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篇1

現(xiàn)如今，大家都知道論文撰寫論文內(nèi)容的教程都比較枯燥，針對性不強(qiáng)，一般不能滿足學(xué)院英語論文課程的要求，需要教師根據(jù)學(xué)生的專業(yè)特點(diǎn)，依據(jù)寫作教學(xué)規(guī)律，自行編寫教材。下面是學(xué)術(shù)參考網(wǎng)小編為朋友們搜集整理的英語論文致謝信，歡迎閱讀！

Acknowledgements

MydeepestgratitudegoesfirstandforemosttoProfessoraaa，mysupervisor，forherconstantencouragementandguidance.Shehaswalkedmethroughallthestagesofthewritingofthisthesis.Withoutherconsistentandilluminatinginstruction，thisthesiscouldnothavereacheditspresentform.

Second，IwouldliketoexpressmyheartfeltgratitudetoProfessoraaa，wholedmeintotheworldoftranslation.IamalsogreatlyindebtedtotheprofessorsandteachersattheDepartmentofEnglish：Professordddd，Professorssss，whohaveinstructedandhelpedmealotinthepasttwoyears.

Lastmythankswouldgotomybelovedfamilyfortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis

篇2

論文致謝一：

Thecompletionofthethesisisattributedtomanypeople'ssupportandencouragement.

Firstandforemost，Iwanttoextendmyheartfeltgratitudetomysupervisor，ProfessorCaoDaogen，whosepatientguidance，valuablesuggestionsandconstantencouragementmakemesuccessfullycompletethisthesis.Hisconscientiousacademicspiritandmodest，open-mindedpersonalityinspiremebothinacademicstudyanddailylife.Hegivesmemuchhelpandadviceduringthewholeprocessofmywriting，whichhasmademyaccomplishmentspossible.

Also，Iwouldliketoexpressmysinceregratitudetoalltheprofessorswhohavetaughtmeinthisuniversity.Theirinstructionshavehelpedbroadenmyhorizonandtheirenlighteningteachinghasprovidedmewithasolidfoundationtoaccomplishthispaperandwillalwaysbeofgreatvalueformyfuturecareerandacademicresearch.

Mythanksalsogototheauthorswhosebooksandarticleshavegivenmeinspirationinthewritingofthispaper.

Lastbutnotleast，Iwouldliketoexpressmyspecialthankstomyparents，whosecareandsupportmotivatemetomoveonandmakemewanttobeabetterperson.

論文致謝二：

Uponfinishingthisthesis，Iwouldliketoexpressmygreatgratitudetowardsallthosewhohaveofferedmesincereassistanceinthethreeyears.

Firstandforemost，myheartythanksgotomysupervisor，ProfessorZhangRuwen，whohasgivenmeinsightfulsuggestionsandconstantencouragementbothinmystudyandinmylife.Furthermore，ProfessorZhang'spainstakingteachingandvaluableadvicehaveprofoundlycontributedtothecompletionofthepresentthesis.

Also，Iownmythankstoalltheprofessorswhohavetaughtandenlighteningmeduringmystudiesinthecampus，forguidingmeinthefieldofresearchwork，whichisbothchallengingandfantastic.TheexperienceandprofitIobtainedwillbeofgrandimportancetomyfurtherstudies.

Finally，Iamalsogratefultomyfamilyandfriends，whoencourageandsupportmeandsharewithmemyworries，frustrations，andhappiness.

論文致謝三：

Iwouldlikeexpressmygratitudetoallthosewhooffergreathelpformythesis.

Firstandforemost，mydeepestgratitudegoestomysupervisorProfessorYuMuhong，forhisfather-likeencouragementandguidance.Heprovidedmewithabundantsuggestionsandpricelesscriticismsformywritingofthethesis.Butforhisconstantpatientguidanceandenlightenment，thethesiswouldhavebecomeamissionimpossible.

MysincerethanksalsogototheteachersfromtheSchoolofForeignLanguagesofZhejiangUniversityofFinanceandEconomics，whojointlyledmeintotheholytempleofacademicfield.Here，IwanttosendmygratefulnesstothoserespectedteacherslikeProf.WangBaorong，Prof.LiChangbao，Prof.ChenXianghong，Prof.ShaoYouxue，Prof.TengChao，Prof.CenQunxiaetc.Thankyouforyourbeingwithmeandbeingthewitnessesforthebirth，growthandperfectionofmythesis.

Ifeelindebtedtomyparents，withouttheirmentalandmaterialsupport，Icouldbarelyfinishthethesisontime.

Finally，mythanksshouldbesenttoallmyclassmates，fortheirendlesssupportandwarmhearts，makingmefeellikelivinginaunitedbigfamily.

論文致謝四：

Thecompletionofthethesisisattributedtomanypeople'ssupportandencouragement.

Firstandforemost，Iwanttoextendmyheartfeltgratitudetomysupervisor，ProfessorCaoDaogen，whosepatientguidance，valuablesuggestionsandconstantencouragementmakemesuccessfullycompletethisthesis.Hisconscientiousacademicspiritandmodest，open-mindedpersonalityinspiremebothinacademicstudyanddailylife.Hegivesmemuchhelpandadviceduringthewholeprocessofmywriting，whichhasmademyaccomplishmentspossible.

Also，Iwouldliketoexpressmysinceregratitudetoalltheprofessorswhohavetaughtmeinthisuniversity.Theirinstructionshavehelpedbroadenmyhorizonandtheirenlighteningteachinghasprovidedmewithasolidfoundationtoaccomplishthispaperandwillalwaysbeofgreatvalueformyfuturecareerandacademicresearch.

Mythanksalsogototheauthorswhosebooksandarticleshavegivenmeinspirationinthewritingofthispaper.

Lastbutnotleast，Iwouldliketoexpressmyspecialthankstomyparents，whosecareandsupportmotivatemetomoveonandmakemewanttobeabetterperson.

論文致謝五：

Uponfinishingthisthesis，Iwouldliketoexpressmygreatgratitudetowardsallthosewhohaveofferedmesincereassistanceinthethreeyears.

Firstandforemost，myheartythanksgotomysupervisor，ProfessorZhangRuwen，whohasgivenmeinsightfulsuggestionsandconstantencouragementbothinmystudyandinmylife.Furthermore，ProfessorZhang'spainstakingteachingandvaluableadvicehaveprofoundlycontributedtothecompletionofthepresentthesis.

Also，Iownmythankstoalltheprofessorswhohavetaughtandenlighteningmeduringmystudiesinthecampus，forguidingmeinthefieldofresearchwork，whichisbothchallengingandfantastic.TheexperienceandprofitIobtainedwillbeofgrandimportancetomyfurtherstudies.

Finally，Iamalsogratefultomyfamilyandfriends，whoencourageandsupportmeandsharewithmemyworries，frustrations，andhappiness.

論文致謝六：

Iwouldlikeexpressmygratitudetoallthosewhooffergreathelpformythesis.

Firstandforemost，mydeepestgratitudegoestomysupervisorProfessorYuMuhong，forhisfather-likeencouragementandguidance.Heprovidedmewithabundantsuggestionsandpricelesscriticismsformywritingofthethesis.Butforhisconstantpatientguidanceandenlightenment，thethesiswouldhavebecomeamissionimpossible.

MysincerethanksalsogototheteachersfromtheSchoolofForeignLanguagesofZhejiangUniversityofFinanceandEconomics，whojointlyledmeintotheholytempleofacademicfield.Here，IwanttosendmygratefulnesstothoserespectedteacherslikeProf.WangBaorong，Prof.LiChangbao，Prof.ChenXianghong，Prof.ShaoYouxue，Prof.TengChao，Prof.CenQunxiaetc.Thankyouforyourbeingwithmeandbeingthewitnessesforthebirth，growthandperfectionofmythesis.

篇3

英語論文開題報告范例 一、論文題目：Classroom Interaction And Oral English Teaching

二、研究現(xiàn)狀：

對于課堂互動與英語口語教學(xué)之間的關(guān)系，國內(nèi)的研究主要集中在：

(1)構(gòu)建主義模式 它是以構(gòu)建主義理論為基礎(chǔ)的互動模式，司洪海在《構(gòu)建主義理論與英語口語教學(xué)》中從對現(xiàn)有教學(xué)模式的反思入手，探討將構(gòu)建主義引入英語課堂教學(xué)的必要性、可行性及其意義和作用。盧艷春和路雅琴在《構(gòu)建主義與大學(xué)英語口語課堂教學(xué)》中則分別從構(gòu)建知識觀構(gòu)建學(xué)習(xí)觀構(gòu)建教學(xué)觀入手，強(qiáng)調(diào)以學(xué)生為中心的主動性、構(gòu)建性。

(2)角色扮演模式 徐志敏、王瑛在《大學(xué)英語課堂互動教學(xué)中角色扮演探究》中著重探討了在角色扮演的互動教學(xué)中教師的作用，對指導(dǎo)教學(xué)實(shí)踐具有重要的意義。而黃玉蘭在《角色扮演引入英語專業(yè)口語教學(xué)中》從角色扮演是多為互動英語口語教學(xué)模式的應(yīng)用探討了角色扮演這一教學(xué)方法的目的、步驟和利弊等方面。

(3)以學(xué)生為中心模式 這一模式被單獨(dú)研究的較少，黃影秋在《以學(xué)生為中心提高英語口語課堂教學(xué)效果的探索中》通過對學(xué)生口語課堂學(xué)習(xí)存在的問題的分析，提倡以學(xué)生為中心，實(shí)現(xiàn)教與學(xué)的雙邊互動。并提出闡述如何運(yùn)用其他教學(xué)策略提高口語的教學(xué)效果，促進(jìn)學(xué)生交際能力的提高。而劉蓉在《談英語口語課堂互動》中則提出了互動可以創(chuàng)造以學(xué)生為中心的口語課堂和整體小組作業(yè)模式，提高口語交際能力。

(4)合作性學(xué)習(xí)模式 這種模式的研究較為普遍和盛行，它興起于美國，在后來取得實(shí)質(zhì)性的進(jìn)展的一種教學(xué)理論與策略。黃艷在《合作性學(xué)習(xí)在大學(xué)英語課堂的應(yīng)用》中提出了以下幾種合作模式，從而的出該模式的優(yōu)勢所在。顧曉樂在《合作性學(xué)習(xí)與情景劇表演》中從情劇表演的角度來證明合作性學(xué)習(xí)的有效性。肖巧玲在《大學(xué)英語口語教學(xué)中的合作學(xué)習(xí)》中則通過合作學(xué)習(xí)在口語教學(xué)中的實(shí)踐探究合作學(xué)習(xí)應(yīng)注意的原則。而慕東文在《合作性學(xué)習(xí)的特點(diǎn)、目標(biāo)、內(nèi)容和實(shí)踐策略》一文中，他用人文精神和平等民主合作原則，對待新的理念，指導(dǎo)英語口語教學(xué)。

(5)情景設(shè)置模式 它主要是根據(jù)Gillian Brown George Yuled的語言情景對第二語言習(xí)得者的交際緊張、焦慮的研究表明口語情景設(shè)置不適當(dāng)，會影響學(xué)生用目標(biāo)語進(jìn)行交流，進(jìn)而強(qiáng)調(diào)進(jìn)行口語教學(xué)情景設(shè)置的重要性。張舍茹、孫邊旗在《英語口語教學(xué)的情景設(shè)置》中就論述我們應(yīng)注意情景互動教學(xué)中應(yīng)遵循的原則，及如何設(shè)置英語口語教學(xué)中情景設(shè)置的形式兩個小方面局部性的探討了情景設(shè)置這種互動模式。孫久榮在《論英語口語課的情景教學(xué)》中對情景設(shè)置這個模式從宏觀上進(jìn)行了分類，進(jìn)而得出開放式情景和封閉式情景，為情景設(shè)置互動模式研究開辟了一個小領(lǐng)域。

三、研究的目的及意義：

通過對目前已經(jīng)發(fā)展起來并比較成熟的幾種互動模式的歸納來看：關(guān)于人際互動這種互動模式在目前的互動性研究中被單獨(dú)研究還比較少，沒有被當(dāng)作一種獨(dú)立的模式應(yīng)用到英語口語課堂教學(xué)中，它更多的是被貫穿到其他幾種互動模式當(dāng)中。因此，本論題認(rèn)為它還有進(jìn)一步研究的空間。

四、研究的理論依據(jù)和研究方法：

本論題將以教育心理學(xué)的理論為基礎(chǔ)，以互動理論和構(gòu)建主義理論為依據(jù)，運(yùn)用歸納總結(jié)的方法對已有的研究進(jìn)行宏觀上的概述，從而引出本文論題，通過例證分析、驗(yàn)證人際互動模式對課堂英語口語教學(xué)效果的提高所具有的重要意義。

五、提綱：

Introduction

Chapter One Definition and Theoretical Basis of Interaction

1.1 Definition of Interaction

1.2 Theoretical Basis of Interaction

1.3 Some Main Interactive Modes in the Present Classroom

Chapter Two The Necessity And The Principles of Following InteractionTeaching Mode

2.1 The Disadvantage of Traditional Oral English Teaching Mode

2.2 The Necessity and Merit of Taking InteractionTeaching Mode

2.3 Oral English InteractionTeaching Mode Should Follow the Principles

Chapter Three Personal Interaction in the Oral English Teaching

3.1 The Relationship Between the Teacher and Students

3.2 Two Types of Personal Interaction

3.3 Classroom Climate

3.4 Classroom Size

Chapter Four The Evaluation of the Interactive Oral English Teaching Mode

4.1 Some Principles Should Follow When Evaluating

4.2 The Concept of Evaluating

4.3 The Technology of Evaluating

Conclusion

六、參考文獻(xiàn)

Jonssen, DHThinking Technology: Toward a Constructivist Design Model .Educational Technolgy. 3 (1994)： 3435.

Littlewood, William. Communicative Language Teaching .Cambridge: Cambridge University Press .1981.

盧艷春， 路雅琴。構(gòu)建主義與大學(xué)英語口語教學(xué)。 前沿雜志。 11 (2006)：98100.

司洪海。構(gòu)建主義理論與英語口語教學(xué)。 基礎(chǔ)英語教育。 4 (2005)：89.

吳蕾。構(gòu)建主義在英語口語教學(xué)中的應(yīng)用。() 東華大學(xué)學(xué)報(社科版)。7 (2007)：2324.

范雄飛， 黃玉蘭。把角色扮演引入英語專業(yè)口語教學(xué)之中。讀與寫雜志。 9 (2006)：3537.

徐志敏， 王瑛。大學(xué)英語課堂互動教學(xué)中角色扮演探究。 外語研究。 8 (2006)：5657.

黃影秋。以學(xué)生為中心提高英語口語課堂效果。 濟(jì)南職業(yè)學(xué)院學(xué)報。 3 (2007)： 8188.

何亞娟。中學(xué)英語課堂互動教學(xué)的探索與實(shí)踐。 渭南師院學(xué)報。 12 (2004)： 7273.

顧曉樂， 黃芙蓉。合作學(xué)習(xí)與情景劇表演。 國外外語教學(xué)。 2 (2004)：5556.

黃艷。合作性學(xué)習(xí)在大學(xué)英語課堂的應(yīng)用。 長沙大學(xué)學(xué)報。 10 (2007)：145146.

慕東文。合作性學(xué)習(xí)的特點(diǎn)、目標(biāo)、內(nèi)容和實(shí)踐策略。 甘肅農(nóng)業(yè)。 6 (2006)：304305.

篇4

Onemajorareaofdebateiswhethermonetarypolicyandfiscalpolicyshouldberunbyactivecontrolorwhethertheyshouldbedealtwithmorepassively.OnesidebelievesthattheFedandthegovernmentcannotreacttoeconomicchangeswithenoughspeedtojustifyactivepolicyandthatinsteadpassivepolicyismoreproductiveandsafer.Theothersidebelievesthatfastactionthroughactivepolicyisthesurestandsafestwaytokeeptheeconomyontrack.

Anothermajorareaofdebateintherealmofmacroeconomicsdealswiththebudgetdeficit.Therearenumerousquestionsthatsurroundthebudgetdeficitdebate.Forinstance,shouldthebudgetbebalanced?Whatistheburdenofthenationaldebt?Whatarethelong-termeffectsofanunbalancedbudget?Theanswerstothesequestionsdivideeconomists.

ThisSparkNotecoverstwomajoreconomicpolicydebatesthatrelatedirectlytomoneyandtotheeconomy.Thesedebatesareimportantsincetheyoftendivideeconomists.Similarly,byunderstandingthesedebates,itispossibletoviewthecomplexityofmacroeconomicpolicyintherealworld.Whilemacroeconomictheoryseemsratherblackandwhite,theapplicationofthistheorytotherealworldisnowherenearthissimple.

TheFedandthegovernmentusedifferenttoolstosteertheeconomy.Recallthatmonetarypolicy,thetoolboxoftheFed,includesperformingopenmarketoperations,andchangingboththereserverequirementandthefederalfundsinterestrate.Recallalsothatfiscalpolicy,thetoolboxofthegovernment,includeschangingbothtaxesandgovernmentspending.

Allofthesetoolscanbecontrolledactively.Thatis,iftheFedorthegovernmentdecidetouseexpansionarypolicy,theycansimplyselectatoolfromthepolicytoolboxanduseit.Inthisway,activepolicyisdefinedasactionsbytheFedorbythegovernmentthataredoneinresponsetoeconomicconditions.Thatis,theFedorthegovernmentchoosetorespondtosomethingintheeconomybyundertakingaspecificpolicy.Thisisalsocalleddiscretionarypolicy.

Activepolicy,whilesimple,isopentoanumberofdifficulties.BecauseitreliesontheactionsandexperiencesofthepolicymakersintheFedandinthegovernment,theweaknessesorprejudicesofthesepolicymakerscanbetranslatedintoofficialeconomicpolicy.Forinstance,duringelectionyears,acentralbankermaypursuepolicythatenablestheeconomytogrowintheshortrun,regardlessofthelong-termeffects,inordertohelpacandidate.Ontheotherhand,thecentralbankermaycontracttheeconomytohurtacandidate.Similarly,itwouldbepossibleforthepolicymakerstopursuepoliciesthatachievetheirselfishendsratherthanthosethatarebestfortheeconomyatlarge.Finally,withactivepolicy,policymakerscansayonethinganddoanother.Theremaybebenefitstomakingthepublicbelievethatsomethingdifferentisoccurringintheeconomyratherthanwhatactuallyisoccurring.Forinstance,iftheFedwantstoincreaseinvestment,itcouldusedeceptionbyclaimingthatitraisedinterestrateswhilenotactuallydoingso.Inthisscenario,privateinvestorswouldsavemorebutinvestmentwouldremainattheoldlevelorevenincrease.Thus,itisreasonabletoclaimthatactivepolicyleavesmonetarypolicyandfiscalpolicyopentonotonlyaccidentalhumanerrorbutalsotomaliciousandself-servingacts.

Buttherearesomeadvantagestoactivepolicy.Activepolicyallowspolicymakerstorespondtoshiftsinacomplexeconomyandsteertheeconomyintheoptimaldirection.Forinstance,anexcellentpolicymakermaybeabletokeeptheeconomygrowingsteadilywithoutinflationifsheisgivencompletecontrolofmacroeconomicpolicy.Similarly,activepolicy,atleastintheory,givescontroltothoseindividualswhoareconsideredoptimallycapabletodealwiththefluctuationsintheeconomy.Thatis,activepolicyallowsthesharpestpolicymakersofthetimetocontroltheeconomy.Finally,theabilitytocreatedifferentexpectationsbetweenthepolicymakersandthepubliccanbeanadvantageouspolicytool,asdescribedinthepreviousparagraph.

篇5

Duringthemid1780s,thegovernmentundertheArticlesofConfederationprovedunabletosuccessfullylevyandcollecttaxes,andunabletocarryoutthebasicrequirementsofdiplomacy.Thenationwasindangerofbreakingapart.AfterShays''''RebellionalertedmanyAmericanstotheweaknessofthecurrentnationalgovernment,politicalleadersdecidedtoaltertheframeworkofgovernmentunderwhichtheUnitedStatesoperated.

TheConstitutionalConventionmetinPhiladelphiaanddeterminedthatitwasinthenation''''sbestinteresttocreateanentirelynewframeworkofgovernment.Fornearlyfourmonths,thedelegatesattheconventiondeliberatedonhowbesttoaccomplishthisrebuildingeffort.TheConstitution,theresultoftheseproceedings,setsoutthetripartitesystemofgovernmentthatisstillinplaceintheUStoday.ItcreatedabicamerallegislatureconsistingoftheHouseofRepresentativesandtheSenate,anexecutivebranchheadedbythepresidentandstaffedbythecabinet,andprovidedfortheestablishmentofajudicialbranch,consistingofafederal-courtsystemheadedbytheSupremeCourt.

AlthoughtheConstitutionestablishedthebasicframeworkofgovernment,itswordingwasvagueinregardtothedetails.Thus,thefirstCongressundertheConstitutionandthefirstPresident,GeorgeWashington,wereresponsibleforworkingoutthedetailsofgovernance.InthefirstyearsofthenewUnitedStates,WashingtonandtheCongresscreated,amongotherthings,thenowacceptedtraditionsofthecabinetandthejudicialsystem.Theprecedentstheysetestablishedthestandardoperatingprocedureofthenationalgovernmentforyearstocome.

篇6

UnlikemanyBritishsocialistsinthe1930sand1940s,OrwellwasnotenamoredoftheSovietUnionanditspolicies,nordidheconsidertheSovietUnionapositiverepresentationofthepossibilitiesofsocialistsociety.HecouldnotturnablindeyetothecrueltiesandhypocrisiesofSovietCommunistParty,whichhadoverturnedthesemifeudalsystemofthetsarsonlytoreplaceitwiththedictatorialreignofJosephStalin.Orwellbecameasharpcriticofbothcapitalismandcommunism,andisrememberedchieflyasanadvocateoffreedomandacommittedopponentofcommunistoppression.Histwogreatestanti-totalitariannovels—AnimalFarmand1984—formthebasisofhisreputation.Orwelldiedin1950,onlyayearaftercompleting1984,whichmanyconsiderhismasterpiece.

Adystopiannovel,1984attackstheideaoftotalitariancommunism(apoliticalsysteminwhichonerulingpartyplansandcontrolsthecollectivesocialactionofastate)bypaintingaterrifyingpictureofaworldinwhichpersonalfreedomisnonexistent.AnimalFarm,writtenin1945,dealswithsimilarthemesbutinashorterandsomewhatsimplerformat.A“fairystory”inthestyleofAesop''''sfables,itusesanimalsonanEnglishfarmtotellthehistoryofSovietcommunism.CertainanimalsarebaseddirectlyonCommunistPartyleaders:thepigsNapoleonandSnowball,forexample,arefigurationsofJosephStalinandLeonTrotsky,respectively.Orwellusestheformofthefableforanumberofaestheticandpoliticalreasons.Tobetterunderstandthese,itishelpfultoknowatleasttherudimentsofSoviethistoryunderCommunistPartyrule,beginningwiththeOctoberRevolutionof1917.

InFebruary1917,TsarNicholasII,themonarchofRussia,abdicatedandthesocialistAlexanderKerenskybecamepremier.AttheendofOctober(November7oncurrentcalendars),Kerenskywasousted,andVladimirLenin,thearchitectoftheRussianRevolution,becamechiefcommissar.Almostimmediately,aswarsragedonvirtuallyeveryRussianfront,Lenin''''schiefalliesbeganjockeyingforpowerinthenewlyformedstate;themostinfluentialincludedJosephStalin,LeonTrotsky,GregoryZinoviev,andLevKamenev.TrotskyandStalinemergedasthemostlikelyheirstoLenin''''svastpower.Trotskywasapopularandcharismaticleader,famousforhisimpassionedspeeches,whilethetaciturnStalinpreferredtoconsolidatehispowerbehindthescenes.AfterLenin''''sdeathin1924,StalinorchestratedanallianceagainstTrotskythatincludedhimself,Zinoviev,andKaminev.Inthefollowingyears,StalinsucceededinbecomingtheunquestioneddictatoroftheSovietUnionandhadTrotskyexpelledfirstfromMoscow,thenfromtheCommunistParty,andfinallyfromRussiaaltogetherin1936.TrotskyfledtoMexico,wherehewasassassinatedonStalin''''sordersin1940.

In1934,Stalin''''sallySergeKirovwasassassinatedinLeningrad,promptingStalintocommencehisinfamouspurgesoftheCommunistParty.Holding“showtrials”—trialswhoseoutcomesheandhisallieshadalreadydecided—StalinhadhisopponentsofficiallydenouncedasparticipantsinTrotskyistoranti-Stalinistconspiraciesandthereforeas“enemiesofthepeople,”anappellationthatguaranteedtheirimmediateexecution.AstheSovietgovernment''''seconomicplanningfalteredandfailed,Russiasufferedunderasurgeofviolence,fear,andstarvation.Stalinusedhisformeropponentasatooltoplacatethewretchedpopulace.Trotskybecameacommonnationalenemyandthusasourceofnegativeunity.Hewasafrighteningspecterusedtoconjurehorrifyingeventualities,incomparisonwithwhichthecurrentmiserypaled.Additionally,byassociatinghisenemieswithTrotsky''''sname,StalincouldensuretheirimmediateandautomaticeliminationfromtheCommunistParty.

TheseandmanyotherdevelopmentsinSoviethistorybefore1945havedirectparallelsinAnimalFarm:NapoleonoustsSnowballfromthefarmand,afterthewindmillcollapses,usesSnowballinhispurgesjustasStalinusedTrotsky.Similarly,Napoleonbecomesadictator,whileSnowballisneverheardfromagain.OrwellwasinspiredtowriteAnimalFarminpartbyhisexperiencesinaTrotskyistgroupduringtheSpanishCivilWar,andSnowballcertainlyreceivesamoresympatheticportrayalthanNapoleon.ButthoughAnimalFarmwaswrittenasanattackonaspecificgovernment,itsgeneralthemesofoppression,suffering,andinjusticehavefarbroaderapplication;modernreadershavecometoseeOrwell''''sbookasapowerfulattackonanypolitical,rhetorical,ormilitarypowerthatseekstocontrolhumanbeingsunjustly.

HistoricalContext

Russiansocietyintheearlytwentiethcenturywasbipolar:atinyminoritycontrolledmostofthecountry''''swealth,whilethevastmajorityofthecountry''''munismaroseinRussiawhenthenation''''sworkersandpeasants,assistedbyaclassofconcernedintellectualsknownastheintelligentsia,rebelledagainstandoverwhelmedthewealthyandpowerfulclassofcapitalistsandaristocrats.TheyhopedtoestablishasocialistutopiabasedontheprinciplesoftheGermaneconomicandpoliticalphilosopherKarlMarx.

篇7

這類歌曲主要適用于初進(jìn)校門的孩子，如Goodmorning,Goodafternoon和Nicetomeetyou等歌曲。通過這些簡單易懂、韻律優(yōu)美的英語歌曲，孩子們能夠?qū)W會簡單的問候語，同時也對孩子們進(jìn)行了禮儀教育和思想教育。

2.利用英語歌曲學(xué)習(xí)祈使句

祈使句是日常生活中用得最多、最口語化的句型?？衫玫倪@類歌曲很多，如Let’sgonow,Lookatmydoll,Let’ssinganddance,Ifyou’rehappy等等。這些歌曲的風(fēng)格大多節(jié)奏明快、輕松活潑、動作感強(qiáng)，最適合小學(xué)生，也最受他們的歡迎。教師在教唱的過程中，輔之相應(yīng)的動作和豐富的表情，課堂上的氣氛頓時活躍起來。學(xué)唱這類歌曲的方法很多，如獨(dú)唱、合唱、分小組唱、男女對唱等，形式多樣。

3.利用英語歌曲幫助日常交流

這類歌曲很多，覆蓋面最廣，常常涉及到五個“W”—who/what/where/when/why和一個“h”---how，如What’syourname?Howoldareyou?WhereisMickeyMouse?等。這類歌曲與課本內(nèi)容聯(lián)系很密切，往往就是一節(jié)課的主要內(nèi)容。但是，這些歌曲的歌詞也相對比較復(fù)雜，比較適合語音、語調(diào)和語感較好的中、高年級學(xué)生。

4．利用英語歌曲學(xué)習(xí)表達(dá)思想

在歌曲教學(xué)中，教師豐富的表情、生動的語言和多彩的道具，構(gòu)成了一場場出色的歌舞劇。教師是出色的編導(dǎo)，而可愛的學(xué)生就成了出色的演員。

5．利用英語歌曲學(xué)習(xí)語法

篇8

(一)研究問題

學(xué)習(xí)者和雇主需求為旅游英語教材編寫帶來了哪些建議?如果在現(xiàn)有旅游英語教材中融入本土化人文地理風(fēng)情，那么應(yīng)該從哪些方面進(jìn)行改編?

(二)數(shù)據(jù)收集方法與分析方法

本研究通過針對學(xué)生的問卷和針對雇主的訪談收集相關(guān)數(shù)據(jù)。問卷設(shè)計(jì)首先經(jīng)過了15人小組的預(yù)備實(shí)驗(yàn)階段，在此基礎(chǔ)上最終確定了問卷上的15道題，具體包括:背景資料(第1～4題)、個人需求(第5～10題)、職業(yè)需求(第11～15題)。問卷共有13個選擇題，兩個問答題。對訪談問題的設(shè)計(jì)是先對一人進(jìn)行電話訪談，最終確定訪談基本問題，分屬期望、建議。分析方法屬于群體描寫和比較。

(三)研究對象

本研究問卷對象為新疆六所院校英語和旅游管理專科三年級共六個班196名學(xué)生，其中男生39名，其余為女生。他們經(jīng)歷了暑假實(shí)習(xí)階段并且正在經(jīng)歷求職，對旅游英語課和教材都有較為深刻的體會和認(rèn)識。訪談對象為當(dāng)?shù)仄呒衣眯猩缛肆Y源專員或主管。

(四)問卷填寫情況和訪談記錄情況

本研究雖涉及人數(shù)多，但課題組成員親自發(fā)放問卷，協(xié)同各班任課教師監(jiān)督填寫，學(xué)生填寫問卷狀況很好，發(fā)放196份，回收196份。在問卷主觀題部分，超半數(shù)學(xué)生的答案字?jǐn)?shù)在30字以上，有效率很高。訪談全程用錄音筆錄音，并由課題組成員對錄音部分答案進(jìn)行抄錄。

二、研究發(fā)現(xiàn)與討論

(一)問卷調(diào)查

結(jié)果背景資料環(huán)節(jié)的設(shè)計(jì)旨在了解學(xué)生對本專業(yè)的態(tài)度和過去實(shí)習(xí)、兼職的工作經(jīng)歷。83%的學(xué)生有過擔(dān)任景區(qū)講解員或者導(dǎo)游助理的經(jīng)歷，9%的學(xué)生有過獨(dú)立從事導(dǎo)游工作的經(jīng)歷，只有8%的學(xué)生無直接職業(yè)相關(guān)工作經(jīng)歷。但在對本專業(yè)未來就業(yè)方向的調(diào)查問題上，高達(dá)70%的學(xué)生表示畢業(yè)后會從事旅游方面的工作，這在很大程度上說明新疆旅游職業(yè)前景還是有很大的發(fā)展?jié)摿Φ摹?4%的學(xué)生表示畢業(yè)后不愿意從事相關(guān)工作，僅有6%的學(xué)生態(tài)度不明確，不確定以后是否會從事這類工作。個人需求環(huán)節(jié)意在調(diào)查學(xué)生對現(xiàn)行旅游英語教材的態(tài)度。57%的學(xué)生認(rèn)為現(xiàn)行教材涉及中國傳統(tǒng)特色詞匯面過大，比如:有多數(shù)學(xué)生在此環(huán)節(jié)的開放性問題的答案里提到，叉燒包、水燈等詞匯和潑水節(jié)等文化背景知識的介紹幾乎不會在他們的從業(yè)生涯中遇到，因?yàn)槎鄶?shù)人會選擇在本地就業(yè)，因此，應(yīng)該讓教材突出本土化詞匯，如抓飯、馕、拌面、古爾邦節(jié)等詞匯和相關(guān)民族文化背景。36%的學(xué)生表示教材的課文里部分導(dǎo)游詞過長，并且章節(jié)之間導(dǎo)游詞的編排沒有體現(xiàn)模板型特點(diǎn)，無法讓他們對本土地理人文風(fēng)情進(jìn)行仿照改編或者加工，應(yīng)該形成一定的“體”。職業(yè)需求環(huán)節(jié)則圍繞學(xué)生對已經(jīng)學(xué)到的旅游英語知識在實(shí)踐中的應(yīng)用情況以及教材欠缺但在實(shí)踐中重要的知識展開調(diào)查。在這個環(huán)節(jié)中，僅有7%的學(xué)生認(rèn)為以往的旅游英語教材學(xué)習(xí)對他們的實(shí)習(xí)工作或兼職工作有幫助，這個數(shù)據(jù)的有效性還值得進(jìn)一步推敲，因?yàn)閷W(xué)生在學(xué)習(xí)中的努力程度是不一樣的，所以，他們對學(xué)習(xí)效果的主觀感受和評價并不完全可靠。不過，超過80%的學(xué)生表示應(yīng)當(dāng)強(qiáng)化教材的聽說部分，尤其是聽力部分。同時，面對“學(xué)生最希望的聽力素材選擇方面”這個問題，更多學(xué)生希望聽力內(nèi)容不要全部是標(biāo)準(zhǔn)的英音或美音，而應(yīng)該加入新疆臨邊國家口音的英語聽力。這是一項(xiàng)很有意義的發(fā)現(xiàn)，因?yàn)殡S著大學(xué)英語教學(xué)體制的改革，聽力的比重在增加，但采用的多是標(biāo)準(zhǔn)音，這導(dǎo)致學(xué)生在實(shí)際工作中遇到英語非母語的人士說英語時自己卻完全聽不懂的情況，在這種情況下，即使學(xué)生自己可以很流利地說英語，交流依然是困難的。

(二)訪談結(jié)果

在1～3題“期望”這個環(huán)節(jié)，面對第二題“在招募雇員時，你最看重他們哪方面的英語能力”這一問題，受訪者有很大程度上的共識，都重視畢業(yè)生對專屬崗位具有較強(qiáng)的聽說和書面翻譯能力以及具有當(dāng)?shù)靥厣挠⒄Z表達(dá)能力，尤其是可以流利地利用英語表達(dá)地域特產(chǎn)商品的能力。這一點(diǎn)與學(xué)生的職業(yè)需求不謀而合，可見在旅游英語教材中融入地域特色的重要性。在同樣的環(huán)節(jié)，訪談結(jié)果差異較大的是第三題:“你期待新雇員非常熟悉與外國人交流的禮儀和禁忌嗎?”相對大型的旅行社人力資源專員表示這一點(diǎn)很重要，會直接影響以后的國際接待，而小規(guī)模旅行社表示，與之合作的外籍游客比較固定，雇員在達(dá)到參與國外游客旅行項(xiàng)目資格時，首先會接受一定的培訓(xùn)，所以，是否熟悉與外國人交流的禮儀和禁忌就不那么重要了。在第二個環(huán)節(jié)訪談中，各旅行社人力資源專員所給的建議綜合起來有以下幾個方面:第一，熟悉新疆地理環(huán)境，可以用英語表達(dá)特色地貌特點(diǎn);第二，導(dǎo)游詞不要過于書面化，不能像背書一樣給游客背出來，而應(yīng)采用幽默風(fēng)趣的方式;第三，新疆與中亞五國聯(lián)系緊密，客源也相對充足，應(yīng)該更熟悉這些國家的風(fēng)俗習(xí)慣。

三、結(jié)論

需求分析是評估教材效度以及決定是否開設(shè)一門課程的前提。學(xué)習(xí)者需求分析和雇主需求分析為教材制定的合理與否提供了實(shí)踐基礎(chǔ)。本次調(diào)查研究發(fā)現(xiàn)，學(xué)習(xí)者和雇主都強(qiáng)調(diào)旅游英語教材本土化的重要性。本土化的重點(diǎn)在于研究本土旅游文化，要結(jié)合本地英語導(dǎo)游典型工作任務(wù)來整合新疆旅游文化。此外，教材中的聽說比例應(yīng)該加大，尤其是要囊括邊界國的口音聽力，這同時也是學(xué)習(xí)者的訴求。本次調(diào)查研究的結(jié)論總結(jié)起來主要表現(xiàn)在:

(一)現(xiàn)有的旅游英語教材過度夸大了傳統(tǒng)特色詞匯的廣度，忽視了其深度;

(二)現(xiàn)有教材中的導(dǎo)游詞文本不夠深入淺出，并且過分集中在中國傳統(tǒng)著名景觀而幾乎不涉及具有當(dāng)?shù)靥厣娜宋牡乩盹L(fēng)情;