英语专业毕业论文格式要求及范本.doc

外语外贸学院英语专业毕业论文格式要求与格式样本外语外贸学院英语专业毕业论文格式要求与格式样本 一 一 毕业论文格式要求 毕业论文格式要求 1 1 毕业论文应依次包括如下页面 毕业论文应依次包括如下页面 1 中文封面 2 英文封面 3 作者声明 4 致谢 5 英文摘要和关键词 6 中文摘要和关键词 7 正文 8 注释 如无尾注 可省略 9 参考文献 10 附录 2 2 页码标号 页码标号 正文前页码用罗马数字如 I II III IV 从正文开始用阿拉伯数字 1 2 3 标 明页码 页码一律居中打印 3 3 摘要 关键词 摘要 关键词 英文英文 1 Abstract 三号 Abstract 粗体 居中 2 Keywords 3 5 个用 分隔 小四号 最后一个关键词后不用标点符号 除 专有名词 单词首字母不大写 Keywords 粗体 汉语汉语 参照论文格式范本 行距为 1 5 倍 4 4 正文格式 正文格式 1 文章题目不必出现在正文页 2 各级标题一般要求左对齐打印 标题一律用粗体 一级标题 粗体四号字 二 级标题 粗体小四号字 三级标题 粗体小四号字 3 英文一律采用 Times New Roman 小四号 全文双倍行距 如有汉字 参考文献 部分 一律用五号宋体 4 正文中如每一段开头缩进两个汉字 或四个英文 字符的位置 则段与段之间 不空行 如每一段开头不缩进 段与段之间必须空一行 5 正文中一级标题间的段落空一行 5 5 引用 引用 1 文中引用人名应与参考文献保持一致 即参考文献部分为英文的用英文 汉语的则 用汉语拼音 2 文中直接引用成段文字时 该段文字用五号 第一行缩进 6 个字符 其余行两端缩 进 4 个字符 6 6 注释 注释 1 除了文学类毕业论文可以使用尾注注释方式 其余要求使用夹注注释方式 2 夹注中所列指的文献 必须在参考文献中列出 如作者及作品为中文 夹注 中书写作者姓氏时必须使用拼音 例如 1 直接引用直接引用 Rees said As key aspects of in the process 1986 241 The underlying assumption is that language bound up with culture in multiple and complex ways Elli 1968 3 2 间接引用间接引用 According to Alun Rees 1986 也可位于引语的最后 the writers focus on the unique contribution that each individual learner brings to the learning situation 1986 It may be true that in the appreciation of medieval art the attitude of the observer is of primary importance Robertson 1987 3 互联网资料 互联网资料 格式 编号 例 A deconstructive reading is a reading which analyses the specificity of a text s critical difference from itself Net 2 注 Net 1 Net 2 Net 3 只是为了便于注明文内引语的出处 具体格式见下文 参考文献中的相关内容 7 7 参考文献 参考文献 1 参考文献须另起一页 2 References 三号粗体 居中 3 英文参考文献在前 中文参考文献在后 英文参考文献按作者首字母顺序排列 同一作者按年排列 中文按照作者姓氏的拼音字母顺序 排到所有英文文献后 4 字体为英文小四号 中文五号 5 参考文献 即引文出处 的类型以单字母方式标识 具体如下 M 专著 C 论文集 N 报纸文章 J 期刊文章 D 学位论文 R 报告 P 专利 A 文章 6 作者姓名采用 姓在前名在后 原则 具体格式是 姓 名字的首字母 如 Malcolm Richard Cowley 应为 Cowley M R 如果有两位作者 第一位作者方式不 变 metalinguistic knowledge linguistic forms IV 摘要摘要 黑体 4 号 广州岭南教育集团创办于 1993 年 仿宋体 5 号 1 5 倍行距 十年来 在创办 人贺惠山先生的亲身带领和 一切为了学生 为了一切学生 为了学生一切 的教育思想指导下飞速 发展 由一个以短期培训为主的 广州岭南文化技术学校 发展为目前下辖 广东岭南职业技术学 院 广州岭南中英文学校 广州岭南中英文幼稚园 广州岭南人力资源服务有限公司 岭南教 育科技发展公司 广州岭南继续教育学院精典办事处 等多个科教实体 集学前教育 基础教育 高等教育 职业教育为一体的综合性教育集团 岭南 现有在校学生 12000 余人 教职员工 600 余 人 是广州乃至全国最具规模的民办教育集团 关键词 黑体 4 号 职工教育 专业人才 仿宋体 5 号 1 1 Introduction The significance of the role of conscious and unconscious processes and the notion of interface in second language L2 development has been the focus of much debate in the general field of cognitive psychology One proposal is that put forward by Burka 1996 who offers a hypothesis related to conscious learning that focuses on what Skehan argues is the crucial concept of noticing Deleuze 1986 48 The purpose of this paper is to a consider the theoretical constructs that underlie the role of noticing and b assess the validity of the assumption that noticing enhances language acquisition 2 The Theoretical Constructs That Underlie the Role of Noticing 2 1 Consciousness Raising and Noticing The term consciousness raising refers to the drawing of learners attention to the formal properties of language Fee and Fox 1988 However a key difference between noticing and consciousness raising is that noticing has supposed implications for language processing and the actual acquisition of linguistic features 2 2 Noticing and Language Acquisition Geertz 1973 identifies three aspects of consciousness involved in language learning awareness intention and knowledge Johnstone 1993 states that a whether a learner deliberately attends to a linguistic form in the input or it is noticed purely unintentionally if it is noticed it becomes intake To help clarify Schmidt s hypothesis and the place of noticing in L2 acquisition the following model proposed by Ellis is useful 2 3 Influences on Noticing Jones 1978 in harmony with Schmidt s discussion of memory processing above comments that it is inside short term memory that noticing must in reality take place since the spotlight consciousness Magistrale 1992 p 142 provided by short term memory is triggered by different influences on noticing Schmidt 1990 claims that the following factors influence noticing in the input 3 1 Task Demands Instruction provides structured differentiated input that assists noticing by focusing attention on and enhancing awareness of language features Pikarsky and Christensen 1976 3 2 Frequency A language feature may become frequent due to repeated instruction or by way of teacher talk As such when the item does appear more frequently in the input the likelihood 3 3 Perceptual Salience The more prominent a language form at input the greater the chance it will be noticed Skehan 1998 It stands to reason therefore that the less salient a form the less likely it is to 4 Conclusion It can be seen that there are various views regarding the role of conscious and unconscious processes in L2 acquisition An important contribution to this debate has been Schmidt s noticing hypothesis and its claims about how input becomes intake and this 3 References American library association 1983 Intellectual freedom manual 2nd ed Chicago ALA Calvino I 1986 The uses of literature P Creagh Trans San Diego Harcourt Boling D 1965 The atomization of meaning J Language 41 555 573 Chomsky N 1981a Lectures on government and bindin M Dordrecht Foris Chomsky N 1981b Theory of markedness in generative grammar M Pisa Italy Scuola Normale Superiore Hall David ed 1981 The Oxford book of American literary anecdotes New York OUP Peters M T B Stephen 1986 Interaction routines as cultural influences upon language acquisition In Schieffelin B B E Ouches eds Language Socialization Across Cultures C Cambridge CUP 80 96 Net 1 Steven Pinker 2006 Second language acquisition of Spanish and French unaccusative verbs http www ecs soton ac uk harnad Papers Py104 pinker langacq html 孙力等 2000 储层条件下水淹油层测井响应机理实验研究 北京国际学术讨论会 第 10 11 页 徐通锵 1997 语言论 长春 东北师范大学出版社 杨扬 王玉 周洲 2000 油田储层非均质性研究 高校地质学报 第 3 期 223 230 页 张三四 2005 论非作格动词的习得路径 江南大学博士论文 Net 2 杨玉 2006 浅谈我国农村初级中学英语时态的教学现状与教学策略 4 About Translation P Newmark 论翻译 A Practical Guide for Translators G Samuelsson Brown 译者实用指南 Can Theory Help Translators A Dialogue Between the Ivory Tower and the Wordface A Chesterman E Wagner 理论对译者有用吗 象牙塔与语言工作面之间的对话 Corpora in Translator Education F Zanettin et al 语料库与译者培养 Corpus based Approaches to Contrastive Linguistics and Translation Studies S Granger 基于语料库的语言对比和翻译研究 Crosscultural Transgressions Research Models in Translation studies Historical and Ideological Issues T Hermans 跨文化侵越 翻译学研究模式 历史与意识形态问题 Electronic Tools for Translators F Austermuhl 译者的电子工具 Intercultural Fautlines Research Models in Translation Studies Textual and Cognitive Aspects M Olohan 超越文化断裂 翻译学研究模式 文本与认知的译学研究 Method in Translation History A Pym 翻译史研究方法 Text Analysis in Translation Theory Methodology and Didactic Application of a Model for Translation Orented Text Analysis Second Edition C Nord 翻译的文本分析模式 理论 方法及教学应用 第二版 The Translator s Turn D Robinson 译者登场 5 Translated Papers on Literary Translation and Translation Studies J S Holmes 译稿杀青 文学翻译与翻译研究