南阳师范学院毕业生毕业论文图解模版.doc

中图分类号：H313 学号：00420210556根据论文内容，填写中图分类号。例如：属外国文学小说评论的，填写I106.4；属常用外国语（含英语）写作、修辞、翻译的，填写H315.*；词汇语义学研究类论文，填写H313；属高中英语教学法的，填写G633.41。详细情况，请查询附录二：“中图分类标准”。填写作者的学号南阳师范学院 注意：本图解中的表格虚线边框只为说明方便，论文定稿不得有边框。本科毕业论文封面填写内容格式：楷体；小三；适当居中排列。下划线的长度要相等。 论文题目：中国大学英语学习者连接副词使用情况调查作 者： 张 三 丰 指导教师： 李 无 忌 教授 学 院：指导教师一栏填写指导教师姓名、职称如为助教需添加学位助教/硕士 外国 语 学 院 专 业： 英语 班 级： 2010级专升本11班 页 面 设 置页边距：上：3.5cm；下：2.5cm；左：3cm；右：3cm。页眉：2cm。页脚：2cm。二一三 年 三 月 中国大学英语学习者连接副词使用情况调查 1. 填写论文汉语标题。如果标题太长，可适当分行；2. 不可改变本表格的大小和格式；3. 格式：宋体；20号字；加粗；居中南阳师范学院外国语学院英语专业申请文学学士学位毕业论文黑色碳素笔，亲笔签名，不可打印作 者： 指导教师： 黑色碳素笔，亲笔签名，不可打印 The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submitted toEnglish Department,School of Foreign Languages,1. 填写论文英语标题。如标题太长，可适当分行；2. 不可改变本表格的大小和格式；3. 格式：Times New Roman；小二号字；加粗；居中4. 注意大小写问题Nanyang Normal Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of Arts1. 黑色碳素笔，亲笔签名，不可打印。2. 名字为两个汉字的，仅第一个汉字大写。ByZhang SanfengSupervisor： 一级标题字体：Times New Roman ；字号：三号，加粗,居中； 下与正文空一行。AcknowledgementsI would like to thank all those who have given me their generous help, commitment and enthusiasm, which have been the major driving force to complete the current paper. 字体：Times New Roman 字号：四号，行距：26磅首行缩进：2字符（即四个英语字母）字体：黑体字号：三号，加粗此处两个字之间空四格,下与正文空一行。摘 要正 文字体：宋体字号：四号，固定行距：26磅首行缩进：2字符（即四个英语字母）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。关键词：连接副词；大学英语学习者；使用；教学 1. 字体：宋体；2. 字号：四号，加粗；3. 与“摘要”正文间空一行。4. 关键词要求有3-5个，注意词与词之间的标点符号注 意1 摘要是简明确切地记述文章主题、内容梗概（如研究对象、研究目的、结论、成果性质及水平等）的短文。编写摘要应注意从客观角度简要表述文章主题，突出作者自己的观点，结构严谨，客观真实，语义确切，表述简明，不加评论和补充解释，不必介绍研究背景和意义。摘要应排除对本学科常识性内容的介绍，不简单重复篇名已表述过的信息，不含图表及难于为一般读者所理解的缩略语、简称、代号等，尽量不分段。2 在分析全文的基础上，选定能反映文章主题思想、在本学科内通用性较强的便于检索的名词作为文章的关键词。确实为新技术、新成果的新名词亦可标引为关键词。关键词应全面、精练、明确，忌简单重复篇名，忌使用泛泛的通用词，如“研究”、“影响”。标引关键词应以研究目的方法内容结果等为序。Abstract一级标题字体：Times New Roman；字号：三号，加粗，居中；下与正文空一行。The 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 which contributing to Chinese EFL learners use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations. Key Words: linking adverbials; Chinese EFL learners; use; teaching 1. 字体：Times New Roman2. 字号：四号，加粗3. Key Words与Abstract 间空一行。4. Key Words必须与中文“关键词”对应，注意大小写问题和标点符号。5. 若关键词较长，1行不够，第2行应缩进排版与第1个关键词对齐。正 文字体：Times New Roman字号：四号，固定行距：26磅首行缩进：2字符（即四个英语字母）英文摘要的内容必须与汉语摘要对照。Contents目录汉字字体：宋体字号：四号一级标题字体：Times New Roman；字号：三号，加粗，居中；下与正文空一行。Acknowledgements I摘要 IIAbstract IIIContents IV1. Introduction 11.1 Research Background 11.2 Motivations and Objectives 22. The Theoretical Framework of Child Language Learning 52.1 Introduction 52.2 A Selective Review of Child Learning 52.3 Child Language Learning 132.3.1 Child First Language Development 142.3.2 Child Second Language Development 16目录中的条目如果太长，占两行的话，必须悬挂缩进，即两行的文字部分对齐，数字空出来。2.3.3 Child Foreign Language Learning 192.4 Summary of Key Learning Principles 233. Some Critical Issues in Primary EFL Instruction in Chinese Context25 3.1 Introduction 253.2 The Debate about the Inclusion of English in the Primary Curriculum 253.3 The Contents of Primary English Curriculum 273.4 Approaches to Primary Instruction 303.5 Assessment in Primary English Curriculum 344. Research Design A Survey Study 374.1 Introduction 374.2 The Survey Background 374.3 Subjects 374.5 Data Collection and Analysis 435. Results and Discussions 455.1 Introduction 455.2 The Overview of Primary EFL Program in Henan Province 455.3 The Current Situation of Primary English Classroom Instruction526. Conclusion 696.1 Major Findings and Contributions 696.2 Recommendations for Future Research 71Appendixes73Bibliography82目录格式：字体：Times New Roman字号：四号固定行距：26磅缩进：一级标题不缩进；二级标题向右缩进2字符；三级标题再向右缩进1.5字符，即共缩进3.5字符；四级标题再向右缩进1字符，即共缩进4.5字符。页码数字要求做到“右对齐”; 注意大小写问题。1. Acknowledgements之前不要页码；2. 论文正文之前的页码用罗马数字I、II、 III、IV、V等表示;3. 论文正文的页码用阿拉伯数字：1、2、3、表示3一级标题字体：Times New Roman；字号：三号，加粗；左对齐1. Introduction1.1 Research Background二级标题编号形式：1.2； 1.2； 1.3 字体：Times New Roman ；字号：小三, 加粗；左对齐；注意标题的大小写问题。参考文献标注：序号: 页码说明：1. 用方括号 ;2. “序号”为参考文献在论文中出现的先后顺序3. “页码”所引用语句在参考文献中的具体位置，为可选项。4. 参考文献是作者写作论著时所参考的文献书目，集中列于文末(不重复)。注释格式要求：1. 用带圈的阿拉伯数字统一编号，上标显示；2. 注释文字放在正文和Bibliography之间。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” 1:363. 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 ObjectivesJackendoffs conceptual semantics is a decompositional theory of meaning. The central principle of his approach is that describing meaning involves describing mental representations; in Jackendoff 2:122 this is called the Mentalist Postulate:Meaning in natural language is an information structure that is mentally encoded by human beings.正文段落一般要求：字体：Times New Roman 字号：四号行距：固定行距，26磅首行缩进：2字符（即四个英语字母）整段引用原文：1. 整体缩进2字符；2. 不加引号。3. 一定要标明确切的出处参考文献序号: 页码4. 小四号字, 行距22磅。So the meaning of a sentence is a conceptual structure. R. Jackendoffs conceptual semantics is based on ontological philosophy. He claims that the formal representation of every semantic component corresponds to a category in ontology. He defines a set of basic semantic category or concept, which includes: Event, State, Material Thing or Object, Path, Place, and Property. Among these, Event and State are the two basic conceptual situations. 引用同一文献的，只要标出该文献序号及页码即可。正文偶数页页眉：“南阳师范学院本科毕业论文”在段中引用部分语句1. 必须加引号“”；2. 不用斜体3. 字号、字体等格式不变；4. 必须标明出处Jackendoff 2:76-80 believes that the meaning of natural language is an information structure embedded in the depths of human mind. The meaning of a sentence is a structure which is composed of concepts, and sentence meaning is composed of the lexical meaning of its component, “Meaning in natural language is an information structure that is mentally encoded by human beings” 2:122. But this is not a process of addition of each semantic components but rather a construction of semantic structures working in a whole. That is to say, the semantic structures in Jackendoffs theory reflect the word knowledge of human kind. The conceptual structures may produce and introduce inference on the meaning integrity of a sentence on the one hand; and provide constraints on the combination of syntactic constructions on the other hand and therefore to avoid the production of anomalous sentences. 三 级 标 题字体：Times New Roman ；字号：四号，加粗；行距：26磅；左对齐，不缩进 1.2.1 The Sub-sub-title1. 论文中有图、表的，要按照先后统一编排序号2. 要有图、表的相关说明；说明文字小四，Times New Roman, 居中；3. 是引用的，一定要标明出处The relationship of the lexical semantics and the syntactic components can be revealed through the following figure. PredicateKickArgument RolesARG1 (Ted)ARG2 (the ball)Thematic RoleAgent (Subject)Theme（Object）Figure 3. The mapping relationship of argument roles and thematic roles 2:235Jackendoffs semantics structure theory is very useful in study of lexical semantics, especially in the field of lexical representation. As a semantic ontology, it divides the domain of language into types of entities and every sentence component corresponds to a certain entity type. This makes it possible to define the constraints in general on the mapping from the semantic entities to the syntactic constituents 3:114. 正文奇数页页眉：论文的外语题目This theory allows the representation of semantic entities in the form of functions, which account for the manners by which the entities compose structure theory reflects the possible language representations of different entity types, and what is more, it provides a way to determine the constant and coherent interrelations between the entities 4.For example, eg. 1 Bill went into the house 5:78. 1. 所有的例句要统一编号2. 例句整体缩进3字符The syntactic representation of this sentence is like the following: 例子如果是引用的, 也要标明确切的出处eg. 2 S NP BillVP V WentPP P intoNP the houseBut the representation in semantic structure theory is like this: 译文悬挂缩进，与原文句子对齐；引用的译例一定要注明出处。eg. 3 a hen on a hot girdle热锅上的蚂蚁15:34在正文中谈到语言例子时，为了使例句与正文的工作语言区别开，可以使用：斜体、加粗、或大写等手段。比较常用的手段是斜体表示。再次引用到第一、第三个文献，只标序号即可。重点术语：可以用加粗、大写、下划线等手段强调In Jackendoffs terms, this sentence tells about a motion event, which is composed of three semantic categories. One category is the act itself: Go, together with the other two categories which form such an action: the Thing (or Object) and the Path projected by the Thing 1 3. The Path may have an end point, that is to say, a category of Place, where the act stops. In the above mentioned sentence, the act is went, the Thing is Bill, the Path is into the house, and the Place is the house.On the other hand, even when some lexical items are well-analyzed and clear-described in the componential analysis approach, they cannot be interpreted according to the given analysis in the real world (for examples see Chapter 3). That is to say, the componential analysis cannot fulfill the task of representing the semantics of lexical items 6 7. The analysis and the representation of lexical semantic should not put aside these factors and ignore the gap between lexical meanings in theory and in real use. 正文中的一级标题要与前面的文字空一行；一级标题另起一页的除外。 2. The Theoretical Framework of Child Language Learning段落中穿插汉字的，英文与汉字交界处使用英文输入法状态下的标点。This theory allows the representation of semantic entities in the form of functions, which account for the manners by which the entities compose together semantically段落中穿插的汉语句子，句内使用汉字状态下的标点Literal translation approach is also appropriate for translation of such phrase metaphors as “ray of hope”(希望之光),“sunny smile” (灿烂的笑容). Transfer of complex metaphors is likewise usually possible. For example, “His life hangs on a thread” (他的生命系于一线), “cast a shadow over” (笼罩上一层阴影). on the other hand, people would dress themselves in red on wedding ceremony, and it is called “红事”.Therefore, the Chinese version of the second sentence should be changed into: (这是英文输入法状态)再武装干涉别国事务，(这是汉字输入法状态下的逗号)吃苦头的也只会是侵略者自己. (英文的句号) Cohesion is one of the most interesting aspects of totality, but it is often all too easily overlooked in translation practice. In the following discussion, efforts are made to find out the reasons behind some translation errors and corresponding strategies are suggested to solve the problems.译文对比时，应对齐eg. 10 crocodile tearsversion 1 鳄鱼的眼泪version 2 猫哭耗子改译的格式如下：eg. 11 crocodile tears original translation 鳄鱼的眼泪 suggested revision 猫哭耗子2.1 1 注释放在论文正文之后，与正文之间空两行；2 此部分可选；3 “Notes”要求：Times New Roman ，小三号，粗体，左对齐Notes: 注释内容的格式：英文用Times New Roman，汉语用仿宋体；字号：小四号，编码用加圆圈的数字，与正文中上标数字对应；行距：26磅；(此部分可选) Decade is ten years. 说明：本模版仅用于说明格式，内容关联与否可忽略。Bibliography1 Langacker, R. W. Foundations of Cognitive Grammar, Volume II M. Stanford, California: Stanford UP, 1991. 【1、2、3、4为专著写法】2 Culicover, P. & R. Jackendoff. Simpler Syntax M. Oxford: Oxford UP, 2005.3 束定芳. 现代语义学M. 上海: 上海外语教育出版社, 2000.4 Scott, F. S. , et al. English Grammar: A Linguistic Study of Its Classes and Structure M. London: Heinemann, 1968.5 Verspoor, C. M. Contextually-Dependent Lexical Semantics D. Ph. D thesis, the U of Edinburgh, 1997. 【硕、博士论文写法】6 亚里士多德. 修辞学M. 罗念生译. 上海: 生活读书新知三联书店, 1991. 【中文译著写法】7 Aristotle. Rhetoric M. Trans. by W. Rhys Roberts. New York: Random House, 1954. 【英文译著写法】8 Pinker, S. Second Language Acquisition of Spanish and French Verbs DB/OL. http:/www.ecs.soton.ac.uk/harnad/Papers/Py104/pinker.langacq.html. 2006, 9. 【英文互联网资料写法】9 杨玉. 浅谈我国农村初级中学英语时态的教学现状与教学策略DB/OL. /en/elements/4/3255.htm. 2006, 10. 【中文互联网资料写法】10 Altenberg, B. Contrastive Linking in Spoken and Written English A. In G. Tottie & I.Backlund (Ed.), English in Speech and Writing: A Symposium C. Stockholm: Almqvist and Wiksell, 1986. 【论文集写法。注意：文章标题后标记为：“A”；论文集题目后标记为：“C”】11 桂诗春. 以语料库为基础的中国学习者英语失误分析的认知模型J. 现代外语, 2004, (2). 【学术期刊文献写法】$ 有关参考文献的说明 $*1. “Bibliography”另起一页；2. 行距为26磅，Times New Roman字体，小三号，加粗，居中；3. 每条参考文献必须按在文中出现的先后顺序编号，编号放在方括号 内；4. 悬挂缩进，即编号数字突出出来，文字部分对齐；5. 参考文献不重复；6. 参考文献的具体格式参见附录一；7. 项目顺序：序号 主要责任者. 文献题名(英文书名须斜体)文献类型标识. 出版地: 出版者, 出版年.$ 注意：标点符号必须是半角，即英文标点，后面空一格 $8. 每条参考文献英文用Times New Roman, 中文用仿宋体，小四号字；9. 凡是大学出版社，一律用缩写，例如：用Cambridge UP 代替Cambridge University Press, 用The U of Georgia P 代替The University of Georgia Press。10. 行距：26磅11. 参考文献的页码因在文中已标注出，在文后所列书目中不再标注。12. 参考书目不得少于10本；其中英文参考文献不得少于4本。* 附录一 参考文献格式说明注释或参考文献一律附于全篇正文之后，并按文中引用顺序依次排列。注释序号用、等形式标示，参考文献序号用1、2、3等形式标示，须与正文内容一一对应，并按在正文中出现的先后为序。请注意注释与参考文献的区别。注释是对论著正文中某一特定内容的进一步解释或补充说明；参考文献是作者写作论著时所参考的文献书目，一般集中列于文末(不重复)。所有引文均归入参考文献，务必在引文处准确标注页码。参考文献条目著录项目要齐全，其格式（包括标点符号）为：a.专著、论文集、学位论文、报告序号 主要责任者. 文献题名(英文题目须斜体) 文献类型标识. 出版地: 出版者, 出版年. b.期刊文章序号 主要责任者. 文献题名 J. 刊名(英文刊目须斜体), 出版年, 卷(期). c.论文集中的析出文献序号 析出文献主要责任者. 析出文献题名 A. 论文集主要责任者. 论文集题名(英文题目须斜体). 出版地: 出版者, 出版年. d.报纸文章序号 主要责任者. 文献题名N. 报纸名(英文名称须斜体), 出版日期（版次）.参考文献类型及其标识专著M论文集C报纸文章N学术期刊J硕博论文D标准S专利P报告R电子文献的载体类型及其标识联机网上数据库DB/OL磁带数据库DB/MT光盘数据库DB/CD光盘图书M/CD 光盘软件CP/CD 磁盘软件CP/DK网上期刊J/OL 网上电子公告EB/OL附录二：中图分类标准（节选*）G 文化、科学、教育、体育 G0 文化理论 G02 文化哲学 G03 文化的民族性 G04 比较文化学 G05 文化与其他学科的关系 G09 文化史 G1 世界各国文化与文化事业 G11 世界 G112 文化专题研究 G113 国际文化事业组织与活动 G114 文化产业、文化市场 G119 文化事业史 G12 中国 G120 方针政策及其阐述 G122 文化专题研究 G123 文化事业组织与活动 G124 文化产业、文化市场 G125 对外文化交流 G127 地方文化与文化事业 G129 文化事业史 G4 教育 G40 教育学 G423.3 教材研究与管理 G424 教学法和教学组织 G424.1 教学法 G424.2 教学组织 G424.21 课堂教学(班级教学) G424.22 个别教学 G424.23 分组教学 G424.24 协作教学 G424.25 观摩教学(公开教学) G424.26 巡回教学 * 此处仅包括与英语专业毕业论文相关的文化、教育、语言、文学等部分的分类标准。其他详细情况，请到图书馆查询“中图分类标准”全文。 G424.27 开放课堂(开放计划) G424.28 第二课堂 G424.29 现场教学 G424.31 实验 G424.4 实习 G424.6 辅导与自习 G426 各派教学法 G427 各科教学法(分科教学法) G428 教研室(组)工作 G43 电化教育 G62