外國語學(xué)院英語專業(yè)畢業(yè)論文格式要求與格式樣本

1、外國語學(xué)院英語專業(yè)畢業(yè)論文格式要求與格式樣本外國語學(xué)院英語專業(yè)畢業(yè)論文格式要求與格式樣本一、一、 畢業(yè)論文格式要求：畢業(yè)論文格式要求： 1 1、畢業(yè)論文應(yīng)依次包括如下頁面：、畢業(yè)論文應(yīng)依次包括如下頁面：1）中文封面2）英文封面3）作者聲明4）致謝5）英文摘要和關(guān)鍵詞6）中文摘要和關(guān)鍵詞7）目錄8）正文9）注釋（如無尾注，可省略）10）參考文獻11）附錄2 2、頁碼標(biāo)號、頁碼標(biāo)號：正文前頁碼用羅馬數(shù)字如 i, ii, iii, iv，從正文開始用阿拉伯?dāng)?shù)字 1，2，3 標(biāo)明頁碼。頁碼一律居中居中打印。3 3、摘要、關(guān)鍵詞：、摘要、關(guān)鍵詞：英文英文(1) Abstract：三號；“Abstract

2、”粗體, 居中；(2) Keywords：3-5 個用“；”分隔；小四號； 最后一個關(guān)鍵詞后不用標(biāo)點符號；除專有名詞，單詞首字母不大寫；“Keywords” 粗體漢語漢語(1) 摘要：三號；“摘 要”粗體, 居中；(2) 關(guān)鍵詞：3-5 個用“；”分隔；小四號；最后一個關(guān)鍵詞后不用標(biāo)點符號；“關(guān)鍵詞”粗體。4 4、目錄：、目錄： 1) 目錄部分最多保留到三級標(biāo)題，注意不同層次的縮進。2)各級標(biāo)題中的實詞首字母大寫實詞首字母大寫，虛詞小寫虛詞小寫。各級標(biāo)題內(nèi)容格式應(yīng)與正文部分相應(yīng)標(biāo)題保持一致。3) 一級標(biāo)題：粗體小四號字；其余二級、三級標(biāo)題為小四號字； 目錄部分行間距為 1.5 倍。5 5、正文

3、格式：、正文格式：1） 文章題目不必出現(xiàn)在正文頁。2） 各級標(biāo)題一般要求左對齊打印。標(biāo)題一律用粗體。一級標(biāo)題：粗體四號字；二級標(biāo)題：粗體小四號字；三級標(biāo)題：粗體小四號字。3） 英文一律采用 Times New Roman 小四號，全文雙倍行距；如有漢字（參考文獻部分） ，一律用五號宋體。4） 正文中如每一段開頭縮進四個英文字符的位置，則段與段之間不空行；如每一段開頭不縮進，段與段之間必須空一行。5） 正文中一級標(biāo)題間的段落空一行。6 6、引用：、引用：1）文中引用人名應(yīng)與參考文獻保持一致，即參考文獻部分為英文的用英文，漢語的則用漢語拼音；2）文中直接引用成段文字時，該段文字用五號，第一行縮進

4、6 個字符，其余行兩端縮進 4 個字符。7 7注釋：注釋：（1）除了文學(xué)類畢業(yè)論文可以使用尾注注釋方式，其余要求使用夾注注釋方式。（2） 夾注中所列指的文獻，必須在參考文獻中列出。如作者及作品為中文，夾注中書寫作者姓氏時必須使用拼音。 ）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

5、).2 ) 間接引用間接引用 According to Alun Rees (1986)也可位于引語的最后, 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 )

6、 互聯(lián)網(wǎng)資料：互聯(lián)網(wǎng)資料：格式：編號例： “A deconstructive reading is a reading which analyses the specificity of a texts critical difference from itself” (Net. 2).(注：Net. 1, Net. 2, Net. 3,只是為了便于注明文內(nèi)引語的出處，具體格式見下文參考文獻中的相關(guān)內(nèi)容) 8 8參考文獻：參考文獻：1）參考文獻須另起一頁。2） “References”三號粗體，居中。3）英文參考文獻在前，中文參考文獻在后。英文參考文獻按作者首字母順序排列；同一作者按年排列。中

7、文按照作者姓氏的拼音字母順序，排到所有英文文獻后。4）字體為英文小四號,中文五號。5） 參考文獻（即引文出處）的類型以單字母方式標(biāo)識，具體如下：M專著 C論文集 N報紙文章 J期刊文章D學(xué)位論文 R報告 P專利 A文章6） 作者姓名采用“姓在前名在后”原則，具體格式是： 姓，名字的首字母. 如： Malcolm Richard Cowley 應(yīng)為：Cowley, M.R.，如果有兩位作者，第一位作者方式不變，&之后第二位作者名字的首字母放在前面，姓放在后面，如：Frank Norris 與Irving Gordon 應(yīng)為：Norris, F. & I. Gordon；7）書名、

8、報刊名使用斜體字，如：Mastering English Literature，English Weekly。例子：例子：英文參考文獻英文參考文獻1.專著專著：1) 基本格式（請嚴(yán)格注意標(biāo)點符號）：作者的姓名（英文作者的姓，名）.年份.書名（斜體斜體）.出版地:出版商. 如果同一作者兩本以上同年出版的參考書，在年份后用 a，b ，c 等標(biāo)出； 如有第二行，則須縮進如有第二行，則須縮進 4 4 個英文字符個英文字符。例：Chomsky, N. 1981a. Lectures on government and bindinM. Dordrecht: Foris.Chomsky, N. 1981b

9、. Theory of markedness in generative grammarM. Pisa, Italy: Scuola Normale Superiore. 2) 書的主編（格式：各項信息的排列順序基本同上，在主編姓名后加 ed.）：例：Hall, David, ed. 1981.The Oxford book of American literary anecdotes. New York: OUP.3) 機構(gòu)作者（格式：各項信息的排列順序基本同上）：例：American library association. 1983. Intellectual freedom manua

10、l. 2nd ed. Chicago: ALA.4) 翻譯著作（格式：各項信息的排列順序基本同上，加 xx Trans.）：例：Calvino, I. 1986. The uses of literature. P. Creagh Trans. San Diego: Harcourt.2.2. 文章：文章：1) 期刊文章基本格式（請嚴(yán)格注意標(biāo)點符號）：作者姓名.年份.篇名.刊名（要斜體）.刊物的卷號和期號:文章的起止頁碼. 例：Boling, D. 1965. The atomization of meaningJ. Language 41:555-573.2) 論文集中的文章基本格式（請嚴(yán)格

11、注意標(biāo)點符號）：作者姓名.年份.篇名.論文集作者姓名.eds. 論文集名稱（要斜體要斜體）. 出版地:出版商. 文章的起止頁碼. 例：Peters, M & T. B. Stephen. 1986. Interaction routines as cultural influences upon language acquisition. In Schieffelin, B. B. & E. Ouches, eds. Language Socialization Across CulturesC. Cambridge: CUP, 80-96. 3.3. 文字資料：文字資料：（注

12、意：此部分涉及的文獻既可能是中文的，也可能是英語的，請使用（注意：此部分涉及的文獻既可能是中文的，也可能是英語的，請使用相應(yīng)的中、英文標(biāo)點符號！）相應(yīng)的中、英文標(biāo)點符號?。? ) 電腦軟件基本格式：制作人姓名，年份，軟件名稱，型號。2 ) 電影、電視、廣播、錄像、錄音、藝術(shù)品等：基本格式：片名（或節(jié)目名） ，年份或播出日期，導(dǎo)演（或制作者）姓名，出品地（或播出臺、地） 。3 ) 互聯(lián)網(wǎng)資料：(分別置于分別置于英文參考文獻和中文參考文獻之后英文參考文獻和中文參考文獻之后)基本格式：如果是中文的參考中文參考文獻的格式，英文的則參考英文參考文獻的格式，例如：Net. 1, Steven Pinker

13、. 2006. Second language acquisition of Spanish and French unaccusative verbs. http:/www.ecs.soton.ac.uk/harnad/Papers/Py104/pinker.langacq.html.Net.2,楊玉，2006，淺談我國農(nóng)村初級中學(xué)英語時態(tài)的教學(xué)現(xiàn)狀與教學(xué)策略。http:/ 1、期刊文獻的格式期刊文獻的格式：“作者，發(fā)表時間，文章題目名， 發(fā)表的期刊名,卷號(期數(shù)):引文頁碼。 如有第二行，則須縮進 4 個英文字符”例如： 楊揚、王玉、周洲，2000，油田儲層非均質(zhì)性研究， 高校地質(zhì)學(xué)報 ，

14、第 3 期 223-230頁。 2）圖書或碩士、博士文獻的格式圖書或碩士、博士文獻的格式：“作者，出版時間， 著作題目名（碩博論文名） 。出版社名稱（碩博畢業(yè)院校名） 。如有第二行，則須縮進 4 個英文字符”例如： 徐通鏘，1997，語言論。長春：東北師范大學(xué)出版社。張三四，2005， 論非作格動詞的習(xí)得路徑 。江南大學(xué)博士論文。3）會議文獻的格式：會議文獻的格式：“作者，發(fā)表時間，文章題目名。會議名稱,卷號(期數(shù)):引文頁碼。 如有第二行，則須縮進 4 個英文字符” 例如：孫力等，2000,儲層條件下水淹油層測井響應(yīng)機理實驗研究。北京國際學(xué)術(shù)討論會，第 10-11 頁。9 9論文指導(dǎo)記錄論文

15、指導(dǎo)記錄：要求外語學(xué)院本科畢業(yè)論文指導(dǎo)記錄外語學(xué)院本科畢業(yè)論文指導(dǎo)記錄附在論文之后，指導(dǎo)教師的意見或建議需填寫在表格內(nèi)。注意：紙張與頁面設(shè)置注意：紙張與頁面設(shè)置 (1)A4、縱向、單面打印。(2)頁邊距：上 2.5cm、下 2.5cm、左 3cm、右 2cm；(3)裝訂線 0cm、頁眉 1.8cm、頁腳 1.4cm（本格式主要在原英語系畢業(yè)論文格式基礎(chǔ)之上，參閱了本格式主要在原英語系畢業(yè)論文格式基礎(chǔ)之上，參閱了外語教學(xué)與研究外語教學(xué)與研究及部分大學(xué)外語學(xué)院及部分大學(xué)外語學(xué)院畢業(yè)論文格式要求畢業(yè)論文格式要求）三、參考格式樣本：三、參考格式樣本： 本 科 畢 業(yè) 論 文論文題目論文題目( (二號粗

16、體二號粗體) ) 副標(biāo)題（小二號粗體）副標(biāo)題（小二號粗體）姓名：（小二號）學(xué)號：（小二號）指導(dǎo)教師姓名： 職 稱： 單 位： 外國語學(xué)院 專 業(yè) 名 稱 ： 英 語 申請學(xué)位級別： 學(xué) 士 論文提交日期： 2019 年 4 月 學(xué)位授予單位： 玉溪師范學(xué)院 二一 九年四月Title( (二號粗體二號粗體) ) - -Subtitle（小二號粗體）（小二號粗體）Your NameSupervisorX X XA Thesis Submitted as aPartial Fulfillment for the Degree ofB.A. in EnglishSCHOOL OF FOREIGN LA

17、NGUAGESYUXI NORMAL UNIVERSITYMonth, year玉溪師范學(xué)院外國語學(xué)院本科畢業(yè)論文iStatement of AuthorshipExcept where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or part from a thesis presented by me for another degree or diploma.No other persons w

18、ork has been used without due acknowledgement in the main text of the thesis.This thesis has not been submitted for the award of any other degree or diploma in any tertiary institution.Signed: (拼音)Date: 玉溪師范學(xué)院外國語學(xué)院本科畢業(yè)論文iiAcknowledgmentsThere are a number of people to whom this dissertation and its

19、author owe a great deal over a long period of time.Professor XXX, my supervisor, spares no time and energy, out of his heavy load of office work, teaching and research commitments, to provide substantial guidance on my career as well as on this dissertation. I still feel sorry that he had to read th

20、rough the first draft on the Spring Festival holiday. During the preparation of this paper, the detailed advice and constant help from him have been both academically authoritative and generous. I also wish to take this opportunity here to thank him for opening up before me a world of wonders in Eng

21、lish literature and a world of surprises in literary criticism.Professor XXX has been giving me continual encouragement for any originality I could have. To him I own not only the present dissertation but also my first published paper on Lord of the Flies. His handling of the classroom discussion al

22、ways inspires me to ask and answer for myself. I need also to thank him for his patient help on the format of this dissertation.Professor XXX has introduced me to the golden treasure of English poetry. His role-playing explanations of the English poems bring me to a fuller and deeper appreciation. I

23、f the method of analysis in this dissertation is somewhat transplanted from criticism in poetry, it is because I strongly wish to expand my interest in poetry appreciation and criticism, raised by Professor XX, to the other area of literary interpretation.My special thanks should also go to Professo

24、r XX, whose lectures on the structure of English drama have created in me a strong interest for the structures of literary work. Without his strenuous efforts at enlightenment, I could not have chosen to write on the structural aspect of Lord of the Flies.Finally, I wish to thank Professor XX and Pr

25、ofessor XXX, whose lectures have made me fully aware that language is not transparent as a system of signs at the first year of my study in literature. Their lectures have greatly helped me in my search for the author and the audience, and the additional meanings in the form of language itself, and

26、I hope this is reflected here.玉溪師范學(xué)院外國語學(xué)院本科畢業(yè)論文iiiAbstract(以下是一位學(xué)生論文的一部分僅供格式參考以下是一位學(xué)生論文的一部分僅供格式參考,沒作語言修改沒作語言修改)This article focuses on the role of noticing and noticing the gap in second language acquisition. It is argued that this notion has gained wide support on the basis of intuition and assumpt

27、ion rather than on the findings of appropriate and exhaustive empirical research. The aim of this paper is twofold: a) to consider the theoretical constructs that underlie the role of noticing, and b) to assess the validity of the assumption that noticing enhances language acquisition. This paper co

28、ncludes that 1) empirical research has yet to validate the role of noticing in language acquisition, 2) an alternative view offered by Truscott (1998), which suggests that noticing is merely tied to the acquisition of metalinguistic knowledge, is worthy of investigation, and 3) future research into

29、the relationship between training learners to notice linguistic forms and the acquisition of metalinguistic knowledge may enhance our understanding of noticing in second language acquisition.Key words: noticing; metalinguistic knowledge; linguistic forms玉溪師范學(xué)院外國語學(xué)院本科畢業(yè)論文iv摘 要關(guān)鍵詞：玉溪師范學(xué)院外國語學(xué)院本科畢業(yè)論文vCo

30、ntentsStatement of Authorship i Acknowledgements ii Abstract .iii 摘要 iv 1. Introduction1 1.1 The background of the Study.1 1.2 The Significance of the Study .2 1.3 The Scope of the Study.3 1.4 The Research Questions32. Literature review.4 2.1 Definitions of Reading Aloud.4 2.2 Related Theories.53. R

31、esearch Methodology.6 3.1 Subjects .6 3.2 The Research Instruments.7 3.3 Procedures and Data Collection74. Findings and Data Analyses.8 4.1 Findings84.1.1 Findings from Questionnaires94.1.2 Findings from Interviews.104.1.3 Findings from Observation 11 4.2 Data Analysis124.2.1 Data Analysis from Ques

32、tionnaires.134.2.2 Data Analysis from Interviews.144.2.3 Data Analysis from Observation.155. Discussion .166. Conclusion .17ReferencesAppendices 玉溪師范學(xué)院外國語學(xué)院本科畢業(yè)論文viList of Figures and TablesTable 1 圖表名稱(無需頁碼)Table 2 圖表名稱Table 3 圖表名稱玉溪師范學(xué)院外國語學(xué)院本科畢業(yè)論文viiList of Abbreviations EFL: English as Foreign La

33、nguage(無需頁碼)FL: Foreign Language(注：如無此頁需求，可省去)玉溪師范學(xué)院外國語學(xué)院本科畢業(yè)論文11. IntroductionThe 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 propo

34、sal 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)

35、assess the validity of the assumption that noticing enhances language acquisition. 2. The Theoretical Constructs That Underlie the Role of Noticing2.1 Consciousness Raising and Noticing The term consciousness raising refers to the drawing of learners attention to the formal properties of language (F

36、ee 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

37、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 Schmidts hypothesis and the place o

38、f noticing in L2 acquisition the following model, proposed by Ellis, is useful.3. Influences on NoticingJones (1978), in harmony with Schmidts discussion of memory processing above, 玉溪師范學(xué)院外國語學(xué)院本科畢業(yè)論文2comments that it is inside short-term memory that noticing must in reality take place, since the spo

39、tlight consciousness (Magistrale, 1992, p.142) provided by short-term memory is 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

40、 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 Per

41、ceptual 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. ConclusionIt can be seen that there are various views regarding the role of conscious and unconscious