时间：2023-04-06 18:35:50
绪论：在寻找写作灵感吗？爱发表网为您精选了8篇英语论文，愿这些内容能够启迪您的思维，激发您的创作热情，欢迎您的阅读与分享！
现如今，大家都知道论文撰写论文内容的教程都比较枯燥，针对性不强，一般不能满足学院英语论文课程的要求，需要教师根据学生的专业特点，依据写作教学规律，自行编写教材。下面是学术参考网小编为朋友们搜集整理的英语论文致谢信，欢迎阅读！
Acknowledgements
MydeepestgratitudegoesfirstandforemosttoProfessoraaa，mysupervisor，forherconstantencouragementandguidance.Shehaswalkedmethroughallthestagesofthewritingofthisthesis.Withoutherconsistentandilluminatinginstruction，thisthesiscouldnothavereacheditspresentform.
Second，IwouldliketoexpressmyheartfeltgratitudetoProfessoraaa，wholedmeintotheworldoftranslation.IamalsogreatlyindebtedtotheprofessorsandteachersattheDepartmentofEnglish：Professordddd，Professorssss，whohaveinstructedandhelpedmealotinthepasttwoyears.
Lastmythankswouldgotomybelovedfamilyfortheirlovingconsiderationsandgreatconfidenceinmeallthroughtheseyears.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis
论文致谢一：
Thecompletionofthethesisisattributedtomanypeople'ssupportandencouragement.
Firstandforemost，Iwanttoextendmyheartfeltgratitudetomysupervisor，ProfessorCaoDaogen，whosepatientguidance，valuablesuggestionsandconstantencouragementmakemesuccessfullycompletethisthesis.Hisconscientiousacademicspiritandmodest，open-mindedpersonalityinspiremebothinacademicstudyanddailylife.Hegivesmemuchhelpandadviceduringthewholeprocessofmywriting，whichhasmademyaccomplishmentspossible.
Also，Iwouldliketoexpressmysinceregratitudetoalltheprofessorswhohavetaughtmeinthisuniversity.Theirinstructionshavehelpedbroadenmyhorizonandtheirenlighteningteachinghasprovidedmewithasolidfoundationtoaccomplishthispaperandwillalwaysbeofgreatvalueformyfuturecareerandacademicresearch.
Mythanksalsogototheauthorswhosebooksandarticleshavegivenmeinspirationinthewritingofthispaper.
Lastbutnotleast，Iwouldliketoexpressmyspecialthankstomyparents，whosecareandsupportmotivatemetomoveonandmakemewanttobeabetterperson.
论文致谢二：
Uponfinishingthisthesis，Iwouldliketoexpressmygreatgratitudetowardsallthosewhohaveofferedmesincereassistanceinthethreeyears.
Firstandforemost，myheartythanksgotomysupervisor，ProfessorZhangRuwen，whohasgivenmeinsightfulsuggestionsandconstantencouragementbothinmystudyandinmylife.Furthermore，ProfessorZhang'spainstakingteachingandvaluableadvicehaveprofoundlycontributedtothecompletionofthepresentthesis.
Also，Iownmythankstoalltheprofessorswhohavetaughtandenlighteningmeduringmystudiesinthecampus，forguidingmeinthefieldofresearchwork，whichisbothchallengingandfantastic.TheexperienceandprofitIobtainedwillbeofgrandimportancetomyfurtherstudies.
Finally，Iamalsogratefultomyfamilyandfriends，whoencourageandsupportmeandsharewithmemyworries，frustrations，andhappiness.
论文致谢三：
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.
论文致谢四：
Thecompletionofthethesisisattributedtomanypeople'ssupportandencouragement.
Firstandforemost，Iwanttoextendmyheartfeltgratitudetomysupervisor，ProfessorCaoDaogen，whosepatientguidance，valuablesuggestionsandconstantencouragementmakemesuccessfullycompletethisthesis.Hisconscientiousacademicspiritandmodest，open-mindedpersonalityinspiremebothinacademicstudyanddailylife.Hegivesmemuchhelpandadviceduringthewholeprocessofmywriting，whichhasmademyaccomplishmentspossible.
Also，Iwouldliketoexpressmysinceregratitudetoalltheprofessorswhohavetaughtmeinthisuniversity.Theirinstructionshavehelpedbroadenmyhorizonandtheirenlighteningteachinghasprovidedmewithasolidfoundationtoaccomplishthispaperandwillalwaysbeofgreatvalueformyfuturecareerandacademicresearch.
Mythanksalsogototheauthorswhosebooksandarticleshavegivenmeinspirationinthewritingofthispaper.
Lastbutnotleast，Iwouldliketoexpressmyspecialthankstomyparents，whosecareandsupportmotivatemetomoveonandmakemewanttobeabetterperson.
论文致谢五：
Uponfinishingthisthesis，Iwouldliketoexpressmygreatgratitudetowardsallthosewhohaveofferedmesincereassistanceinthethreeyears.
Firstandforemost，myheartythanksgotomysupervisor，ProfessorZhangRuwen，whohasgivenmeinsightfulsuggestionsandconstantencouragementbothinmystudyandinmylife.Furthermore，ProfessorZhang'spainstakingteachingandvaluableadvicehaveprofoundlycontributedtothecompletionofthepresentthesis.
Also，Iownmythankstoalltheprofessorswhohavetaughtandenlighteningmeduringmystudiesinthecampus，forguidingmeinthefieldofresearchwork，whichisbothchallengingandfantastic.TheexperienceandprofitIobtainedwillbeofgrandimportancetomyfurtherstudies.
Finally，Iamalsogratefultomyfamilyandfriends，whoencourageandsupportmeandsharewithmemyworries，frustrations，andhappiness.
论文致谢六：
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.
英语论文开题报告范例 一、论文题目：Classroom Interaction And Oral English Teaching
二、研究现状：
对于课堂互动与英语口语教学之间的关系，国内的研究主要集中在：
(1)构建主义模式 它是以构建主义理论为基础的互动模式，司洪海在《构建主义理论与英语口语教学》中从对现有教学模式的反思入手，探讨将构建主义引入英语课堂教学的必要性、可行性及其意义和作用。卢艳春和路雅琴在《构建主义与大学英语口语课堂教学》中则分别从构建知识观构建学习观构建教学观入手，强调以学生为中心的主动性、构建性。
(2)角色扮演模式 徐志敏、王瑛在《大学英语课堂互动教学中角色扮演探究》中着重探讨了在角色扮演的互动教学中教师的作用，对指导教学实践具有重要的意义。而黄玉兰在《角色扮演引入英语专业口语教学中》从角色扮演是多为互动英语口语教学模式的应用探讨了角色扮演这一教学方法的目的、步骤和利弊等方面。
(3)以学生为中心模式 这一模式被单独研究的较少，黄影秋在《以学生为中心提高英语口语课堂教学效果的探索中》通过对学生口语课堂学习存在的问题的分析，提倡以学生为中心，实现教与学的双边互动。并提出阐述如何运用其他教学策略提高口语的教学效果，促进学生交际能力的提高。而刘蓉在《谈英语口语课堂互动》中则提出了互动可以创造以学生为中心的口语课堂和整体小组作业模式，提高口语交际能力。
(4)合作性学习模式 这种模式的研究较为普遍和盛行，它兴起于美国，在后来取得实质性的进展的一种教学理论与策略。黄艳在《合作性学习在大学英语课堂的应用》中提出了以下几种合作模式，从而的出该模式的优势所在。顾晓乐在《合作性学习与情景剧表演》中从情剧表演的角度来证明合作性学习的有效性。肖巧玲在《大学英语口语教学中的合作学习》中则通过合作学习在口语教学中的实践探究合作学习应注意的原则。而慕东文在《合作性学习的特点、目标、内容和实践策略》一文中，他用人文精神和平等民主合作原则，对待新的理念，指导英语口语教学。
(5)情景设置模式 它主要是根据Gillian Brown George Yuled的语言情景对第二语言习得者的交际紧张、焦虑的研究表明口语情景设置不适当，会影响学生用目标语进行交流，进而强调进行口语教学情景设置的重要性。张舍茹、孙边旗在《英语口语教学的情景设置》中就论述我们应注意情景互动教学中应遵循的原则，及如何设置英语口语教学中情景设置的形式两个小方面局部性的探讨了情景设置这种互动模式。孙久荣在《论英语口语课的情景教学》中对情景设置这个模式从宏观上进行了分类，进而得出开放式情景和封闭式情景，为情景设置互动模式研究开辟了一个小领域。
三、研究的目的及意义：
通过对目前已经发展起来并比较成熟的几种互动模式的归纳来看：关于人际互动这种互动模式在目前的互动性研究中被单独研究还比较少，没有被当作一种独立的模式应用到英语口语课堂教学中，它更多的是被贯穿到其他几种互动模式当中。因此，本论题认为它还有进一步研究的空间。
四、研究的理论依据和研究方法：
本论题将以教育心理学的理论为基础，以互动理论和构建主义理论为依据，运用归纳总结的方法对已有的研究进行宏观上的概述，从而引出本文论题，通过例证分析、验证人际互动模式对课堂英语口语教学效果的提高所具有的重要意义。
五、提纲：
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、参考文献
Jonssen, DHThinking Technology: Toward a Constructivist Design Model .Educational Technolgy. 3 (1994)： 3435.
Littlewood, William. Communicative Language Teaching .Cambridge: Cambridge University Press .1981.
卢艳春， 路雅琴。构建主义与大学英语口语教学。 前沿杂志。 11 (2006)：98100.
司洪海。构建主义理论与英语口语教学。 基础英语教育。 4 (2005)：89.
吴蕾。构建主义在英语口语教学中的应用。() 东华大学学报(社科版)。7 (2007)：2324.
范雄飞， 黄玉兰。把角色扮演引入英语专业口语教学之中。读与写杂志。 9 (2006)：3537.
徐志敏， 王瑛。大学英语课堂互动教学中角色扮演探究。 外语研究。 8 (2006)：5657.
黄影秋。以学生为中心提高英语口语课堂效果。 济南职业学院学报。 3 (2007)： 8188.
何亚娟。中学英语课堂互动教学的探索与实践。 渭南师院学报。 12 (2004)： 7273.
顾晓乐， 黄芙蓉。合作学习与情景剧表演。 国外外语教学。 2 (2004)：5556.
黄艳。合作性学习在大学英语课堂的应用。 长沙大学学报。 10 (2007)：145146.
慕东文。合作性学习的特点、目标、内容和实践策略。 甘肃农业。 6 (2006)：304305.
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.
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.
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.
这类歌曲主要适用于初进校门的孩子，如Goodmorning,Goodafternoon和Nicetomeetyou等歌曲。通过这些简单易懂、韵律优美的英语歌曲，孩子们能够学会简单的问候语，同时也对孩子们进行了礼仪教育和思想教育。
2.利用英语歌曲学习祈使句
祈使句是日常生活中用得最多、最口语化的句型。可利用的这类歌曲很多，如Let’sgonow,Lookatmydoll,Let’ssinganddance,Ifyou’rehappy等等。这些歌曲的风格大多节奏明快、轻松活泼、动作感强，最适合小学生，也最受他们的欢迎。教师在教唱的过程中，辅之相应的动作和丰富的表情，课堂上的气氛顿时活跃起来。学唱这类歌曲的方法很多，如独唱、合唱、分小组唱、男女对唱等，形式多样。
3.利用英语歌曲帮助日常交流
这类歌曲很多，覆盖面最广，常常涉及到五个“W”—who/what/where/when/why和一个“h”---how，如What’syourname?Howoldareyou?WhereisMickeyMouse?等。这类歌曲与课本内容联系很密切，往往就是一节课的主要内容。但是，这些歌曲的歌词也相对比较复杂，比较适合语音、语调和语感较好的中、高年级学生。
4．利用英语歌曲学习表达思想
在歌曲教学中，教师丰富的表情、生动的语言和多彩的道具，构成了一场场出色的歌舞剧。教师是出色的编导，而可爱的学生就成了出色的演员。
5．利用英语歌曲学习语法
(一)研究问题
学习者和雇主需求为旅游英语教材编写带来了哪些建议?如果在现有旅游英语教材中融入本土化人文地理风情，那么应该从哪些方面进行改编?
(二)数据收集方法与分析方法
本研究通过针对学生的问卷和针对雇主的访谈收集相关数据。问卷设计首先经过了15人小组的预备实验阶段，在此基础上最终确定了问卷上的15道题，具体包括:背景资料(第1～4题)、个人需求(第5～10题)、职业需求(第11～15题)。问卷共有13个选择题，两个问答题。对访谈问题的设计是先对一人进行电话访谈，最终确定访谈基本问题，分属期望、建议。分析方法属于群体描写和比较。
(三)研究对象
本研究问卷对象为新疆六所院校英语和旅游管理专科三年级共六个班196名学生，其中男生39名，其余为女生。他们经历了暑假实习阶段并且正在经历求职，对旅游英语课和教材都有较为深刻的体会和认识。访谈对象为当地七家旅行社人力资源专员或主管。
(四)问卷填写情况和访谈记录情况
本研究虽涉及人数多，但课题组成员亲自发放问卷，协同各班任课教师监督填写，学生填写问卷状况很好，发放196份，回收196份。在问卷主观题部分，超半数学生的答案字数在30字以上，有效率很高。访谈全程用录音笔录音，并由课题组成员对录音部分答案进行抄录。
二、研究发现与讨论
(一)问卷调查
结果背景资料环节的设计旨在了解学生对本专业的态度和过去实习、兼职的工作经历。83%的学生有过担任景区讲解员或者导游助理的经历，9%的学生有过独立从事导游工作的经历，只有8%的学生无直接职业相关工作经历。但在对本专业未来就业方向的调查问题上，高达70%的学生表示毕业后会从事旅游方面的工作，这在很大程度上说明新疆旅游职业前景还是有很大的发展潜力的。24%的学生表示毕业后不愿意从事相关工作，仅有6%的学生态度不明确，不确定以后是否会从事这类工作。个人需求环节意在调查学生对现行旅游英语教材的态度。57%的学生认为现行教材涉及中国传统特色词汇面过大，比如:有多数学生在此环节的开放性问题的答案里提到，叉烧包、水灯等词汇和泼水节等文化背景知识的介绍几乎不会在他们的从业生涯中遇到，因为多数人会选择在本地就业，因此，应该让教材突出本土化词汇，如抓饭、馕、拌面、古尔邦节等词汇和相关民族文化背景。36%的学生表示教材的课文里部分导游词过长，并且章节之间导游词的编排没有体现模板型特点，无法让他们对本土地理人文风情进行仿照改编或者加工，应该形成一定的“体”。职业需求环节则围绕学生对已经学到的旅游英语知识在实践中的应用情况以及教材欠缺但在实践中重要的知识展开调查。在这个环节中，仅有7%的学生认为以往的旅游英语教材学习对他们的实习工作或兼职工作有帮助，这个数据的有效性还值得进一步推敲，因为学生在学习中的努力程度是不一样的，所以，他们对学习效果的主观感受和评价并不完全可靠。不过，超过80%的学生表示应当强化教材的听说部分，尤其是听力部分。同时，面对“学生最希望的听力素材选择方面”这个问题，更多学生希望听力内容不要全部是标准的英音或美音，而应该加入新疆临边国家口音的英语听力。这是一项很有意义的发现，因为随着大学英语教学体制的改革，听力的比重在增加，但采用的多是标准音，这导致学生在实际工作中遇到英语非母语的人士说英语时自己却完全听不懂的情况，在这种情况下，即使学生自己可以很流利地说英语，交流依然是困难的。
(二)访谈结果
在1～3题“期望”这个环节，面对第二题“在招募雇员时，你最看重他们哪方面的英语能力”这一问题，受访者有很大程度上的共识，都重视毕业生对专属岗位具有较强的听说和书面翻译能力以及具有当地特色的英语表达能力，尤其是可以流利地利用英语表达地域特产商品的能力。这一点与学生的职业需求不谋而合，可见在旅游英语教材中融入地域特色的重要性。在同样的环节，访谈结果差异较大的是第三题:“你期待新雇员非常熟悉与外国人交流的礼仪和禁忌吗?”相对大型的旅行社人力资源专员表示这一点很重要，会直接影响以后的国际接待，而小规模旅行社表示，与之合作的外籍游客比较固定，雇员在达到参与国外游客旅行项目资格时，首先会接受一定的培训，所以，是否熟悉与外国人交流的礼仪和禁忌就不那么重要了。在第二个环节访谈中，各旅行社人力资源专员所给的建议综合起来有以下几个方面:第一，熟悉新疆地理环境，可以用英语表达特色地貌特点;第二，导游词不要过于书面化，不能像背书一样给游客背出来，而应采用幽默风趣的方式;第三，新疆与中亚五国联系紧密，客源也相对充足，应该更熟悉这些国家的风俗习惯。
三、结论
需求分析是评估教材效度以及决定是否开设一门课程的前提。学习者需求分析和雇主需求分析为教材制定的合理与否提供了实践基础。本次调查研究发现，学习者和雇主都强调旅游英语教材本土化的重要性。本土化的重点在于研究本土旅游文化，要结合本地英语导游典型工作任务来整合新疆旅游文化。此外，教材中的听说比例应该加大，尤其是要囊括边界国的口音听力，这同时也是学习者的诉求。本次调查研究的结论总结起来主要表现在:
(一)现有的旅游英语教材过度夸大了传统特色词汇的广度，忽视了其深度;
(二)现有教材中的导游词文本不够深入浅出，并且过分集中在中国传统著名景观而几乎不涉及具有当地特色的人文地理风情;
购物车(0)
