外語(yǔ)外貿(mào)學(xué)院英語(yǔ)專業(yè)畢業(yè)論文格式要求及范本

1、外語(yǔ)外貿(mào)學(xué)院英語(yǔ)專業(yè)畢業(yè)論文格式要求與格式樣本一、 畢業(yè)論文格式要求： 1、畢業(yè)論文應(yīng)依次包括如下頁(yè)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）正文8）注釋（如無(wú)尾注，可省略）9）參考文獻(xiàn)10）附錄2、頁(yè)碼標(biāo)號(hào)：正文前頁(yè)碼用羅馬數(shù)字如 I, II, III, IV，從正文開(kāi)始用阿拉伯?dāng)?shù)字1，2，3標(biāo)明頁(yè)碼。頁(yè)碼一律居中打印。3、摘要、關(guān)鍵詞：英文(1) Abstract：三號(hào)；“Abstract”粗體, 居中；(2) Keywords：3-5個(gè)用“；”分隔；小四號(hào)； 最后一個(gè)關(guān)鍵詞后不用標(biāo)點(diǎn)符號(hào)；除專有名詞，單詞首字母不大寫；“Keywords”

2、 粗體漢語(yǔ)參照論文格式范本。行距為1.5倍。4、正文格式：1） 文章題目不必出現(xiàn)在正文頁(yè)。2） 各級(jí)標(biāo)題一般要求左對(duì)齊打印。標(biāo)題一律用粗體。一級(jí)標(biāo)題：粗體四號(hào)字；二級(jí)標(biāo)題：粗體小四號(hào)字；三級(jí)標(biāo)題：粗體小四號(hào)字。3） 英文一律采用Times New Roman小四號(hào)，全文雙倍行距；如有漢字（參考文獻(xiàn)部分），一律用五號(hào)宋體。4） 正文中如每一段開(kāi)頭縮進(jìn)兩個(gè)漢字（或四個(gè)英文）字符的位置，則段與段之間不空行；如每一段開(kāi)頭不縮進(jìn)，段與段之間必須空一行。5） 正文中一級(jí)標(biāo)題間的段落空一行。5、引用：1）文中引用人名應(yīng)與參考文獻(xiàn)保持一致，即參考文獻(xiàn)部分為英文的用英文，漢語(yǔ)的則用漢語(yǔ)拼音；2）文中直接引用成段

3、文字時(shí)，該段文字用五號(hào)，第一行縮進(jìn)6個(gè)字符，其余行兩端縮進(jìn)4個(gè)字符。6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(xiàn)，必須在參考文獻(xiàn)中列出。如作者及作品為中文，夾注中書(shū)寫作者姓氏時(shí)必須使用拼音。）例如：1) 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, 196

4、8: 3).2 ) 間接引用 According to Alun Rees (1986)也可位于引語(yǔ)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 )

5、 互聯(lián)網(wǎng)資料：格式：編號(hào)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(yǔ)的出處，具體格式見(jiàn)下文參考文獻(xiàn)中的相關(guān)內(nèi)容) 7參考文獻(xiàn)：1）參考文獻(xiàn)須另起一頁(yè)。2）“References”三號(hào)粗體，居中。3）英文參考文獻(xiàn)在前，中文參考文獻(xiàn)在后。英文參考文獻(xiàn)按作者首字母順序排列；同一作者按年排列。中文按照作者姓氏的拼音字母順序

6、，排到所有英文文獻(xiàn)后。4）字體為英文小四號(hào),中文五號(hào)。5） 參考文獻(xiàn)（即引文出處）的類型以單字母方式標(biāo)識(shí)，具體如下：M專著 C論文集 N報(bào)紙文章 J期刊文章D學(xué)位論文 R報(bào)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(shū)名、報(bào)刊名使用斜體字，如：Mast

7、ering English Literature，English Weekly。例子：英文參考文獻(xiàn)1.專著：1) 基本格式（請(qǐng)嚴(yán)格注意標(biāo)點(diǎn)符號(hào)）：作者的姓名（英文作者的姓，名）.年份.書(shū)名（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(shū)，在年份后用a，b ，c 等標(biāo)出； 如有第二行，則須縮進(jìn)4個(gè)英文字符。例：Chomsky, N. 1981a. Lectures on government and bindinM. Dordrecht: Foris.Chomsky, N. 1981b. Theory of markedness in generative grammarM. P

8、isa, Italy: Scuola Normale Superiore. 2) 書(shū)的主編（格式：各項(xiàng)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(jī)構(gòu)作者（格式：各項(xiàng)信息的排列順序基本同上）：例：American library association. 1983. Intellectual freedom manual. 2nd ed. Chicago: ALA.4) 翻譯著作（格式：各項(xiàng)信息的排列順序基本同上，

9、加xx Trans.）：例：Calvino, I. 1986. The uses of literature. P. Creagh Trans. San Diego: Harcourt.2. 文章：1) 期刊文章基本格式（請(qǐng)嚴(yán)格注意標(biāo)點(diǎn)符號(hào)）：作者姓名.年份.篇名.刊名（要斜體）.刊物的卷號(hào)和期號(hào):文章的起止頁(yè)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(qǐng)嚴(yán)格注意標(biāo)點(diǎn)符號(hào)）：作者姓名.年份.篇名.論文集作者姓名.eds. 論文集名稱（要斜體）. 出版地:出版商. 文章

10、的起止頁(yè)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. 文字資料：（注意：此部分涉及的文獻(xiàn)既可能是中文的，也可能是英語(yǔ)的，請(qǐng)使用相應(yīng)的中、英文標(biāo)點(diǎn)符號(hào)?。? ) 電腦軟件基本格式：制作人姓名，年份，軟

11、件名稱，型號(hào)。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(tái)、地）。3 ) 互聯(lián)網(wǎng)資料：(分別置于英文參考文獻(xiàn)和中文參考文獻(xiàn)之后)基本格式：如果是中文的參考中文參考文獻(xiàn)的格式，英文的則參考英文參考文獻(xiàn)的格式，例如：Net. 1, Steven Pinker. 2006. Second language acquisition of Spanish and French unaccusative verbs.Net.2,楊玉，2006，淺談我國(guó)農(nóng)村初級(jí)中學(xué)英語(yǔ)時(shí)態(tài)的教學(xué)現(xiàn)狀與教學(xué)策略。.中文參考文獻(xiàn)參考文獻(xiàn)中各文

12、獻(xiàn)的排列以作者的姓氏拼音為序。 1、期刊文獻(xiàn)的格式：“作者，發(fā)表時(shí)間，文章題目名，發(fā)表的期刊名,卷號(hào)(期數(shù)):引文頁(yè)碼。 如有第二行，則須縮進(jìn)4個(gè)英文字符”例如： 楊揚(yáng)、王玉、周洲，2000，油田儲(chǔ)層非均質(zhì)性研究，高校地質(zhì)學(xué)報(bào)，第3期223-230頁(yè)。 2）圖書(shū)或碩士、博士文獻(xiàn)的格式：“作者，出版時(shí)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(jìn)4個(gè)英文字符”例如： 徐通鏘，1997，語(yǔ)言論。長(zhǎng)春：東北師范大學(xué)出版社。張三四，2005，論非作格動(dòng)詞的習(xí)得路徑。江南大學(xué)博士論文。3）會(huì)議文獻(xiàn)的格式：“作者，發(fā)表時(shí)間，文章題目名。會(huì)議名稱,卷號(hào)(期數(shù)):引文頁(yè)碼。

13、如有第二行，則須縮進(jìn)4個(gè)英文字符” 例如：孫力等，2000,儲(chǔ)層條件下水淹油層測(cè)井響應(yīng)機(jī)理實(shí)驗(yàn)研究。北京國(guó)際學(xué)術(shù)討論會(huì)，第 10-11頁(yè)。三、參考格式樣本：廣東嶺南職業(yè)技術(shù)學(xué)院畢業(yè)論文（設(shè)計(jì)說(shuō)明書(shū)） （黑體5號(hào)靠左）編號(hào)：學(xué)號(hào)（黑體5號(hào)靠左）課題名稱（宋體3號(hào)靠左）： 深化高等職業(yè)技術(shù)教育改革，全面推進(jìn)素質(zhì)教育（粗黑體2號(hào)居中）系（部）：（宋體3號(hào)）外語(yǔ)外貿(mào)學(xué)院（黑體4號(hào)居中）專業(yè)：（宋體3號(hào)）商務(wù)英語(yǔ)（黑體4號(hào)居中）班級(jí)：（宋體3好）07商務(wù)英語(yǔ)1班（黑體4號(hào)居中）學(xué)員姓名：（宋體3號(hào)）# # #（黑體4號(hào)居中）指導(dǎo)教師：（宋體3號(hào)）# # #（黑體4號(hào)居中）完成時(shí)間：（宋體3號(hào)）2010年

14、4月30日（黑體4號(hào)居中）Title(二號(hào)粗體) -Subtitle（小二號(hào)粗體）Your NameSupervisorX X XGUANGDONG LINGNAN INSTITUTE OF TECHNOLOGYMonth, yearContentsSTATEMENT OF AUTHORSHIPIACKNOWLEDGMENTSIIABSTRACTIII摘要IV1. INTRODUCTION12. THE THEORETICAL CONSTRUCTS THAT UNDERLIE THE ROLE OF NOTICING12.1 Consciousness Raising and Noticing

15、12.2 Noticing and Language Acquisition13. INFLUENCES ON NOTICING23.1 Task Demands23.2 Frequency23.3 Perceptual Salience24. CONCLUSION2REFERENCES3Statement of AuthorshipExcept where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole

16、 or part from a thesis presented by me for another degree or diploma.No other persons work 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)請(qǐng)一定要手寫簽名Date: Ac

17、knowledgmentsThere are a number of people to whom this dissertation and its author owe a great deal over a long period of time.ProfessorXXX, 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

18、 as well as on this dissertation. I still feel sorry that he had to read through 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 oppor

19、tunity here to thank him for opening up before me a world of wonders in English 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 publis

20、hed paper on Lord of the Flies. His handling of the classroom discussion always 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 explan

21、ations of the English poems bring me to a fuller and deeper appreciation. If 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 a

22、rea of literary interpretation.My special thanks should also go to Professor 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 structur

23、al aspect of Lord of the Flies.Finally, I wish to thank Professor XX and Professor 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

24、 audience, and the additional meanings in the form of language itself, and I hope this is reflected here. Abstract(以下是一位學(xué)生論文的一部分僅供格式參考,沒(méi)作語(yǔ)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 ga

25、ined wide support on the basis of intuition and assumption 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 tha

26、t noticing enhances language acquisition. This paper concludes 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, i

27、s worthy of investigation, and 3) future research into 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; linguis

28、tic forms摘要（黑體4號(hào)）：廣州嶺南教育集團(tuán)創(chuàng)辦于1993年。（仿宋體5號(hào)1.5倍行距）十年來(lái)，在創(chuàng)辦人賀惠山先生的親身帶領(lǐng)和“一切為了學(xué)生，為了一切學(xué)生，為了學(xué)生一切”的教育思想指導(dǎo)下飛速發(fā)展，由一個(gè)以短期培訓(xùn)為主的“廣州嶺南文化技術(shù)學(xué)?！?，發(fā)展為目前下轄“廣東嶺南職業(yè)技術(shù)學(xué)院”、“廣州嶺南中英文學(xué)校”、“廣州嶺南中英文幼稚園”、“廣州嶺南人力資源服務(wù)有限公司”、“嶺南教育科技發(fā)展公司”、“廣州嶺南繼續(xù)教育學(xué)院精典辦事處”等多個(gè)科教實(shí)體，集學(xué)前教育、基礎(chǔ)教育、高等教育、職業(yè)教育為一體的綜合性教育集團(tuán)。“嶺南”現(xiàn)有在校學(xué)生12000余人，教職員工600余人，是廣州乃至全國(guó)最具規(guī)模的民辦

29、教育集團(tuán)。關(guān)鍵詞（黑體4號(hào)）：職工教育 專業(yè)人才（仿宋體5號(hào)） 1. 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 proposal is that put forward by Burka

30、 (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) assess the validity

31、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 (Fee

32、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 inv

33、olved 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 Schmidt's hypothesis and the place

34、 of noticing in L2 acquisition the following model, proposed by Ellis, is useful.3. Influences on NoticingJones (1978), in harmony with Schmidt's discussion of memory processing above, comments that it is inside short-term memory that noticing must in reality take place, since the "spotligh

35、t 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 noticin

36、g 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 Perceptual 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 re