2019年英语硕士毕业论文提纲 摘要3-5 Abstract5-7 Contents8-10 Abbreviations10-11 ListofTables11-12 Chapter1Introduction12-15 1.1BackgroundfortheStudy12 1.2PurposeofthePresentStudy12-13 1.3SignificanceofthePresentStudy13 1.4OrganizationoftheThesis13-15 Chapter2LiteratureReview15-24 2.1DefiningandClassifyingEnglishLearningMotivation15-18 2.1.1DefinitionsofEnglishLearningMotivation15-16 2.1.2ClassificationsofEnglishLearningMotivation16-18 2.2DefiningandClassifyingLearningProcrastination18-21 2.2.1DefinitionsofLearningProcrastination18-19 2.2.2ClassificationsofLearningProcrastination19-21 2.3BriefReviewsofResearchesontheCorrelationbetweenELMandLP21-22 2.3.1RelevantStudiesAbroad21 2.3.2RelevantStudiesinChina21-22 2.4TheoreticalFrameworkoftheResearch22-24 Chapter3ResearchDesign24-29 3.1ResearchQuestions24 3.2Subjects24-25 3.3Instruments25-27 3.3.1EnglishLearningMotivationQuestionnaire26 3.3.2LearningProcrastinationQuestionnaire26-27 3.4TheProcedureofStudy27-29 3.4.1DataCollection27-28 3.4.2DataAnalysis28-29 Chapter4ResultsandDiscussion29-60 4.1AnOverallDescriptionofEnglishLearningMotivationofNon-EnglishMajorStudents29-39 4.1.1SituationsofStudentsCertificateMotivation30-31 4.1.2SituationsofStudentsImmediateAchievementMotivation31-32 4.1.3SituationsofLearnersIndividualDevelopmentMotivation32-34 4.1.4SituationsofLearnersIntrinsicInterestMotivation34-35 4.1.5SituationsofLearnersLearningSituationMotivation35-36 4.1.6SituationsofLearnersInformationMediumMotivation36-37 4.1.7SituationsofLearnersSocialResponsibilityMotivation37-38 4.1.8SituationsofLearnersGoingAbroadMotivation38-39 4.2AnOverallDescriptionofLearningProcrastination39-44 4.2.1SituationsofLearnersArousalProcrastination40-42 4.2.2SituationsofLearnersAvoidantProcrastination42-44 4.3CorrelationAnalysisbetweenStudentsELMandLP44-51 4.3.1CorrelationAnalysisbetweenELMandLPinHigh-ScoreGroup46-48 4.3.2CorrelationAnalysisbetweenELMandLPinMediate-ScoreGroup48-49 4.3.3CorrelationAnalysisbetweenELMandLPinLow-ScoreGroup49-51 4.4Discussion51-53 4.5MajorFindings53-54 4.6Implications54-60 4.6.1RecognizingStudentsELMandLP55 4.6.2BuildingupaHarmoniousTeachingandLearningSituation55-57 4.6.3EnhancingStudentsIntrinsicInterestMotivation57-58 4.6.4MakingDifferentialFeedbacksatDifferentLevelStudents58-60 Chapter5Conclusion60-62 5.1Conclusion60 5.2LimitationsoftheResearch60-61 5.3SuggestionsforFutureResearch61-62 Bibliography62-66 Appendices66-68 AppendixA66-67 AppendixB67-68 PublicationsduringthePostgraduateProgram68-69 Acknowledgements69-70 Contents5-8 Abstract8-10 摘要11-13 ListofTables13-14 ChapterOneIntroduction14-18 1.1ResearchBackground14-15 1.2ResearchPurposeandSignificance15-16 1.3TheOrganizationofThesis16-18 ChapterTwoLiteratureReview18-27 2.1TheDevelopmentofCommunicativeActionTheory18-22 2.1.1HabermassStudies18-19 2.1.2TheoreticalStudiesinChina19-21 2.1.3AppliedStudiesatHomeandAbroad21-22 2.2Metadiscourse22-26 2.2.1TheDefinitionsofMetadiscourse23-24 2.2.2TheClassificationsofMetadiscourse24-25 2.2.3StudiesaboutMetadiscourseinAcademicDiscourse25-26 2.3TheLimitationsofPreviousStudies26-27 ChapterThreeTheoreticalFramework27-37 3.1CommunicativeActionTheory27-30 3.1.1AnOverviewofCommunicativeActionTheory27-28 3.1.2UniversalValidityClaims28-30 3.2AnOverviewaboutMetadiscourse30-34 3.2.1MetadiscourseinAcademicDiscourseCommunity31-32 3.2.2HylandsInterpersonalModelofMetadiscourse32-34 3.3AnalyticalFramework34-37 3.3.1MetadiscourseandCommunicativeActionMeaning34-35 3.3.2TheRepresentationofCommunicativeActionMeaning35-37 ChapterFourResearchMethodology37-42 4.1ResearchQuestions37-38 4.2DataCollection38-40 4.3ResearchMethods40-41 4.4ResearchProcedures41-42 ChapterFiveResultsandDiscussion42-93 5.1MetadiscourseMarkersinEnglishAcademicDiscourse42-48 5.1.1TheDistributionofMetadiscourseMarkers42-45 5.1.2TheFrequenciesofDistribution45-47 5.1.3ValidityClaimswithrespecttoMetadiscourseMarkers47-48