2012届本科毕业论文格式(外语系格式).doc

贵州民族学院人文科技学院本科毕业论文格式（文科）一、论文内容一篇大学本科生毕业论文一般应包括以下内容：1、封面（封面上有毕业论文题目）论文题目应该简短、明确、有概括性。读者通过题目，能大致了解论文的内容、专业的特点和学科的范畴。但字数要适当，一般不宜超过20字。必要时可加副标题。2、目录目录按三级标题编写，要求标题层次清晰。目录中的标题要与正文中标题一致。目录中应包括内容摘要、Abstract、绪论、论文主体、结语、注释、参考文献、成果声明、致谢等。3、论文题目：论文题目应简短、明确、有概括性。读者通过题目，能大致了解论文的内容、专业的特点和学科的范畴。但论文题目的字数要适当，必要时可加副标题。论文题目要居中写。4、作者：在论文题目和内容摘要之间要写上作者的姓名或姓名与单位。5、内容摘要：论文摘要应精炼地概括反映出论文的主要内容和写作目的。一般应在200字左右。内容摘要须有相应字数的英文摘要，（中文摘要与英文摘要相对应）中文摘要在前，英文摘要在后。6、关键词：关键词要能反映论文中所论述的最重要问题，一般有3到5个。7、绪论：为引出正文前写的内容，一般是表达写作论文的目的。学生可以根据自己论文的具体情况，决定是否写绪论部分。8、正文：正文是论文的主要部分，可根据论文的不同，将正文部分分为不同的几个部分，正文不少于4,000个英语单词。9、结语：论文正文写完后对自己观点的最后总结。可以用一个很小的段落来写。10引用：论文中所用引文、数据，必须注明出处，包括著作的作者姓名、被应用的文章名或书名，出版社的地址、名称和出版时间，页码等。论文直接或间接引用他人的文献，必须按照规定格式注明出处，加以注释，并在论文最后的参考文献中列出。参引的内容和语言须与正文之后所列参考文献的内容和语言一致。 引文不能超过论文的三分之一。一切直接或间接引文以及论文所依据的文献均须通过随文圆括号参引（in-text parenthetical reference）标明其出处。 转述某作者或某文献的基本或主题观点或仅提及该作者或该文献，须给出文献的页码，格式是“出版年：页码”，如： Halliday( 1994:23) states that “ a language is a system of remaking meanings: a semantic system, with other systems for encoding the meanings it produces”. Halliday( 1994) states that “ a language is a system of remaking meanings: a semantic system, with other systems for encoding the meanings it produces” (Pp:23-25).如作者的名字不是正文语句的一个成分，可将之连同出版年、页码一起置于圆括号内，如： In this dissertation we follow the assumption that “ a language is a system for making meanings: a semantic system, with other systems for encoding the meanings it produces” ( Halliday , 1994:24).The theoretical framework of this study is Functional Grammar ( Halliday, 1985).圆括号内的参引如果不止一条，一般按照出版年排序。同一作者的两条参引之间用逗号隔开，如：Dahl (1985, 2000a, 2000b )；不同作者的参引之间用分号隔开。Miller(1977a, 1977b)explains that the nervous system consists of cells called neurons whose purpose is to convey information. In addition to the elements the neuron shares with other cells, it also has group of fibers called dendrites and a long single fiber called an axon. Halliday ( 1985, 1994, 2001) argues that a language is a meaning-making system and that it is a semantic system rather than a formal system.文献作者如果是两个人，参引时引两个人的名字。中文的格式是在两个名字之间加顿号，如“吕叔湘、朱德熙（1952）”；英文的格式是在两个姓之间加&号，表示和，如:( a) Halliday and Hasan ( 1975) suggest that there are both grammatical cohesion and lexical cohesion.(a) We would assume that two types of cohesion can be identified, the grammatical cohesion and the lexical cohesion( Halliday & Hasan ,1975). 文献作者如果是三人或三人以上，参引时仅引第一作者的名字。英文的格式是在第一作者的姓之后加拉丁缩略语“et al.”，如 “Quirk et al. (1985)”，et al.为斜体。(a) When you look at what Quirk, Greebaum, Leech and Svartvik ( 1985) suggest, you can see that “ This is my brother who is a doctor” is treated as a simple sentence. This is in contrast with examples such as “ I believe that he is your brother”, which is regarded as a complete sentence ( Quirk et al., 1985).(b) There are more than 10 scientists working on this project and their studies( Milroy et al., 2003) indicate that Johnsons ( 1989) findings can be reexamined by the alternative method used in Milroy et al.( 2000)如果引用的作者姓相同，而名字不同，用名字的第一个字母缩写标明以示区分。如：Both J. Michell ( 1987) and D. Michell ( 1989) have suggested similar ideas on this case. But D. Mitchells ( 1989) proposal differs from that of J. Mitchell ( 1987) in his sample of experiments.如果引用的文献来源于网络，需要给出作者名、发表日期，并列出相应网址。如：At the inaugural lecture to mark the official launch of the Halliday Certre for Intelligent Applications of Language Studies ( HCLS) at City University of Hong Kong on 26 March, Halliday reiterated that his theory of language “ emphasizes the social accountability of language, i.e. that language is rooted in social meaning and is resource for communication, rather than a set of rules” ( http:/ www6.cityu,edu.hk/puo/ CityUMember/Story/Story.aspx?id=20063231).11、图表： 图标题置于图的下方，表标题置于表的上方。 图号/表号的格式为“图/表+带小数点的阿拉伯数字”。 图表的字体一般为宋体小五；如果需要，可以适当采用较小的字号。图表的字体可根据需要换为较小的字号。12、：例证/例句：例证/例句宜按顺序用(1)(2)(3)将之编号。每例另起1行，左缩进1个中文字符。编号与例句之间不空格，回行时与上一行例证/例句文字对齐。外文例证/例句可酌情在圆括号内给出中译文。13、参考文献：参考文献是写作论文前或写作论文中所阅读的与论文相关的书籍或文章。一篇毕业论文，应该有5部以上的参考文献。英语专业毕业论文如果用APA格式，所列参考文献用References；如果用MLA格式，所列文献用Works Cited。14、成果声明：本论文除标明注释的以外，该成果属作者独创，不侵犯他人的著作权。15、致谢：致谢中主要感谢导师和对论文有直接贡献及帮助的人士和单位。15、字数要求：人文科技学院文科学生毕业论文字数，要求在6000个汉字左右（不包括标点符号）；英语专业的学生，要求在4000个英文单词以上。（不包括标点符号）。理科专业学生按照指导老师要求，论文格式参照文科论文格式。二、书写格式1、论文封面（内页，在学校印制的封面之后）：论文封面应有论文标题、学校名称、系别、年级，作者姓名、指导教师姓名。论文封面的字体不要求与论文的其它部分字体一致，参见模板格式。但一般来说，封面上的字体应比论文中的字体要大。2、论文内容：见上述要求。3、论文标题：论文中的标题（指正文列示的主要论点，不是论文题目）按照下列符号标示：正文章节标题或小标题独占一行，且一律用阿拉伯数字（从1开始）表示，形式为：罗马数字I. A.B.C.D II. III.， 或1. 1.1 1.2 2. 2.1 2.2 对需要编号的内容加以编号。例如：I. IntroductionII. Early theatrical formA. BugakuB. SarugakuC. Primitive D. Authors and AudienceIII. Noh theaterA. AuthorsB. Props1. Masksa. womenb. demonsc. old men2. Structure C. Themes1. Buddhist influence2. The supernaturalD. Kyogen interludesE. AudienceIV. KabukiA. AuthorsB. Props V. Conclusion 或者1. Introduction2. Early theatrical forms2.1 Bugaku2.2 Sarugaku2.3 Primitive Noh2.4 Authors 3. Noh theater3.1 Authors3.2. Props3.2.1 Masks3.2.2 women3.2.3 demons3.2.4 old men3.3 Themes3. 3.1 Buddhist influence3.3.2 The supernatural3.3.3 Kyogen interludes3.3.4 Audience4. Kabuki4.1 Authors4.2 Props4.2.1 make-up4.2.2 special effects4.3. Themes4.3.1 Love stories4.3.2 Revenge4.4 Audience5. Bunraku (puppet) theater5.1 Authors5.2 Props5.3 Themes5.3.1 Love stories5.3.2 Historical romances5.4 Audience6. Conclusion3.3 字体 正文的默认字体为Times New Roman五号。 涉及中英文对照出现的中文用宋体五号。（1）英文倾斜字体的使用范围主要是： a. 词作为词本身使用，如： The most frequently used word in English is the.b. 拼写尚未被普遍接受的外来词，如： Jiaozi is a very popular food in China.（2）目录两字用黑体小三号加粗居中，目录两字之间间隔两个空格键，目录内容用宋体小四号字体，标题内容写至三级标题（文科：一、（一）、1；理科：1、1.1、1.1.1）（3）论文题目用二号黑体字，加粗居中。（4）作者姓名四号楷体居中，上下各空一行。（5）英文摘要Abstract用Times New Roman小四号字体加粗居左顶格写，英文摘要内容用Times New Roman 五号字体。（5）“关键词”三字用四号黑体加粗，居左顶格写。中文关键词内容用小四号宋体，关键词之间要用空格间隔。Keywords用Times New Roman 小四号字体加粗居左顶格写，英文关键词内容用Times New Roman 五号字体，英文关键词之间用分号间隔。（6）论文正文要求统一用小四或者五号Times New Roman字体，1.5倍行距。（7）论文中的标题的字体：大标题用四号黑体字加粗；次大标题以下用小四号黑体加粗；中标题，用小四号Times New Roman加粗。（8）结语两字用四号黑体加粗居左顶格写，结语内容用小四号Times New Roman。（9）“注释”与“参考文献”几个字用小四号黑体字加粗居左顶格写。注释内容的字体根据电脑自动安排；注释和参考文献内容用5号宋体字。参考文献格式说明每一条目首行顶左页边起头，自第2行起悬挂缩进2字符。 文献条目按作者姓氏（中文姓氏按其汉语拼音）的字母顺序排列。中外文献分别排列，外文在前，中文在后。 同一作者不同出版年的文献按出版时间的先后顺序排列，同一年的出版物按照文献标题首词的顺序排列，在出版年后按顺序加a b c以示区别。 外文论文（包括学位论文）的篇名以正体书写，外文书名以斜体书写。篇名仅其首词的首字母大写，书名的首词、尾词以及其他实词的首字母大写。 注意：在文尾参考文献部分不要包括文中没有引用到的文献，但应将引用到的文献全部列出，不要遗漏。参考文献样例：a.专著类序号作者. 出版日期.书籍名称（斜体）M.出版地：出版社名称.Adams, M. J. 1990. Beginning to Read: Thinking and Learning about Print M. Cambridge: MA: MIT Press. 王艾录、司富珍，2002，语言理据研究M。北京: 中国社会科学出版社。 b. 期刊类序号作者. 出版日期.文章名称 J.期刊名称（斜体）.期刊期号：页码.Juel, C., P. Griffith & P. Gough. 1986. Acquisition of literacy: A longitudinal study of children in first and second grade J. Journal of Educational Psychology 78: 243-255. 邓思颖，2002，经济原则和汉语没有动词的句子J。现代外语(3): 1-13。c. 论文集类序号作者. 出版日期.文章名称 A. .编者名.论文集名（斜体）.出版地：出版社，页码. Bryant, P. E. & U. Goswami. 1987. Phonological awareness and learning to read A. In J. R. Beech & A. M. Colley (eds.), Cognitive Approach to Reading C. New York: Wiley，213-243. 伍铁平，1990，术语的模糊性和语言规律A。杨自俭、李瑞华（编），英汉对比研究论文集C。上海: 上海外语教育出版社，179-188。d. 未发表的学位论文序号作者. 出版日期.文章名称 D （斜体）. 学位论文.论文所属学校.Kemp, C. 2001. Metalinguistic Awareness in Multilinguals: Implicit and Explicit and Explicit Grammatical Awareness and its Relationship with Language Experience and Language Attainmen t D. Doctoral thesis, submitted to the University of Edingburg.阿斯罕，2008，蒙古族学生英语单元音习得中跨语言影响研究，西南大学硕士论文。刘雪莲，2006，民族院校藏族大学生英语学习问题研究与理论探讨，中央民族大学博士学位论文。e.报纸文章序号作者.文献题名N.报纸名，出版日期(版次).8 谢希德.创造学习的新思路N.人民日报，1998-12-25(10).f.国际、国家标准序号标准编号，标准名称S.9 GB/T16159-1996，汉语拼音正词法基本规则S.g.专利序号专利所有者.专利题名P.专利国别：专利号，出版日期.10 姜锡洲.一种温热外敷药制备方案P.中国专利：881056073，1989-07-26.h.电子文献序号主要责任者.电子文献题名电子文献及载体类型标识.电子文献的出处或可获得地址，发表或更新日期/引用日期(任选).11 王明亮.关于中国学术期刊标准化数据库系统工程的进展EB/OL. /pub/wml.txt/980810-2.html,1998-08-16/1998-10-04.12 万锦坤.中国大学学报论文文摘(1983-1993).英文版DB/CD.北京:中国大百科全书出版社，1996.h.各种未定义类型的文献序号主要责任者.文献题名Z.出版地：出版者，出版年.（10）成果声明：成果声明四字应另起一页写，四号黑体加粗居中，声明内容小四号宋体，1.5倍行距。（11）致谢：致谢两字应另起一页写，四号黑体加粗居中，致谢内容小四号宋体，1.5倍行距。（12）页码：论文的页码使用电脑中插入页码，页码数字要居中。论文封面不要打印页码。文献类型及载体类型标志参考文献类型普通图书论文集报纸文章期刊文章学位论文报告标准专利汇编参考工具文献类型标志MCNJDRSPGK对于其他未说明的文献类型，采用单字母“Z”。对于数据库、计算机程序及电子公告等电子文献类型的参考文献，以下列双字母作为标志：电子参考文献类型数据库计算机程序电子公告电子文献类型标志DBCPEB参考文献例子：References：Ames, C. 1992. Classrooms: Golds, structures, and student motivation J. Journal of Educational Psychology 84.Brown, H.D. 1980. Principles of Language Learning and Teaching M. New Jersey: Prentice Hall.Cook, V. J. 1991.Second Language Learning and Teaching M. London: Edward Arnold. Edwards, D. & Christophersen, H. 1988. Bilingualism, literacy and metalinguistic awareness in preschool children J. British Journal of Developmental Psychology 6: 235-244.Ellis, R. 1994.The Study of Second Language Acquisition M. Oxford: Oxford University Press.Fabbro, F. 2000. Introduction to language and cerebellum J. Journal of Neurolinguistics 13: 83-94.Flynn, S. 2009. UG and L3 acquisition: New insights and more questions C. In Leung, I. Y. K. (Ed) Third Language Acquisition and Universal Grammar C. Clevedon: Multilingual Matters: 71-88. Hammarberg, B. 2001. Roles of L1 and L2 in L3 production and acquisition A. In J. Cenoz. B. Hufeisen & U. Jessner (Eds.). Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspective C. Clevedon: Multilingual Matters: 21-41.Heyde, A. 1979. The Relationship between SelfEsteem and the Oral Production of a Second Language M. Michigan: Michigan University Press, Littlewood, W. 2000. Foreign and Second Language Learning M. Cambridge: Cambridge University Press.Mumtaz, S. & Humphreys, G. W. 2001. The effects of bilingualism on learning to read English: Evidence from the contrast between Urdu-English bilingual and English monolingual children J. Journal of Research in Reading 24(2): 113-134.Naiman, N.M. et al. The Good Language Learner M. Toronto: Ontario Institute for Studies in Education, 1978.Widdowson, H.G. 1999. Teaching Language as Communication M. New York: Oxford University Press.阿斯罕，2008，蒙古族学生英语单元音习得中跨语言影响研究D，西南大学硕士论文。安永军、周红梅，2009，试论民族院校英语零起点学生的双语教学J，民族教育研究，第2期。车雪莲，2006，延边地区朝鲜族中小学三语教育对我国少数民族三语教育发展的启示D，东北师范大学硕士学位论文。陈颉, 1997, 英语学生课堂焦虑干预英语口语水平的关系J,国外外语教学第1期。贾冠杰，1998,外语教育心理学M 广西：广西教育出版社。林语堂，1998,生活的艺术M. 北京：外语教育与研究出版社。刘森, 2000, 英语演讲赛给我们的启示J,国外外语教学第1期。马寅初、黄金岩，199，实用英语教学法M 湖南：湖南师范大学出版社。王蔷，2000，英语教学法教程M 北京：高等教育出版社。三、纸张规格论文的写作还需注意以下问题：1、纸张尺寸：论文写作过程中，以A4纸的格式排版。写完后，一律用A4纸打印。正文中间任何部分不得写到文稿纸边框以外，文稿纸不得随意接长或截短，汉字必须使用国家公布的规范字，标点符号正确。2、页面设置：上2.5厘米，下2.0厘米，左2.5厘米，右2.0厘米，页眉1.5,页脚1.75。四、附论文模版： Study on the Interaction of Psychological Factors and English SpeakingWritten byLi Jing Directed by XXXA thesisSubmitted in partial fulfillmentOf the requirements for the degree of Bachelor of Art in the School of Foreign LanguagesGuizhou University for NationalitiesApril 2007A Study on the Interaction of Psychological Factors and English SpeakingThesis statement: The study of the interaction of psychological factors and English speaking can improve the teaching of spoken English.1.Introduction 2.The Five Important Psychological Factors in Spoken English2.1. Motivation2.2. Anxiety2.3 Self-esteem 2.4 Extroversion2.5Self-concept 3. The Application of the Five Psychological Factors in Teaching and Learning Oral English3.1. The “Psychology-based” Teaching Approach3.2 The Realization of the Approach in Spoken English Teaching Practice3.2.1 Teachers Responsibility3.2.2 Students Duty4.ConclusionAbstract: Spoken English is generally considered an important part in English as a Foreign Language classroom. Many linguists, educationists, and even English teachers have been exploring ways of improving spoken English. They investigated factors concerning English speaking, such as social factors, teachers influences, learners strategies. However, they still failed to produce effective ways of teaching spoken English. This paper attempts to find effective ways to teach spoken English by exploring the interaction of students psychological factors and their oral English.Key Words: interaction; motivation; anxiety; extroversion; self-esteemA Study on the Interaction of Psychological Factors and English Speaking1. IntroductionFor the past several decades, with the development of the international communication, English has become the world language. The teaching of oral English is improved to priority in the nations using English as a foreign language, including China. However, there has been a heated debate over the English speaking ability of Chinese university students. From then on, many linguists, educationists, and even the common English teachers（Littlewood , 2000;陈颉,1997; 贾冠杰, 1998; 刘森, 2000; 王蔷, 2000) have been devoted to explore the ways of improving spoken English. They investigated the factors related to the English speaking, such as social factors, teachers influences, learners strategies. These researches achieved a great success in the establishment of the concerning theories. However, based on these researches, our teaching methods and techniques, to a larger extent, still failed to produce effective English speaking. To discover the reasons, many researchers（Cook, 1978; Rivers, 1964; McDonough,1981）turn to study the learners psychology.Nowadays we have become increasingly aware that individual learners are different from each other. They are not simply soft clay, waiting to be shaped by teacher, but have their own personalities, motivations, and other psychological characteristics. These elements affect how learners act in the spoken English learning.2. The Five Important Psychological Factors in Spoken English Teaching and LearningLanguage is a tool of communication, so as to English. The ultimate aim of English teaching is to cultivate the students ability of speaking and communication. Among the four skills of English learning-reading, writing, listening and speaking, reading is perhaps the easiest, while speaking the most difficult to acquire(Huang X & M Van Naerssen., 1985: 287-307). That is because speaking is an active skill, requiring students to combine the words into sentences without preparation, and no time to revise. During this process, learners show their differences, some can draw and organize the information in their mind flexibly, and then speak it out fluently; others cant organize the words they want to express in a reasonable and logical way, even though they have mastered much knowledge and are eager to express. One of the important reasons is due to their psychological characteristics.English speaking is a complicated psychological process. In terms of spoken English teaching in schools, its quite essential for teachers and learners to take some important psychological factors into accounts in order to achieve better results in spoken English teaching and learning. This part is a contribution to discuss some important psychological factors concerned.According to the studies concerning the factors which affect the English speaking, there are motivation, anxiety, extroversion, self-esteem and self-concept. 1.1 MotivationBrown (1980:35） stated that motivation was an intrinsic power, an emotional promotion, a kind of desire for encouraging people to take action. Through experiment, he concluded that there were three basic kinds of motivation-intrinsic motivation, extrinsic motivation and integrated motivation in general learning theory. It is clear that these three kinds of motivation dont exclude each other. Most learners are motivated by these reasons in the oral English learning.In learning spoken English, just like other fields of human learning, motivation is the crucial force that determines whether a learner embarks on a spoken task at all, how much energy he devotes to it and how long he preserves. It is a complex phenomenon and includes many components: the individuals drive, need for achievement and success, curiosity, desire for stimulation and new experience, and so on. It is clear that learners with high and favorable motivation for speaking often try to devote themselves into English speaking. In English class, they are active, and cooperate with teachers activities positively. Out of class, they take any opportunity for imitating, practicing and speaking English. They are of strong volition (Ames C,1992:261-271) and will, of clear learning purpose. Thereby, they are easier and more proficient to achieve success in spoken English .In their turn, the success encourages higher motivation.On the contrary, the author observes that many students always keep silent no matter English class or out of class. This shows that they lack of motivation for speaking English. (Ames, 1992:261-271) If they always keep this attitude, it is hard for them to concentrate attention in class and it is impossible to improve their spoken English. The establishment of high motivation is indispensable to become a good English learner and speaker. As Rod Ellis（1994.）said , “The clever leaner with high motivation is the most successful learner.”1.2 AnxietyAnxiety is a sense of worry, a kind of subconscious scare ( Steinberg, F. & E. Horwits, 1986: 136). Many researchers studied the effects of anxiety on the English speaking. Chen Jie（陈颉,1997:15-18）, the professor from Nanjing University, ad