外国语学院英语专业本科毕业论文格式要求

1、论文的文字、印装、字数、字型

论文用英语撰写，且要求用A4纸单面隔行打印，版面上下空2.5cm，左空3.2cm, 右各空2.5cm, 页码置于底部中间，左侧装订。论文要4000单词以上，用Times New Roman字型，字号见下文。

2、论文结构

1)封面（由学校统一印制，按要求填写）

封首包括：论文题目

导师签字

学生本人签字

论文题目不得超过15个单词，要简练、准确，可分二行书写。

2)封二

论文题目 （英语，Times New Roman粗斜体二号字，居中，上空6-7cm）

作者姓名 （英语，Times New Roman粗体小三号字，居中，与论文题相距3cm

页底 用Times New Roman粗体四号居中打印下面几行：

A Dissertation （或Thesis）

Submitted in Partial Fulfillment of the

Requirements for BA to the Department of Foreign Languages

At Zhaoqing University

（此行打印上日期）

3)摘要

摘要分中文摘要和英文摘要，英文在前，中文在后，各占一页纸。

摘要包括：论文题目、“摘要”字样（位置居中）、摘要正文、关键词。摘要是论文内容的简短陈述，英语不少于400词,汉语一般不少于400字。英文摘要应与中文摘要内容完全相同。

关键词应为反映论文主题内容的专业词汇，不得造关键词。关键词一般为3-5个。

英文摘要中Abstract 一词用Times New Roman粗体小三号字，下面内容用Times New Roman小四号字（常规）；中文摘要中‘内容摘要’一词用黑体小三号字，下面内容用宋体小

四号字（常规）

4)致谢

对导师和给予指导协助完成论文工作的人表示感谢。文字要简洁，实事求是，切忌浮夸和庸俗之词。

英文Acknowledgement一词居中，用Times New Roman粗体小三号字，下面内容用Times New Roman小四号字（常规）。

5)大纲

英文Outline一词居中，用Times New Roman粗体小三号字，下面内容用Times New Roman小四号字（常规）。

6)目录

目录按2-3级标题编号。目录必须与正文标题一致。目录还应包括论文后的注释、参考文献等。目录要求层次清晰。英文Table of Contents居中，用Times New Roman粗体小三号字，下面内容用Times New Roman小四号字（常规）。

7)正文

论文正文包括：引言

论文主体

结束语

问题的提出是在论文主体之前，用简练、概括性语言引出论文所要探讨研究的问题。 论文主体是毕业论文的主要部分，要求文字简练、通顺，层次清楚、重点突出。

论文主层次之间不可接排，一级标题用Times New Roman粗体小二号字，空4-5个字母放置；二级标题用Times New Roman粗体小三号字，空4-5个字母放置；三级标题用Times New Roman粗体四号字，空4-5个字母放置；正文用Times New Roman小四号。题目层次不宜太多，应在三级以内。不论几级标题都不能单独置于页面的最后一行，即标题排版中不能出现孤行。标题不宜太长，一般不超过12个英语单词。每段首行缩进4-5个字母。

每页页眉处画下线，下线之上用Times New Roman小五号字打上论文题目。

8)注释

注释一律用尾注。正文中的注释标记用小五号阿拉伯数字上标右上角。注释的数字标号与正文中相对应。Notes一词用Times New Roman粗体小三号字，下面内容用Times New Roman小四号字（常规）。

英文注释的格式如下(注意标点与括号，更要注意注释与参考文献的不同格式):

作者全名,书名(出版地：出版者，出版年)页码

例：

1Andrew Hacker, Two Nations: Black and White, Separate, Hostile, Unequal (New York: Charles Scriber’s Sons, 1992) 181

9)参考文献

每篇论文的参考文献数量不得少于10篇/部，参考文献必须是学生本人真正阅读过，以近期发表的文献为主，应与论文内容直接有关。目录按姓氏的字母顺序排列。Bibliography一词用Times New Roman粗体小三号字，下面内容用Times New Roman小四号字（常规）。格式如下:

作者姓,名.书名.出版地：出版者，出版年.

例：

Danziger, Marlies K., and W. W. Stacy Johnson. An Introduction to Literary Criticism. Boston:

D. C. Heath and Company, 1961.

(注:第二个作者的姓名不颠倒。)

网上文献的格式：

Li, Hongqiang. A Short History of English Literature. /literature.htm.

注：关于注释和参考目录的写法请参考学过的课本：《英语写作手册》。也可参考国家GB7714—87规范，或参考MLA规范。

 

第二篇：外国语学院英语专业毕业论文格式要求与格式样本

外国语学院英语专业毕业论文格式要求与格式样本

一、 毕业论文格式要求：

1、毕业论文应依次包括如下页面：

1）中文封面

2）英文封面

3）作者声明

4）致谢

5）英文摘要和关键词

6）中文摘要和关键词

7）目录

8）正文

9）注释（如无尾注，可省略）

10）参考文献

11）附录

2、页码标号：

正文前页码用罗马数字如 i, ii, iii, iv，从正文开始用阿拉伯数字1，2，3标明页码。页码一律居中打印。

3、摘要、关键词：

英文

(1) Abstract：三号；“Abstract”粗体, 居中；

(2) Keywords：3-5个用“；”分隔；小四号； 最后一个关键词后不用标点符号；除专有名词，单词首字母不大写；“Keywords” 粗体

汉语

(1) 摘要：三号；“摘 要”粗体, 居中；

(2) 关键词：3-5个用“；”分隔；小四号；最后一个关键词后不用标点符号；“关键词”粗体。

4、目录：

1) 目录部分最多保留到三级标题，注意不同层次的缩进。

2)各级标题中的实词首字母大写，虚词小写。各级标题内容格式应与正文部分相应标题保持一致。

3) 一级标题：粗体小四号字；其余二级、三级标题为小四号字； 目录部分行间距为1.5倍。

5、正文格式：

1） 文章题目不必出现在正文页。

2） 各级标题一般要求左对齐打印。标题一律用粗体。一级标题：粗体四号字；二

级标题：粗体小四号字；三级标题：粗体小四号字。

3） 英文一律采用Times New Roman小四号，全文双倍行距；如有汉字（参考文献

部分），一律用五号宋体。

4） 正文中如每一段开头缩进两个汉字（或四个英文）字符的位置，则段与段之间

不空行；如每一段开头不缩进，段与段之间必须空一行。

5） 正文中一级标题间的段落空一行。

6、引用：

1）文中引用人名应与参考文献保持一致，即参考文献部分为英文的用英文，汉语的则用汉语拼音；

2）文中直接引用成段文字时，该段文字用五号，第一行缩进6个字符，其余行两端缩进4个字符。

7．注释：

（1）除了文学类毕业论文可以使用尾注注释方式，其余要求使用夹注注释方式。

（2） 夹注中所列指的文献，必须在参考文献中列出。如作者及作品为中文，夹注 中书写作者姓氏时必须使用拼音。）

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, 1968: 3).

2 ) 间接引用

—— According to Alun Rees (1986)〔也可位于引语的最后〕, 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 ) 互联网资料：

格式：编号

例： “A deconstructive reading is a reading which analyses the specificity of a text’s critical difference from itself” (Net. 2).

(注：Net. 1, Net. 2, Net. 3,??只是为了便于注明文内引语的出处，具体格式见下文参考文献中的相关内容)

8．参考文献：

1）参考文献须另起一页。

2）“References”三号粗体，居中。

3）英文参考文献在前，中文参考文献在后。英文参考文献按作者首字母顺序排列；同一作者按年排列。中文按照作者姓氏的拼音字母顺序，排到所有英文文献后。

4）字体为英文小四号,中文五号。

5） 参考文献（即引文出处）的类型以单字母方式标识，具体如下：

M——专著 C——论文集 N——报纸文章 J——期刊文章

D——学位论文 R——报告 P——专利 A——文章

6） 作者姓名采用“姓在前名在后”原则，具体格式是： 姓，名字的首字母. 如： Malcolm Richard Cowley 应为：Cowley, M.R.，如果有两位作者，第一位作者方式不变，&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 与Irving Gordon应为：Norris, F. & I. Gordon；

7）书名、报刊名使用斜体字，如：Mastering English Literature，English Weekly。 例子：

英文参考文献

1.专著：

1) 基本格式（请严格注意标点符号）：作者的姓名（英文作者的姓，名）.年份.书名（斜体）.出版地:出版商. 如果同一作者两本以上同年出版的参考书，在年份后用a，b ，c 等标出； 如有第二行，则须缩进4个英文字符。例：

Chomsky, N. 1981a. Lectures on government and bindin[M]. Dordrecht: Foris.

Chomsky, N. 1981b. Theory of markedness in generative grammar[M]. Pisa, Italy:

Scuola Normale Superiore.

2) 书的主编（格式：各项信息的排列顺序基本同上，在主编姓名后加ed.）：

例：Hall, David, ed. 1981.The Oxford book of American literary anecdotes. New York: OUP.

3) 机构作者（格式：各项信息的排列顺序基本同上）：

例：American library association. 1983. Intellectual freedom manual. 2nd ed. Chicago:

ALA.

4) 翻译著作（格式：各项信息的排列顺序基本同上，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（请严格注意标点符号）：作者姓名.年份.篇名.刊名（要斜体）.

刊物的卷号和期号:文章的起止页码. 例：

Boling, D. 1965. The atomization of meaning[J]. Language 41:555-573.

2) 论文集中的文章基本格式（请严格注意标点符号）：作者姓名.年份.篇名.论文集作者姓名.eds. 论文集名称（要斜体）. 出版地:出版商. 文章的起止页码. 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 Cultures[C]. Cambridge: CUP, 80-96.

3. 文字资料：（注意：此部分涉及的文献既可能是中文的，也可能是英语的，请使用

相应的中、英文标点符号！）

1 ) 电脑软件

基本格式：制作人姓名，年份，软件名称，型号。

2 ) 电影、电视、广播、录像、录音、艺术品等：

基本格式：片名（或节目名），年份或播出日期，导演（或制作者）姓名，出品地（或播出台、地）。

3 ) 互联网资料：(分别置于英文参考文献和中文参考文献之后)

基本格式：如果是中文的参考中文参考文献的格式，英文的则参考英文参考文献的格式，例如：

Net. 1, Steven Pinker. 2006. Second language acquisition of Spanish and French

unaccusative

http://www.ecs.soton.ac.uk/~harnad/Papers/Py104/pinker.langacq.html.

Net.2,杨玉，2006，浅谈我国农村初级中学英语时态的教学现状与教学策略。.

中文参考文献

参考文献中各文献的排列以作者的姓氏拼音为序。

1、期刊文献的格式：“作者，发表时间，文章题目名，《发表的期刊名》,卷号(期数):引文页码。 如有第二行，则须缩进4个英文字符”例如：

杨扬、王玉、周洲，2000，油田储层非均质性研究，《高校地质学报》，第3期223-230

页。

2）图书或硕士、博士文献的格式：“作者，出版时间，《著作题目名（硕博论文名）》。

出版社名称（硕博毕业院校名）。如有第二行，则须缩进4个英文字符”例如： 徐通锵，1997，《语言论》。长春：东北师范大学出版社。

张三四，2005，《论非作格动词的习得路径》。江南大学博士论文。

3）会议文献的格式：“作者，发表时间，文章题目名。会议名称,卷号(期数):引文页码。 如有第二行，则须缩进4个英文字符” 例如：

孙力等，2000,储层条件下水淹油层测井响应机理实验研究。北京国际学术讨论会，第

10-11页。

9．论文指导记录：要求外语学院本科毕业论文指导记录附在论文之后，指导教师的意见或建议需填写在表格内。

[注意：纸张与页面设置]

(1)A4、纵向、单面打印。

(2)页边距：上2.5cm、下2.5cm、左3cm、右2cm；

(3)装订线0cm、页眉1.8cm、页脚1.4cm

（本格式主要在原英语系毕业论文格式基础之上，参阅了《外语教学与研究》及部分大学外语学院毕业论文格式要求）

verbs.

三、参考格式样本：

玉 溪 师 范 学 院 本 科 毕 业 论 文

论文题目(二号粗体)

——副标题（小二号粗体）

姓名（小二号）

学号

指导教师姓名： 职 称： 单 位： 外国语学院 专 业 名 称 ： 英 语 教 育 申请学位级别： 学 士 论文提交日期： 20xx年6月 学位授予单位： 玉溪师范学院

二○○七年六月

Title(二号粗体)

-Subtitle（小二号粗体）

Your Name

Supervisor

X X X

A Thesis Submitted as a

Partial Fulfillment for the Degree of

B.A. in English

SCHOOL OF FOREIGN LANGUAGES

YUXI NORMAL UNIVERSITY

Month, year

玉溪师范学院外国语学院本科毕业论文

Statement of Authorship

Except 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 person’s 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)

Date:

i

玉溪师范学院外国语学院本科毕业论文

Acknowledgments

There 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 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 opportunity 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 published 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 explanations 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 area 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 structural 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 audience, and the additional meanings in the form of language itself, and I hope this is reflected here.

ii

玉溪师范学院外国语学院本科毕业论文

Abstract

(以下是一位学生论文的一部分仅供格式参考,没作语言修改) 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 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 that 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, is 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; linguistic forms

iii

关键词：

玉溪师范学院外国语学院本科毕业论文 摘 要 iv

玉溪师范学院外国语学院本科毕业论文

Contents

Acknowledgements ………………………………………………………………………ii Abstract ………………………………………………………………………………….iii Statement of Authorship …………………………………………………………………i 摘要 ???????????????????????????????? iv

1. Introduction……………………………………………………………………………1

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 Questions………………………………………………………………3

2. Literature review……………………………………………………………………….4

2.1 Definitions of Reading Aloud…………………………………………………………4

2.2 Related Theories……………………………………………………………………...5

3. Research Methodology…………………………………………………………………6

3.1 Subjects ……………………………………………………………………………..6

3.2 The Research Instruments…………………………………………………………….7

3.3 Procedures and Data Collection………………………………………………………7

4. Findings and Data Analyses…………………………………………………………….8

4.1 Findings………………………………………………………………………………8

4.1.1 Findings from Questionnaires……………………………………………………9

4.1.2 Findings fromInterviews……………………………………………………..10

4.1.3 Findings from Observation…………………………………………………… 11

4.2 Data Analysis…………………………………………………………………………12

4.2.1 Data Analysis from Questionnaires……………………………………………...13

4.2.2 Data Analysis from Interviews………………………………………………….14

4.2.3 Data Analysis fromObservation…………………………………………………15

5. Discussion ………………………………………………………………………………..16

6. Conclusion ……………………………………………………………………………….17

References

Appendices

v

玉溪师范学院外国语学院本科毕业论文

List of Figures and Tables

Table 1 图表名称(无需页码) Table 2 图表名称

Table 3

vi 图表名称

玉溪师范学院外国语学院本科毕业论文

List of Abbreviations

EFL: English as Foreign Language(无需页码) FL: Foreign Language

(注：如无此页需求，可省去)

vii

玉溪师范学院英语系本科毕业论文

1. Introduction

The 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 (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 of the assumption that noticing enhances language acquisition.

2. The Theoretical Constructs That Underlie the Role of Noticing

2.1 Consciousness Raising and Noticing

The term "consciousness raising" refers to the drawing of learners' attention to the formal properties of language (Fee 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 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 Schmidt's hypothesis and the place of noticing in L2 acquisition the following model, proposed by Ellis, is useful.

1

玉溪师范学院英语系本科毕业论文

3. Influences on Noticing

Jones (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 "spotlight 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 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. Conclusion

It can be seen that there are various views regarding the role of conscious and unconscious processes in L2 acquisition. An important contribution to this debate has been Schmidt's "noticing hypothesis" and its claims about how input becomes intake, and this 2

玉溪师范学院英语系本科毕业论文

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孙力等，2000，储层条件下水淹油层测井响应机理实验研究。北京国际学术讨论会，第 10-11页。 徐通锵，1997，《语言论》。长春：东北师范大学出版社。

杨扬、王玉、周洲，2000，油田储层非均质性研究，《高校地质学报》，第3期223-230页。 张三四，2005，《论非作格动词的习得路径》。江南大学博士论文。

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