar view. He defines stylistics as the “study of the u of

language in literature” (1969:1) and considers stylistics a

“meeting-ground of linguistics and literary study”(1969:2).

From what Widdowson and Leech say, we can e that stylistics

is an area of study that straddles two disciplines: literary criticism

and linguistics. It takes literary discour (text) as its object of

study and us linguistics as a means to that end.

Stylistic analysis is generally concerned with the uniqueness

of a text; that is, what it is that is peculiar to the us of language

in a literary text for delivering the message. This naturally

involves comparisons of the language of the text with that ud

in conventional types of discour. Stylisticians may also wish to

characterize the style of a literary text by Systematically

comparing the language us in that text with tho in another.

Halliday points out, “The text may be en as ‘this’ in contrast

with ‘that’, with another poem or another novel; stylistics

studies are esntially comparative in nature…”(1971:341). On

this points, Widdowson is of the same opinion as Halliday. He

says:“All literary appreciation is comparative, as indeed is a

recognition of styles in general” (1975:84). Thus, we may

conclude that stylistic analysis is an activity that is highly

comparative in nature.

2. Related Information of the Speech I HAVE A DREAM and

Its Author

Martin Luther King, jr. was born on January 15, 1929 in

Atlanta, Georgia, the son of a clergyman and the grandson of a

slave. After attending veral colleges he received his Ph. D. in

theology from Boston University in 1955. He led the bus boycott

in Montgomery, Alabama in 1955-1956. As president of the

Southern Christian Leadership Conference, he then led civil rights

demonstrations in many cities. In 1963 he helped organize the

march on Washington, which brought together more than

200,000 people. A leader in establishing a nonviolent civil rights

movement, King was awarded the Nobel Peace Prize for 1964.

King was assassinated in Memphis, Tenne, in 1968, shortly

before his fortieth birthday. Since then, he has become an

American folk hero, and on November 2, 1983, a law honoring Dr.

King was signed by President Rigan, effective January 1986,

making the third Monday of January a national holiday. He is the

only U. S. citizen other than George Washington to be recognized

in this way.

In 1863 President Abraham Lincoln issued the Emancipation

Proclamation freeing all slaves in the United States. One hundred

years after this decree was signed, however, the life of blacks was

still “sadly crippled by the manacles of GREgation and the

Chains discrimination.” On August 28, 1963, a quarter of million

people of all races came to Washington, D. C., to show their

support for freedom and justice for all Americans, and for black

people in particular. At that demonstration, Martin Luther King,

jr. delivered this famous speech I HAVE A DREAM, widely

regarded as the most eloquent statement of the black people’s

dreams and aspirations ever made. In his speech, Dr. King told

the world, “I have a dream” that equality would come “to all

of God’s children.” He said he wanted everyone to be able to

“join hands and sing in the words of the old Negro spiritual,

‘Free at last! Free at last!…’”

3. A Stylistic Analysis of the Speech (An analysis of some of

the stylistic devices ud in the speech)

Martin Luther King’s speech of August 28, 1963 is widely

regarded as one of the most powerful ever delivered in the

United States. Although this address was delivered orally, it was

read from a written text compod with GREat care. It is an

example of formal English with a convincing style. Here are some

of the stylistic devices (which maybe considered traditionally as

rhetorical devices) ud by Dr King to inspire and persuade.

3.1 Repetition:

Throughout the speech, Dr. King repeats words and ntence.

This is a very outstanding feature in this speech called repetition.

It belongs to the stylistic device of syntactic over-regularity. The

term repetition is restricted to mean the ca of exact copying of

a certain previous unit in a text such as a word, phra or even a

ntence (Leech, 1969), becau all the over-regular features in

literature are in some n repetitious. Ud in speech,

repetition not only makes it easy for the audience to follow what

the speaker is saying, but also gives a strong rhythmic quality to

the speech and makes it more memorable. In paragraphs 8

through 16, for example, King us the words “I have a dream”

nine times. This repetition helps to achieve the function of

coherence in discour and the function of reinforcement in

mood and emotion, expressing the speaker’s strong emotion of

longing for freedom, justice, righteousness and a much more

united nation of all of God’s children.

If we study the whole speech more carefully, it is easy for us

to find many other examples of repetition ud.

① But one hundred years later, we must face the tragic fact

that the Negro is still not free. One hundred years later, the life

of the Negro.

② is still sadly crippled by the manacles of GREgation and

the chains of discrimination. One hundred years later, the Negro

lives on a lonely island of poverty in the midst of a vast ocean of

material prosperity. One hundred years later, the Negro is still

languishing in the corners of American society and finds himlf

an exile in his own land.

Here the phra “one hundred years later” has been

repeated three times, emingly indicating that it is really a long

time for the Negro to wait for the coming of the time of justice

and righteousness.

②But we refu to believe that the bank of justice is bankrupt.

We refu to believe that there are insufficient funds in the GREat

vaults of opportunity of this nation. (Par.4)

the phra “we refu to believe that…” has been ud

twice to indicate the speaker’s good hope.

③ Now is the time to make real the promis of democracy.

Now is the time to ri from the dark and desolate valley of

GREgation to the sunlit path of racial justice. Now is the time

to open the doors of opportunity to all of God’s Children. Now

is the time to lift our nation from the quicksands of racial injustice

to the solid rock of brotherhood. (Par.4)

In this short passage, the clau “Now is the time to…” has

been ud four times to emphasize the fierce urgency of “NOW”

and to encourage and persuade the blacks to take immediate

action to ri above and gain their own rights and freedom.

Other examples of repetition can still be easily found

throughout the speech. In par. 7, the words “we can

never/cannot be satisfied as long as…” has been ud as many

as five times to show the determination and persistence of the

black people; in par. 17, the words “with the faith we will be able

to…” has been repeated twice for the purpo of showing how

strong the faith of the black people is to struggle for the

brotherhood of “all of God’s children”, and how strong the

faith of the black people is to believe that they “will be free one

day”. Now let’s enjoy another example.

④And if America is to be a GREat nation this must become

true. So let freedom ring from the prodigious hilltops of New

Hampshire! Let freedom ring from the heightening Alleghenies

of Pennsylvania!

Let freedom ring from the snowcapped Rockies of Colorado!

Let freedom ring from the curvaceous slopes of California!

But not only that; let freedom ring from Stone Mountain of

Georgia!

Let freedom ring from Lookout Mountain of Tenne.

Let freedom ring from every hill and molehill of Mississippi.

From every mountainside, let freedom ring.

When we let freedom ring, when we let it ring from every

village and every hamlet, from every state and every city…

(Paragraphs 19 through 25)

the words “Let Freedom ring…” has been repeated as many

as nine times to indicate that it is the whole of the United States

rather than any part of it that should be bathed in the sunshine

of freedom.

3.2 U of Parallelism

Parallelism is another syntactic over-regularity. It means

exact repetition in equivalent positions. It differs from simple

repetition in that the identity does not extend to absolute

duplication, it “requires some variable feature of the pattern-some contrasting elements which are ‘parallel’ with respect to

their position in the pattern”(Leech, 1969:66). To put it simply,

parallelism means the balancing of ntence elements that are

grammatically equal. To take them parallel, balance nouns with

nouns, verbs with verbs, prepositional phras with prepositional

phras, claus with claus, and so forth.

In his speech, Martin Luther King us parallelism to create a

strong rhythm to help the audience line up his ideas. Here are

few examples:

⑤…by the manacles of GREgation and the chains of

discrimination…(Par.2, two parallel noun phras)

⑥“This is no time to engage in the luxury of cooling off or

to take the tranquilizing drag of gradualism.” (Par.4, two parallel

infinitive phras: “to engage…to take…”)

⑦“there will be neither rest nor tranquility in

America…”(Par.

“neither…nor”)

⑧“We shall never be satisfied as long as our children are

stripped of their lfhood and robbed of their dignity…”(Par. 7,

two parallel verb phras)

It is traditionally believed that parallelism is ud for the

purpo of emphasizing and enhancing, esp. in speech, the ideas

expresd by the speaker (or author in written versions), thus

always encouraging and inspiring the audience. We need not to

be very carefully to find out many more examples of parallelism

ud in King’s speech and classified as is followed:

3.2.1 parallel nouns:

⑨This not was a promi that all men would be guaranteed

the inalienable rights of life, liberty and the pursuit of happiness.

(Par. 3, three parallel nouns as attributive)

⑩1963 is not an end, but a beginning (Par. 5, two parallel

nouns joined with “not…but…”)

⑾Again and again we must ri to the majestic heights of

meeting physical force with soul force. (Par. 6)

⑿…have come to realize that their destiny is tied up with our

destiny and their freedom is inextricably bound to our freedom.

(Par. 6, two pairs of parallel nouns).

⒀I say to you today, my friends, that in spite of the difficulties

and frustrations of the moment…(Par. 8)

⒁…a dert state sweltering with the heat of injustice and

oppression, will be transformed into an oasis of freedom and

5, two parallel nouns joined with

justice. (Par. 11, two pairs of parallel nouns).

3.2.2 Parallel noun phras:

⒂So we have to came to cash this check-a check that will

give as upon demand the riches of freedom and The curity of

justice. (Par. 4)

⒃I have a dream that one day on the red hills of Georgia the

sons of former slaves and the sons of former slave-owners will be

able to sit down together at the table of brother hood (Par. 10)

3.2.3 Parallel infinitive phras:

⒄It would be fetal for the nation to overlook the urgency of

the moment and to underestimate the determination of the

Negro. (Par.5, two parallel infinitive phras)

⒅With this faith, we will be able to work together, to pray

together, to straggle together, to go to jail together, to stand up

for freedom together, knowing that we will be free one day. (Par.

7, five parallel infinitive phras).

3.2.4 Parallel prepositional phras

⒆I have a dream that my four little children will one day live

in a nation where they will not be judged by the color of their

skin but by the content of their character. (Par. 12)

⒇…, when we let it ring from every village and every hamlet,

from every state and every city, … (Par. 25)

E. Parallel claus:

(21) …, have come to realize that their destiny is tied up with

our destiny and (that) their freedom is inextricably bound t our

freedom. (Par. 6, two parallel objective clau)

(22) I have a dream that one day every valley shall be exalted,

every hill and mountain shall be made low, the rough place will

be made plain, and the crooked places will be made straight, and

the glory of the Lord shall be revealed, and all flesh shall e it

together. (Par. 6, six parallel claus ud as appositions of the

noun “dream”).

3.3 U of Similes and Metaphors

As two very important types of meaning transference in

literature, similes and metaphors are comparisons that show

similarities in things that are basically different, which can be

ud to add vividness and vitality to writing. As Leech points out,

metaphor is associated with a particular rule of transference

which may be called the “metaphoric rule” (1969: 151). That is,

the figurative meaning is derived from the literal meaning or it is,

as it were, the literal meaning.

Throughout the speech, King makes extensive u of similes

and metaphors. In paragraph 1, for example, King compares The

Emancipation Proclamation to two forms of brilliant light cutting

through darkness. The first-“a joyous daybreak”-compares it to

the sunri, which (in this ca) ends “the long night of

captivity”. In paragraph 2, he speaks of “the manacles of

GREgation and the chains of discrimination,” comparing

gregation and discrimination under which the Negro people

live to the manacles and chains once ud on slaves. Therefore,

it is very clear that the using of similes and metaphors can

definitely add vividness and vitality to writing and make it easy

for the readers or audience to understand.