英语论文格式说明_20120331.doc

Sample of Cover Page中国农业大学外语系2011年定制Facing Teenagers Emotional Crisis Inspiration from Juno论文题目：字体Times New Roma, 二号字加黑，段前10行，段后6行，行距22磅，居中，介词第一个字母不大写。2. Times New Roma，四号、居中, 段前6行，段后4行，行距22磅。1.论文题目，字体：Times New Roma，二号加黑、居中,段前8行，段后6行，行距30磅。 介词的首字母不大写。4.论文指导老师的名字：字体Times New Roma, 三号字加黑，居中，段前1行，段后6行，行距22。磅。3.论文作者的名字：字体Times New Roma, 三号字加黑，段前4行，段后1行，单倍行距，居中。A thesis submitted to Department of Foreign Languages of China Agricultural University in partial fulfillment of the requirements for the degree of Bachelor of ArtsBy: Ying Zhang 5.论文提交日期：字体Times New Roman, 四号加黑、居中, 段前6行，段后1行，行距22磅。Supervisor: Zhifang Wang 光标放在本页最后，插入分节符，在下一页开始第2节。May 15, 2012ii摘要：一级标题，Times New Roma, 三号字，加粗，居中。 段前一行，段后一行，单倍行距。正文：Times New Roma, 小四号字；段落两端对齐,首行缩进2个字符；段前段后各一行，单倍行距。AbstractThe aim of this research is, through a general comparison between learners corpora and NSs corpora, to probe into the characteristics of Chinese EFL learners with regard to their use of linking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It is found that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials in their speaking and writing. The results have shown that the factors contributing to Chinese EFL learners use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, and pragmatic considerations. Keywords: linking adverbials, Chinese EFL learners, use, teaching英文关键词，Times New Roman, 小四号；除专有名词外，一律小写；关键词之间用逗号隔开；关键词3-4个。用页脚（footer）插入页码，起始页码为1，首页显示页码，页码数字格式为大罗马数字（I,II, III,.）(注：Abstract仅作格式示例，摘要内容仅供参考)中文摘要，一级标题，宋体，三号字，加粗，居中。段前一行，段后一行，单倍行距。摘 要中文摘要正文，宋体，小四号字，首行缩进2个字，1.5倍行距，段前段后各一行。本研究以连接副词为研究对象，主要目的是探讨中国大学英语学习者在英语口语和笔语中使用连接副词的特点，并对其在连接副词的使用上表现出的非母语性进行客观描述。研究发现：无论在口语还是在写作中，中国大学英语学习者在连接副词的使用上都有过多使用的倾向。影响中国大学英语学习者使用连接副词的因素是多方面的，如母语迁移、教学引导、文体意识、语义理解以及语用知识等。光标放在本页最后文字之后，插入分节符，在下一页开始第3节。关键词之间用分号相隔，最后一个关键词之后无标点； 关键词3-4个，与英文关键词一一对应。中文关键词，宋体，小四号字，粗体。 首行缩进2个字，1.5倍行距，段前段后各一行。关键词：连接副词；大学英语学习者；使用；教学Times New Roman 三号，加粗，居中。注意：不能设置为一级标题，否则“Table of Contents将出现在目录里。Table of Contents 注意：目录页先不做，先做论文正文 （论文正文按照格式要求，设置一、二、三级标题），待论文正文完稿后，再“插入”“索引和目录”从而自动生成正式目录。AbstractI摘 要IIIIntroduction11.1 Research Background11.2Motivations and Objectives21.2.1 Motivations21.2.2 Objectives3The Theoretical Framework of Child Language Learning52.1 Introduction52.2 A Selective Review of Child Learning52.3 Child Language Learning6III. Some Critical Issues in Primary EFL Instruction in Chinese Context73.1 Introduction73.2 The Debate about the Inclusion of English in the Primary Curriculum73.3 The Contents of Primary English Curriculum8. Research Design A Survey Study94.1 Introduction94.2 The Survey Background94.3 Subjects94.4 Data Collection and Analysis10. Results and Discussions115.1 Introduction115.2 The Overview of Primary EFL Program in Hebei Province115.3 The Current Situation of Primary English Classroom Instruction11. Conclusion136.1 Major Findings and Contributions136.2 Recommendations for Future Research13References14Appendices:16Questionnaire16调 查 问 卷17Interview18访 谈19Collection of the Samples20调 查 样 本 汇 总21Acknowledgements22中国农业大学学士论文 I. Introduction 一级标题Times New Roman， 小三号，粗体，居中；段前段后各一行，1.5倍行距。页眉内容：中国农业大学学士论文，宋体，小五，居左。页眉内容：一级标题。字体：Times New Roman, 5号，居右。IIntroduction二级标题，Times New Roman，小四号，粗体，居左；段前段后各一行，1.5倍行距。标题中第一个单词的首字母，以及实词的首字母大写。A preview paragraph of Chapter I.1.1 Research Background 正文段落， 字体Times New Roman, 小四号，首行缩进2个字，1.5倍行距, 两端对齐。In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.直接引用原文文字，APA6引注格式 “.”(作者的姓，作品发表年份,p.原文页码)In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.正文部分，页码用阿拉伯数字（1,2,3.）标注，页码居中。正文的第一页起始页码为1，正文首页显示页码。In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.二级标题，Times New Roman，小四号，粗体，居左；段前段后各一行，1.5倍行距。标题中第一个单词的首字母，以及实词的首字母大写。In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.1.2 Motivations and ObjectivesIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.三级标题，Times New Roman, 粗体，居左；首行缩进2个字；段前段后各一行，1.5倍行距。1.2.1 Motivations In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.三级标题，Times New Roman, 粗体，居左；首行缩进2个字；段前段后各一行，1.5倍行距。In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.1.2.2 Objectives In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.光标放在本页最后文字之后，插入分节符，在下一页开始第5节。6中国农业大学学士论文 II. The Theoretical Framework of Child Language Learning 第5节页眉：本节一级标题（即第2章标题），格式同第一章页眉，以下各章及References, Acknowledgement, Appendices都独立分节，各节页眉格式与此相同。The Theoretical Framework of Child Language LearningA preview paragraph of Chapter II.2.1 IntroductionIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.2.2 A Selective Review of Child LearningIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.2.3 Child Language LearningIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.中国农业大学学士论文 III. Some Critical Issues in Primary EFL Instruction in Chinese Context III. Some Critical Issues in Primary EFL Instruction in Chinese ContextA preview paragraph of Chapter III.3.1 IntroductionIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.In the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.3.2 The Debate about the Inclusion of English in the Primary CurriculumIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.3.3 The Contents of Primary English CurriculumIn the first decade or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A., and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, p.363). The past decade has seen significant increase in foreign language programs for young learners. In many African