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1、1英语专业本科生开题报告样本毕业论文（设计）题目An Empirical Study into Lexical Inference and Strategy Use into EFL ReadingEFL 阅读中的词义推测及策略运用实证研究选题类型 XXX 课题来源 XXX学 院 语言学院 专 业 英语指导教师 XXX 职 称 教授姓 名 XXX 年 级 2006 级 学 号 XXXXXXX1. Introduction1.1 Study BackgroundThe present study is stimulated by both practical and theoretical co
2、nsiderations in the field of second /foreign language learning and teaching. The importance of EFL reading is commonly acknowledged by both teachers and learners in the process of learning and teaching, so the topic of lexical inference strategies is of practical interest to both teachers, who would
3、 like to employ pedagogical techniques which can reinforce and develop students achievements in EFL reading to better their effects of instruction, and learners themselves, who once master those strategies, are in a better position to infer unknown word meanings in the process of reading. Learners c
4、an sometimes deliberately apply those strategies to solve problems they encounter in reading in order to conquer the inherently difficult task of learning a foreign language. This indicates that lexical inference ability and inferring strategies are paramount in EFL reading. As to the relationships
5、among gender, majors, foreign language proficiency, lexical inference ability and inferring strategies respectively, they are also of practical interest to both language teachers, who can utilize different methods to instruct students of different gender and majors according to their different forei
6、gn language proficiency so as to facilitate both their teaching effects and students understanding and researchers, who can investigate what factors ascribe to the differentiations and why, so as to make full use of advantages and avoid disadvantages to orient language teaching and learning in the l
7、ong run. To understand lexical inference and strategies, we have to refer to the definitions of inference, lexical inference, LIA and LS first.题目用 Times New Roman 5 号字，加粗，题目须有中英文，英文在前，中文在后，居中对齐。可根据内容选择：基础型、应用基础型、应用型、调研型。居中对齐引言部分。一级标题用Times New Roman 小 2 号，段前 0.5 行，段后 0.5 行研究背景。说明研究的背景。二级标题用 Times Ne
8、w Roman 3 号。段前 0.5 行，段后0.5 行。注意字母大小写正文用Times New Roman 小 4 号字，1.5 倍行距61.2 Definitions of Inference and Lexical Inference Inference refers to the process, in language learning, of arriving at a hypothesis, idea, or judgment on the basis of other knowledge, ideas, or judgments, that is, the process of
9、 making inference or inferring (Richards & Platt and Platt, 2000:222). In language learning, inference has been discussed as a learning strategy used by learners, especially in reading, to work out grammatical and other kinds of rules (Carton, 1971). According to W. Grabe and F.L.Stoller (2005:260),
10、 inference refers to the process of drawing a logical conclusion based on explicit information in text and background knowledge. The mental activity/process involved when readers encounter unknown or unfamiliar words or phrases (hereafter for the sake of convenience we use unknown or unfamiliar word
11、s to refer to both unknown and unfamiliar words and phrases) and thereby assign meanings to them in the process of reading is termed “lexical inference or inferring (Barnett, 1990:79). Thus in this study we adopt the term lexical inference in the sense that readers are aware of encountering unknown
12、or unfamiliar words or phrases, in the reading process, and make deliberate attempts to figure out their meanings and draw a logical conclusion based on the logical reasoning of the explicit information in a text and background knowledge. It is a deliberate and conscious process of deriving meanings
13、 from co-text in reading process.1.3 Previous Studies and Their DeficienciesPrevious researches on word meanings in context has concentrated more on other foreign or second language reading strategies than on lexical inference strategies. Some theorists focus on receptive acquisition of vocabulary a
14、nd recommend that students learn lexical inference techniques in order to enlarge their vocabularies (Bramski, D &Williams, 1984; Crow, 1986). For researchers investigating the categorizations of lexical inference strategies, results tend to be in two directions (1) towards a categorization of conte
15、xtual clues students use or might use (Bramski, D &Williams 1984; Siebert, 1945, quoted from Barnett, 1990), and (2) towards an explanation of precisely how students discover meanings of unfamiliar words, that is the process of lexical inferring in test-taking. Studies on developing and investigatin
16、g learners learning and reading strategies conducted by both language teachers and researchers are abundant in the last two decades (Oxford, 1990; O Malley&Chamot, 1990; 程晓堂,郑该部分根据自己的具体题目需要，可有可无，如论文中有新的、生僻的或者重要的名词，则需要有该部分对这些名词加以解释已有研究及其不足。该部分很重要，它是你的研究存在的前提。因为已有研究有不足之处，才有必要做现在的研究。7敏,2002; 文秋芳,1996; 肖建壮,1997), but only few of which focus their attention on lexical inference in reading. Available studies are those which view this issue from the perspective of reading
