本科毕业论文英文精选(九篇)
第1篇：本科毕业论文英文范文
系 别： 外语学院
专 业： 英 语
学 号： 00000000
指导教师： 赵 草 稿
20xx年5月
thesis writing standard for english major undergraduates:with a thesis pattern
by
lü ren’ai
shangqiu normal university
may 20xx
摘 要
{摘要是论文的浓缩，应包括结论等内容，是完整的短文，具有独立性，可以单独使用。即使不看论文全文的内容，看摘要仍然可以理解论文的主要内容。切忌把导论(introduction)的内容作为摘要内容。在下段键入中文摘要内容，并用论文的关键词替换“关键词”后的词(删除多余的词)。如果需要输入顿号(、)、间隔号(·)、书名号(《》)、破折号(——)等标点符号，不会键入请从这里复制。中文摘要要求在200～300字。}
关键词：词1;词2;词3;词4;词5
abstract
{英文摘要及关键词内容与中文内容完全一致。注意看懂附录部分标点符号部分的内容，不要用不规范的形式输入标点符号，更不要输入错误符号。在下段键入英文摘要内容并用论文的关键词替换“key words”后的词(删除多余的词)。}
key words: word 1; word 2; word 3; word 4; word 5
contents
摘 要 i
abstract ii
contents iii
1 简介 1
2 电子版与纸质版 1
3 模板的使用 1
3.1 键入文本 2
3.2 应用格式 2
4 论文结构与写作要求 2
4.1 封面与题目 3
4.1.1 封面 3
4.1.2 题目 3
4.2 从摘要到目录 3
4.3 正文 3
4.3.1 总体要求 3
4.3.2 标题和层次 3
4.3.3 例句及其他列表项 4
4.3.4 脚注 4
4.3.5 引用标识与参考文献 4
4.3.6 附录(可选) 6
4.3.7 页眉 6
5 其他要求及注意事项 6
references 7
附录 标点符号的计算机输入 7
简介
{本科毕业论文是本科生毕业前的最后一个重要学习环节，是学习深化的重要过程。它既是学生学习、研究与实践成果的全面总结，又是对学生素质与能力的一次全面检验，也是申请学士学位的依据。论文写作是在前人研究的基础上提出自己的观点，严禁抄袭、剽窃。外语学院参照商丘师范学院本科毕业论文撰写规范，结合英语专业的实际情况，特制定本撰写规范兼论文模板，作为英语专业毕业论文写作的标准。本规范未尽事宜，在导师指导下自行处理。务必在仔细、完整地阅读本规范之后再开始写作论文。
考虑到软件可能存在问题，本规范的doc版在显示时可能走样，附件1是本规范的pdf版本，其样式是标准样式。}
电子版与纸质版
{论文须提交初稿、二稿及终稿的电子版和纸质版。用microsoft word软件打开本规范的doc版，以新文件名另存到自己存放毕业论文资料的文件夹，要求文件格式为doc格式(microsoft word 1997~2003/xp版本的默认保存格式);2007及以后的版本的默认保存格式是docx，建议尽量使用较老版本的microsoft word，若使用新版，请确保保存格式为doc。另存后，直接按照本规范的要求操作直到初稿完成;每一稿都先作另存的操作再开始修改。注意在整个论文写作期间都做好u盘与网络双备份工作。
纸质文件采用a4复印纸单面打印，左侧装订。提交的纸质论文必须与提交的电子版内容完全一样。如果在写论文时安装、使用了非系统自带字体(如国际音标字体)，请随电子版提交该字体文件。}
模板的使用
{本规范的doc格式电子文件是毕业论文的写作模板，提供论文写作所需样式，便于写作和修改，并对格式进行统一要求。下面对模板的使用作一简要说明。}
键入文本
{用花括号扩起来的内容是模板说明性内容，在初稿写作完毕后删除。把插字符打到正文任何一个段落(包括标题)末尾，按回车，即可键入论文内容。请仔细阅读附录，以便正确输入标点符号。}
应用格式
{本模板规定的格式有：[ 注意例子中的换行符(向下的直箭头)。想使编号段落的上下两行左对齐，需要换行而不分段，单击“插入”“分隔符”，选“换行符”，然后单击“确定”。]
a. 1标题1：用于一级标题;b. 1.1标题2：用于二级标题：c. 1.1.1标题3：用于三级标题：d. 正文不缩：用于一般正文段落;e. 正文左缩：用于独立成段的引文;f. 正文编号：用于按规定必须编号的段落;g. (1) 编号：用于按规定必须编号的段落;h. 参考文献：用于参考文献条目。
其中除了 (1f) 和 (1g) 要求必须用格式刷复制、粘贴格式(详见第4.3.3部分的说明)，其他格式都必须从格式窗格中选。默认格式是“正文不缩”(本段使用的就是这种格式)。根据不同部分内容要求的要求按照下述方法应用格式，不能擅自更改或更换(可根据实际情况作字体倾斜等操作)：把插字符打到某段，单击菜单栏里的“格式”，选“样式和格式”，在右边出现的格式窗格中单击所需格式即可。出现在格式窗格中但 (1) 中没列的格式不能随便应用。}
论文结构与写作要求
{论文必须包括外封面(中文封面)、内封面(英文封面)、中文摘要(附中文关键词)、英文摘要(附英文关键词)、目录、正文、参考文献。在参考文献之后可有附录。}
封面与题目
封面
{封面包括两个：外封面(中文封面)和内封面(英文封面)，封面样式严格依照模版。}
题目
{用论文题目替换模板题目，不能改变格式。论文题目应该简短、明确、有概括性。中文字数不超过25个字，外文题目不超过15个实词，题目末不使用标点符号，中外文题名应一致。标题中尽量不用英文缩写词，必须采用时，应使用本行业通用缩写词。中英文标题均占一至两行。中文标题如有副标题，主副标题各占一行，副标题前加中文破折号;英文副标题不单独成行，与主标题之间用冒号(后加空格)隔开。英文题目用标题式大小写格式，由于标题式大小写没有统一的标准，本规范要求除了不位于主、副标题开头和结尾的冠词、介词(不论长短)、并列连词、动词不定式标志to等词，所有的词(包括复合词的连字符后的部分，但不包括像twenty-one这样的复合数词的连字符后面的部分)都大写。}
从摘要到目录
{具体要求见第i至iii页。不要改动用罗马数字编号的页码部分的标题。}
正文
总体要求
{论文正文应包括引论、主体(主体至少分两大部分)及结论等部分，一共最少四部分，最多六部分。正文用英文写，拼写形式全文统一为英式或美式(直接引用时例外)，不能英美式混杂。用阿拉伯数字编写页码的部分字数不少于3000字(英文单词)。}
标题和层次
{标题要求除了有编号、字号不同和不能有副标题这几点外，其他要求同论文英文题目。层次根据实际需要用两层或三层(即标题最多有两到三级)，主体部分至少有一部分包含两层。可以直接替换本规范的标题(选定后不删除而直接键入)，根据需要添加、删除标题。三层标题的格式分别采用“1标题1”、“1.1标题2”和“1.1.1标题3”。编号用的是word的多级编号，在增删标题时编号会自动调整，无需手工调整。}
例句及其他列表项
{根据需要，例句、规则等尽量单独成段，统一编号，编号用 (1)，(2)，(3) ……的形式(顶格)，全文从 (1) 开始统一连续编号(自动编号，增删编号段落后编号会自动调整)，样式参照本规范的编号段落。该类段落的规定格式是“正文编号”;要求用格式刷从本规范的任何一个这类编号段落复制、粘贴格式，不要从格式窗格中选这类段落的样式。复制格式的方法是：把插字符打到任何一个此类已编号的段落中，单击“格式刷”按钮，然后再单击需要编号的段落。脚注中的例句编号用小写罗马数字i、ii、iii的形式，段落和文字格式不作特别要求。现再举例如下 (由于连续编号，故号码继续前面的 (1)，是 (2) 和 (3))，作为翻译和对话类例句的参照格式：
john likes mary.约翰喜欢玛丽。
a: do you like apples?b: yes.}
脚注
{对文中内容的注释采用脚注形式[ 注释分脚注和尾注两种主要形式，前者的内容位于每页下面，后者的内容位于文章末尾。本规范规定论文写作使用脚注，不使用尾注。把插字符打到正文中需要注释的地方，单击“插入”“引用”，在展开的子菜单中单击“脚注和尾注”，再单击“确定”，键入注释内容。本注释就是脚注的形式。]，全文连续编号(自动调整编号)。}
引用标识与参考文献
{引文是论证的辅助手段，应忠于原意，准确切题。除非特别必要，不要引用非学术文献，如通俗读物等，尤其不要引用非专业人士(如名人或领袖)的话或观点作为自己观点的支撑(尽量避免诸如“einstein says”、“confucius claims”这样的话，如果确实有必要引用一定要详细注明出处)。根据情况用直接引语或间接引语的语法形式;直接引用文字超过四至六行字时，或诗歌超过两行时，应独立成段，应用“正文左缩”格式，下面是该格式的样式：
text texttext text text. (zhang 2005, 88)
在论文中引用文献时，应加以标识，详细说明见附件2。引用的文献如果是用中文书写的，不能直接引用中文文本，必须将其意思用英文表达，一般用间接引语的形式安排，在必要时可用直接引语的形式，在后面以加方括号，方括号内注明translation mine)。
参考文献直接反映论文的质量。要求在论文正文后的references下面列出在论文中引用或参考过的论文、专著及其他资料(采用“参考文献”格式)，所有条目按照作者姓氏的字母顺序排列，不要编号。不能罗列文中没有引用的文献。文献条目应以与论文工作直接相关的近年的学术文献为主，包括期刊论文、博士学位论文、论文集里的文章、专著等;至少十条，且以期刊论文为主，近五年的文献占五条以上，发表在《中文核心期刊要目总览》收录的期刊上的论文占三条以上。
毕业论文的引用及参考文献体例以chicago体例(chicago style)的作者—年代制(author-year system)为标准。附件2包含了该标准的主要内容，请尽量按该标准写作。请注意大小写、正斜体、空格、姓与名的相对顺序、缩写形式、标点符号等。特别注意连数符不是连字符(-)，而是en dash(–)，可从这里复制。下面把该标准的大小写和正斜体原则略述如下：
大小写：仅同名连续出版物(如期刊journal)的名称用标题式大写，其他的主副标题名称(包括书名)用句子式大写;
正斜体：广义的书名(包括期刊名等)用斜体，文章名(包括书的章节标题、学位论文标题)用正体。
中文文献，按照附件2第9、12页的红字的范例的样式，把汉字形式的文字转写成拉丁字母形式(注意ü不能用v代替)，并把标题翻译成英文(置于方括号内)。其姓名与普通英文姓名一样处理，第一作者姓前名后，姓、名之间用逗号 + 空格隔开，非第一作者用名前姓后(不加逗号)的形式。}
附录(可选)
{不宜放在正文中但有重要参考价值的内容(如问卷、测试题等)可编入论文的附录中，位于参考文献之后。附录采用appendix(只有一个)或appendix a、appendix b(两个以上)的形式，后面加两个空格再键入附录的标题，使用格式“1标题1”，删除标题前面的自动编号。}
页眉
{见第i页右上角的说明。}
其他要求及注意事项
{在写作时请注意以下几点：
除在直接引语中，尽量避免用缩略词(如isn’t, don’t, etc.等)，尽量使用is not, do not, and others等形式。
罗马数字用西文字符，如i和ii，ii和iv等(在英文输入状态下分别键入i、v、i、v等字母来组合)，不要用中文字符ⅰ、ⅱ、ⅳ、ⅰ、ⅱ、ⅳ等。
区别元语言与对象语言。用英文写作，元语言是英文，对象语言是谈到的语言成份，可能是英文，也可能是其他语言，如英文字母、语素、词、短语、句子等。如果对象语言的文字是拉丁字母形式(如英文、法文、德文等)，一律用不加引号的斜体字(编号例句除外)，保留字母上面的两点等附加符号。在写非翻译研究类论文时，非拉丁字母文字(如日文、中文)一般应转写成拉丁字母形式，用不加引号的斜体字;在非用汉字不可的情况下(区别歧义、说明字型等)在拉丁字母形式的字词(斜体)后跟相应汉字(楷书、正体)或日文假名等字符;汉语无特殊情况其拉丁化标准一律采用汉语拼音(本规范要求词内无空格，词间有空格，略去调号)，注意ü不能用v代替。翻译研究类文章可不转写成拉丁字母形式而直接使用汉字例句(用不加引号的正体字)。用单引号而不是双引号表各种意思，尤其是词(句)的语义解释(双引号作一般引用或强调时使用，双引号内再用引号时用单引号)。下面几个例子可以说明对象语言的处理方式和单引号的用法：the chinese word heiban ‘blackboard’ is a compound; similarly, the english word blackboard is also a compound;hongcha means ‘black tea’;the letter a;the suffix -ful;the sentence john hates mary;the articles the, a, an。注意在最后一个例子中，第一个定冠词属于元语言，不用斜体，第二个定冠词和两个不定冠词是对象语言，用斜体，属于对象语言的三个词之间的逗号属于元语言，用正体。}
references
{此标题不要改动。条目格式见第4.3.5部分的要求，下面提供参考文献条目的样式：
附录 标点符号的计算机输入
第2篇：本科毕业论文英文范文
英语专业本科毕业论文撰写是高校本科教学 的最后一个重要阶段，也是评价学生是否能够顺利 毕业的重要指标之一。2000年颁布的《高等学校 英语专业英语教学大纲》强调了毕业论文的重要 性:“毕业论文是考察学生综合能力、评估成绩的 一个重要方式”[1]。同时，大纲还进一步明确了毕 业论文的要求。根据《大纲》，各个髙校也纷纷对 英语专业本科毕业论文撰写制定了具体的要 求。[2]
然而，笔者在对本校英语专业学生论文管理过 程中却发现，对于论文学术不端检测还有很多学生 甚至部分教师都不太清楚其目的及意义，对待学术 不端问题怠慢。许多高校都出现学生忽视学术不 端问题，仍然拼拼凑凑，复制他人成果的情况。[3]
因此笔者以本校2014届205名英语专业毕业生论 文学术不端检测报告为研究对象，对学生毕业论文 复制比的特征进行分析，从而找到英语本科生在撰 写论文过程中所存在的问题及原因。
一、论文复制比的主要比例分配
对于毕业论文复制比，每所高校的要求都略有 不同，对于本校的要求，所有的毕业论文经学术不 端检测，检测结果雷同率或文字复制比率在30% (含30%)以内的视为合格，超过30%的视为不合 格。超过30%的论文，必须经过严格整改,否则取 消学生答辩资格。由此可见,高校对学生学术不端 的行为都有着严格的规章制度。笔者通过对205 名学生论文的学术不端检测报告进行分析,得出以 下主要比例分配：
由表一可以看出，在205名学生中，95%的学 生基本上都可以按照要求通过学术不端检测，而且 有73%的学生复制比都在10%以内，只有少部分 学生(5% )未能通过检测，但其中有一名学生论文 复制比居然达到96%。因此，虽然说大部分都可以达到要求，但就未通过的学生而言，出现的 问题也不容忽视。
二、论文复制比的主要特征
就学生论文复制比的主要特征而言，笔者根据 本校的毕业论文学术不端检测要求，以复制比小于30% (含30% )和大于30%为基本两个组,分别分 析两组中学生论文复制比的主要特征。
(一) 复制比小于30% (含30% )
1. 正文外内容。从论文基本结构上看,除正文 部分以外，还包括标题、目录、参考文献、致谢以及 附录部分。就正文外的内容而言，通过分析，笔者 发现65%的学生抄袭现象主要集中在致谢部分， 甚至个别学生还存在致谢部分全部抄袭的情况。 另外，少部分学生对论文的目录以及附录部分也存 在雷同的情况，但通过论文分析，此部分并不是所 谓的抄袭，尤其是附录部分，因为学生会把引用别 人的问卷附在文后，但已标明出处。
2. 正文部分。通过分析,84%的学生论文正 文的复制处主要集中在文献综述以及总结部分。 对于文献综述部分，尤其是对定义解释以及研究回 顾部分的复制抄袭比例非常高，就这部分字数而 言，基本上都在600字以上。而且从该部分具体内 容上看，大部分学生由于对理论概念的不理解，因 此无法用自己的语言进行转述或者总结，只能完全 重复别人的文字。另外，综述部分更是重复别人观 点，但只述不评。从总结部分来看，学生的总结并 不是对自己研究结果的概括和提炼，反而是直接借 用他人的总结性话语，因而存在大量重复抄袭的 情况。
3. 复制来源。100%的学生复制的来源主要 是本科生或者研究生论文以及网络资源，尤其是百 度文库中的资料。虽然有少部分的学生复制出处 来源于期刊文章，但大多以中文为主。
(二) 复制比大于30%
1. 文献引用。从论文总体上来看，对重复抄 袭的部分学生几乎都没有给出相关引证文献。除 此之外，11个学生的参考文献部分都存在大量的 复制抄袭。
2. 正文部分。除了上述所提及的部分以外， 11个学生的论文在introduction部分同样存在复制 抄袭。从报告单中还看出，这部分学生对 参考文献和研究方法部分也存在严重的抄袭。
3. 复制来源。与上述相同，11个学生的重复 抄袭部分都来源于论文或者网络资料。
三、原因分析
通过对英语专业学生论文学术不端检测报告 进行分析，不难看出，即使大部分学生都顺利通过
了检测，有的学生的复制率甚至为0,但通过对其 复制比特征的分析以及对学生的访谈调查，笔者发 现其中存在多方面的原因。
(一) 学生写作能力欠佳
在听说读写译的技能中，“写”属于输出技能， 也是较难的一个技能。通过对学生论文进行分析， 笔者发现，从总体上来看，学生对英语基础知识的 掌握仍不牢固，论文中出现了大量的语法错误，严 重制约了他们的语言表达能力。
(二) 学生学术水平较低
众所周知,学术论文写作无论是在整体结构上 还是在语言使用上都与普通作文有所不同。尽管 许多高校都开设有学术论文写作课，但许多学生对 学术论文写作概念十分模糊，仍然不清楚应该做什 么，应该怎样做。尤其是复制比超过30%的学生 甚至在总体介绍及参考文献部分进行复制抄袭，可 见其并未真正理解什么是论文写作，就连论文中的 参考文献部分基本结构都不清楚。
(三) 学生信息技术能力不高
通过对学生复制来源分析，大部分的资料来源 于研究生的毕业论文以及网络资料。另外，学生在 文献综述部分，大部分的文献都来自中文文献，而 且通过访谈，许多学生都反映找不到英文文献。总 所周知，文献搜索技能在学术论文写作中是必不可 少的，不仅需要找到相关文献，更是需要对这些文 献进行综合评述。但通过调查，许多学生所使用的 搜索方式集中于中国知网以及百度两种，这也导致 了他们收集的资料较为单一。
(四) 指导教师对学生的论文写作指导不够
许多学生的论文在提交检测时仍然发现不少 的问题，如论文整体结构以及语法方面存在许多的 问题。甚至有学生的论文复制比达到96%。由此 可以看出，除了学生本身存在的问题以外，指导教 师对学生的指导也存在疏忽，没有发挥真正意义上 的指导以及监督的作用。
四、总结
通过对学术不端检测报告单以及学生的访谈 分析，不难看出，英语专业本科生毕业论文撰写存 在许多的问题。学生的论文复制比高与其学术论 文写作能力以及资料搜索、整理等多方面的能力都 有关系。另外，指导教师的指导监督力度不够也造 成了学生对论文写作不重视，态度不端正的情况。对此问题的解决，不仅需要相关任课教师，论文指 导教师以及学生的共同努力,更需要学校建立健全 相关制度来加大监管力度。
作者：沈萍
第3篇：本科毕业论文英文范文
论文关键词：英语专业,毕业论文,现存问题,解决对策
一、结构性问题
（一）语篇结构松散。
英语不同于学生的母语，在语篇的衔接上更强调逻辑连贯，信息完整。其中重中之重是要达到一定的交际目的。在学生的论文中，论文中心点并不明确，并且缺少事实论据来佐证其论点。在段落与段落之间也缺乏必要的过渡，导致文章前后内容转呈突兀，条理不清晰。
（二）文章结构不合理。
从文章的题目可以看出学生在尝试写一些具有实践指导意义的文章，例如，某位学生选取《分析新课改后赤峰地区小学英语的听说课程》为其毕业论文的题目。但在文章实际内容的安排上，第一部分，分析小学英语中听说课程的重要性，占了全文总字符数的23%。第二部分，小学英语课堂问题的解决，占了全文总字符数的47%。文章中真正涉及小学听说课在新课改后发生的变化，仅仅占总字符的10%，并且文章中没有数据或者科学的调查步骤证明其结论。总体来说，这位学生在论文撰写过程中，并没有深入地了解或者研究新课改给小学英语教学带来的新启发。
二、语言层次的问题
（一）词汇问题。
（1）词性混用。在论文中，词性混用是一个比较常见的问题，学生更熟悉词的意思，但对于词汇的用法，用汉语意思来对应英语意思，并未考虑该词的词性问题。（2）形近词混用。在词性相近词汇的使用上，学生出现了使用上的错误。
（二）句式问题。
（1）复合句前后一致问题。学生在用并列句时，因为句子长度的原因，后面句子的时态与前面句子的时态发生不一致的错误。（2）并列成分的连接问题。学生常出现的连接问题就是用逗号连接句子，而忽略连词的使用。
（三）时态和语态问题。
（1）名词单复数。在文章中往往出现名词单复数的问题。（2）谓语动词及助动词错用。（3）时态使用不准确，是比较突出的问题。（4）非谓语动词使用不准确。学生在论文中尝试使用非谓语动词，但多数时候会用错。
三、造成错误的原因分析
首先，造成学生这些错误的原因是因为她们平时缺乏对学术性论文的阅读，对于论文表达的规范缺乏一定认识。其次，学生对词义敏感，但对词汇的使用方面还有所欠缺。再次，学生的态度有待提高。在本科学习的最后一年，鸿德学院安排学生进行教学实习，实习回来以后，学生开始着手撰写论文。由于毕业临近，事物比较繁杂，临到上交的期限，临时从网络上抄袭、拼凑的现象时有发生。科技论文格式在写完以后，没有自己认真检查就上交给老师是学生态度有待端正的体现。最后，写作课程中仅仅涉及短片文章的练习，从未涉及大篇幅用英语表达是造成学生出现诸多错误的原因，在大学四年级开设英语论文写作课的安排有待进一步调整。
四、解决策略
（一）优化课程设置，按学生的实际情况安排课程。
将论文撰写指导课程安排在大学三年级下学期（即学生教学实习之前）更合理，学生学习了基本的理论和方法以后，在实践中找到自己感兴趣的课题并加以研究比实习以后再学习效果好得多。基于此，学生所学的内容的衔接和针对性都将得到有效的提升。
（二）增加训练环节，让学生学会基本的研究手段并加以使用。
在大学一年级和二年级时，学生社会实践或者暑期实习以后，应该要求学生撰写实习总结或者社会调查，让学生习惯大篇幅文章撰写的方式，平时也应该安排学生阅读学术论文并撰写读书报告，以此锻炼学生的综合表达能力。这样学生在面对本科毕业论文时就不会因为恐惧而倾向于抄袭。
（三）宽严相济，严格要求。
教师不能因为为了不耽误学生就业，就不严格要求，全部都让通过。毕业只是一个阶段的结束，毕业论文撰写是培养学生形成严谨治学的态度的好契机。宽严相济，帮助她们完成高质量的论文才是对学生真正的负责任。通过多种多样的形式，引导学生正确对待本科毕业论文，包括讲座、班主任工作、系里明文规定，以及优秀论文赏析等。英语论文绝对不是形式化的东西，是学生对自己四年大学生活最好的总结。
五、结语
改革英语专业论文的撰写是一项系统工程。毕业论文的写作不仅是一项任务，更是培养学生学习自主性、创新意识、实践能力，以及实事求是、严谨的学风的良好契机。因此，本科毕业论文的撰写是一个不可忽视的教学实践环节。笔者提出很多论文写作中的问题，目的并不是希望抹去这些问题，或者是因噎废食进而取消英语专业毕业论文的环节。教师应该深挖现象背后的根源和原因，并尽我们的全力帮助学生克服困难并得到提升，不仅可以提高学生的水平，而且对教师队伍的锻炼起到一定的促进作用。
参考文献：
[1]盛国强，周永模.英语专业本科毕业论文存在问题的分析和对策[J].上海海洋大学学报，2011.
第4篇：本科毕业论文英文范文
2. British English and American English 2
2.1The history of British English 3
2.2 The history of American English 4
3. Grammar differences between British English and American English 6
3.1 Lexical differences 6
3.1.1The different use of collective nouns in their single or plural forms 7
3.1.2 Differences in verb 7
3.1.2.1 Differences in the inflectional endings of verbs 7
3.1.2.2Different use of present perfect tenses 8
3.1.2.3 Different use of transitive and intransitive verbs 8
3.1.2.4 Different use of "have" 9
3.1.3 Different use of function words 9
3.1.3.1 Different use of preposition and adverb 9
3.1.3.2 Different use of auxiliary verb 10
3.1.3.3 Differences in articles 11
3.2 Syntactical differences 12
3.2.1 Differences in compound object 12
3.2.2 Presence or absence of syntactic elements 13
3.2.3 Different use of subjunctive mood 13
4. The differences between British English and the special form of American English—Black English 14
5. The tendency of the development of British English and American English 17
6. Conclusion 17
Acknowledgements 19
References 19
1．Introduction
There is one play in the famous American TV series Friends: Ross will go to England to marry Emily, suddenly Rachel decides to show his love to Ross and goes to England either, so his friend Phoebe makes a call to tell the news to Ross and Emily, Emily’s housekeeper answers the call. The dialogue as follows:
Housekeeper: The Waltham Residence.
Phoebe: Oh...yes…is this…umm…Emily’s Parents’ house?
Housekeeper: This is the housekeeper speaking. And by the way, young lady, that is not how one addresses oneself on the telephone. First one identifies oneself and then asks for the person with whom one wishes to speak.
Phoebe: (In a British accent)This is Phoebe Buffay. I was wondering, please, if-if it’s not too much trouble, please, umm，might I speak to Miss Emily Waltham, please?
Housekeeper: Miss Waltham is at the rehearsal dinner and it’s not polite to make fun of people. Goodbye.
Phoebe: No,no,no, I’ll be nice, I swear!!! Could you just give me the number for where they are?
Housekeeper: I’m afraid, I’m not at liberty to divulge that information.
Phoebe: Ok, somebody is on their way to ruin wedding okay. And I have to warn somebody, alright. So if you don’t give me that number then I’m going to come over there and kick your snooty ass all the way to New Glocken...shire.
Housekeeper: Hangs up[1]
We can see from the above dialogue that British English is more serious and formal than American English. The American speaks at will while the Englishmen speak gently. As we all know the two major varieties of English used by people as native language are British and American English. There seems to be little differences between the two varieties but the influences are very different. On some occasion we may have some mistakes in communication, in order to help the English speakers and learners understand the two varieties better and to eliminate troubles that may prevent communication and English writing, so I will make analysis on the grammar differences between British English and American English.
2. British English and American English
Nowadays English has developed into a global language. The fact that such a large number of people all around the world speak English means that there are many dialects and varieties. The two major varieties of English used by people as native language are British and American English. As a message carrier, English fully reflects the unique culture possessed by the British and American countries. Since in Dissertations on the English Language, Noah Webster pointed out “several circumstances render a feature separation of the American tongue from the English necessary and unavoidable.”
2.1 The History of British English
English is a West Germanic language which originated from the Anglo-Frisian dialects brought to Britain by Germanic settlers from various parts of what is now northwest Germany and the northern Netherlands. Initially, Old English was a diverse group of dialects, reflecting the varied origins of the Anglo-Saxon Kingdoms of England. One of these dialects, Late West Saxon, eventually came to dominate. The original Old English language was then influenced by two waves of invasion: the first by speakers of the Scandinavian branch of the Germanic language family, who conquered and colonized parts of Britain in the 8th and 9th centuries; the second by the Normans in the 11th century, who spoke Old Norman and ultimately developed an English variety of this called Anglo-Norman. These two invasions caused English to become "mixed" to some degree, though it was never a truly mixed language in the strict linguistic sense of the word, as mixed languages arise from the cohabitation of speakers of different languages, who develop a hybrid tongue for basic communication.
Cohabitation with the Scandinavians resulted in a significant grammatical simplification and lexical enrichment of the Anglo-Frisian core of English; the later Norman occupation led to the grafting onto that Germanic core of a more elaborate layer of words from the Romance languages. This Norman influence entered English largely through the courts and government. Thus, English developed into a "borrowing" language of great flexibility, resulting in an enormous and varied vocabulary. It mainly divided into four periods.
（1）Proto-English （the 5th century AD）[2]
The languages of Germanic tribes gave rise to the English language (the Angles, Saxons, Frisians, Jutes and perhaps even the Franks), who traded and fought with the Latin-speaking Roman Empire in the centuries-long process of the Germanic peoples' expansion into Western Europe. Many Latin words for common objects entered the vocabulary of these Germanic peoples before any of their tribes reached Britain; examples include camp, cheese, cook, fork, inch, kettle, kitchen, linen, mile, mill, mint (coin), noon, pillow, pin, pound, punt (boat), street and wall. The Romans also gave the English language words which they had themselves borrowed from other languages: anchor, butter, chest, devil, dish, sack and wine.
（2）Old English（AD 450—1100）[2]
The invaders' Germanic language replaced the indigenous Brythonic languages. （form one of the two branches of the Insular Celtic language family, the other being Goidelic）The original Celtic languages remained in parts of Scotland, Wales and Cornwall. The dialects spoken by the Anglo-Saxons formed what is now called Old English. Later, it was strongly influenced by the North Germanic language Norse, spoken by the Vikings （is one of the Norse (Scandinavian) explorers, warriors, merchants, and pirates who raided and colonized wide areas of Europe from the late eighth to the early eleventh century.）who invaded and settled mainly in the north-east of England. The new and the earlier settlers spoke languages from different branches of the Germanic family; many of their lexical roots were the same or similar, although their grammars were more distinct, including the prefix, suffix and inflection patterns for many words. The Germanic language of these Old English-speaking inhabitants was influenced by contact with Norse invaders, which might have been responsible for some of the morphological simplification of Old English, including the loss of grammatical gender and explicitly marked case (with the notable exception of the pronouns). The most famous surviving work from the Old English period is a fragment of the epic poem "Beowulf" composed by an unknown poet; it is thought to have been substantially modified, probably by Christian clerics long after its composition.
（3）Middle English（AD 1066-1470）[2]
For about 300 years following the Norman Conquest in 1066, the Norman kings and their high nobility spoke only one of the langues d'oïl called Anglo-Norman, whilst English continued to be the language of the common people. Various contemporary sources suggest that within fifty years of the invasion, most of the Normans outside the royal court spoke English, with French remaining the prestige language of government and law, largely out of social inertia. For example, Orderic Vitalis, a historian born in 1075 and the son of a Norman knight, said that he learned French only as a second language. A tendency for French-derived words to have more formal connotations has continued to the present day; most modern English speakers would consider a "cordial reception" (from French) to be more formal than a "hearty welcome" (Germanic). Another example is the very unusual construction of the words for animals being separated from the words for their food products e.g. beef and pork (from the French bœuf and porc) being the products of the Germanically named animals 'cow' and 'pig'.
（4）Modern English（1500 up to the present）[2]
Modern English can be divided into two parts: early modern english(1500-1800)and late modern English. Modern English is often dated from the Great Vowel Shift, which took place mainly during the 15th century. English was further transformed by the spread of a standardized London-based dialect in government and administration and by the standardizing effect of printing. By the time of William Shakespeare (mid-late 16th century), the language had become clearly recognizable as Modern English.
English has continuously adopted foreign words, especially from Latin and Greek, since the Renaissance. (In the 17th century, Latin words were often used with the original inflections, but these eventually disappeared). As there are many words from different languages and English spelling is variable, the risk of mispronunciation is high, but remnants of the older forms remain in a few regional dialects, most notably in the West Country.
In 1755, Samuel Johnson published the first significan t English dictionary, his Dictionary of the English Language.
2.2 The history of American English
During the 17th century, or more precisely on May 14, 1607, the first English settlers landed in Virginia. This was a group of 104 London entrepreneurs and they established the first English colony in Jamestown. Later on, in 1620, the Pilgrim Fathers, settlers from England, landed in Massachusetts, and also brought the English language over the Atlantic Ocean to America and another variety of English was born, American English. This variety is the largest of all the English varieties, since as many as 70% of the native English speakers live in the US. American English has preserved a number of words and features from the English spoken in England at the time of the settlement, which have now been changed in British English.
The history of American English can be divided into the colonial (1607-1776), the national (1776-1898), and the international (1898-present) periods. During nearly four hundred years of use in North America, the English language changed in small ways in pronunciation and grammar but extensively in vocabulary and in the attitude of its speakers. English settlements along the Atlantic Coast during the seventeenth century provided the foundation for English as a permanent language in the New World. But the English of the American colonies was bound to become distinct from that of the motherland. When people do not talk with one another, they begin to talk differently. The Atlantic Ocean served as an effective barrier to oral communication between the colonists and those who stayed in England, ensuring that their speech would evolve in different directions.[3]
Americans also came cheek-to-jowl with "Amerindians" of several linguistic stocks, as well as French and Dutch speakers. They had to talk in new ways to communicate with their new neighbors. Moreover, the settlers had come from various districts and social groups of England, so there was a homogenizing effect: those in a given colony came to talk more like one another and less like any particular community in England. All these influences combined to make American English a distinct variety of the language. In the United States, there are also regional differences, and these are ultimately descendants of a mixture of accents spoken in the British Isles at the time of the settlement of America. Dialect boundaries in the US tend to run from east to west. The first immigrants settled along the Atlantic coast and they spread from east to west across the continent and took some dialect forms, for example words and pronunciation features, with them. The dialect areas in North America are much larger than they are in England, mainly because English has been spoken in England for about 1,500 years, but in America for only approximately 300 years. Because of America’s recent settlement, there has not been enough time for linguistic changes and this is why there are not so many dialect differences in this large country.
3. Grammar differences between British English and American English
English grammar is the set of rules within the English language itself. "An English grammar"(one kind of grammar system)is a specific study or analysis of these rules. In linguistics, grammar refers to the logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes lexicology and syntax, often complemented by phonetics, phonology, semantics, and pragmatics. I mainly make analysis on the lexical and syntactical differences between British English and American English.
3.1 Lexical Differences
Lexicology is that part of linguistics which studies words, their nature and meaning, words’ elements, relations between words (semantical relations), words groups and the whole lexicon. Lexical differences mean relating to the words’ differences of a language.
3.1.1 The different use of collective nouns in their single or plural forms
Collective nouns such as “team, faculty, family, government” often take plural verb agreement and plural pronoun substitution in Britain English, but they nearly always take singular agreement and singular pronoun substitution in American English. There is a tendency in Britain English, to stress the individuality of the members, which is reflected in plural verb agreement and pronoun substitution, whereas American English Strongly tends to stress the unitary function of the group, which is reflected in singular verb and pronoun forms.[4] 6
Some examples:
Your team is doing well this year, isn’t it? (AmE)
Your team are doing well this year, aren’t they? (BrE)
3.1.2 Differences in Verb
In syntax, a verb is a word (part of speech) that usually denotes an action (bring, read), an occurrence (decompose, glitter), or a state of being (exist, stand). Depending on the language, a verb may vary in form according to many factors, possibly including its tense, aspect, mood and voice. It may also agree with the person, gender, and/or number of some of its arguments (subject, object).
3.1.2.1 Differences in the Inflectional Endings of Verbs
The past tense and past participle of the verbs are different in BrE and AmE.
The past tense and past participle of the verbs learn, spoil, spell, burn, dream, smell, spill, leap, and others, can be either irregular (learnt, spoilt, etc.) or regular (learned, spoiled, etc.). In BrE, the irregular and regular forms are current; in some cases (smelt, leapt) there is a strong tendency towards the irregular forms (especially by speakers using Received Pronunciation); in other cases (dreamed, leaned, learned) the regular forms are somewhat more common. In AmE, the irregular forms are never or rarely used (except for burnt and leapt).
Nonetheless, as with other usages considered nowadays to be typically British, the t endings are often found in older American texts. However, usage may vary when the past participles are actually adjectives, as in burnt toast.( Note that the two-syllable form learned ['lə:nid] usually written simply as learnt, is still used as an adjective to mean "educated", or to refer to academic institutions, in both BrE and AmE.)Finally, the past tense and past participle of dwell and kneel are more commonly dwelt and knelt on both sides of the Atlantic, although dwelled and kneeled are widely used in the US (but not in the UK).
In British English, the past tense of “get’’ is “got”, while American English usually use its past participle “gotten”.
For example,
A. John has got much better during the last week. (BrE)
B. John has gotten much better during the last week. (AmE)
According to the custom that British English usually uses “got” while American English “gotten”, we can quickly tell the nationality of the speaker. The former is British and the later is American. When Americans use “got”, they mean “own, possess and dominate”, such as the following two examples:
They’ve got no pride.
I’ve got plenty of material if I can just handle it.
3.1.2.2 Different use of present perfect tenses
Traditionally, BrE uses the present perfect tense to talk about an event in the recent past(express an action that has occurred in the recent past that has an effect on the present moment) and with the words already, just, and yet. For example:
British English:[5]
I've just had lunch
I've already seen that film
Have you finished your homework yet?
American English:[5]
I just had lunch or I've just had lunch.
I've already seen that film OR I already saw that film.
Have your finished your homework yet? Or did you finish your homework yet?
In American usage, these meanings can be expressed with the present perfect (to express a fact) or the simple past (to imply an expectation). This American style has become widespread only in the past 20 to 30 years; the British style is still in common use as well. In British English the present perfect is used to.
"I've just arrived home." / "I just arrived home."
"I've already eaten." / "I already ate." [6]
Recently, the American use of just with simple past has made inroads into BrE, most visibly in advertising slogans and headlines such as "Cable broadband just got faster".
Similarly, AmE occasionally replaces the pluperfect with the preterite. Also, US spoken usage sometimes, especially with the contracted forms, substitutes the conditional for the pluperfect (If I would have cooked the pie we could have had it for lunch), but this tends to be avoided in writing.[6]
3.1.2.3 Different use of transitive and intransitive verbs
The following verbs show differences in transitivity between BrE and AmE.[6]
agree: transitive or intransitive in BrE, usually intransitive in AmE (agree a contract/agree to or on a contract). However, in formal AmE legal writing one often sees constructions like as may be agreed between the parties (rather than as may be agreed upon between the parties).
appeal(as a decision): usually intransitive in BrE (used with against) and transitive in AmE (appeal against the decision to the Court/appeal the decision to the Court).
cater("to provide food and service"): intransitive in BrE, transitive in AmE (to cater for a banquet/to cater a banquet).
claim: sometimes intransitive in BrE (used with for), strictly transitive in AmE.
protest: in the sense of "oppose", intransitive in BrE, transitive in AmE (The workers protested against the decision/The workers protested the decision). The intransitive protest against in AmE means, "to hold or participate in a demonstration against". The older sense "proclaim" is always transitive (protest one's innocence).
write: in BrE, the indirect object of this verb usually requires the preposition to, for example, I'll write to my MP or I'll write to her (although it is not required in some situations, for example when an indirect object pronoun comes before a direct object noun, for example, I'll write her a letter). In AmE, write can be used monotransitively (I'll write my congressman; I'll write him).
3.1.2.4 Different use of “have”.
British English usually uses “Have you any children?” or “Have you got any
children?” while Americans commonly express the same meaning with “Do you have any children?”Let us see some other examples.
How many brothers do you have? (AmE)
How many brothers have you? (BrE)
You don’t have much room here. (AmE)
You haven’t (got) much room here. (BrE)
3.1.3 Different use of function words
Function words (or grammatical words) are words that have little lexical meaning or have ambiguous meaning, but instead serve to express grammatical relationships with other words within a sentence, or specify the attitude or mood of the speaker. Words that are not function words are called content words (or lexical words): these include nouns, verbs, adjectives, and most adverbs, although some adverbs are function words (e.g., then and why). Dictionaries define the specific meanings of content words, but can only describe the general usages of function words. By contrast, grammars describe the use of function words in detail, but treat lexical words in general terms only. Now I will compare the different use of function words in BrE and AE in detail as follows.
3.1.3.1 Different use of preposition and adverb
Differences between British and American English in prepositions are shown in the following two aspects: (1) different use of prepositions in the construction of phrases; (2) when using phrases, one will use a preposition while the other will omit it.
(1)Let us first review the different use of prepositions.
Your daughter’s name stands first in the list. (BrE)
Your daughter’s name stands first on the list. (AmE)
These dresses are in a sale. (BrE)
These dresses are on sale. (AmE)
He will come here at a quarter to three. (BrE, AmE)
He will come here at a quarter before /of / till three. (AmE)
She lives just round the corner (BrE).[7]4
She lives just around the corner (AmE).
Similarly, “five past nine” can be expressed in American English by “five after nine” or “nine five”. In front of “weekend” and “Christmas”, British English uses “at” or “over”, while American English adopts “over” or “on”.
At the weekend / Christmas (BrE)
Over the weekend / Christmas (BrE, AmE)
On the weekend / Christmas (AmE)
(2) Omitting preposition[8]2
In British English, before “day”, “week” or “certain day”, preposition “on” shall be used, while it is not so in American English.
The new term begins on September 1. (BrE)
The new term begins September 1. (AmE)
I’ll see you on Monday. (BrE)
I’ll see you Monday. (AmE)
In American English, when “home” is used as an adverb, the preposition “at” is not needed. But, in British English, “at” is required before “home”. Hence, “at home” is used in British English.
Is he home? (AmE)
Is he at home? (BrE)
3.1.3.2 Different use of auxiliary verb
In linguistics, an auxiliary is a verb functioning to give further semantic or syntactic information about the main or full verb following it. There are three types: Modal auxiliaries，have and go.
No matter in the frequency or the tendency of auxiliary verb, AmE differs from BrE. Their differences are stated as follows:.
(1)shall
Shall in BrE, is widely used in the fist person to raise questions, answer questions ,or to express future, while in AmE it is only used in the law file or informal style paper. In formal style paper, people usually use will or should. Such as:
Br.E:1)I shall tell you later.
Am.E:1)I will tell you later.
2)Shall I drink this now?
2)Should I drink this now?
(2)would[9]2
Would has two special usages in AmE, firstly it can show the usual action in the past. such as: When I was small, I would go there everyday.
However in BrE, the past tense or used to can express the past uaual action, therefore in BrE the above sentence should be changed into: When I was small, I went there everyday. Or When I was wmall, I used to go there everyday.
Secondly, would in AmE can express hypothesis in some informal language, quite like a kind of subjunctive mood, however in BrE not.
Try to compare:
Am.E:1)I wish I would have done it.
2)If I would have seen one, I would have bought it for you.
Br.E(it also the same with AmE):1)I wish I had done it.
2)If I had seen one, I would have bought it for you.
In Br.E, “would” and “will” can express suppose, while in Am.E the auxiliary verb “should” and “must” express supposition. Try to compare:
Br.E:1)That will be the postman at the door.
2)That would be zhongshan Road over there.
Am.E: 1)That must be (should be)the mailman at the door.
2)That should be(must be)Zhongshan Rood over there.
(3)used to
“Used to” in AmE is not seen as Modal auxiliary, but seen as notional word. To the opposite, in Br.E, used to is just seen as modal auxiliary, can offer or deny questions, also can be used as notional word but people use “do” to offer or deny questions. For example:
1)He used to go there.(notional verb)
Did he use to go there.(notional verb)
2)Used he to go there.(auxiliary verb)
He used not to go there.(auxiliary verb)
(4)ought to[9]6
“Ought to” is widely used in BrE to raise or deny questions, but in AmE use “should” to substitute for it, such as:
Br.E:1)Ought we to eat lunch?
Am.E:1)Should we eat lunch?
2)You ought not(oughtn’t) to have said that. 2)You shouldn’t have said that.
In AmE, ought to and used to are all used as notional verbs in the informal papers and such forms are said to be not standard forms. For example:
1)Did you ought to say that?
2)You didn’t ought to have said that.
(5) Different use of the indefinite pronoun “one”
In BrE we can use “one” to indicate the “one” of the former writing again while in AmE we usually use “he” or “his” to instead the “one” of the former writing. For instance:
One cannot succeed unless one works hard.(BrE)
One cannot succeed unless he works hard.(AmE)
3.1.3.3 Differences in articles[19]
(1)The omitting of articles
Most phrases of British English have articles, while those of American English do not have. The “the” in the standard expressions in British English “all the afternoon”, “all the winter”, “all the week”, “this time of the year”, ect. But the articles are usually omitted in American English. For example:
The swimming pools are open all summer.
I’ll be here all afternoon.
He has been gone all week.
British English will use articles in front of “sickness”, “river” and etc., while American English does not. For example,
British English expresses in the form of “the measles”, “the mumps”, “the flu”, “the Niagara Falls” and “the Black Creek”, while American English says “measles”, “mumps”, “flu”, “Niagara Falls” and “Black Creek”.
However, there are exceptions. In some expressions, British English does not use articles, while American English does.
BrE AmE
Go into hospital Go into the hospital
In hospital In the hospital
At university At the university
Sentences are as follows:
Next day, the rain began. (BrE)
The next day, the rain began. (AmE)
In future, I’d like you to pay more attention to detail. (BrE)
In the future, I’d like you to pay more attention to detail. (AmE)
(2) The position of articles
British English and American English are different from each other in the use of “a” or “an” with “half”. In British English, “a” follows “half”, for example, “half a dozen”, “half an hour”, “half a mile”, and “half a pound”. In American English, “a” is put in front of “half”, for example, “a half dozen”, “a half hour”, “a half mile” and “a half pound”.
3.2 Syntactical differences
Syntax is the study of the principles and rules for constructing sentences in natural languages. The sentence is the highest rank of grammatical unit. Based on one or more than one clause, the sentence is also the basic linguistic unit of connected discourse; it can stand alone and perform a function in social communication. Thus, a sentence can be defined as a grammatical unit that can perform a communicative function. I will explain the syntactic differences as follows.
3.2.1Differences in compound object[20]
The Verb“ -to do” usually used as compound object in British English, While past participle or past participle phrase mostly used as compound object in American English. Try to compare:
1)He also had ordered his luggage to be labeled for crew.(Bronte.) (BrE)
2)Last year an American hotel manager ordered his quests evacuated after an anonymous bomb threat.(AmE)
3)I have a roll that was in dead storage during the war which I ordered put back in running order. (O' Hara) (AmE)
The two compound structures (compound object with past participle and compound object with –to do) are both used in the BrE and AmE, while the AmE use compound object more frequent ly than BrE. However, there are some differences in the routine usage of Verb related to this phrase structure. The verb “to order” usually linked with the compound structure with past participle in AmE, but linked with the compound structure with “verb -to do” in BrE.
3.2.2 Presence or absence of syntactic elements[11]
Where a statement of intention involves two separate activities, it is acceptable for speakers of AmE to use to go plus bare infinitive. Speakers of BrE would instead use to go and plus bare infinitive. Thus, where a speaker of AmE might say I'll go take a bath, BrE speakers would say I'll go and have a bath. (Both can also use the form to go to instead to suggest that the action may fail, as in He went to take/have a bath, but the bath was full of children.) Similarly, to come plus bare infinitive is acceptable to speakers of AmE, where speakers of BrE would instead use to come and plus bare infinitive. Thus, where a speaker of AmE might say come see what I bought, BrE speakers would say come and see what I've bought (notice the present perfect tense: a common British preference).
As to whether a preposition is used before days denoted by a single word, British people would say she resigned on Thursday, while Americans often say she resigned Thursday, but both forms are common in American usage. Occasionally, in AmE the preposition is also absent when referring to months: I'll be here December (although this usage is generally limited to colloquial speech).But, it will say “I’ll be here on December.” in BrE.
In the UK, from is used with single dates and times more often than in the United States. Where British speakers and writers may say the new museum will be open from Tuesday, Americans most likely say the new museum will be open starting Tuesday. (This difference does not apply to phrases of the pattern from A to B, which are used in both BrE and AmE.) A variation or alternative of this is the most American will say “the play opens Tuesday” and the most British will say “the play opens on Tuesday”. American legislators and lawyers always use the preposition of between the name of a legislative act and the year it was passed, while their British colleagues do not. We can see such differences by making comparison between Americans with Disabilities Act of 1990 and Disability Discrimination Act 1995.
3.2.3 Different use of subjunctive mood
The subjunctive mood used more in AmE than in BrE, which is mainly used in the formal style paper.
In subjunctive mood, American English will rarely reserve traditional subjunctive words.
I suggest that meeting be postponed. (AmE)
I suggest that meeting should be postponed. (BrE)
I wish I had done it. (AmE)
I wish I would have done it. (BrE)
4. The grammatical differences between British English and the special form of American English—Black English
Black English also called African American Vernacular English which is an African American variety (dialect, ethnolect and sociolect) of American English.There are four points in which black English differs from British English.
1)Negation
In addition, negatives are formed differently from standard American English:
Use of ain't as a general negative indicator. It can be used where Standard English would use am not, isn't, aren't, haven't and hasn't, a trait which is not specific to AAVE. However, in marked contrast to other varieties of English in the U.S., some speakers of AAVE also use ain't instead of don't, doesn't, or didn't (e.g., I ain't know that).[14] Ain't had its origins in common English, but became increasingly stigmatized since the 19th century. See also amn't.
Negative concord, popularly called "double negation", as in I didn't go nowhere; if the sentence is negative, all negatable forms are negated. This contrasts with Standard English, where a double negative is considered a positive (although this wasn't always so; see double negative). There is also "triple" or "multiple negation", as in the phrase I don't know nothing about no one no more, which would be "I don't know anything about anybody anymore" in Standard English.
In a negative construction, an indefinite pronoun such as nobody or nothing can be inverted with the negative verb particle for emphasis (eg. Don't nobody know the answer, Ain't nothin' goin' on.)
While these are features that AAVE has in common with Creole languages,[15] Howe and Walker use data from early recordings of African Nova Scotian English, Samaná English, and the recordings of former slaves to demonstrate that negation was inherited from nonstandard colonial English.
Some of these characteristics, notably doubl e negatives and the omission of certain auxiliaries such as the has in has been are also characteristic of general colloquial American English.
2)The omission of copula in black English
You crazy! ("You're crazy") or She my sister ("She's my sister"). The phenomenon is also observed in questions: Who you? ("Who're you?") and Where you at? ("Where are you (at)?"). On the other hand, a stressed is cannot be dropped: She is my sister.
Only the forms is and are (the latter of which, in any case, is often replaced by is) can be omitted. These forms cannot be omitted when they are pronounced with a stress (whether or not the stress serves specifically to impart an emphatic sense to the verb's meaning).
These forms cannot be omitted when the corresponding form in Standard English cannot show contraction (and vice-versa). For example, I don't know where he is cannot be reduced to (BrE) I don't know where he because in Standard English the corresponding reduction I don't know where he's is likewise impossible. (Though I don't know where he at is possible.) Possibly some other minor conditions apply as well.[16]
3)Present-tense verbs uninflected for number/person
there is no -s ending in the present-tense third-person singular. Example: She write poetry ("She writes poetry"). Similarly, was is used for what in standard English are contexts for both was and were.[17]
4)The word it or is denoting the existence of something
This usage is equivalent to Standard English there in "there is", or "there are". It is also found in the English of the US South. Examples its a doughnut in the cabinet ("There's a doughnut in the cabinet") and It ain't no spoon ("There isn't a spoon", also "They ain't no spoon").[17]
5) Altered syntax in questions
Why they ain't growin'? ("Why aren't they growing?") and Who the hell she think she is? ("Who the hell does she think she is?") lack the inversion of standard English. Because of this, there is also no need for the auxiliary DO.[18]
To put it simply, we can summarize the grammatical differences between British and American daily English as follows[19]:
(1) Sometimes, British and American English use different grammatical forms to express the same meaning;
(2) Sometimes, the same grammatical form expresses different meanings in British and American English;
(3) In some structures, either British English or American English will use integrated grammatical form, while the other adopts the omitted form;
(4) Sometimes, American and British English use the same grammatical form to express the same concept and meaning.
However, one of them may have another expression form, while the other does not. We could only avoid misunderstanding by paying attention to those differences in our study.
5. The tendency of the development of British English and American English
The English language changes as the rapid development of politics, economic, culture in Britain and American. After it goes through the three periods (old English, middle English and modern English),it also changes everyday, especially in the related ten years, the changes of English becomes more obvious. Although the English structure is not as obvious as the lexical development, it does not ignore. On the aspect of grammar, English experience the changes from the verb inflections of old English to use word in order to express meaning in the past 1500years, and English also become analytic language from synthetic language. Such experience makes English flexible, meanwhile it also broke the traditional grammar frame, the former disagreed rules transferred into acceptable English even native English. The speed on renewing lexical words is very fast.
On the whole, British English and American English fuse with each other, and they tend to be brief, clear and more flexible for use.
6．Conclusion
As the globalization and information world developed, more and more people from different countries use the same language―English to communicate and exchange ideas with each other. The above discussion about grammar difference between British English and American English is what I have found and concluded. Although there are many differences in detailed aspects in the use of daily British and American English, they are similar to each other in most of aspects. Therefore, they shall only be considered as different forms of the same language rather than two different languages. In addition, we cannot say which one is better or advanced. Any judgment or opinion that “British English is better or worse than American English” is biased. The purpose of this paper is to help English learners understand the two varieties better and eliminate some mistakes caused in communication or paper writing.
The differences between the British English and American English are caused by politics, economy, social life, culture, and geography. American English developed from British English, but it differs from British English. All in all, sinc e English is characterized by its huge vocabulary, great tolerance, and conciseness, it leaves little room for argument that English will be well on its way to be a diversified common language.
Acknowledgements
My initial thanks go to my supervisor Zhu Min, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Mao Can、Gao YunPing and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
References
[1] 周乐, 美式英语与英式英语比较与分析[J]. 湖南商学院外语系,2008.
[2] Wikipedia Contributors
en.wikipedia.org/wiki/History_of_the_English_language
[3] blog.languagetranslation.com/public/item/118655
[4] 王振明和公丽艳，英式英语与美式英语的差异[J]. 山东教育学院学报,2002.
[5] esl.about.com/od/toeflieltscambridge/a/dif_ambrit.htm
[6]en.wikipedia.org/wiki/American_and_British_English_differences#Use_of_tenses
[7] 孟宪友，英语与美语的差别对比研究[J]. 广州大学外国语学院英语系,2002.
, Jour.of N.W. SCI-TECH Uni.of Agri.and Fore,2001.
, Journal of Shijiazhuang Teachers College,2001
, Journal of Wuhu Vocational Institute of Technology,2007
[11]Wikipedia Contributors
en.wikipedia.org/wiki/American_and_British_English_differences
, Journal of Hunan Agricultural University(Social Sciences), 2007
[13]张振邦,新编语法教程[M].上海,上海教育出版社,1993
, Philadelphia: University of Pennsylvania Press
[15] Winford, Donald (1992), "Back to the past: The BEV/creole connection revisited", Language Variation and Change 4 (3): 311-357
[16] Geoff Pullum, "Why Ebonics Is No Joke" Lingua Franca transcript, 17 October 1998, Australian Broadcasting Corporation.
[17] en.wikipedia.org/wiki/African_American_Vernacular_English#Negation
[18] Green, Lisa J., African American English: A Linguistic Introduction[M], Cambridge: Cambridge University Press, 2002
第5篇：本科毕业论文英文范文
笔者在中国期刊全文数据库中检索“英语本科毕业论文”，搜索到相关文章109篇。这些论文多立足于国内高校英语专业毕业论文的现状，总结普遍存在的问题并提出了相应的对策。如盛国强和周永模利用问卷调查了我国132所不同类型高校的英语专业毕业论文的状况，发现抄袭、语法错误、口语化表达、结构松散和缺乏独立见解等是论文普遍存在的问题。［1］文章分析了问题形成的主客观原因，并提出解决问题的对策:改革和创新教学理念和教学手段、强化英语写作教学、把好论文选题关、科学使用研究资料和加强过程管理等。张春芳用文献法对近三十年(1981年至2009年)刊登在国内121种期刊中有关英语专业本科毕业论文研究的论文进行了调研，指出毕业论文管理、写作及指导方面存在的诸多问题，并提出对策:建立毕业论文质量管理和监控体系;把握基本的选题原则和方法;改革教学理念、教学方法、教学内容、教学模式和教材，提高教师专业知识和科研能力。［2］笔者在中国期刊全文数据库中用“英语本科毕业论文改革”作检索词进行模糊检索，得到的文章仅有2篇。其中曹胜强的《谈英语本科生毕业论文的改革策略》［3］一文中提出的改革策略并无太多新意。许晓艳从现有的专业体制形成的背景、美国本科毕业设计设置、现代社会对英语专业的要求、大学英语专业改革模式探讨和论文时间改革五个方面探讨了英语本科专业毕业设计改革的必要性，提出毕业设计应该与就业相连接。应使“1+X”型的毕业设计与“1+X”型的专业英语模式相配套。她提倡学生用英文写出多元化的毕业论文，如“英语+经贸”，“英语+旅游”或“英语+酒店管理”等，从而使学生真正做到学以致用，将毕业设计作为连接学校和社会的枢纽。［4］然而，实际情况下，“英语专业基础课和技能课仍是英语专业本科生的课程主体。X相关专业课在整个专业培养大纲的比重和课时量很难有所突破或实现”［5］。因此，学生对X专业的了解仅限于皮毛，难以写出质量较高且有一定独创性的文章。用英文撰写的要求更增大了论文撰写的难度。学生只得转而求助于网络资源，通过“拷贝”和“粘贴”完成论文。这无疑又回到了论文抄袭和论文质量低下的老路上去。综上，目前国内对英语专业本科毕业论文的改革研究多集中在改革教学理念和方法上，强化对学生论文指导的过程监控与管理等，即便这些措施在一定程度上提升了论文质量，也很难避免抄袭现象的发生。英语专业毕业论文选题单一、狭窄、缺乏实效、与社会脱节的弊端难以消除。
二、英语专业毕业论文的改革实践
笔者所在学院明确地把培养应用型创新型人才作为目标，其人才培养模式注重实用和实践，注重能力和专长。庄智象在《关于国际化创新型外语人才培养的思考》［6］一文中指出:创新型外语人才应具备“良好的语言基本功、极强的专业知识结构、创新性的思维能力和分析解决问题的实际能力”。正常情况下，英语专业的毕业论文，既要考查学生对英语专业基础知识的掌握情况，也要考查其综合应用英语的能力。二者如何协调结合，是改进毕业论文工作的一个突破口。工科院校本科生毕业前既要完成毕业论文，又要完成毕业设计。前者注重专业知识和学术性，后者检验对知识的实践应用能力，即动手能力。这种强调理论与实践相结合的理念对英语专业毕业论文工作有很好的启示:是否也可以将英语专业的毕业论文由单一的论文模式改为一种集社会实践和论文于一体的毕业设计模式?本校英语系经过多方调研和考虑，最终提出从英语专业毕业论文形式入手进行改革，力求探索一种能有效地防止抄袭，且适应应用型创新型英语人才培养目标的毕业设计模式，具体情况如下:1．改传统的毕业论文为毕业作品制作长期以来，高校英语专业本科毕业论文(设计)都是沿用《高等学校英语专业英语教学大纲》的要求:“毕业论文一般用英语撰写，长度为3000～5000个单词，要求文字通顺、思路清晰、内容充实，有一定的独立见解。”［7］若仔细推敲这句话，“一般”二字暗示着高校也可根据实际情况进行其他形式的调整。为缓解日益严重的抄袭现象，从2012届学生开始，本系改革传统的毕业论文为毕业作品制作，具体指学生运用自己所学的英语知识制作出有英语配音及中英文字幕的视频节目。不同的学生按照自己的兴趣选择不同的主题，比如人文景观、产品推介、跨文化交际等。除了制作15～30分钟的专题视频外，学生还需完成一份不少于3000字的中文稿。学生将此文稿译为质量较高的英语，用于为视频英文配音，同时视频还配以中英文字幕。几名学生可在拍摄、配音和剪辑上互相协助，但每个学生最终要提交一个独立的作品和配套的中英文文稿。为了使学生掌握一定的视频拍摄及制作的基本技能和方法，本系还特别邀请了电视台的相关专家对学生进行32学时的培训，讲授视频的拍摄技巧和后期如何利用专业的EDIUS软件进行视频编辑及字幕制作。培训扩充了学生英语专业外的传媒知识，使学生获益匪浅。2．将毕业设计工作提前到学生就业前以往毕业论文从第七学期开始进行，第八学期进入到论文撰写最紧张的阶段。这时学生基本步入社会，或就业实习，或四处求职，无法集中精力进行写作。学生离开校园导致信息资料缺乏，引发网络抄袭，与指导老师的沟通也受到影响。为了改善这种状态，本系要求2012届的毕业生在第六学期即开始毕业设计的前期工作，包括毕业设计选题、开题报告撰写与修改以及开题报告的答辩。从暑假至第七学期中旬，学生完成毕业设计文字稿初稿，在教师指导下不断修改并最终形成定稿，继而完成拍摄工作及后期制作。第七学期中下旬完成毕业设计答辩，学生修改后提交最终版作品。将毕业设计提前，避免了学生毕业设计时段与找工季的冲突，学生有更充分的时间寻找自己最感兴趣的题目，将理论学习与实践操作相结合。这样不仅提高了毕业设计质量，还能增强学生学习的积极性，同时也便于教师在校内对学生进行面对面的指导。3．改革为毕业作品制作的优势其一，视频制作属于原创性的作品，学生自行选择感兴趣的题目，亲自为视频配音并出镜，有效地制止了抄袭现象的发生，且学生选题不再狭窄单一，时效性大大增强。很明显，改革后学生毕业设计的选题比改革前更丰富更新颖。其二，相比以往多届学生反复写过的没有新意的论文来说，新形式的毕业设计拥有更多的社会文化价值和实用价值。由于学生大都来自广东，其毕业设计多围绕广东本土的人文景观、企业及产品、文化传统等进行。如“岭南水乡———小洲村”、“主题公园的营销策略———欢乐谷成功之道”、“潮汕成人礼———出花园”、“西关文化的传承和保护———西关大屋的历史变迁”等许多作品富有浓郁的地方特色。学生亦可选取自己有求职意向的行业作为毕业设计的主题。最终每个毕业作品被单独刻录在光盘上，可作为学生求职简历的一部分，反映学生的实践能力，在严峻的就业形势下为成功应聘增添筹码。其三，学生开动脑筋自编自导视频作品，很大程度上培养了自己的创新意识、创新思维和创新精神。如“千年葵艺在新会”的制作者巧妙地把一位老奶奶摇着葵扇给孙女讲故事的场景引入到视频的主题———介绍广东新会的“葵艺”发展史。其四，将中文稿翻译成英文，在老师指导下不断修改至最佳的过程，使学生的写作翻译技能和语法、词汇等英文基本功有了显著的提升。其五，在为视频英文配音的过程中，学生反复练习英文稿的朗读，并在教师帮助下纠正错误发音，改善了语音语调，提高了口头表达能力。其六，通过在网上搜索毕业设计视频的相关素材，锻炼了学生搜集、筛选和运用资料的能力。其七，视频拍摄和编辑软件的学习以及后期的字幕制作等实践大大提高了学生的学习能力和动手能力。其八，拍摄前与公司厂家或景区等多方联系，锻炼了学生的社会交往沟通能力。视频由几名同学或亲友相互配合共同完成，培养了学生的团队合作能力。4．鼓励部分有需要的学生继续撰写毕业论文少数打算读研或出国深造的学生需要通过做毕业论文为今后的学习打下良好的学术基础，为此，改革不能搞“一刀切”，应鼓励部分学生撰写论文并配备优秀教师对其指导。
三、改革效果和结语
第6篇：本科毕业论文英文范文
关键词： 英语专业 毕业论文 实践环节 建设与完善
毕业论文是英语专业教学过程中最重要的实践性环节，是教学计划的重要组成部分，是学生走上工作岗位前一次运用各项知识和培养工作能力的综合技能训练，搞好这项工作对于培养学生分析和解决问题的能力具有重要的意义。本文结合我校外语系多年来指导毕业论文工作的实践经验，通过优化毕业论文实践环节的教学，探讨如何提高毕业生的整体素质和对竞争日益加剧的就业市场的适应能力。
一、毕业论文写作目的和意义
英语专业学生在做毕业论文前已经修完《英语写作》1―3课程和论文写作课程，初步掌握了写作的基本要素和技巧，为进一步提高文字表达能力，必须开始进行学术论文写作。我国高等学校外语专业教学指导委员会英语组制定的《英语教学大纲》明确指出：“毕业论文是考查学生综合能力、评估学业成绩的一个重要方式。”毕业论文写作的优劣直接决定学生毕业时能否被授予学士学位的重要依据。首先，学生通过四年的英语系统学习，巩固了英语单词的各种意义、搭配、用法、词序，句子的定义、结构、种类和用法，掌握了写作的基本要素和技巧，再加上毕业论文写作实践，这样就培养了学生初步的研究、分析和总结问题的能力，为日后进一步从事相关学科的研究做好准备。其次，毕业论文是在导师指导和启发下，学生认真阅读文献，精心选题，广泛收集资料并反复修改初稿的过程中完成的。这里，除了体现导师的高超指导思想外，还能具体反映学生的学习基础和整体素质，也能暴露出导师教学中所存在的问题和不足，并促使导师对此进行深入思考。再次，毕业论文是学生留给学校的一份特殊的精神财富。每届学生留下的毕业论文中不乏优秀之作，学校可以用它来启发教育后来的学生，丰富导师的教学内容，帮助导师分析解决某些实际问题或理论问题。
二、毕业论文导师应具备的素质
毕业论文的撰写必须在导师的指导下进行。而导师精心的指导是学生完成毕业论文的必要条件和重要保证。因此良好的导师综合素质至关重要。具体表现如下：一，由于论文写作是一项综合性很强的工作，其最后成果是通过写作实践表现出来的，因此指导导师本身必须具备较强的英语能力和英语写作实践经验。二，论文的理论性和专业性决定了导师必须具有较高的理论素养和创新精神。不但要在某一领域有所专长，而且要了解该领域的最新成果和研究动向。三，指导导师的严谨的治学态度和高尚的人格魅力会直接影响学生的论文质量和研究态度。一个好的指导导师应该德才兼备，对学生一视同仁、不怀偏见，必须注意尊重学生的劳动，对学生既严格要求，又循循善诱，直到圆满完成论文指导任务。
三、毕业论文实践环节中存在的问题及对策
在毕业论文写作中，导师的任务则是“导”，学生的任务是“写”。当指导论文写作时，导师应该最大限度地调动学生的主观能动性，开发其一切潜能，使他们顺利地完成论文写作。然而通过多年论文指导我们发现，学生在写毕业论文的过程中经常会出现这样一些问题必须引起注意：一，学生选题不恰当；二，指导教师不负责；三，师生交流少；四，学生剽窃他人成果现象严重；五，学生写作论文时间没有保证。针对以上问题，我们在指导论文时要狠抓以下六个环节。
第一，毕业论文任务布置提前进行。通过协商，我们将原计划四年级下学期开始的论文工作提前到四年级上学期安排，这样导师和学生就会有充裕的时间和机会进行接触和交流，尽可能提前保质保量将论文的选题确定下来，并根据老师的安排，认真收集相关资料，并仔细研读，做好读书笔记，在导师的指导下完成文献综述的撰写任务。
第二，审定好论文题目。我们知道选好论文题目是关键，英语专业论文的方向有很多，如国际商务、英语教育教学、英语语言学、英汉翻译和翻译理论、中西文化、法律和英语国家文学等。因此，导师首先要了解学生的研究兴趣和方向，通过反复讨论确定选题，避免选题过大、过小和过旧。
第三，指导学生制定毕业论文的具体写作进度和计划，时间安排科学，并确保定期检查和督促他们按照各时间极点保质保量地完成相应的任务，以配合学校对论文工作的分期检查。
第四，指导学生收集和阅读有关的参考文献，根据不同学生的情况，开列必要的参考书目。要求学生围绕毕业论文的主题做读书卡片或摘要，对拥有的资料进行消化和整理，并指导学生如何利用图书馆、中知网及因特网搜索相关信息。
第五，科学指导学生拟定论文提纲。好的提纲必须是可以扩大思路，可以按次序安排好写作素材、确定论文的结构和各部分的主要内容。
第六，审阅论文，并指导论文答辩的方法和技巧。尤其是答辩环节，答辩不但能考查学生在专业领域所具备的知识结构、知识深度、知识广度、专业技能和创新能力，而且能就学生的英语语音基本功、语法基本功、口语表达能力、思维方式、临场应变能力等方面进行考核，这一环节至关重要。
所有这些都离不开导师的启发和指导。科学的思维开发不但能提高论文的质量，而且能使人终身受益。论文是靠语言来表达的，而语言则是思维的工具。因此导师对学生的思维进行开发尤为重要。在论文写作中，如果导师引导有方，学生有可能在写作时，突然产生某种灵感，使论文具有创造性，或者在写作中遇到难点、陷入困境时，因受启发，会有意外的收获。英语专业毕业论文的写作不仅是学生们检验所学，培养理解分析能力的必要手段，而且是导师检验其教学效果、改进教学方法、提高教学质量的绝好机会。
总之，没有良好的毕业论文实践环节的英语专业教学是极不完善的，反之，如果毕业生既有扎实的课堂理论知识，又经过一段时间的较充实的毕业论文实践活动，这样的教学才是理想的、现实的和科学的，培养出的人才才能是市场急需的。十多年毕业实践环节建设表明，只要我们向着毕业论文实践教学目标的吻合性、安排的科学性、操作的可行性和有效性方向不断努力，就肯定能为社会培养越来越多的合格人才。
参考文献：
［1］刘久昌.怎样利用图书馆.书目文献出版社，1981.
［2］于光远.怎样进行调查研究.中国青年出版社，1981.
第7篇：本科毕业论文英文范文
（斜体字均作为格式说明用）
一、有关毕业设计（论文）排版的说明：
1．纸张大小及版心：封面纸用170g的天蓝书，其它统一用A4纸（21×29.7）打印，边距设为：上2.8cm，下2.2cm，左2.8cm，右2.2cm。行距为固定值20磅。页眉字体中文-小五号宋体，英文-TimesNewRoman；分割线：0.5磅双线；奇数页：章名，偶数页：本科生学院本科毕业(设计)论文：题目名。居中。
2．中文摘要（含关键词）和英文摘要（含关键词）各占一页
3．文章中的英文均用TimesNewRoman字体。
3.正文换章时必须换页
4.正文第一级标题用三号粗黑体，居中上下空一行
5.正文第二级标题用小三黑体，靠左上下空一行
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毕业设计说明书（毕业论文）资料的组成与装订
1、毕业设计说明书（毕业论文）按统一标准装订：封面毕业设计（论文）任务书中外文摘要目录正文参考文献译文及原件影印件计算机编程程序（包括使用说明书）
2、装袋：①毕业设计（论文）说明书、②设计图纸、③软盘（或光盘）。
毕业设计（论文）说明书其它说明见《本科生学院本科毕业设计说明书（论文）的基本构成及其表述》。
本科生
毕业设计说明书
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完成时间年月日至年月日
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本科生
毕业论文
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学院：专业：班级：
学生：指导教师（职称）
完成时间：年月日至年月日
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系主任
批准日期
本科生
（一号华文行楷）（小四宋体）
毕业设计（论文）任务书
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系专业班学生
一、毕业设计(论文)课题
二、毕业设计(论文)工作自年月日起至年月日止
三、毕业设计(论文)进行地点
四、毕业设计(论文)的内容要求
教研室负责人
指导教师
接受设计论文任务开始执行日期年月日
学生签名
摘要（三号黑体，居中上下空一行
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Abstract三号字体加粗，居中上下空一行
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目录
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摘要………................................................................................................Ⅰ
Abstract………………………………………………………………………………..Ⅱ
第一章引言（绪论）（页码）
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1.2××××（页码）
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1.4××（页码）
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2.2.2××××××××（页码）
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结论（页码）
致谢（页码）
第8篇：本科毕业论文英文范文
关键词： 大学英语四、六级考试 医学生本科生 毕业从医
一、引言
在本科生期间，医学生们主要需要通过四六级这两个基本的英语考试。一般来说四级考试合格是获得毕业证书的必要条件，而六级考试合格是当今大多数用人单位的应聘条件之一。随着医疗事业的发展和对医生的新要求，现阶段的四、六级考试能否满足本科毕业后从医的需要已越来越受到医学人士的关注。为此我们组织了这次问卷调查，并对结果进行分析并提出一些建议。
二、调查方法
（一）调查时间2008年1月4日至2008年1月29日。
（二）调查对象南方医科大学非英语类本科学生。
在数据统计过程中，我们按不同年级、不同专业进行处理。随机抽取部分学生，并要求被调查者如实填写问卷，包括临床医学、预防医学、护理学、中医学、中西医结合等8个专业，共300人。共发出调查表300份，收回293份，有效调查表276份，收回率为97.6%。
（三）调查结果
1.四六级考试是否能满足从医的需要。
2.关于是否有必要设置一个专门针对医学本科生的英语考试及是否有必要在医学本科生的英语考试中加入医学专业英语的内容问题。
3.医学生本科教学中加入医学英语的内容，是否会对以后的工作产生影响？如果有一个专门针对医学本科生的英语考试，能否取代今后医生职称考试中的英语部分？
三、讨论与分析
以上数据表明，近59.4%的学生认为现阶段四、六级考试不能满足本科毕业后从医的需要；66.7%的医学生十分希望能够通过设置一个专门针对医学本科生的英语考试并在医学本科生的英语考试中加入医学专业英语的内容，以解决现阶段四、六级考试不能满足本科毕业后从医的需要；同时53.6%的学生认为针对医学生的英语考试或者专业英语部分的考试能够影响以后的工作，这与大多数人认为现阶段四、六级考试不能满足本科毕业后从医的需要相符合。
1.从四、六级考试来分析，其考试对象是所有学生及部分社会人士，所以其性质是英语基本水平的检测工具，其考查侧重点是培养学生的听说能力为主，强调了语言听说能力。四、六级考试合格只能说明具备了一定的英语基础知识，但对于医学这个专业领域，不论其单词还是语法结构，不论其翻译还是口语表达都有自身的特点，无时无刻不体现着专业化这一特点，而这些英语能力不是四、六级考查合格的学生所具有的，因此大多数学生认为现阶段四、六级考试不能满足本科毕业后从医的需要。
2.从医学生毕业从医来看，医学生本科毕业从医主要有以下两种可能：临床医生和医学研究者。
临床医生：医学生毕业直接到各医疗机构从事临床工作，这要求医学生必须通过临床执业医师资格考试（英语）、职称英语考试（卫生类），这些考试对医学英语有一定的要求，而四、六级考试满足不了这种英语专业化的要求。另外，在从事临床工作过程中，医生还需用英语与特殊病人及家属沟通，这就要求在四、六级的听说能力基础上还应具有医学英语本身的特色。医疗器械、医药说明对英语的专业化更说明了现阶段四、六级考试不能满足本科毕业后从医的需要。
医学研究者：其对英语基本水平及专业水平要求更高，只有具备比四、六级考试合格更高的基础知识和广泛而又专业化的英语能力才能不断与国内外交流先进的医学知识，并通过自身努力在医学科研上有所成就。
四、关于几点思考和建议
1.有关部门应该针对现阶段四、六级考试不能满足本科毕业后从医的需要这一问题提出相应的解决方案，以使医学生毕业从医道路更加顺利，提高我国的医疗水平。
2.医学本科生可以在本科学习期间通过组织医学英语竞赛、参加选修课等方式自行学习医学专业英语，来全面提高自己的英语能力，为将来工作做准备。
3.医学院校在未来英语教学中可以在完成一般大学英语教学要求的情况下，适当加入医学专业英语的内容；在医学专业课的教学中，应注重相关专业词汇的教学，逐步实现中英文双语教学。
参考文献：
［1］张鑫友.从2008年6月四级考试看趋势.
［2］陈丽，孙菊芳.CET改革及对大学生学习能力的新要求.求实，2006.1.
［3］丁年青.医学英语与英语医学［J］.上海中医药杂志，2002，（12）：40-41.
第9篇：本科毕业论文英文范文
【关键字】英语，人才培养，就业，竞争力
【中图分类号】G633.41【文献标识码】B
科研课题：本文是河北省教育厅人文社科课题“提高英语专业毕业生就业竞争力的研究”（编号：SZ132156）和邢台学院校级课题“服务于邢台经济发展的复合型商务英语人才培养模式研究”（编号：XTXY13ZX15）的研究成果之一。
引言
随着各大高校招生的增多，英语专业一度成为热门专业，但英语专业的毕业生越来越多，但由于市场需要和学生自身素质等多方面的原因，英语专业毕业生的就业状况逐渐开始由一度的供不应求转为供大于求。面对当前严峻的就业形势，各大高校在人才培养、就业途径拓展研究、人才多元化等方面都在进行不断的探索创新，力图让学生在日后就业中占据有利地位。本文将研究重点放在如何通过完善英语专业人才培养模式来提高英语专业毕业生就业竞争力上。
一、英语专业毕业生就业现状及成因分析
为了收集更加可靠、及时的数据，本文以邢台学院英语专业近三年毕业生的就业情况为实例，来分析目前英语专业毕业生的就业现状。尽管该研究对象不能完全代表所有英语专业毕业生，但其就业情况有比广泛的代表性，全国同类院校占有很大比例。近三年来，我校英语专业毕业生的就业率比较高，2011届毕业生的就业率为92.75%，2012届的就业率为97.74%，但稳定性工作的就业率呈现下滑趋势。而且毕业生对就业的满意度一般，稳定性工作比例很低，多数都是灵活性就业。这在一定程度上反应出目前英语专业毕业生的就业状况不十分理想，整体有以下几个趋势。
首先，英语专业毕业生就业率下降。在2010年以前英语专业毕业生前景比较好，也一度掀起英语热的高潮，由于就业前景大好，有不少人选择英语专业。但市场需求却没有随着英语专业毕业生人数激增，这就导致了英语专业毕业生就业率的急剧下降。很多本科、专科的英语专业毕业生毕业就失业，所以很多学生就会选择继续深造，这虽然缓解了一些就业压力，但研究生毕业后，学生在就业方面会再次出现选择困难的局面。本科或专科可以接受的工作，研究生毕业后就会再找就会觉得“屈才”，但研究生毕业后也不一定能“高就”。例如师范类学生，本科毕业生会接受在中小学工作，研究生学历的学生就会想要到更高一级的院校，而随着英语研究生和博士的增多，高校招聘的起点通常都是博士，研究生学历的学生就处在了“高不成低不就”的尴尬境地。
其次，符合市场需求的高级英语人才较少。目前市场对中小型外贸企业需要的普通英语人才需求量不大，很多其他专业但英语学习较好的学生就能够胜任一些与英语有关的工作，但高端的英语人才还是有较大生存空间的。但普通高校培养出的绝大多数英语专业毕业生水平非常有限，有的在应聘中甚至无法流利的用英语回答问题，这就在很大程度上降低了就业竞争力。高端的英语人才需要在听、说、写、译都有较强的能力，能够听懂不十分标准的英语，能够流利的使用英语口语，在英语写作、口译和笔译方面都要有较为突出的能力。但目前这种实用型英语人才并不是随处可见。
再次，单一型英语人才供大于求，复合型英语人才供不应求。如果英语专业毕业生只会英语一门语言技能，那么只有在英语教师这一种行业中可以立足。大部分英语专业的毕业生就业时并没有其他技能可用。因此，“一专多能”的复合型英语人才是高校英语专业的培养目标。例如，英语专业毕业生不可能都当英语老师，日后工作会涉及商务、财会、金融、保险、旅游等各行各业。如果学生在学习英语的同时也兼修另一专业的课程，那么在强大的就业压力中，当可逆风而上。
造成英语专业毕业生就业困难的因素是多方面的，目前校方在课程设置、授课方式、对学生的能力考查方面普遍局限于课本知识，不够灵活。校方的人才培养方案需要进一步完善，将学生的实际运用能力放在第一位；毕业生的心态也需要调整，由于受到传统观念和家庭的影响，很多毕业生仍然认为找到正式工作才算是就业，对于他们认为不稳定的工作不屑一顾，忽视了任何工作都是能力的体现这一点；此外，前文提到过的市场需求也对英语专业人才培养提出新的要求。
二、以就业为导向的复合型英语专业人才培养模式研究
要制订以就业为导向的复合型英语人才培养模式，高校的英语专业人才培养方案中的培养目标应从以下几点出发，英语专业毕业生要有较高的人文素养、较强的夸文化意识、服务意识、创新意识、熟练的英语语言技能和扎实的英语语言文学基本理论与基础知识，掌握科学的英语教学方法，熟练运用先进技术获取知识，能够从事英语教学和教学管理工作，兼具外企所需的商务从业能力，在学好本专业课程的同时，最好兼修其他专业课程，成为“一专多能”的复合型英语人才。
以就业为导向的复合型英语专业人才培养模式的实施需要校方、个人和社会三方面配合。首先，校方需要及时根据市场需求调整英语专业课程设置，使理论密切结合实际，采取精实的课程制度，精简课题教学内容，增加有实践活动，给学生更大的空间发挥自己，锻炼自己；其次，通过课程的安排使学生转变思想，上学并不是一味进行课堂学习，书本知识需要应用于实践，让学生积极参加各类实践活动，让学生自主解决实践中不可预知的问题；最后，充分利用社会因素，校方积极联系实习基地，校企联合，让学生在实战中学习、积累经验。各类实习基地，学校、企业等通过与高校合作，既给学生提供实践的机会，又在一定程度上为自己培养所需人才，双利双赢。
三、英语专业人才培养模式在提高就业竞争力中的作用
完善的人才培养模式可以提高学生的专业能力，通过良好的课程设置，可以让学生具有较高的政治思想素质、较好的道德品质、健康的体魄、健全的人格、宽厚的理论基础和熟练的专业技能。按照英语专业人才培养方案要求，学生能够全面熟练的使用英语，在听、说、读、写、译方面都具有较高的水平，还可以初步掌握一门第二外语，具备基本的使用能力，这为就业拓宽渠道；英语专业人才还需要掌握中国语言文化、英语语言文化和跨文化交际的基本知识和基础理论，了解我国文化、教育、对外经贸等方面的方针、政策和法规，这为从事国际贸易奠定一定的基础。目前各大高校纷纷开始注重英语实用型人才的培养，采取精实的课程制度，在课堂上适当缩短教师讲授的时间，给学生更多的时间进行实践练习，并适时展开英语朗读比赛、英语故事会、英语演讲比赛、英语辩论赛、教学技能大赛、教育见习、教学见习、英语戏剧表演赛、模拟国际商务谈判等活动，既能激发学生的学习兴趣又能提供全面的语言实践环境，激发了学生的创造性。
完善的人才培养模式可以使学生心态健康，做好职业规划。英语专业的课程设置不在局限于英语书本知识，而是向实践和其他专扩展，这在一定程度上也可以促进学生调整心态，不再拘泥于一专的学习，扩大了就业选择面。学生掌握了多方面的知识，就可以结合自己的兴趣及特长做好职业生涯规划，为日后就业做好准备。
完善的人才培养模式能够促使学生学习其他课程也能够促进教师队伍建设，只有素质高、知识面宽的教师才能培养出“一专多能”的复合型人才，提高其就业竞争力。
结论
本文从英语人才培养模式的设置出发，研究如何通过人才培养来提高英语专业毕业生的就业竞争力。提出了校方、个人和企业合作的方式，共同为学生的实践学习提供平台，让学生在掌握本专业知识的同时，从事实践教学活动级各种英语类工作，为学生成为复合型英语人才提出科学建议。但理论研究要付诸实践，需要各方的通力合作和大力支持，而且我们的研究还要根据社会情况的变化而变化，随时注入新的元素，以提高英语专业毕业生的就业竞争力。此外，除了上述途径外，也要在英语专业毕业生拓宽就业渠道的方面进行深入研究，以达到扩大就业的目的。
参考文献
[1]张冬艳.大学英语专业毕业生就业现状及对策分析[J].湖北广播电视大学学报，2012（9）
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