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    相关热词搜索:商务英语 样本 专业毕业论文 英语专业毕业论文选题 商务英语本科毕业论文 商务英语毕业论文选题 篇一:商务英语专业毕业论文模板 中国环境管理干部学院 毕 业 设 计 毕业设计类别 :(请在下面类别中选择其一) 口 商务英语方向 口 国际商务方向 口 商务酒店类 口 英语文化、语言、教育方向 题 目: 系 部 名 称: 专 业 名 称: 学 生 姓 名: 学 号 指 导 教 师: 职 称 2011年 11 月 30 日 ****************************** ************************************************************************************************************************************************************************************************************************************* (摘要内容用宋体小4号字;首行缩进2字符,行距20磅,字数在300-500字) 关键词: ***;***;***(宋体小4号字,首行缩进2字符,行距20磅,3-5个) 说明: 1、摘要是对研究目的、方法、结果、结论等的概括和总结。摘要应该具有独立性和自明性,是一篇完整的短文。摘要篇幅以300~500字为宜。 2、从本页开始标注页码,页码用五号字,在页面下方居中编排。正文之前部分的页码用罗马数字(Ⅰ、Ⅱ……)连续编排,正文之后的所有页码用阿拉伯数字(1、2……)连续编排。目录 摘 要 ................................................................................ 一 **** ............................................................................ 3 (一) *** ............................................................................................................................................. 3 (二) *** ............................................................................................................................................. 3 1 ** ................................................................................................................................................. 3 2 **** ............................................................................................................................................. 3 ……… .............................................................................. 4 **** ................................................................................ 4 致谢 ................................................................................ 5 附录 ................................................................................ 6一**** (一级标题 黑体3号,左对齐,段前段后各1行,1.5倍行距) (一) ****(二级标题 黑体4号,左对齐,段前段后各0.5行,1.5倍行距) xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx。(正文 宋体小4号字,首行缩进2字符,行距:固定值20磅) (二) *** 1 **(三级标题 黑体小4号,左对齐, 1.5倍行距) xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx。 2 **** xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx。 (1)(四级标题 宋体小4号,加粗,左对齐, 1.5倍行距) 说明:文内标题依序采用“一、(一)1.(1)……”形式,一般不超过四级。 如下图 1所示: 图1□×××××××(黑体五号,居中) 说明:插图与其图序及题目等为一个整体,不得拆开书写于两页。插图应编排在正文提及之后,插图处的该页空白不够时,则可将其后文字部分提前书写,将图移到次页最前面。插图要求图像清晰,反差适宜,有些图片应标明放大倍数。图中若有分图时,分图号用a、b标识并置于分图之下。 表 1**** ****** ***** 说明:1、表格一般采取三线制,不加左、右边线,上、下底为粗实线(1.5磅)。表序与表名置于表上。表序按表1、表2……表格允许下页接写,表名可省略,表头应重复写,并在右上方写“续表××”。 ……… **(一级标题 黑体3号,左对齐,段前段后各1行,1.5倍行距) XXXXXXXXXXXXXXXXXXXXXXXXXX(正文 宋体小4号字,首行缩进2字符,行距20磅) 参考文献(一级标题 黑体3号,左对齐,段前段后各1行,1.5倍行距) 参考文献示例:(参考文献 中文内容用宋体,5号字;外文内容用Times New Roman,5号字,顶格,两端对齐,行距:固定值20磅) a 普通图书:[序号]作者.题名:其他题名信息[M].其他责任者.版本项.出版地:出版者,出版年:引文页码. [1] 余敏.出版集团研究[M].北京:中国书籍出版社,2001:179-193. [2] 昂温G,昂温PS.外国出版史[M].陈生铮,译.北京:中国书籍出版社. b 普通图书中的析出文献:[序号]作者.析出文献题名[M].析出文献其他责任者//专著主要责任者.专著题名:其他题名信息.版本项.出版地:出版者,出版年:析出文献的页码. [3] 程根伟.1998年长江洪水的成因与减灾对策仁[M]//许厚泽,赵其国.长江流域洪涝灾害与科技对策.北京:科学出版社,1999:32-36. c 期刊文章:[序号]作者.题名[J].期刊题名:其他题名信息,年,卷(期):页码. [4] 李晓东,张庆红,叶瑾琳.气候学研究的若干理论问题[J].北京大学学报:自然科学版,1999,35(1): 101-106. [5] 刘武,郑良,姜础.元谋古猿牙齿测量数据的统计分析及其在分类研究上的意义[J].科学通报, 1999,44(23):2481-2488. d专利文献:[序号]专利申请者或所有者.专利题名:专利国别,专利号[P].公告日期或公开日期[引用日期].获取和访问路径. [6] 姜锡洲.一种温热外敷药制备方案:中国,88105607,3[P].1989-07-26.篇二:商务英语毕业论文模板 广东外语外贸大学 商务英语本科毕业论文 ( 200 届 ) 论文题目Promoting Dynamic Interplay between Study (英文)and Research in ELT Practice 论文题目在英语教学中力求学习与研究的相互促进 (中文) 学院班级 专 业 准考证号 作者姓名 指导老师 完稿时间 成绩A4纸打印,两端对齐,行间距1.25倍,左边距3厘米,右边距2.5厘米,上下边距2.5厘米。 Promoting Dynamic Interplay between Study and Research in ELT Practice Abstract: This paper first explores the significance of research in comparison to the other two sourcesof human knowledge (i.e. experience andreasoning) in the context ofpractice in China. It then elaborates the fourkinds of study: receptive study, study, critical study and creative study,and proposes a practice ofintegration of varioustypes of study withdifferent levels of depth of processing. It finally discusses possible relationships between study and research and suggests research-based study and study-oriented research as two potential approaches to mutual stimulation between study and research in ELT practice in China. Key words: study; research; English language teaching 摘要: 本文首先结合中国英语教学实际探讨了研究在教学中的重大作用,指出它是人类知识三大来源中最重要的一项;然后阐述了学习的四个层次,即接受性学习、运用性学习、评析性学习和创造性学习,还提出英语学习的全过程应当是一个在学习层次上包容性不断提高的实践,即能够融汇越来越多高层次学习的过程;最后讨论了学习与研究间的关系,并提出了在英语教学中实现学习研究相互促进的两种途径,即以研究为基点的学习和以学习为前导的研究。 1. Introduction .....................龙8国际_龙8娱乐_龙8国际娱乐平台.................................................................................................. 2 2. Three sources of knowledge .............................................................................................. 2 2.1 Experience .................................................................................................................... 2 2.2 Reasoning ..................................................................................................................... 3 2.3 Research ....................................................................................................................... 5 3. Four types of study ............................................................................................................ 6 3.1 Receptive study ............................................................................................................ 6 3.2 Productive study ........................................................................................................... 6 3.3 Critical study ................................................................................................................ 7 3.4 Creative study .............................................................................................................. 7 4. Promoting dynamic interplay between study and research ............................................... 8 4.1 Some possible ways of ELT practice concerning study and research .......................... 8 4.2 Two approaches to mutual stimulation between study and research in ELT ............... 8 5. Conclusion ......................................................................................................................... 9 Works Cited ......................................................................................................................... 10 Study and research are two of the most confusing terms used in educational settings because they can sometimes use quite interchangeably while on other occasions they may refer tosomething remarkably different. When we say, “We?re doing a study into how much time middle school students spend learning English”, we mean that we are doing research into this issue. However, in the sentence “After six years of study in school, he successfully entered Zhejiang University at the age of 17”, the “study” used here is generally not interpreted as “research”. research. Researchers need to study in the course of research. To be teachers, they should do some research while continuing their study of what they are teaching in further education. In order to promote English language teaching (ELT) in schools and colleges in China, this paper will first discuss the role of research in the acquisition of knowledge, then examine the kinds of study, and finally explore the dynamic interaction between study and research in terms of educational theory and practice in ELT settings. 2. Three sources of knowledge Research is one of the three major means for human beings to acquire knowledge of the environment including the natural world and our human society. The other two are “experience” and “reasoning”(Cohen and Manion 1). The role of research in the acquisition of human knowledge can hardly be understood fully without being studied in connection to that of experience and reasoning. For the purpose of achieving a better understanding of research, the role of experience and reasoning will be considered before 2.1 Experience Experience is a kind of development of personal knowledge of the world. It is regarded as an individually accumulated body of knowledge (Cohen and Manion 1). In a problem-solving situation, people tend to resort to personal experience first. However, where solutions to problems clearly lie beyond this body of personal experience, it is oftenhelpless to resort to personal experience. In the case of foreign language learning, the learner?s native language often interferes with or facilitates the learning of the target language. This can be considered as a clear indication of the learner?s reliance on the personal experience in his or her first language. It is arguable that the personal experience is by no means reliable although it is sometimes helpful because it cannot guarantee smooth progress and success in foreign language learning. As for English language teaching, our experience of English examinations can be resorted to when we help our students prepare for the college entrance examination of English. However, it is difficult for us to resort to our previous personal experience when we are facing the problem of how to motivate middle school students in communicative language teaching as many of them can hardly see any chance to communicate directly with native speakers of English. 2.2 Reasoning Reasoning is the act of forming conclusions, judgements or inferences by thinking in a logical manner. There are two basic types of reasoning: one is inductive reasoning and the other is deductive reasoning. Inductive reasoning begins with observations and evidence of empirical regularities or empirical relationships (Howard 8). This is a mental process from a number of specific cases to a general idea underlying them. When a learner of English comes across expressions such as “three books”, “many ships”, “two minutes”, he or she may form a hypothesis that “-s” is used to indicate the idea of “two or more”. It is not difficult to see that inductive reasoning in foreign language learning often leads to hypothesis formation. Deductive reasoning begins with basic beliefs, theories, assumptions, propositions, and so on, the validity of which is assumed and untested (Howard 8). This is a mental activity from a general idea to specific cases. In foreign language learning, if we learn a grammatical rule or a word-formation rule first, then we apply it to make a sentence or to coin a new word. For example, according to the English word-formation rule that the prefix “un-” and an adjective may combine to form another adjective with negative or opposite force in it: “un-” and “happy” go篇三:商务英语毕业论文范文. Impacts of Cultural Differences on International Business Negotiation 学院: 化学化工学院 系别:化学系 姓名:杨星玉 学号:20520112201404 Abstract With the economic globalization and the frequent business contacts, cultural differences seem to be very important; otherwise they could cause unnecessary misunderstanding, even affect the result of the business negotiations. This means it is very important to know the different culture in different countries and the ways to avoid the culture conflicts in the international business negotiations. The article commences from the types of culture differences, then it explains the impacts of these culture differences on international business negotiation and finally it analyzes how to deal with the problem of the cultural differences correctly in negotiation process. Key words: Culture; Cultural differences; Business negotiation; Impact.1. Types of Culture Differences 1.1Value View Value view is the standard that people use to asses objective things. It includes time view, equality view and objectivity. People may draw a different or even contradictory conclusion about the same thing. Value view is one of the most important differences among the many factors. 1.2. Negotiating Style Negotiating style refers to the tolerance and graces which the negotiator shows in the negotiation. The negotiators show their negotiating style through behavior, manners and the method of controlling negotiation process during the negotiation. 1.3. Thinking Model Thinking model reflects the culture. Because of the influences of history background, continents, words and living method, different nations generate different thinking models. Surely, there is more than one thinking model of a nation, but one is more obvious compared with others. 2. Impact of Cultural Differences on International Business Negotiations With the rapid development of economy, we need to do business with businessmen under different culture background, so in order to reach trade agreement, it is necessary for us to study the impact of culture differences on internationalnegotiation in global business activities. The impact of culture differences on international negotiation is extensive and deeply. Different cultures divide the people into different group and they are also the obstacles of people’s communication. Accordingly, it is required that the negotiator should accept the culture of each other. Furthermore, through culture differences, it is important that the negotiator reveal and understand the other party’s goal and behavior and make him or herself be accepted by the opponent to reach agreement finally. 3. Coping Strategy of Negotiating across Cultures 3.1 Making Preparations before Negotiation. The negotiators must make good preparations if they want control the development of negotiation successfully in the complex situation. When making preparations, you should try to know the opponents while you analyze yourselves. Analyzing yourselves mainly refers to studying if the project is feasible. To knowing about the opponents means understanding their strength such as credit status, the policy, business customs and so on. 3.2 Overcoming Cultural Prejudice Tolerating different cultures and overcoming cultural prejudice contribute to better communicating with each other and understanding each other. We should learn about the foreign cultures before negotiation and accept and understand their cultures in negotiation, because every country regard their own cultures as a matter of course and hope that their culture could be recognized and accepted. 3.3 Conquering Communication Barriers In negotiation, sometimes we can’t make much progress although we have talked for long time. And sometimes both parties are not satisfied. After thinking, that is caused by communication barriers which happen easily in cross-cultural negotiation. We should make sure if there appear communication barriers, if so, we must overcome them. Generally speaking, we should pay more attention to the following three communication barriers in cross-cultural negotiation: the communication barriers caused by culture background of both; the ones caused by misunderstanding of the contents and information from the partner; the ones caused by not being willing to accept the opponent’s contents and ideas. Conclusion “Social Customs varies in different countries”. In a word, cross- cultural communication will meet the problem of culture differences surely. In turn, culture differences also influence all aspects of international business communication. To avoid or to resolve the culture differences is a huge task in international business negotiation. In order to step into the international market successfully, we must have the awareness of culture differences, acknowledge culture differences and understand different cultures. Try to know yourself and know them. What’s more, we should respect different behavior of businessmen under different culture background, and then we could reduce unnecessary conflicts resulting from not respecting the opponents. It is beneficial for both to form an atmosphere of mutual trust and cooperation, reduce culture differences and turn disadvantages into advantages and benefits. Thus, we could avoid conflicts and obstacles, then to promote communication and harmony in international business negotiation.本  篇:《龙8国际_龙8娱乐_龙8国际娱乐平台》来源于:龙8国际_龙8娱乐_龙8国际娱乐平台 优秀范文,论文网站
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