外语外贸学院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 目录 4 作者声明 5 致谢 6 英文摘要和关键词 7 中文摘要和关键词 8 正文 9 注释 如无尾注 可省略 10 参考文献 11 附录 2 2 页码标号 页码标号 目录后正文前之间的页码统一用罗马数字如 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 正文中一级标题与段落内容之间空一行 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 号居中 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 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 2 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 1 American library association 1983 Intellectual freedom manual 2nd ed Chicago ALA 2 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 3 Chomsky N 1981a Lectures on government and bindin M Dordrecht Foris 4 Chomsky N 1981b Theory of markedness in generative grammar M Pisa Italy Scuola Normale Superiore 5 Hall David ed 1981 The Oxford book of American literary anecdotes New York OUP 6 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 7 Net 1 Steven Pinker 2006 Second language acquisition of Spanish and F