本文汇编了10篇与学术英语主题相关的毕业论文文件课程外教高中英语东莞外教，包括5篇期刊论文和5篇论文英语专业毕业论文选题哈尔滨英语，为学术英语相关学科撰写毕业论文提供参考。
1.【期刊论文】学术英语知识与学术英语课程互动模式探索
期刊：《外语与翻译》| 2021年第001期
摘要：目前学校外教，全国范围内的学术英语课程主要涉及各学科的共同、相似和共同的语言特点和语言技能邯郸外教邯郸外教菲律宾英文外教，较少关注各学科的不同特点。厘清学术英语背后的知识或学科知识的内容是目前学术英语需要解决的问题之一。本文借鉴国内外学者对学科分类和知识的认知框架与英语毕业论文相关的学术文献有哪些？太原学英语，以合法密码理论（LCT）为切入点，构建学术英语知识与学术英语课程互动的模型。该模型涵盖了三种知识结构和四种课程体系青岛英文英语课程，旨在为学术英语的课程和研究带来一点帮助。
关键词：主体差异；知识结构；合理化代码理论；交互模型
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2.【期刊论文】2020年全国大学英语教学优秀学术论文评选一等奖名单
期刊：《考评：大学英语教研版》| 2021-002
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3.【期刊论文】英语教学术语精选（111十四)
期刊：《基础教育外语教学研究》| 2021-007
摘要：【第一语言习得】第一语言(L1)习得的特点是快速。目标语言的大部分结构是在生命的头五年内习得的(Fry,1977)(尽管词汇习得和某些结构的习得可能会持续到晚年。 L1习得成功：孩子们最终拥有与周围说话人相同的语法知识（或多或少）。 L1习得是不可避免的：孩子不能选择不学习周围所说的语言他们（因为他们可以选择不学踢足球银川英语哪里好英语，或者不学骑自行车）。
关键词：扬声器；语法; 虽然
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4.【期刊论文】普通学术英语课堂项目中批判性思维能力的展示研究
期刊：《海外英语（二）》| 2021年第007期
摘要：如何将英语教学与批判性思维能力培养有效结合是当前国内大学英语教学改革的热点。一.通过开展行动研究绍兴英语，重点关注选题、文献和研究三大关键技能英语专业毕业论文选题上海外教，探讨如何在课堂上的15分钟通用学术英语项目演示活动中促进学生批判性思维能力的发展。一项为期两年的研究发现外教小孩教材英语英文补习，除文学作品外学英语辅导班一节课多少钱英语，学生在选题和研究方面的批判性思维能力都有所提高英语专业毕业论文选题外教成人，这与教师在教学中的表现是一致的。投机意识密切相关。
关键词：非英语专业；一般学术英语；课堂项目介绍；推测；行为研究
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5.【期刊论文】互联网数据库石油化工英文学术论文中的释义动词研究
期刊：《信息记录材料》| 2019-011
关键词：互联网数据库；石化行业；学术论文；释义动词
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6.【学位论文】学术英语教师学科教学知识发展的案例研究
目录
封面
声明
Contents
Abstract
摘要
List of Abbreviations
List of Tables
List of Figures
Chapter One Introduction
1．1 Research Background
1．2 Research Objectives and Significance
1．3 Organization of the Thesis
Chapter Two Literature Review
2．1 Pedagogical Content Knowledge(PCK)
2．1．1 The Concept of PCK and Its Development
2．1．2 Models of PCK
2．1．3 Components of PCK
2．1．4 External Influencing Factors of PCK
2．1．5 Research on Language Teachers’ PCK
2．1．6 Domestic Studies on English Language Teachers’ PCK
2．2 General English and English for Academic Purposes
2．2．1 The Transition of College English Teaching from GE to EAP
2．2．2 The Relationship between GE and EAP
2．2．3 Professional Development of EAP Teachers
2．3 Research Gaps
2．4 Chapter Summary
Chapter Three Research Methodology
3．1 Research Questions
3．2 Research Design
3．3 Context and Participants
3．4 Sources of Data
3．4．2 Classroom Observation
3．4．3 Relevant Teaching Files
3．5 Data Collection Procedures
3．6 Data Analysis
3．7 Research Ethics
3．8 Chapter Summary
Chapter Four Research Findings
4．1．1 The Case of Bella
4．1．2 The Case of Percy
4．1．3 The Case of Rachel
4．2 The Results of Cross-case Analysis
4．2．1 Interaction among PCKComponents
4．2．2 Factors Influencing Teachers’ PCK development
4．3 Chapter Summary
Chapter Five Discussion on Important Findings
5．1 EAP Teachers’ PCK Development
5．1．1 The Fundamental Role of Understanding of EAP Teaching
5．1．2 The Facilitating Role of Content Knowledge
5．2 Factors Influencing EAP Teachers’ PCK Development
5．2．1 Academic Experience
5．2．2 Teaching experience
5．2．3 Informal Learning Activities
5．3 Chapter Summary
Chapter Six Conclusion
6．1 Summary of the Major Findings
6．2 Pedagogical Implications
6．3 Limitations and Suggestions for Future Studies
References
Appendices
Acknowledgements参考书目
学科：英语语言文学
授予学位：硕士
年份：2021
文字语言：中文
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7.【学位论文】英语硕士论文结语体裁特征研究
目录
参考书目
学科：外国语言学与应用语言学
授予学位：硕士
年份：2021
文字语言：中文
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8.【学位论文】基于语料库的英语学术论文学科差异多维度分析
目录
封面
声明
中文摘要
英文摘要
目录
Lists of Abbreviations
Chapter One Introduction
1.1 Research Background
1.2 Research Questions
1.3 Purpose and Significance of the Research
1.4 Layout of the Thesis
Chapter Two Literature Review
2.1 Previous Studies on Multi-dimensional Analysis in Speech and Writing
2.2 Previous Studies on Multi-dimensional Analysis in Second Language Acquisition
2.3 Previous Studies on Multi-dimensional Analysis in English for Specific Purposes
2.4 Previous Studies on Multi-dimensional Analysis in Other Fields
2.5 Summary
Chapter Three Description of Multi-dimensional Analysis Model
3.1 Overview of Multi-dimensional Analysis Model
3.2 Dimensions of Multi-dimensional Analysis Model
3.2.1 Dimension 1:Involved versus Informational Production
3.2.2 Dimension 2:Narrative versus Non-narrative concerns
3.2.3 Dimension 3:Explicit versus Situation-Dependent Reference
3.2.4 Dimension 4:Overt Expression of Persuasion
3.2.5 Dimension 5:Abstract versus Non-Abstract Information
3.3 Text Types identified by Multi-dimensional Analysis Model
3.3.1 Types of Intimated Interpersonal Interaction and Informational Interaction
3.3.2 Types of Scientific Exposition and Learned Exposition
3.3.3 Types of Imaginative Narrative
3.3.4 Types of General Narrative Exposition
3.3.5 Types of Situated Reportage
3.3.6 Types of Involved Persuasion
Chapter Four Research Methodology
4.1 Data Collection
4.2 Research Software
4.2.1 MAT
4.2.2 SPSS
4.3 Research Procedures
Chapter Five Results and Discussion
5.1 The General Features of Two Corpora on Five Dimensions
5.1.1 The General Feature on Dimension 1 ： Involved versus Informational Production
5.1.2 The General Feature on Dimension 2 ： Narrative versus Non-narrative Concerns
5.1.3 The General Feature on Dimension 3 ： Explicit versus Situation-Dependent Reference
5.1.4 The General Feature on Dimension 4：Overt Expression of Persuasion
5.1.5 The General Feature on Dimension 5 ： Abstract versus Non-Abstract Information
5.2 The Internal Linguistic Features of Two Corpora on Five Dimensions
5.2.1 The Internal Linguistic Features on Dimension 1：Involved versus Informational Production
5.2.2 The Internal Linguistic Features on Dimension 2：Narrative versus Non-narrative Concerns
5.2.3 The Internal Linguistic Features on Dimension 3：Explicit versus Situation-Dependent Reference
5.2.4 The Internal Linguistic Features on Dimension 4 ： Overt Expression of Persuasion
5.2.5 The Internal Linguistic Features on Dimension 5：Abstract versus Non-Abstract Information
Chapter Six Conclusion
6.1 Major Findings of the Study
6.2 Implications of the Study
6.3 Limitations and Suggestions of the Study
参考文献
作者简介及科研成果
致谢参考书目
学科：外国语言学与应用语言学
授予学位：硕士
年份：2021
文字语言：中文
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9.【学位论文】学术英语写作“一对一”辅导中教师脚手架话语研究
目录
封面
声明
中文摘要
英文摘要
目录
Chapter One Introduction
1.1 Background of the Study
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Academic Writing
2.2 Teachers’Scaffolding Talk
2.2.1 Teacher Talk
2.2.2 Scaffolding Talk
2.2.3 Functions and characteristics of Scaffolding Talk
2.3 Previous Studies on Academic Writing
2.4 Previous Studies on Teachers’Scaffolding Talk
2.5 Comments on Previous Studies
Chapter Three Theoretical Framework
3.1 Constructivism
3.2 Sociocultural Theory
3.2.1Zone of Proximal Development
3.2.2 Scaffolding Theory
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 Classroom Observation and Recording
4.3.2 Interview
4.4 Research Procedures
4.4.1 Data Collection
4.4.2 Data Analysis
Chapter Five Results and Discussions
5.1Functions of Scaffolding Talk
5.2.1 Simplifying the Task
5.2.2 Marking Critical Feature
5.2.3Frustration Control
5.2.4 Direction Maintenance
5.2.5 Demonstration
5.2Students’Comments and Suggestions
5.3 The Strategies to Improve the Effectiveness of Teachers’ Scaffolding Talk
Chapter Six Conclusions
6.1Major Findings
6.2 Pedagogical Implication
6.3 Limitations and Suggestions
参考文献
Appendix
作者简介
致谢参考书目
学科：外国语言学与应用语言学
授予学位：硕士
年份：2021
文字语言：中文
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10.【学位论文】面向学术交流的英语MOOC多模态话语分析
目录
参考书目
学科：外国语言文学；外国语言学与应用语言学
授予学位：硕士
年份：2020
文字语言：中文