Project Proposal Report English Sample

How to write the Proposal Report in English? What is the content of the Proposal Proposal in English? The following is the English sample Proposal Report that I shared. You are welcome to read it.

Proposal report in English sample article one:

1. Thesis title: classroom interaction and oral english teaching

2. Research status:

Regarding the relationship between classroom interaction and English speaking teaching, domestic research mainly focuses on:

(1) Constructivist model It is an interactive model based on constructivist theory. Si Honghai in " "Constructivism Theory and English Speaking Teaching" starts from the "reflection" on the existing teaching model and discusses the necessity, feasibility, significance and role of introducing constructivism into English classroom teaching.

In "Constructivism and College English Spoken Classroom Teaching", Lu Yanchun and Lu Yaqin respectively start from constructing a knowledge view, constructing a learning view, and constructing a teaching view, emphasizing student-centered initiative. , constructive.

(2) Role-playing model Xu Zhimin and Wang Ying focused on the role of teachers in role-playing interactive teaching in "Research on Role-playing in Interactive Teaching in College English Classrooms", which is important for guiding teaching practice. meaning.

Huang Yulan discussed the purpose, steps, pros and cons of role-playing as a teaching method from the perspective of whether role-playing is an application of interactive English speaking teaching model in "Introducing Role-playing into Oral Teaching of English Majors" aspect.

(3) The student-centered model has rarely been studied separately. Huang Yingqiu’s "Student-centered Exploration on Improving the Effectiveness of Oral English Classroom Teaching" analyzed the existing problems in students’ oral classroom learning. The analysis of the problem advocates "student-centered" and realizes "bilateral interaction" between teaching and learning. It also explains how to use other teaching strategies to improve the teaching effect of oral English and promote the improvement of students' communicative ability. In "Talk about Interaction in English Speaking Classroom", Liu Rong proposed that interaction can create a "student-centered speaking class and overall group work model" and improve oral communication skills.

(4) Cooperative learning model. Research on this model is relatively common and popular. It emerged in the United States and has since become a teaching theory and strategy that has made substantial progress. Huang Yan proposed the following cooperation models in "Application of Cooperative Learning in College English Classroom", thus highlighting the advantages of this model. Gu Xiaole proves the effectiveness of cooperative learning from the perspective of melodrama performance in "Cooperative Learning and Situational Drama Performance". In "Cooperative Learning in College English Spoken Teaching", Xiao Qiaoling explores the principles that should be paid attention to in cooperative learning through the practice of cooperative learning in oral teaching. In Mu Dongwen's article "Characteristics, Goals, Contents and Practical Strategies of Cooperative Learning", he uses the principles of "humanistic spirit and equal democratic cooperation" to treat new concepts and guide oral English teaching.

(5) Situation setting model It is mainly based on the language situation of Gillian Brown & George Yuled. The research on the communicative tension and anxiety of second language acquirers shows that inappropriate setting of oral situations will affect students' use of language. communicate in the target language, thereby emphasizing the importance of setting up oral teaching scenarios. Zhang Sheru and Sun Bianqi discussed in "Situation Setting in English Speaking Teaching>> that we should pay attention to the principles that should be followed in situational interactive teaching, and how to set up the form of situation setting in English speaking teaching? Two small aspects. This interactive mode of scenario setting is explored comprehensively.

In "On Situational Teaching in English Speaking Classes", Sun Jiurong classified the scenario setting model from a macro perspective, and then came up with "open scenario" and "closed scenario" to set up interactions for the scenario. Pattern research has opened up a small field.

3. The purpose and significance of the research:

Through the summary of several interaction models that have been developed and relatively mature: Regarding the interaction model of interpersonal interaction at present, There are relatively few separate studies on interactivity, and it has not been used as an independent model in spoken English classroom teaching. It has been more integrated into several other interactive models. Therefore, this thesis believes that there is room for further research.

4. Theoretical basis and research methods of the study:

This topic will be based on the theory of educational psychology, based on interaction theory and constructivism theory, and use inductive and summarized methods. Method: Make a macro overview of the existing research, thereby leading to the topic of this article, and analyze and verify the importance of interpersonal interaction model in improving the effectiveness of classroom English speaking teaching through examples.

5. Outline:

Introduction

Chapter one definition and theoretical basis of interaction

1.1 definition of interaction

< p>　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 interaction-teaching mode

2.1 the disadvantage of traditional oral english teaching mode

2.2 the necessity and merit of taking interaction-teaching mode

2.3 oral english interaction-teaching mode should follow the principles

< p>　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 < /p>

　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

6. References

jonssen, dh..thinking technology: toward a constructivist design model [j]. educational technolgy. 3 (1994): 34-35.

littlewood, william. communicative language teaching [m].cambridge: cambridge university press .1981.

Lu Yanchun, Lu Yaqin. Constructivism and College English Speaking Teaching. Frontier Magazine. 11 (XX):98-100.

Si Honghai. Constructivism Theory and College English Speaking Teaching .?Basic English Education. 4 (XX):8-9.

Wu Lei.?The application of constructivism in oral English teaching.?Journal of Donghua University (Social Science Edition).7 (XX Year):23-24.

Fan Xiongfei, Huang Yulan. Introducing role-playing into oral English teaching for English majors. Journal of Reading and Writing. 9 (XX):35-37.

< p> Xu Zhimin, Wang Ying. Research on role-playing in interactive teaching in college English classes. Foreign Language Research. 8 (XX): 56-57.

Huang Yingqiu. Improving the effectiveness of oral English classes with a student-centered approach. .? Journal of Jinan Vocational College. 3 (XX): 81-88.

He Yajuan.? Exploration and practice of interactive teaching in middle school English classes.? Journal of Weinan Normal University. 12 (XX): 72- 73.

Gu Xiaole, Huang Furong. Cooperative learning and sitcom performance. Foreign Language Teaching. 2 (XX):55-56.

Huang Yan. Cooperative learning Application in College English Classroom. Journal of Changsha University. 10 (XX): 145-146.

Mu Dongwen. Characteristics, goals, content and practical strategies of cooperative learning. Gansu Agriculture . 6 (XX):304-305.

Sun Bianqi, Zhang Sheru. Scenario setting of oral English teaching. Educational Theory and Practice 8 (XX):37-39.

< p> Sun Jiurong. On the Situational Teaching of English Speaking Courses. Journal of Liaoyang Normal University 21 (XX): 87-89. English Sample Proposal Report Part 2:

Department: Foreign Languages ??Major: Institute of English Selected topic name:

English Idioms and Their Cohesive Function

Topic research status:

English idioms are an important part of the English vocabulary. The general tendencies of present-day English are towards more idiomatic usages. Halliday and Hason (1976) pointed out that there are three functions of English idioms (ideational function, interpersonal function and textual function). Another scholar, Fernando C. (1996), also made valuable contributions to the understanding of idiomatic expression_r of coherent text, and in the creation of stylistic effects.

Chinese linguists like Hu Zhuanglin (1994, 1996), Zhu Yongsheng (1995, 1996, 1997) and Zhang Delu ( 1994) mainly made contributions to the study of textual cohesion.

Research purpose:

This paper is firstly intended to define English idioms and analyze the features of them. It then explores the cohesive function after careful analysis and discussion, attempting to arouse the concern of using idioms appropriately and help readers make full use of the cohesive function for communicating more concisely and idiomatically, thus more effectively.

Topic research content: < /p>

As English idioms are much alive in everyday English, a close look at the function of idioms must be taken. This dissertation includes the following five aspects: 1. Introduction

2. A General Study of English Idioms 2.1 The Definition of English Idioms 2.2 Features of English Idioms

3. Cohesive Function of English Idioms 3.1 Cohesion

3.2 Functional Categories

3.3 Cohesive Function of Relational Idioms 3.4 Cohesive Function of Other Idioms

4. The Cohesive Function in Terms of Syntax And Pragmatics 4.1 Syntactic Cohesion 4.2 Pragmatic Function 5. Conclusion

Project research plan:

p>

January 22-March 10: question posing of the research and collection of materials March 11-March 25: analysis of the materials and writing of an outline

March 26-April 30: completion of the first draft and seeking supervisor?s advice May 1?June 10: refinement of the paper according to teacher?s suggestion

June 11?June 22: finalization of the thesis based on the set requirements after the defence

Main references:

[1] Fernando, C. Idioms and Idiomaticity. Shanghai Foreign Language Education Press, 2000

[2] Halliday, M.A.K. and R. Hason. Cohesion in English. Longman Press, 1985

[3] Lakoff, G. and M. Johnson. Metaphors We Live By. University of Chicago Press, 1980

[ 4] Makkai, A. Idiom Structure in English. The Hague Press,1972

[5] Lin Chengzhang. Introduction to English Lexicology[M]. Wuhan University Press, 1987

[6] Lu Guoqiang. Modern English Vocabulary[M]. Shanghai Foreign Language Education Press, 1999

[7] Wang Rongpei, Lu Xiaojuan. English Vocabulary Tutorial[M]. Shanghai Foreign Language Education Press, 1999 < /p>

Opinions of the instructor:

Signature: Year, month and day Opinions of the leadership group:

Signature: Year, month and day;