英语本科毕业论文格式模板

1、Liaoning Normal University（2016届）本科生毕业论文(设计)题 目： 记忆策略在英语学习中的应用学 院： 外国语学院 专 业： 英语（师范此处写法要规范，英语（师范）、英语（国际贸易）班级序号： 1班18号班级和学号中的数字为阿拉伯数字，学号如果是单位数，请前面加0。2号要写成02号 学生姓名： XX指导教师： XX2016年5月The Application of Memory Strategy in English LearningLi QianA Paper Submitted In Partial Fulfillment for the Requiremen

2、ts of the Degree ofBACHELOR OF ARTSSchool of Foreign LanguagesLIAONING NORMAL UNIVERSITYMay, 2016英文摘要标题Abstract：（12pt，Arial，加粗，居中）上空2行，下空1行每段缩进5格或1个制表符（TAB）的距离。中文缩进2个字符。英文摘要正文（12pt，Times New Roman）AbstractMemory is the most important factor in ones intelligence，and most people get good memory by mea

3、ns of proper training. Memory also plays an important part in English teaching. Thus nowadays many foreign language teachers unify memory strategy into the process of English teaching and obtain the remarkable teaching effect. The application of memory strategy has been studied from different perspe

4、ctives, for example, from psycholinguistics' perspective, the cognitive psychology perspective, and from the linguistics perspective. However, no matter what methods the teacher uses, the final goal is to help the students to use the appropriate memory strategy to improve the efficiency of Engli

5、sh learning.By clarifying something about the content of memory theory, elaborating the memory effect of learning under different stages and the important factors of affecting memory, this paper aims to point out the classification of memory strategy, analyzing the memorization of vocabulary, senten

6、ce and discourse. It also discusses how the teachers apply memory strategy to teaching practice and unifies the characteristics of original teaching.Keywords:英文关键词标题Keywords：（12pt，Arial，加粗，顶格）；上空1行 English learning; memory; memory strategy英文关键词正文（12pt，Times New Roman，关键词间用分号隔开）（注意：关键词3-5个，词与词之间用分号分开

7、，除专有名词外，其他单词首字母不大写）摘要是论文内容的简要陈述，是一篇完整的、可以独立使用的短文，因而必须具有自含性，即：读者即使不阅读论文的全文也可以从摘要中获得必要的、与论文等量的信息，以判断有无必要阅读全文。摘要一般应包括（1） 研究题目的选择理由和目的；（2） 研究的方法或者过程；（3） 研究的发现或者成果；（4） 结论。用英文撰写的本科论文应符合国际上对学位论文摘要的通行标准，英文摘要长度：不超过350个单词，中文摘要应与英文摘要一致。摘 要摘要：（小四号，黑体，加粗，居中）；上空2行，下空1行（1.5倍行距）记忆力是一个人的智力因素中最重要的部分摘要正文(小四号，宋体)，大部分人的

8、良好的记忆力是训练出来的。同时，记忆在英语教学中起到很重要的作用，由此，现今许多外语教师在教课的过程中利用记忆策略与英语教学相结合都得到了显著的教学效果。很多国内外教育家从不同角度提出了记忆策略的应用，例如，从心理语言学的角度,从认知心理学角度以及从语言学的角度进行研究。然而，无论教师采用什么方式教学，最终目的都是希望帮助学生使用合适的记忆策略提高英语学习效率。本文通过简明阐述了记忆理论方面的内容，以及论述不同个体在不同阶段学习的记忆效果和影响学习者记忆效果的重要因素，指出记忆策略的分类，分析英语单词、句子和语篇的记忆学习过程，并探讨教师如何把记忆策略应用到教学实践中并与原教学特点结合。关键词

9、关键词：（小四号，黑体，顶格，加粗）；上空1行（1.5倍行距）：英语学习; 记忆; 记忆策略 关键词正文（小四号，宋体，关键词间分号隔开） 中文摘要英语英文摘要在内容上完全一致。下空一行Table of Contents 居中（Arial ，12pt，加粗）；上空2行，下空1行（1.5倍行距）（中文论文使用黑体、小三、加粗），Table of Contents每一章序号和标题的字体用Arial（中文用黑体）12 ptI. INTRODUCTION.1II. LITERATURE REVIEW.22.1 The Concept of Memory. 22.2 Stages of Memory.3

10、2.3 Standard Model of Memory.42.4 Influences of Forgetting.5二级标题、Times New Roman、12pt不加粗、缩进3个字母,每个单词首字母大写III. THE APPLICATION OF MEMORY STRATEGY.73.1 Strategies of Memory.7 3.1.1 The definition of memory strategy.73.1.2 The classification of memory strategy.83.1.3 Strategies of memory for different

11、individuals.93.2 The Application of Memory Strategy for English Acquisition.103.2.1 The process of English acquisition.11 The memorization of English vocabulary.11 3.2.2.1 Pronouncing.11 3.2.2.2 Picture/Imagery.11三级标题、Times New Roman、12pt,不加粗、缩进6个字母，只有第一个单词首字母大写，专有名词除外 3.2.2.3 Word formation.12 3.2.

12、3 The memorization of English sentence.12 3.2.3.1 Pure repetition: rote learning.12 3.2.3.2 Paring.12 3.2.3.3 Chunk construction.13 3.2.4 The Memorization of English Discourse.13 3.2.4.1 Method of loci.13 3.2.4.2 Organization.14 3.2.4.3 Association.14IV. CONCLUSION.15WORKS CITED.16ACKNOWLEGEMENTS.18

13、目次页由论文的章节、附录等的序号、标题和页码组成，不必包括Abstract和中文摘要。用英文撰写的论文： （一级标题）的序号应用英文数字或者罗马数字，如III。 如正文二级标题（节）及二级以下标题用阿拉伯数字编排序号，如3.1、等，则目次页应列出这些标题、序号、页码。 如正文二级标题没有序号，则目次页不必列出这些标题。用中文撰写的论文编码层次应依次使用：一、二，1、2，1）、2），也可以使用1.1、1.2、1.3的格式。 章节的标题必须与正文中的标题相一致。 目次间的行距为1.5倍行距，但同一目次换行时应为单倍行距。 每一章序号和标题的字体用Arial（中文用黑体）12 pt，其余的序号和标题

14、用Times New Roman 12 pt。章节必须逐级缩进，页码必须右对齐。 如图1.1所示。图1.1：目次页 CONCLUSION1808.1 Major Findings180 Effects of input frequency180 Effects of output frequency181 Delayed effects1828.2 Implications184每一章都必须另页开始，页码则续写I. INTRODUCTION标题（即一级标题）：全部字母大写，Arial, 12pt, 加粗（中文用黑体）；上空2行，下空1行（1.5倍行距）标题（即一级标题）可选择左对齐或居中，但要

15、全篇统一。段落首行：缩进5格或1个制表符（TAB）的距离。中文缩进2个字符。正文行距：1.5倍，times new roman 12ptThrough the observation of the students language learning process, it is discovered that many students can not remember English words effectively. One reason is that they adopt a mechanical method to memorize the words or sentences.

16、 So if the students want to make a great progress in learning foreign language, it is important for people to apply the appropriate strategies of memory in the learning process. In the past decades, many educational experts have done the researches about memory, including the individual memory syste

17、m, the memory process as well as the memory rules. These efforts have facilitated the study of memory strategy and its advancement. Therefore, in chapter two, there is an introduction to the concept of memory, stages of memory, standard model of memory and influences of forgetting.Based on memory th

18、eory, chapter three elaborates something about memory strategies, including the development of memory strategy, the definition of memory strategy and the classification of memory strategy. There is also a part about strategies of memory for different individuals, which explains the specific methods

19、that an individual could use to study, because everyone learns in a different way. Meanwhile, in the process of English acquisition, this paper illustrates a special language processing which is called “The Components of Language Processing” (Garman 137), and tries to find out how to unify memory st

20、rategy into English learning. As a foreign language teacher, it is important to teach the students how to use memory strategies to learn effectively. According to different characteristics of vocabulary, sentence and discourse, there are several memory strategies for each one to highlight the actual

21、 application of them in English learning process and tackle students' memorization problem. Therefore, the application of memory strategy in the foreign language learning will be presented in the last part.英文：正文用Times New Roman 12 pt（中文部分使用宋体小四号）。 章节标题：字型：英文用Arial 加粗（中文论文使用黑体字型），字号：英文用12pt（中文字号小

22、四）。 章节题目、图表、附录中的文字以及页码的字体可根据需要调整大小，一般用Arial加粗或者（中文）黑体。 段落首行：缩进5格或1个制表符（TAB）的距离。中文缩进2个字符。 正文行距：1.5倍。论文正文第二页起加页眉。Times New Roman 小五II. LITERATURE REVIEWAs what has been pointed out in many materials, memory and language learning have long been the interest of psychologists and psycholinguists, but it

23、still remains a comparatively worthy explored area. Many researchers have made their contribution and their constructive researches to pave the way for the present thesis. This part will deal with the basic study of memory.2.1 The Concept of Memory二级标题（节标题）：各词首字母必须大写，Arial, 12pt, 加粗（中文用黑体）；上空1行（1.5倍

24、行距），下不空行如果二级和二级以下的标题用阿拉伯数字编排序号，则所有标题均应左对齐二级以下的标题第一个词的首字母必须大写，而其余词的首字母，除了专有名词以外不必大写，Arial, 12pt, 加粗，三级及以下标题上下不空行特别注意：若二级或三级标题正排在一页的最后一行，一定将该标题另起一页书写。即二级或三级标题不要置于最后一行。Cognitive psychology has made substantial contributions to the theory of learning and instruction. It presents that human learning is a

25、 complex activity, when they are learning they receive, store, integrate, retrieve, and use vast amounts of information. Though memory seems to be understood easily, there are too many definitions for memory. Different psychologists in different times defined it from different points of view. “Memor

26、y is the ability to recover information about past events or knowledge and it deals with the process of recovering information about past events or knowledge” (Reber 265)引用文献中某一具体观点或文字时必须注明该观点或者该段文字出现的页码，没有页码是文献引用不规范的表现。.According to Chen Xianchun, “the process of memory can be divided into four lin

27、ks: memorization, retention, recall and recognition. People will remember first and then recall”(126).若作者的姓氏已在正文同一句中出现，则不需要在括号夹注中重复。Memorization and retention are to remember. Recognition or reproduction is to recall. Cognitive reconstruction also indicates that memory is the main storage mechanism

28、of human cognitive system and is a skill whose performance depends on application, on practice, and on regular training. Everyone has a first-class memory; and everyone can train and improve its efficiency. In short, memory has to do with recalling and using the retention of information over time.As

29、 memory has a great influence on difficulties in English learning, such as the long-term retention of words, the forgetting of words etc, many efforts have been expanded at identifying a variety of ways of English learning. Memory for English not only involves the memory of pronunciation and spellin

30、g, but also involves the memory of meanings, collocations and uses in different contexts. Therefore, in the following parts, memory theory will be introduced in detail.2.2 Stages of Memory如果二级和二级以下的标题用阿拉伯数字编排序号，则所有标题均应左对齐；Psychologists consider memory as the process by which people encode, store, an

31、d retrieve information. These three stages are not only essential to the process of memory of English knowledge, but also important to the efficiency of memorizing English.Encoding refers to learning the material in the first place, taking information from the environment and storing it in long-term

32、 memory. It also refers to acquiring new arrangements of knowledge by using the existing knowledge. Encoding is an important part in the process of learning. In this aspect, the teacher could strengthen the consciousness of students memory by using consciousness and unconsciousness to achieve the te

33、aching aim.Storage is keeping the material until it is needed. At this stage, the more orderly the information is stored, the easier it is for people to retrieve. The more accurate and complete the information, the better the chance of retrieval will be. There are two conditions to decide how well t

34、he information is stored: intensity and frequency. Intensity is related to the vividness of the information and the meaningfulness of the information and the emotion and association in the learner's mind. For instance, it usually takes little time to remember colorful things; it is also easy to

35、remember the content that makes you feel happy. Frequency refers to the times of the information representation. The more frequently one experience with something, the better its memory. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

36、xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx III. The APPLICATION OF MEMORY STRATEGYDuring the process of English learning, an overall goal for students is to develop automatic strategy use, as this increases efficiency when learning and studying. While in English teaching, teachers p

37、ay attention to what memory strategies to choose and they also should know how to apply them for different learners flexibly. In this chapter, the thesis will present the definitions of memory strategy, its classification and strategies for different individuals. Most important, the application of m

38、emory strategy in learning vocabulary, sentence and discourse will be discussed.3.1 Strategies of Memory Memory theory lays down theoretical foundation for the content of how to teach the techniques, principles and methods of memorization, and memory strategy has been studied for a significant progr

39、ess. Following are the introduction of memory strategy, including the definition and classification of it.3.1.1 Definitions of memory strategy三级标题、上下不空行Memory strategy mainly refers to the cognitive activity and the behavioral activity which human intend to enhance the memory operational effect unde

40、r the conscious control. The cognitive psychology research thought the differences of individual memory may greatly sum up to the different memory strategies and how individuals use them. They will directly influence the speed and the quality of ones memory. Flavell and his colleagues concluded thre

41、e stages for the development of memory strategy: 1. People have no strategy; 2.People can not apply the strategy initiatively at first, but after the induction, they can use the memory strategy; 3.People can use the strategy initiatively. Therefore, at early points in the acquisition of memory strat

42、egies, children use a strategy when adults instruct them to use the strategy but they do not generate the strategies spontaneously. It shows dramatic improvement when children can effectively use memory strategies. The deliberate tactics for remembering develop over a lengthy period that spans the e

43、lementary and middle school years. When they are fully acquired, strategies are applied spontaneously in a wide array of task settings.IV. CONCLUSIONThis paper is a tentative study on the application of memory strategy in the learning of English. In theory, major theories of memory provide a solid t

44、heoretical foundation for this study. On the basis of these theories, there is a study of memory strategies and examples are exploited to illustrate the application of the major memory strategies in the study of Englishwords, sentence and discourse.According to the above analysis and research, teach

45、ers would consciously adopt different memory theories and techniques to train and instruct students in the process of English teaching, which will greatly shorten the cognitive process from words to sentences then to the discourse. Language learning is the encoding and decoding process of two langua

46、ges and the internalization of two different cultures. Good memory is essential to English learning. It seems that reciting English words, sentences and discourse is foolish but actually is most effective. Enhancing students' memory ability becomes one of important teaching goals. Trained by sci

47、entific memory methods, most students will arrive at surprising achievement during a period time. However, not every memory strategy is effective to all learners. It depends on different learners using different memory techniques and different teachers adopting different memory strategies to instruc

48、t their students. Thus, it becomes necessary for the English teachers to learn some basic memory theories and techniques.The study of application of memory strategy can make contributions to English learning in China. When using the memory strategy, the learners must elaborate new information to an

49、unusual extent. That is to say, the memory strategy enhances learning by facilitating positive transfer from existing knowledge to the acquisition of new knowledge. The combination of memory strategy with English learning may play an important role in class, but we must recognize that the use of mem

50、ory strategy is one skill that must be developed by the learners. The effectiveness of memory strategy depends on the expertise and ability of the learners tested. A distinct set of skills may have to be developed in teachers both for training students to use memory techniques and for creating special techniques. Teachers 居中，Arial, 12pt, 上空两行，下空一行MLA “参考文献”格式范例WORKS CITED正文引用文献须按MLA的要求，著录在Works Cited之下，在正文最后一章结束后另页开始，页码与正文相连。文献著录必须按作者姓氏的字母顺序排列，不得以正文中出现的先后编码排序，不得使用阿