畢業(yè)論文格式要求--示例說明1(含封面、前五頁、正文)

1、論文中，英文用Times New Roman字體，漢語用宋體，行距1.5倍。本頁皆居中。Strategies and Skills for Promoting Listening Competence居中，Times New Roman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。題目中實(shí)詞的首字母大寫，虛詞除三個(gè)音節(jié)以上的單詞外都小寫。以下Times New Roman小三號(hào)，斜體。A ThesisSubmitted for Obtaining the B.A. Degree from School of Foreign Languages, Hubei University of Ch

2、inese MedicineByZhang SanSupervisedByA/Prof. Deng Yali May 26, 2012I居中，Times New Roman，三號(hào)，正體。Signature首行右縮4字符，Times New Roman小四號(hào)，題目名用斜體，其它正體，行距1.5倍，兩端對(duì)齊。The thesis Strategies and Skills for Promoting Listening Competence by Zhang San was reviewed and approved by A/Prof. Deng Yali on May 26, 2012.Sup

3、ervisor_(Signature)Acknowledgements此部分只是一個(gè)范本但切忌千篇一律！首行右縮4字符，Times New Roman，小四號(hào)正體，行距1.5倍，兩端對(duì)齊。居中，Times New Roman，三號(hào)，正體。The paper was completed on May 26, 2012, and many people have helped with it. Here I would particularly like to acknowledge my respectable supervisor, A/Prof. Deng Yali, for the val

4、uable advice that she has given to me in the writing of this paper, in addition to what she has taught in her class on how to prepare and write the paper. I also want to acknowledge the teachers in Foreign Languages and Literature Department of Hubei University of Traditional Chinese Medicine who ha

5、ve provided me with rich information and given me great encouragement. Besides, my friends should also be acknowledged for their kind and generous help. 需要原創(chuàng)、真實(shí)性的致謝，不能照搬上述范文！英文摘要首行頂格，Times New Roman五號(hào)正體，行距1.5倍，兩端對(duì)齊。Abstract: A number of people have frequently made the point that the total time and i

6、ndividual engagement in communication; approximately 9% of which is devoted to writing, 16%to reading,.Key words: promoting English listening; strategies; skillsAbstract和Key words黑體，五號(hào)正體。關(guān)鍵詞應(yīng)是3至5個(gè)名詞，分號(hào)隔開。中文摘要首行頂格，宋體，五號(hào)字，行距1.5倍，兩端對(duì)齊。摘要：據(jù)統(tǒng)計(jì)，聽、說、讀、寫在人們的語言使用中各占的時(shí)間比重一般是聽45%，說30%，讀16%，寫9%，。關(guān)鍵詞: 英語聽力的提高；策略

7、；技巧“摘要”和“關(guān)鍵詞”黑體，五號(hào)正體。關(guān)鍵詞應(yīng)是3至5個(gè)名詞，分號(hào)隔開。居中，Times New Roman，三號(hào)，正體。前三項(xiàng)與后面正文的目錄間隔兩行。Contents目錄自動(dòng)生成，其生成步驟：1、在正文中對(duì)各級(jí)標(biāo)題根據(jù)級(jí)別設(shè)置章節(jié)目錄：先選定一個(gè)標(biāo)題，然后在“樣式”中選定相應(yīng)級(jí)別的“標(biāo)題”。2、在目錄頁選定位置上生成論文目錄：在“插入”中選“索引和目錄”，再在其中選“目錄”后確定即可。（注意：1、目錄中的“Abstract” 和 “Acknowledgements”需要手工填寫。2、如果生成的目錄中的字體、字號(hào)等跟規(guī)定不符，只要將所有目錄項(xiàng)目選中后作相應(yīng)調(diào)整即可。）Acknowledg

8、ementsIAbstract in EnglishII Abstract in Chinese.III1.0 Introduction12.0 Literature Review23.0 Listening Comprehension Process23.1 The Stage of the Language Receiving33.2 The Stage of Comprehension33.3 The Stage of General Cognition34.0 Characteristics of the Listening Process34.1 Spontaneity34.2 Co

9、ntext44.3 Visual Clues44.4 Listeners Response44.5 Speakers Adjustment45.0 Common Listening Barriers45.1 Low Speed45.2 Shortage of Imagination and Ability45.3. Not Seizing the Main Points45.4 Lack of Background Information45.5 Lack of Coherent Remembering Ability46.0 The Ways to Improve College Engli

10、sh Listening46.1 Pronunciation56.2. Vocabulary56.3. Background Knowledge56.4 Notes56.5. Multi-media56.5.1 Issues about Traditional Listening Educational Model56.5.2 The Use of Modern Teaching Equipment56.5.3 Practice57.0 The Ways to Improve Your Listening Skills and Ability57.1. Listening67.1.1 List

11、en-really Listen-to One Person for One Day.67.1.2 Create a Receptive Listening Environment.67.1.3 Dont Talk When Im Interrupting.67.1.4 Dont Overdo It.67.1.5 Practice Mind-mapping.67.1.6 Be Alert to Your Body Language67.1.7 Abstain From Judging67.1.8 Listen With Empathy67.1.9 Be Sensitive to Emotion

12、al Deaf Spots67.1.10 Create and Use an Active-listening Attitude67.2 Speaking67.3 Reading77.4 Writing77.5 Tips for Being a Good Listener77.5.1 Pay Attention77.5.2 Show That You Are Listening77.5.3 Provide Feedback77.5.4 Defer Judgment77.5.5 Respond Appropriately78.0 Conclusion7Bibliography8Appendice

13、s10注意：1、目錄的頁碼和正文分開的方法是：1) 在目錄后面插入一個(gè)“分節(jié)符（下一頁）”，例如在目錄部分通過“插入頁碼格式，設(shè)置頁碼格式為I、II、III”，確定。2) 在正文部分：插入頁碼 格式設(shè)置格式為“1、2、3”，記得將下面的“續(xù)前節(jié)”改為“起始頁碼”輸入數(shù) 字 1 即可。2、如果自動(dòng)生成的目錄部分都是大寫字母，請(qǐng)全選整個(gè)目錄，按右鍵，把“字體”欄目下的“小型大寫字母”取消，然后把字體改為Times New Roman即可。3、Appendices可根據(jù)論文的需要取舍。6 標(biāo)題左頂格，Times New Roman四號(hào)字，黑體正體。一級(jí)標(biāo)題與段后間距1.5倍（下同）。正文排版兩端對(duì)齊

14、。各級(jí)標(biāo)題序號(hào)如1.0與后面的標(biāo)題要點(diǎn)間空兩格,中間無標(biāo)點(diǎn)。以下同。1.0 IntroductionWith the numerous countries entry into WTO, the future world economy will realize the integration, and this also requests the language integration, namely in the worldwide scale, so an international language is needed, and English is such a kind of l

15、anguage. It is hard to improve ones English listening comprehension, though according to the foreign language study, 45% information is obtained from listening, 30% from speaking, 16% from reading, and 9% from writing. These data show that English listening plays an important role in English learnin

16、g. Moreover, the author knows from the investigation and study that many people already begin to use modern teaching device such as the broadcast, television, radio, cassette player, VCD, computer and other multimedia tools to train their listening ability. It is difficult to learn English listening

17、 for many students. 注意：所有一級(jí)標(biāo)題用四號(hào)黑體; 一級(jí)標(biāo)題與前段之間空一行，與后段間距1.5倍行距； 所有二級(jí)及以下標(biāo)題用小四號(hào)（不黑體），與前段間距1.5行距; 所有正文內(nèi)容用五號(hào); 英文用Times New Roman，中文用宋體； 正文行距為1.5倍; 內(nèi)注格式一般為(姓氏，年份：頁碼)。引言前若指出了作者，內(nèi)注只需列出（時(shí)間：頁碼）。標(biāo)點(diǎn)符號(hào)一定要用英文狀態(tài)下的雙引號(hào)，英文內(nèi)容中其它標(biāo)點(diǎn)也必須用英文狀態(tài)下的相應(yīng)符號(hào)。內(nèi)注格式：(姓氏，年份：頁碼)。如果引用的是古代人的話，如孔子等，但編書的作者（或譯者）是另一個(gè)人，如張先生等，內(nèi)注中的時(shí)間為參閱版本的出版時(shí)間和頁碼

18、，如（張先生，1986：28），但后面的參考文獻(xiàn)一般列為：原說話人+編者（譯者）+書名（作品名）+文獻(xiàn)標(biāo)注+出版社地（期刊名及刊號(hào)）+出版時(shí)間+參考頁碼各級(jí)標(biāo)題中實(shí)詞和虛詞三個(gè)音節(jié)以上的首字母大寫。2.0 Literature Review3.0 Listening Comprehension Process內(nèi)注格式：(姓氏，年份：頁碼)。二級(jí)以下標(biāo)題與前段間距也為1.5倍行距左邊距后縮2個(gè)字（下同）。Listening is a kind of complicated process, as Wallace (1992: 37-38) proposes, “it is not just a

19、question of interpreting the description of facts, phenomena, or behavior but of being aware of a range of different attitudes to them, even if we do not personally share those attitudes”. During listening, “each source of information contributing to a comprehensive reconstruction of the meaning of

20、the text” (Eskey, 1988:94). That is,.3.1 The Stage of the Language ReceivingThe stage of the language receiving is the first step of the listening comprehension. In this stage, listeners mainly identify some characters from objective languages pronunciation, syntax and meaning of a word, and then re

21、ceive as well as analyze this information. For example, .3.2 The Stage of Comprehension Comprehension is a complicated and multi-gradation process. It is not only a process that distinguishes pronunciation, word and sentence to comprehend the whole article, but also a process requests the coherence

22、in the beginning and the ending, think over and over again, and a deep understand. In this stage,.3.3 The Stage of General CognitionThe main task of this stage is to analyze, choose and arrange the information that heard and kept in the short-term memory, and then keep in the long-term memory, for a

23、ccumulating the knowledge in listening channel. At this time, because the listeners capacity of 4.0 Characteristics of the Listening ProcessFrom the previous section the listeners have seen that there is a great variety of situations where they need to listen to English. It is important to understan

24、d the characteristics or processes behind these listening situations so that the teachers can design appropriate activities to students develop effective listening strategies.Generally speaking, listening in real life has five characteristics, that is, Spontaneity, Context, Visual Clues, Listeners R

25、esponse and Speakers Adjustment. (Ur,1984:21-34)4.1 SpontaneityWhile some of the things that the listeners listen to be rehearsed, e.g. radio news, television news and shows, movies, theater, and some formal lectures,.4.2 ContextBoth the listener and the speaker in real life usually know the context

26、 of listening. In other words, .4.3 Visual CluesThe listeners can frequently see the person whom they are listening to. This means 4.4 Listeners ResponseMost of the listening in daily life allows the listener to respond to the speaker, such as.4.5 Speakers AdjustmentIn most cases, the speaker is tal

27、king directly to the listener, so he or she can adjust the way of .5.0 Common Listening BarriersListening as an important comprehensive skill is being paid attention to and grasped by more and more people. Simultaneously people deeply feel the difficulty in grasping this skill. According to investig

28、ation and research, the author discovered that the listener's difficulty mainly displayed in the following several aspects:5.1 Low SpeedThe author frequently hears that listeners complain about the listening speed excessively fast, the information flashed and 5.2 Shortage of Imagination and Abil

29、ityMajority listeners try their best to understand the whole article word by word, as soon as students meet difficulties in one word, .5.3. Not Seizing the Main PointsAs if some listener understood each sentence, but cannot speak out the real meaning of the whole text, because they are not good at g

30、aining the main points and .5.4 Lack of Background InformationWe often discover that when listener hear some familiar materials, it is easy for them to 5.5 Lack of Coherent Remembering AbilityThe listener can understand the word meaning, but cannot remember the contents after listening, when they li

31、sten to the following contents and then they forget the former contents, 6.0 The Ways to Improve College English ListeningIn a word, listening is the synthesis application ability of pronunciation, grammar and vocabulary.6.1 PronunciationEspecial the first step of listening comprehension is that acc

32、epts pronunciation information, therefore 引文來源：(姓氏and姓氏，年份：頁碼)At the same time, article, some pronoun, auxiliary, conjunction and some prepositions are generally not stressed in sentence from the spoken language grammar. A research indicates that there are 19 common words are weak-read on 90% occasi

33、ons in continuity conversation, such as: at, of, the, to, as, and, or, a, his, an, but, been, for, her, we, he, shall, was, them and so on（Dick and Baley,1991:21-26）.6.2. VocabularyObviously, to associate and infer positively through the word meaning is more advantageous in comprehending the real co

34、nnotation.6.3. Background KnowledgeEveryone can discover frequently, when listeners are familiar with background material, the listeners can understand it easily. On the contrary, regarding oneself non-familiar or completely strange content, achieving the similar degree is more 6.4 NotesThis is a ta

35、sk that requires the listener to take notes while listening. Usually, it is done with a guide of a table with heading given. 6.5. Multi-media6.5.1 Issues about Traditional Listening Educational ModelOver a long time, listen to the recording material - check the answer - listen to the recording mater

36、ial again. 6.5.2 The Use of Modern Teaching EquipmentPutting multimedia and electrical audio-visual equipment to use is an important way to reform teaching method and realize teachings modernization.6.5.3 PracticeListening is a skill requiring a lot of practice. It is right that paying attention to

37、listening skill, but once the skill separates from the practice, it just "be an armchair strategist". .7.0 The Ways to Improve Your Listening Skills and AbilityThe purpose of middle school English teaching is to improve the students' four skills of listening, speaking, reading and writ

38、ing, But this is not the final purpose. The final purpose is to lot let students be able to use the language.7.1. ListeningThe teachers often speak of the four skills- listening, speaking, reading and writing. 7.1.1 Listen-really Listen-to One Person for One Day. Choose one person you could relate t

39、o better. Commit to listening to them-not just hearing them-for one day. .7.1.2 Create a Receptive Listening Environment. Turn off the TV. Hold your calls. Put away your spread sheets and silence your computer. .7.1.3 Dont Talk When Im Interrupting. If someone else is interrupting, avoid the temptat

40、ion to reply in kind. It'll just raise the . 7.1.4 Dont Overdo It. Sometimes newcomers to the skill of listening can get carried away. They know they're supposed to have eye contact, . 7.1.5 Practice Mind-mapping. An excellent method for note taking is mind-mapping. . 7.1.6 Be Alert to Your

41、Body Language What you do with your eyes, face, hands, arms, legs, and posture sends out signals as to . 7.1.7 Abstain From Judging As someone once advised, Grow antennae, not horns. If you prejudge someone as shallow or .7.1.8 Listen With Empathy No matter how outrageous, inconsiderate, false, self

42、-centered, or pompous the person . 7.1.9 Be Sensitive to Emotional Deaf Spots Deaf spots are words that make your mind wander or go off on a mental tangent. They.7.1.10 Create and Use an Active-listening Attitude Learning to be an active listener is like learning to be an active jogger. It takes eff

43、ort. .7.2 SpeakingSpeaking can't be taught separately. It is often connected with listening. So we often speak of listening and speaking.7.3 ReadingReading is an important way of gaining information in foreign language learning,7.4 WritingWriting is one way of providing variety in classroom proc

44、edures. It provides a student with7.5 Tips for Being a Good Listener7.5.1 Pay Attention Give the speaker your undivided attention and acknowledge the message. Recognize that . 7.5.2 Show That You Are ListeningUse your own body language and gestures to convey your attention.7.5.3 Provide Feedback Our

45、 personal filters, assumptions, judgments, and beliefs can distort what we hear. .7.5.4 Defer Judgment Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. . 7.5.5 Respond Appropriately Active listening is a model for respect and understanding. You

46、 are gaining information and.8.0 ConclusionIn brief, listening comprehension not only requests the listeners to have good language knowledge and non-language skill, but also needs the listener to transfer each language factor and the non-language factor as far as possible, such as pronunciation, syn

47、tax, word meaning, background knowledge, listening skill, individual experience and so on, of course, .參考文獻(xiàn)另起一頁。頂格Times New Roman，四號(hào)黑體，多倍行距1.25個(gè)值。英文書名、期刊名斜體。單作者時(shí)，先姓（全寫）后名（縮寫）。名也可全寫，但前要保持后一致。需標(biāo)明“文獻(xiàn)類別，出版城市名，出版社、出版時(shí)間、頁碼”標(biāo)點(diǎn)符號(hào)用英文狀態(tài)下的標(biāo)點(diǎn)符號(hào)。英文文獻(xiàn)在前，中文文獻(xiàn)隨后。英文按姓氏的字母順序、中文按拼音首字母順序排列。Bibliography:1 序號(hào)與姓氏間空兩格，第二行及下與第一行左對(duì)齊。Brown, D. Teaching by Principle: An Interactive Approach to Language Pedagogy M. 北京：外語教學(xué)與研究出版社,2000: 27-29.英文期刊名斜體，文章名不斜體，期刊需標(biāo)明“年份(第幾期)：起止頁碼”。2 Con