英語(yǔ)論文的要求
論文題目 Influences of Non-intellectual Factors on College Students' Writing Ability
一、選題的意義和研究現(xiàn)狀
選題的目的、理論意義和現(xiàn)實(shí)意義
This article aims to heighten the students’ ability of writing. In order to reach this, a questionnaire has been designed. 300 students have taken part in the research. With the method of research, I can get the answer how to improve the students’ ability of writing.
Theoretical significance: Non-intellectual factors belong to the category of psychology. The concept can be divided into three levels of the investigation. The first level of generalized non-intelligence factor. The second level is narrow sense of non-intellectual factors. The third level for specific non-intelligent factor. This article tries to find a connection between nonintellectual factors and students’ writing ability.
Practical significance: with the way of research, analysis and summary the literatures and information, we can find that many factors will affect the students’ writing abilities. If the issue I study is established, it will be helpful and useful for improving the ability of students’ writing.
1. 與選題相關(guān)的國(guó)內(nèi)外研究和發(fā)展概況
At present, the development of students’ non-intelligence factors in the domestic schools is not good. It’s worrying. They are influenced by genetic factors, family education and society, which leads the students' writing level to go down. And the phenomenon in foreign countries is worse than that in our country. Few students know how to write.
To improve the students’ writing ability, many experts and scholars at home and abroad put forward some measures. They devote to the study of how to improve writing level. There are lots of literatures at home and abroad，such as 《the research about influence factors of college Students' English writing ability》,《The affective factors in the university English Writing》, 《Writing on the non-intellectual factors》, 《College students' English writing ability in the influence 》, 《 influence factors on Chinese writing ability》, 《How to improve students' English writing ability》, and so on. All the research results are in order to improve the students' writing ability
二、研究方案
1.研究的基本內(nèi)容及預(yù)期的結(jié)果(大綱)
the basic content：
1， Introduction
1.1, what is the non-intellectual factor?
1.2, related studies in this field
1.3, college students’ writing situation
2，Research design
2.1, object of the research: the college students
2.2, research tool：questionnaire form attached
2.3, the research process：data collection, sort out the data, and analyse
2.4, the influences of non-intellectual factors on college students’ writing ability: needs, interests, motivation, emotion, will, character
3，Results and discussion
The influences of nonintellectual factors on college students’ writing ability:
3.1, interests and habits
3.2, emotion and personality
3.3, will: achievement motive, seeking knowledge desire, learning enthusiasm persistence, self-control
4, Conclusion： With the method of data research, data analysis and discussion, we can get the answer what the influences of non-intellectual factors on college students’ writing ability are. Then we can better help students improve their writing ability.
2.擬采用的研究方法
1, questionnaire
2, gather information online
3.研究所需條件和可能存在的問(wèn)題
Research conditions：
1, 300 copies of questionnaire
2, some literatures and information
Possible problems:
1, It may be difficult to collect the questionnaire completely.
2, People may refuse to finish the questionnaire.
3, people may fill in the information in the questionnaire causally.
三、研究進(jìn)度安排、參考文獻(xiàn)及審查意見(jiàn)
1. 研究進(jìn)度安排
By the November 2011 , questionnaire design
By the December 2011, hand out the questionnaires to the students on the campus or to some people on the street.
By the end of December 2011, collect the questionnaires at least 300 copies.
By the beginning of January 2012, after collecting questionnaires, I will begin to sort out, analyse and discuss the data. Then, get the result.
By the middle of January 2012, begin to write the paper with the research result during February.
2.應(yīng)收集資料及主要參考文獻(xiàn)(不少于8條)
[1], 楊智 淺談寫(xiě)作的非智力因素[J]. 北京教育學(xué)院學(xué)報(bào)，1995(4)13-14+45
[2], 馬廣惠 文秋芳 大學(xué)生英語(yǔ)寫(xiě)作能力的影響因素研究[J]. 外語(yǔ)教學(xué)與研究， 1999(4)35-39 5
[3], 劉翠芳 影響中國(guó)英語(yǔ)學(xué)習(xí)者英語(yǔ)寫(xiě)作的因素[D].江西：江西師范大學(xué) 2005
[4],胡翠柏，徐旭紅 淺析影響寫(xiě)作的心理因素[J]. 博士專(zhuān)家論壇(科技信息)，2009(16)35-37
[5], 賈玉琢 文化差異對(duì)高中生英語(yǔ)寫(xiě)作影響的調(diào)查與分析[D]. 東北：東北師范大學(xué)， 2009
[6], 林巧文 非語(yǔ)言因素對(duì)大學(xué)英語(yǔ)寫(xiě)作影響的研究[D].福建：福建師范大學(xué)，2008
[7], 張錦 大學(xué)英語(yǔ)寫(xiě)作中的情感因素[J]. 合肥學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版)，2006(2)143-14
[8], 文秋芳 英語(yǔ)學(xué)習(xí)者動(dòng)機(jī)觀念策略的變化規(guī)律與特點(diǎn)[J]. 外語(yǔ)教學(xué)與研究(外國(guó)語(yǔ)文雙月刊)，2001(2)105-110+160
[9], 王春梅 自我調(diào)節(jié)能力與英語(yǔ)專(zhuān)業(yè)學(xué)生英語(yǔ)寫(xiě)作能力的關(guān)系[D].北京:首都師范大學(xué)，2008
[10], 張海燕 試探如何切實(shí)提高大學(xué)生的英語(yǔ)寫(xiě)作能力[J]. 科技信息，2008(11), 266+235
[11], 孫君 論英語(yǔ)專(zhuān)業(yè)四級(jí)考試對(duì)學(xué)生英語(yǔ)學(xué)習(xí)和心理的影響[J]. 遼寧工程技術(shù)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版)，2001(3)95-97
[12], 張海燕 試探如何切實(shí)提高大學(xué)生的英語(yǔ)寫(xiě)作能力[J].外語(yǔ)教研(科技信息)，2008(11)266+235
[13], 文秋芳 王海嘯 學(xué)習(xí)者因素與大學(xué)英語(yǔ)四級(jí)考試成績(jī)的關(guān)系[J].外國(guó)教學(xué)與研究，1996(4)33-39+80
[14], 林峻 Productive Vocabulary Development in Chinese Learners’ Writing: A Corpus-Based Study[D].南京：南京師范大學(xué)外國(guó)語(yǔ)學(xué)院英語(yǔ)語(yǔ)言文學(xué)，2008
[15] Rod Ellis. The Study of Second Language Acquisition[M]. USA: Oxford University Press,2004.6-8
[16] Patsy M. Lightbown, Nina Spada. How languages are learned[M]. USA :Oxford University Press, 1999,49-68
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