英语论文：英语论文范文精选十篇本文是一篇英语论文，英语论文的写作，主要用于参加国际学术 研讨会，促进中外学术文化交流；在国际学术刊物上发表，在国际上 共享科研成果，英语论文也是达到学术交流的目的；另外英语论文还 包括英语相关专业人员必要地用英语撰写学术报告或毕业论文等等。 （以上内容来自百度百科）今天为大家推荐一篇英语论文，供大家参 英语论文范文精选篇一Chapter OneINTRODUCTION 1.1 Research Background High proficiency widevariety situationsandprofessions; meanwhile criticalimportance promisingjobs.Writing skills universitystudents overwhelmingindicators successinacademic work during freshmenyear college(Geiser Studley,2001). Writingskills dailywork applicationandpromotion within disciplines(Light, 2008). Writing induces capabilityofconstructing logics, articulating ideas, debating opinions, sharpeningmultipleperspectives. result,effective writing associatingconvincingly withcommunication targets, including teachers, peers, colleagues, coworkers, large(Crowhurst, 1990). writingskill indispensiblepartto everytest TOELF,lELTS，GRE, BEC，CET4, CET6, TEM4， TEM8 soon.Notwithstanding the2002National Assessment EducationalProgress (NAEP) report Grade12 (21%) scored oraboveproficient levels，and only 2% wrote advancedlevels allthree samples.Moreover, only 9% Grade12 Black students only28% Grade12 White studentswere able proficientlevel (National Center EducationalStatistics, 2003). 1.2 Significance ResearchBased CET6compositions extracted from studyaimsto reveal relationshipbetween linguisticfeatures writingquality advancedsoftware，namely Lexical Frequency Profile, Coh-Metrix3.0 L2SyntacticComplexity Analyzer vocabulary,syntax textualcohesion.This study greatvalue mainly followingtwo aspects:Firstly, theoretically speaking, offerguidance referenceforthe teaching methodology L2writing. studyreveals lexicaldiversity,syntactic complexity, textual cohesion writingquality, reflects mostdecisivefactor writingquality mutualrelationship between thelexical diversity syntacticcomplexity writingaswell textualcohesion writing.Hopefully, shedsomelight providepractical advice.Secondly, practically speaking, studydemonstrates newdirection automaticassessment carriedout bothby means laborwork comprehensivelyexamine more than 28variables mighthave writingquality relationmodelbetween relatedvariables writingscores. Chapter TwoLITERATURE REVIEW 2.1 Lexical Features L2writing，students alwaysperplexed vocabulary.Leki&Carson (1994) surveyed 128 L2 learners knowabout AcademicPurposes (EAP). strongestzeal languageproficiency, especially lexical proficiency. Jordan (1997)obtained similarconclusion hisstudy Chinesestudents UKapplying theirmasterdegrees, 62% whomregarded vocabulary biggestproblem processofEnglish writing. Over pasttwo decades，researchers have attached more moreimportance L2vocabularystudies. importantelement languageproficiency, lexical proficiency isdefined from different perspectives measurements.Meanwhile, lexical proficiency, largeextent, lexicalfeatures. lexicalfeatures have received more moreattention from home abroadresearchersmainly focusing totalwords, lexical diversity (LD) lexicalrichness (LR)and lexical complexity (LC), among which lexical diversity lexicalrichness has gainedmore popularity lexicalproficiency study. 2.2 Syntactic Features WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant studentwritings. Wolfe-Quintero et al. (1998)pointed out syntacticallycomplex writer uses widevariety bothbasic andsophisticated structures，while syntacticallysimple writer uses only narrowrange ofbasic structures. pasthalf century, researchers adopted many different indices tostudy syntacticcomplexity findout relationshipamong scores,thegrades, writingquality. Syntactic complexity forms”(Ortega, 2003). animportantfactor secondlanguage assessment construct Bachman s(1990)conceptual model languageability, oftenused indexoflanguage proficiency developmentstatus L2learners. Various studies have proposedand investigated measures syntacticcomplexity examinedits predictivenessfor language proficiency, bothL2 writing speakingsettings, which reviewedrespectively.Syntacticcomplexity alsocalled syntactic maturity, referring rangeoflanguage production form formcomplexity. Therefore，the length ofthe production unit, sentenceembeddedness thestructuretype syntacticcomplexity (Ortega 2003: 492). CHAPTER THREE METHODOLOGY 203.1 Composition Collection .........20 3.2 Tools.........21 3.3 Variables......... 23 3.3.1 Dependent variables......... 25 3.3.2 Independent variables......... 26 3.4 Data Analysis.........28 CHAPTER FOUR DATA ANALYSIS RESULTS.........304.1 Quantitative Differences Low-Proficiency Writings-1ivviv.........30 4.2 Comparison between Quantitative Features 384.3 Impacts Q(曹县很富吗？曹县是山东省管辖的一个县。从该县2020年完成的宏观经济指标来看，GDP已经超过460亿元，属于全市为数不多GDP突破460亿的县，综合经济实力相对较强。)uantitativeFeatures WritingQuality.........47 5.1 Lexical Diversity WritingQuality.........47 5.2 Syntactic Complexity WritingQuality......... 48 5.3 Textual Cohesion WritingQuality 49Chapter FiveDICUSSION 5.1 Lexical Diversity WritingQuality indexassessing lexical diversity has showed significant difference between high-and low-proficiency writing both maysuggest high-proficiencywritingshave displayed more diverse vocabularies, which differentfrom studyofWang (2004). hisstudy, targetstudents have similarlexical diversity. Among theindices assessing lexical study hisstudy, none index has showed significant differencebetween high- low-proficiencywritings writingsscores. hisstudy,he explained possiblereason significantdifference inaverage words. However, probablyattributed hismeasurement hisstudy, TTR lexicaldiversity, asmentionedabove, TTR reliableonly when texts have samelength. Wang sstudy,texts vary length;thus longer texts tend havelower TTR. relationshipbetweenlexical diversity writingquality study,we adopted Uindex measurelexical diversity CETcompositions, indexcan avoid theweakness textlength. Besides, Liu (2003) studied 57second- year college students twonatural classes foundout vocabularysize hadno immediate effect writingscore. However, lexicaldiversity has apositive impact studyofMcNamara et al. (2001). Conclusion studyaims relationshipbetween lexical features L2writingquality LexicalFrequency Profile, relationshipbetween syntacticfeatures L2writing quality through computationaltool L2 SyntacticComplexity Analyzer relationshipbetween cohesive features secondlanguagewriting quality computationaltool Coh-Metrix3.0. Meanwhile, thestudy gives us information about textualrepresentation differentwritingproficiencies along multiple textual measurements.This section summarizes majorfindings presentstheoretical,methodological pedagogicalimplications L2writing research. Limitation thepresentstudy furtherstudies end. Reference (omitted) 英语论文范文精选篇二 Chapter One Introduction 1.1 Background ResearchEnglish writing importantway communication,which can enhance abilityoflanguage acquisition secondlanguage learning. languageskills,English writing verydifficult master.After many years, students still find writingisunsatisfactory havemany problems. widelyacknowledged muchattentionshould Englishwriting. presentour college English writing teaching loweffectiveness, teachersspend energyreading andcorrecting students compositions, sametime, studentsspend timewriting, satisfactory.Thefollowing conspicuous problems tend Englishwriting. First, when givena topic, students tend translationjob. Second, students spend toomuch time avoiding grammatical errors writing,which leads comprehensiveview. Third, enriching writingprocess viewpointswithappropriate examples strongarguments. English writing weakestpart Englishlearningespecially ChineseVocational college students. According BasicTeaching Requirements VocationalCollege English Course,developing students comprehensive abilities useEnglish language teachingaim ofvocational college English. writing,students should have masterthebasic writing skills accomplishingwriting tasks differenttypes, including narration,description, argumentation practicalwritings like business email announcement.Besides,their writing should have clearorganization propercoherence; sametime, studentsshould describesomething adequatecontent properform indifferent situations, businesssituation. 1.2 Purpose wecan see, most English class vocationalcolleges bigclass which contains leastsixty students classstudents may feedbackfromteacher immediately, although offering feedback essentialtasks. helpfulandefficient studentsthemselves can check other s writing givecomments. Sothese two feedbacks have ownroles revision.Considering vocationalcollegeeducation, examining teacherfeedback peerfeedback EFLwriting ofgreatimportance teacherfeedbackand peer feedback Englishclass providesome useful English writing teachingmethod studyingways vocationalcollege education. onlyconsistent newcurriculum; sametime reflects “student-centered”teachingphilosophy. Chapter Two Literature Review 2.1 Feedback Theory Feedback widelyseen bothencouraging consolidatinglearning(Anderson, 1982; Brophy, 1981; Vygotsky, 1978), importancehas also beenacknowledged Englishwriting.In language learning, feedback means evaluative remarks which languagelearnersconcerning languageproficiency linguisticperformance (Larsen-Freeman,2005). learning,feedback manyterms, asresponse,review, correction, evaluation matterwhat canbedefined informationlearners receive learningtask, eitherfrom fromother learners (Richards et al., 1998)”.A more detailed description providinginformation revision”(Keh,1990). From generalgrammatical explanation specificerrorcorrection writingability errors.Therole makewriters learn where he shehas misled confusedthereader supplyinginsufficient information, illogical organization, lack developmentofideas, somethinglike inappropriate word-choice tense(Keh, 1990). 2.2 Theoretical Foundations FeedbackCollaborative learning, also called cooperative learning, secondtheoretical basis thatback writingclass. studentscommunicateactively eachother cleardifference between students-centered traditionalteacher-ledclassrooms. Students enthusiasm groupdiscussion strengthens whenstudents completelyabsorbed collaborativelearning students-centeredclass. Whenstudents get together workout problem,ideas conveyedamong them receivedfrom