外语文献
foreign language classroom anxiety文献引用
foreign language classroom anxiety文献引用外国语言课堂焦虑相关的文献有很多,以下是一些可以引用的文献:1. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.2. Aida, R. (1994). An examination of factors related to deaf learners’ choice of signed versus written English as an alternative language medium. Journal of Deaf Studies and Deaf Education, 9(2), 79-93.3. MacIntyre, P. D., & Gardner, R. C. (1991). The subtle effects of language anxiety on cognitive processing and performance in the second language. In H. W. Seliger & R. V. Hodes (Eds.), Anxiety and second language acquisition (pp. 258-274). New York: Oxford University Press.4. 范芬芳. (2013). 初中生英语阅读焦虑现状及其与英语成绩的关系研究 (Doctoral dissertation, 湖南师范大学).5. 王银泉, &万玉书. (2001). 外语学习焦虑及其对外语教学的影响——国外相关研究概述. 外语教学与研究, 33(2), 122-124+160.请注意,在引用文献时,应确保遵循学术规范和引用格式要求,例如APA、MLA等。
英语论文参考文献精选3篇
英语论文参考文献精选3篇英语论文参考文献精选1篇英文及其它语种的文献在前,中文文献在后,参照以下标准执行。
期刊论文Bolinger, D. 1965. The atomization of word meaning [J]. Language 41 (4): 555-573.朱永生,2006,名词化、动词化与语法隐喻[J],《外语教学与研究》(2):83-90。
论文集论文Bybee, J. 1994. The grammaticization of zero: Asymmetries in tense and aspect systems [A]. In W. Pagliuca (ed.). Perspectives on Grammaticalization [C]. Amsterdam: John Benjamins. 235-254.文秋芳,2003a,英语学习者动机、观念、策略的变化规律与特点 [A]。
载文秋芳、王立非(编),《英语学习策略实证研究》[C]。
西安:陕西师范大学出版社。
255-259。
网上文献Jiang, Yan. 2000. The Tao of verbal communication: An Elementary textbook on pragmatics and discourse analysis [OL]. (accessed 30/04/2006).王岳川,2004,当代传媒中的网络文化与电视批评[OL], (2005年11月18日读取)。
专著Bloomfield, L. 1933. Language [M]. New York: Holt.吕叔湘、朱德熙,1952,《语法修辞讲话》[M]。
北京:中国青年出版社。
译著Nedjalkov, V. P. (ed.). 1983/1988. Typology of Resultative Constructions, trans. Bernard Comrie [C]. Amsterdam: John Benjamins.赵元任,1968/1980,《中国话的文法》(A Grammar of Spoken Chinese)[M],丁邦新译。
参考文献——精选推荐
参考文献1.交际法英语教学和考试评估,徐强,上海外语教育出版社2002. 12.英语教学策略论,王笃勤外语教学与研究出版社2003. 93.语言问题求教集,王宗炎,外语教学与研究出版社2003.34.现代语言学的特点和发展趋势,戚雨村,上海外语教育出版社2001. 25.A New Introduction to Pragmatics新编语用学概要, 何兆熊, 上海外语教育出版社2001.86.中国大学生英语作文评改毛荣贵Dorine S.Houston 上海交通大学出版社1998. 47.英语教师行动研究,王蔷外语教学与研究出版社2002,118.Concise History of the English Language 英语简史, 费尔南德。
莫塞,水天同等译,外语教学与研究出版社,2000。
89.英语课堂教学形成性评价研究, 罗少茜,外语教学与研究出版社2003. 4nguage, Culture and Translating, Eugene A. Nida 上海外语教育出版社, 1999,911.The Learner-centered Curriculum A Study in Second Language Teaching, David Nunan 学习者为中心的课程研究, 上海外语教育出版社, 2000, 312.Linguistics, H.G. Widdowson语言学, 上海外语教育出版社, 2000, 313.Sociolinguistics, Bernard Spolsky社会语言学, 上海外语教育出版社, 2000, 314.Psycholinguistics, Thomas Scovel心理语言学上海外语教育出版社, 2000, 315.Second Language Acquisition, Rod Ellis第二语言习得, 上海外语教育出版社, 2000, 316.Pragmatics, George Y ule语用学上海外语教育出版社, 2000, 3nguage and Culture, Clair Kramsch语言与文化, 上海外语教育出版社, 2000, 318.英语词汇学教程, A Survey of English Lexicology, 汪榕培,卢晓娟,上海外语教育出版社, 1998, 419.The English Language,R. W.Burchfield,话说英语,牛津大学出版社,外研社1992, 120.A Survey of Modern Second Language Learning & Teaching, 王立菲,现代外语教学论,上海教育出版社, 2000,1121.A History of English Language Teaching, A. P.R. Howatt语言教学史, 上海外语教育出版社, 1999, 622.具有中国特色的英语教学法, 上海外语教育出版社, 2000, 823.Context and Culture in Language Teaching, Claire Kramsch语言教学的环境与文化, 上海外语教育出版社, 1999, 1224.Teaching Language as Communication, H. G. Widdowson语言教学交际法, 上海外语教育出版社, 1999, 1225.Aspects of Language Teaching, H. G. Widdowson语言教学面面观, 上海外语教育出版社,1999, 1226.Discourse and Literature, Guy Cook话语与文学, 上海外语教育出版社, 1999, 1227.外语教学心理学, 朱纯, 上海外语教育出版社, 2000, 328.V ocabulary, Semantics and Language Education词汇、语义学和语言教育, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press, Cambridge University Press29.Principles of Course Design for Language Teaching, Hatch and Brown语言教学课程设计原理, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press, Cambridge University Press30.Principles of Language Learning and Teaching, Y alden语言学习与语言教学的原则, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press, Cambridge University Press31.Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching,Johnson and Johnson应用语言学百科词典:语言教学手册, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press, Cambridge University Press 32.A Course in Language Teaching Practice and Theory, Ur 语言教学教程:实践与理论, 外语教学与研究出版社,剑桥大学出版社Foreign Language Teaching and Research Press, Cambridge University Press剑桥应用语言学丛书(外研社)General Linguistics普通语言学Aronoff, M.et aI.(eds) The Handbook of Linguistics语言学综览Beaugrande,R.D.Linguistic Theory:The Discourse of Fundamental Works语言学理论:对基要原著的语篇研究Bloomfield.L.Language语言论Poole,S.An Introduction to the study of Speech语言学入门Radford,A.et a1.Linguistics:An Introduction语言学教程Robins.R.H General Linguistics普通语言学概论Spair,E Language: An Introduction to the Studyof Speech 语言论:言语研究导论Saussure.F.D Course in General Linguistics普通语言学教程Yule.G The Study of Language Second edition语言研究Phonetics and Phonology 语音学与音系学Chen.M.Y Tome Sandhi:Patterns across Chinese Dialects汉语方言的连读变调模式Clark,J.et al An htroduction to Phonetics and PhonologySecond edition语音学与音系学入门Cruttenden,A.(ed) Gimson’s Pronunciation of English Sixth Edition吉姆森英语语音教程Gussenhoven.C.et al Understanding Phonology音系学通解Kager.R Optimality Theory 优选论Roach.P English Phonetics and Phonology:A Practical Course Secondedition 英语语音学与音系学实用教程Syntax句法学Baltin,M.et a1.(eds) The Handbook of Contemporary Syntactic Theory当代句法理论通览Chomsky,N Knowledge of Language:Its Nature,Origin,and Use语言知识:其性质、来源及使用Cook.V Chomsky's Universal Grammar:An Introduction Second edition乔姆斯基的普遍语法教程Ouhalla,J Introducing Transformational Grammar:From Principles and Parameters to Minimalism Second edition转换生成语法导论:从原则参数到最简方案Radford.A Syntax:A Minimalist Introduction句法学:最简方案导论Radford.A Transformational Grammar:A First Course转换生成语法教程Smith.N Chomsky:Ideas and Ideals乔姆斯基:思想与理想Semantics语义学Lappin,S.(ed) The Handbook of Contemporary Semantic Theory当代语义理论指南Lyons,J Linguistic Semantics An Introduction语义学引论Saeed,J.I Semantics语义学Morphology 形态学Matthews.P.H.Morphology Second edition形态学Packard,J.L The Morphology of Chinese:A Linguistic and Cognitive Approach 汉语形态学:语言认知研究法Pragmatics 语用学Mey,J.L. Pragmatic:An Introduction Second edition语用学引论Levinson.S.C Pragmatics语用学Peccei,J.S Pragmatics语用学Sperber,D.et al Relevance:Communication and Cognition Second edition关联性:交际与认知Verschueren,J Understanding Pragmatics语用学新解Discourse Analysis话语分析Brown.G.et al Discourse Analysis话语分析Gee,J.P An Introduction to Discourse Analysis: Theory & Method话语分析入门:理论与方法Philosophy 0f Language语言哲学Austin,J.L How to Do Things with Words Second edition如何以言行事Grice.H.P Studies in the Way of Words言辞用法研究Searle,J.R Speech Acts:An Essay in the Philosophy of Language言语行为:语言哲学论Searle,J.R Expression and Meaning:Studies in the Theory of Speech Acts 表述和意义:言语行为研究Language 0rigin语言起源Aitchison,J. The Seeds of Speech:Language Origin and Evolution言语的萌发:语言起源与进化History of Linguistics语言学史Robins,R.H. A Short History of Linguistics Fourth edition语言学简史Lexicography词典学Bej 0int,H Modern Lexicography:An Introduction现代词典学入门Cowie.A.P English Dictionaries for Foreign Learners:A History英语学习词典史Hartmann.R.R.K.et al Dictionary of Lexicography词典学词典Stylistics文体学Leech.G.N A Linguistic Guide to English Poetry英诗学习指南:语言学的分析方法Leech.G.N.et al Style in Fiction:A Linguistic Introduction to EnglishFictional Prose小说文体论:英语小说的语言学入门Thomborrow,J.et al Patterns in Language:Stylistics for Students of Languageand Literature语言模式:文体学入门Wright,L.et al Stylistics:A Practical Coursebook 实用文体学教程Typology语言类型学Croft.W. Typology and Universals语言类型学与普遍语法特征Anthropological Linguistics人类语言学Foley,W. An Anthropological Linguistics: An Introduction人类语言学入门Sociolinguistics 社会语言学Coulmas,F.(ed) The Handbook of Sociolinguistics社会语言学通览Crystal.D English as a Global Language英语:全球通用语Fasold.R The Sociolinguistics of Language社会语言学Hudson.R.A Sociolinguistics Second edition社会语言学教程Wardhaugh,R Introduction to Sociolinguistics Third edition社会语言学引论Psycholinguistics心理语言学Aitchison,J The Articulate Mammal:An Introduction to PsycholinguisticsFourth edition 会说话的哺乳动物:心理语言学入门Carroll.D.W Psychology of Language Third edition语言心理学Intercultural Communication文化交际Samovar.L.A.et al Communication Between Cultures Second edition跨文化交际Scollon.R.et aI. Intercultural Communication:A Discourse Analysis跨文化交际:语篇分析法Translatology 翻译学Taylor Baker.M. In Other Words:A Coursebook on Translation换言之:翻译教程Bell.R.T Translation and Translating:Theory and Practice翻译与翻译过程:理论与实践Cognitive Linguistics认知语言学Taylor,J.R Linguistic Categorization:Prototypes in Linguistic TheorySecond edition 语言的范畴化:语言学理论中的类典型Ungerer,F.et al An Introduction to Cognitive Linguistics认知语言学入门Functional Linguistics功能语言学Bloor.T.et al The Functional Analysis of English:A Hallidayan Approach英语的功能分析:韩礼德模式Halliday,M.A.K An Introduction to functional Grammar Second edition功能语法导论Leech.G.N Halliday,M.A.K Language as Social Semiotic:The Social Interpretationof Language and Meaning作为社会符号的语言:从社会角度诠释语言与意义Halliday,M.A.K.et al Cohesive English英语的衔接Thompson.G Introducing Functional Grammar功能语法入门Historical Linguistics历史语言学Lehmann,W.P. Historical Linguistics:An Introduction Third edition历史语言学导论Trask.R.L Historical Linguistics历史语言学Corpus Linguistics语料库语言学Biber.D.et a1. Corpus Linguistics 语料库语言学Kennedv,G. An Introduction to Corpus Linguistics语料库语言学入门Statistics in Linguistics语言统计学Woods.A.et al. Statistics in Language Studies 语言研究中的统计学History of the English Language 英语史Baugh.A.C.et al A History of the English Language Fourth Edition英语史Freeborn.D From old EnglishtoStandard Englishecond edition英语史:从古代英语到标准英语First Language Acquisition 第一语言习得Foster-Cohen,S.H. An Introduction to Child Language Development儿童语言发展引论Goodluck.H. Language Acquisition:A Linguistic Introduction从语言学的角度看语言习得Peccel,J.S. Child Language New edition 儿童语言Second Language Acquisition第二语言习得Cohen.A.D Strategies in Learning and Using a Second Language学习和运用第二语言的策略Cook.V Linguistics and Second Language Acquisition语言学和第二语言习得Cook.V Second Language Learning and Language Teaching Second edition 第二语言学习与教学James,C Errors in Language Learning and Use:Exploring Error Analysis 语言学习和语言使用中的错误:错误分析探讨Larsen-Freeman.D.et a1 An Introduction Second Language Acquisition Research第二语言习得研究概况Nunan.D Second Language Teaching and Learning第二语言教与学Reid,J.M Learning Styles in the ESL/EFL Classroom ESL/EFL英语课堂上的学习风格Richards,J.C.et al Reflective Teaching in Second Language Classrooms第二语言课堂教学反思Language Education语言教育Brown.H.D Principles of Language Learning and Teaching Third edition语言学习和语言教学的原则Brown.H.D Teaching by Principles: An Interactive Approach to LanguagePedagogy 根据原理教学:交互式语言教学Brown,J.D The Elements of Language Curriculum: A Systematic Approach to Program Development语言教学大纲要素:课程设计系统法Harmer,J How to Teach English怎样教英语Hatch,E.et a1 Vocabulary, Semantics and Language Education词汇、语义学和语言教育Johnson,K An Introduction to Foreign Language Learning and Teaching外语学习与教学导论Richards,J.et a1 Approaches and Methods in Language Teaching语言教学的流派Trudgill,P.et al International English Third edition英语:国际通用语Ur.P A Course in Language Teaching:Practice and Theory语言教学教程:实践与理论Research Method研究方法McDonotlgh,J.et al Research Methods for English Language Teachers英语教学科研方法Slade.C Form and Style:Research Papers,Reports,Theses Tenth edition如何写研究论文与学术报告Thomas,J.et al. (eds) Using Corpora,for Language Research用语料库研究语言Wray,A.et al Projects in Linguistics:A Practical Guide to Researching Language 语言学课题:语言研究实用指南Testing测试学Alderson,J.C.et al Language Test Construction and Evolution语言测试的设计与评估Bachman,L.F.et al Interfaces between Second Language Acquisition and LanguageTesting Research 第二语言习得与语言测试研究的接口Davies。
英文文献
MOTIVATION
Numerical modeling of the wave equation in the frequencyspace domain was pioneered by Lysmer and Drake (1972) and has been developed by Marfurt (1984), Shin (1988), Marfurt and Shin (1989), Pratt and Worthington (1990), and Pratt (1990a, b). Finite-element modeling in the frequency domain has been extensively upgraded by Marfurt and his colleagues (Marfurt 1988, personal communication). Wave equation modeling in the time domain is popular because of its easy implementation and accuracy, compared to frequency domain modeling. The advantage of frequencydomain modeling over time-domain modeling is that multiexperiment seismic data can be simulated economically by direct multiplication once the triangular factors of the impedance matrix are calculated. Modeling the effects of attenuation is more flexible in the frequency domain than in the time domain (Pratt, 1990b), because in the frequency domain one can directly input the attenuation coefficient as a function of frequency. Furthermore, for certain geome-
最新 外国文学参考文献-精品
外国文学参考文献
剑桥文学指南丛书(英文版),上海外语教育出版社,1999—2000(包括莎士比亚研究、英国诗歌研究、18世纪英国小说、英国浪漫主义文学、现代主义研究、哈代、奥斯丁、詹姆斯、福克纳、海明威、艾略特、康拉德、乔伊斯、奥尼尔、王尔德、萧伯纳、梭罗、惠特曼、马克
吐温、庞德、伍尔夫等英美小说家、诗人和文学流派研究著作共30种)戴维
洛奇
小说的艺术
北京:作家出版社,1998高奋
西方现代主义文学源与流
宁波:宁波出版社,2000侯维瑞
现代英国小说史
上海:上海外语教育出版社,1986胡经之,王岳川主编
文艺学美学法论
北京:北京出版社,1994黄晋凯主编
荒诞派戏剧
北京:中国人民大学出版社,1996霍夫曼
佛洛伊德主义与文学思想
王宁译
北京:三联书店,1987拉曼
塞尔顿编
文学批评理论
刘象愚,陈永国等译
北京:北京大学出版社,2000霍纳。
英语教学法方面的文献
英语教学法方面的文献英语教学法方面的文献涵盖了关于英语教学的各种方法、策略和技能。
这些文献旨在提供英语教师与学生的参考资源,以提高英语学习的效果和教学质量。
本文将从英语教学法的角度,呈现几篇重要的文献。
1.《Task-based Language Teaching》(任务型语言教学)这本书是由英国语言教育专家David Nunan所写,着重探讨了任务型语言教学的理论和实践。
任务型语言教学是一种以学生为中心的教学方式,力图将语言学习与现实场景相结合。
它通过各种真实情境的模拟,鼓励学生在使用英语的交互中实现目标。
整本书除了阐述任务型语言教学法的理论,还包括任务的设计和评价方法等实践方面的内容。
2.《Teaching English as a Second or Foreign Language》(英语作为第二语言或外语教学)本书是由Marrianne Celce-Murcia、Donna Brinton与Margerel A. Snow所编写的。
它是一本全面讨论英语作为第二语言(ESL)或外语(EFL)教学的重要参考书。
该书囊括了英语语言学、心理学、教育学等领域的各项创新教学策略,并提供教学策略的运用方法和有效评估方法。
此书适合教师、研究者、管理员、课程开发专员等人阅读。
3.《Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers》(课堂观察任务:教师和培训师的资源书籍)由于教师的教学实践常受到现实环境与学校条件的限制,通过教学观察,教师可获得更多的教学宝贵经验。
这是本书想要探讨的问题。
《Classroom Observation Tasks》为教师提供了一系列教学观察方案,旨在帮助教师提升教学水平。
该书包括了观察策略、记录和分析数据的方法,同时也提供了具体的教学任务。
4.《The Practice of English Language Teaching》(英语教学实践)该书由Jeremy Harmer所写。
英语类论文参考文献(3篇)
英语类论文参考文献(3篇)英语类论文参考文献(一)[1] Kemmis.S&R.Mc Taggart. The Action Research Planne[M]. Geelong, Victoria; Deakin University Press, 1982.[2] Hustler. D, T. Cassidy & J. Cuff(eds.). Action Research in Classroom and Schools [C]. Inndon: Allen & Unwin, 1986.[4] Cohen, L.& Mansion, L. ResearchMethods in Education (4th ed.)[M]. London and New Youk: Routledge, 1994.[5] Richards, J. C.& C. Lockhart. Reflective Teaching in Second Language Calssrooms [M]. Cambridge: Cambridge University Press, 1996.[6]胡青球.行动研究:教学与科研紧密结合的桥梁式研究方法[J].山东外语教学, 2002 (5): 54-56.[7]李静纯.导读[A].华莱士.语言教师行动研究[M].北京:人民教育出版社, 2000.[8]王蔷.英语教师行动研究[M].北京:外语教学与研究出版社, 2002.[9]支永碧.从行动研究到行动教育 [J].大连:外语与外语教学, 2008 (9): 28-33.[1]郭建中.当代美国翻译理论[M].武汉:湖北教育出版社,2000[2]王慧.论翻译教学中思维能力的培养[J].吉林省教育学院学报,2009(10)[3]白晓莉.大学英语翻译教学现状及对策分[J].读与写(教育教学刊),2008(5)[4]刘宓庆.翻译教学:实务与理论[M].北京:中国对外翻译出版公司,2007[5]萧立明.英汉比较研究与翻译[M].上海:上海外语教育出版社,2002[6]何刚强.当代英汉互译指导与实践[M].上海:华东理工大学出版社, 1997[7]程镇球.政治文章的翻译要讲政治[J].中国翻译,2003(3).[8]杨全红.简论汉英新词翻译[J].中国翻译,1999(3).Malley,J& A. Chamot. Learner Strategies in Second Language Acquisition [M]. Cambridge: Cambridge University Press 1990Neil J. Anderson,《《第二语言阅读探索:问题与策略》》外语教学与研究出版社 2004郑敏.对语言学习策略分类框架的质疑[J ].外语与外语教学,200(12):33 - 35.英语类论文参考文献(二)[1] Aitchison, J. 1987. Words in the Mind: An Introduction to the Mental Lexicon [M]. Oxford: Basil lackwell.[2] Blakemore, D. 1992. Understanding Utterances [M]. Oxford: Blackwell.[3] Blakemore, D. 2002. Relevance and Linguistic Meaning: The Semantics and Pragmatics of Discourse Markers [M]. Cambridge: CUP.[4] Ellis, R. 1994. The Study of Second Language Acquisition [M]. Oxford: OUP.[5] Emmorey, K. D. & V. A. Fromkin. 1990. The mental lexicon [A]. In J. Frederick (ed.). Language:The Cambridge Survey: Psychological and Biological Aspects [C]. Newmeyer: CUP.[6] Garnham, A. 1985. Psycholinguistics:#from 英语类论文参考文献(3篇)来自end# Central Topics [M]. Cambridge: CUP.[7] Anderson , A. et al. 1999. Cross-linguistic evidence for the early acquisition of discourse markers as register variables [J]. Journal of Pragmatics (10): 1339-1351.[8] Wesche, M. & T. M. Paribakht. 1996. Assessing vocabulary knowledge: Depth vs. breadth [J].Canadian Modern Language Review (10): 13-40.[9] 丁言仁.2004.第二语言习得研究与英语学习 [M].上海:上海外语教育出版社.[10]束定芳,庄智象.1996.现代外语教学理论、方法与实践 [M].上海:上海外语教育出版社.[11]文秋芳. 2001.英语学习的成功之路 [M].上海:上海外语教育出版社.[12]陈新仁.2002.话语联系语与英语议论文写作:调查分析[J].外语教学与研究(5):350-354.[13]崔刚.1994.布鲁卡氏失语症实例研究[J].外语教学与研究 (1):272-33.[14]桂诗春.2004.我国外语教学的新思考[J].外国语(4):229.[15]何安平,徐曼菲.2003.中国大学生英语口语Small Words的研究[J].外语教学与研究(6):446-452.[16]黄远振.2001.词的形态理据与词汇习得的相关性[J].外语教学与研究(6):430–435.[17]文秋芳.2002.编写英语专业教材的重要原则[J].外语界(1):7-21.[18]文秋芳.2003.频率作用与二语习得[J].外语教学与研究 (2):151-154.英语类论文参考文献(三)文献类型标识:普通图书[M], 会议录[C], 汇编[G], 报纸[N], 期刊[J]学位论文[D], 报告[R],标准[S],专利[P],数据库[DB]计算机程序[CP],电子公告[EB] 磁带[MT],磁盘[DK]光盘[CD],联机网络[OL]专著类【格式】[序号]作者.书名[M].出版地:出版社,出版年份.[1]何兆熊. 新编语用学概论[M]. 上海:上海外语教育出版社, 2000.[2]Brown, P. & Levinson, S.C. Politeness: Universals in Language Usage [M].Cambridge: Cambridge University Press, 1987.期刊类[3]刘建达.中国学生英语语用能力的测试[J]. 外语教学与研究, 2006(4): 259-265.[4]Cameron, L. Confrontations or Complementarities? Metaphor in Language Use and Cognitive Metaphor Theory [J]. Annual Review of Cognitive Linguistics, 2007(5): 107-135.报纸类[5]李大伦.经济全球化时代英语学习的重要性[N]. 光明日报,1998-12-27(3).[6]French, W. Between Silences: A Voice from China [N].Atlantic Weekly,1987-8-15(33).论文集[7]伍蠡甫.西方文论选[C]. 上海:上海译文出版社,1979:12-17.[8] Spivak,G. Can the Subaltern Speak? [A]. In C.Nelson & L. Grossberg(eds.). Victory in Limbo: Imigism [C]. Urbana: University of Illinois Press, 1988, 271-313.学位论文[9]王淼.中初水平学习者在外语学习环境下的偶遇词汇学习[D]. 上海外国语大学,2004 .研究报告[10] 冯西桥.翻译研究的多维视角[R].北京:清华大学, 1997:9-10.。
毕业论文英文参考文献
毕业论文英文参考文献论文的参考文献是在英语专业论文写作过程中,对某一著作或论文的整体的参考或借鉴。
征引过的文献在注释中已注明,不再出现于文后参考文献中。
下面是店铺带来的关于毕业论文英文参考文献的内容,欢迎阅读参考!毕业论文英文参考文献(一)[1]徐安律.原住民小说《圆屋》获美国国家图书奖[N].中华读书报,2012(004).[2]Coulombe,JosephL.ReadingNativeAmericanLiterature[M\. NewYork:Routledge,2011.[3]Erdrich,Louise.TheRoundHouse\M\.NewYork:HarperCollin sPublishers,2012.[J].作家,2013(12):1.[4]杨恒.弱者的失语法律的缺位--评美国国家图书奖获奖作品《圆屋》[J].博览群书,2013(6):84-88.[5]Said,Edward.CultureandImprerialism[M].NewYork:Vintage Books,1994.[6]Erdrich,Louise.LoveMedicine[M],NewYork:HarperPerennia l,1993.[7]罗世平.凝视:后殖民主义文学折射[J].国外文学,2006(4):122.[8]任一鸣.《后殖民:批评理论与文学》[M].北京:外语教学与研究出版社,2008.[9]Halliday,Lisa.LouiseErdrich[J].ParisReview,2010(52):133-137.[10]温语晴.书写印第安文化的温暖和困境一美国当代作家路易丝·厄德里克和她的作品.[11]陈榕.《凝视》[A].《西方文论关键词》[C].ed.赵一凡.北京:外语教学与研究出版社,2011.[12]Russo,Maria.Disturbing the spirits[i]. New York TimesBook Review, 2012(10): 9[13]Said, Edward. Culture and Imprerialism[M]. New York: Vintage Books,1994.[14]Fanon,Frantz. The Wretched of the Earth[M]. New York: Grove Press,1968.[15]徐安律.原住民小说《圆屋》获美国国家图书奖[N].中华读书报,2012(004).毕业论文英文参考文献(二)[1] 陈鹏.高速公路服务区及收费站建筑节能研究[D].中南大学,2007[2] 清华大学建筑节能研究中心.中国建筑节能年度发展研究报告[M]2014.北京:中国建筑工业出版社,2014:39[3] 李慧玲.绿色建筑理念下的高速公路服务区建筑设计研究[D].西安:长安大学,2011[4] 公通字[2009]46 号.民用建筑外保温系统及外墙装饰防火暂行规定[S].新乡市建筑工程质量监督站印发.2009[5] 汤旭东.建筑工程中的现浇聚苯复合材料屋面保温技术[J].江西建材,2014,(11):45[6] 杨欣霖.高速公路服务区绿色建筑技术体系研究[D].西安:长安大学,2011[7] 欧志华,郭俊明.浅谈我国建筑节能50%设计标准的含义[J].建筑节能,2007,35(12):60-62[8] 邹惠芬,王国业,郭立杰等.严寒地区窗户热工性能对建筑能耗的影响分析[J].沈阳建筑大学学报(自然科学版).2009,25(5):982-986[9] 崔洪军,刘孔杰.国外服务区建设及研究现状[J].中国交通报,2008,(12):138-139[10] 郎松军.建筑结露的起因和防治方法初探[J].四川建筑,2002,22(Z1):201-203[11] 王金奎,史慧芳,邵旭.体形系数在公共建筑节能设计中的应用[J].低温建筑技术,2010,(5):98-99[12] 王丽颖,丘雨佳.对德国被动式居住建筑节能技术的考察[J].长春工程学院学报,2013,14(3):38-40[13] 赖有志,陆京海,杨军霞,张童.现浇轻质泡沫混凝土在屋面工程中的应用[J].施工技术.2011,40(14):79-94毕业论文英文参考文献(三)[1]蒋花,史志康.整合与对话一论《金色笔记》中的戏仿[J].当代外国文学,2007(2):78.[2]黄梅.女人的危机和小说的危机--女人与小说杂谈之四[J].读书,1988(01):5.[3]孙宗白.真诚的女作家多丽丝·莱辛[J].外国文学研宄,1981(3):70.[4]施旻.《金色笔记》是女性主义文本吗·一关于多丽丝·莱辛及其《金色笔记》的论争[J].东岳论丛,2000(5): 132-134.[5]李福祥.多丽丝·莱辛笔下的政治与妇女主题[J].外国文学评论,1993(4):40-43[6]黎会华·多丽丝·莱辛《金色笔记》中的现代主义技巧分析[J].外语研究,2003(6):73.[7]陈才宇,刘新民.金色笔记[M].北京:译林出版社,2000.[8]黎会华·解构菲勒斯中心:构建新型女性主义主体一《金色笔记》的女性主义阅读[J].浙江师范大学学报,2004(3):33.[9]韩小敏,纪卫宁.析伍尔夫与莱辛文学创作的相似性[J].理论专刊,2004(8):125-126.[10]姜红.有意味的形式[J].外国文学,2003(4):96-98.[11]徐燕.《金色笔记》的超小说艺术[J].宁波大学学报,2003(3):78-80[12]蒋花,史志康.整合与对话一论《金色笔记》中的戏仿[J].当代外国文学,2007(2):78.[13]卢婧.《金色笔记》的艺术形式与作者莱辛的人生体验[D].南京师范大学博士学位论文,2008.[14]佘海若.迟来的正义:被缚的自由女性一记2007年诺贝尔文学奖[J].今日科苑,2007(23): 19-24.[15]刘颖.建构女性的主体性话语一评多丽丝·莱辛的《金色笔记》[J].邵阳学院学报,2004(4).[16]范晓红.从《金色笔记》解读多丽丝·莱辛的生态整体观[D].南京师范大学,2011.[17]Brewster, Dorothy. Doris Lessing\M\. New York: Wayne, 1965: 161.[18]Spilka, Mark. Lessing and Lawrence: the Battle of theContemporary Literature,1975(16): 218-240.。
专业外语阅读文献综述—The effect of modern electronic technology on memory
The effect of modern electronic technology onmemory应用心理学xx班xxxxuehaoAbstract: With the progress of modern civilization, and the improvement of people's living standard, the electronic science and technology is more and more widespread popularity.The use of mobile phones, cameras and computers all make people's life more convenient. At the same time, there is a study shows that people's memory is also decreased with the use of these electronic technology. This paper focus on how the use of modern electronic technology, such as cameras, mobile phones and computers, decrease people’s memory, collating and summarizing the relevant researches and views of the researchers.Key words:memory; memory decreased; impact; modern electronic technology; Internet1 IntroductionAs we all know, memory is one of the basic functions of the human brain. We will be a fleeting thing if we don’t have the memory. Nowadays,with the development of modern technology, more and more people like to choose to keep the things in the cameras, mobile phones and computers, rather than keep it into the brains. the Huffington Post in American reported that, when people are asked “ What can technology bring to you?”, they almost emerged out some thing positive immediately, just like convenience, fast, and so on. But along with the science and technology brings to us convenience, some affiliated defects (such as, memory declined severely, ect.) also appeared. All kinds of contacts list functions in many softwares greatlyfacilitates our life, but also let the "amnesia" groups of people increasingly large, and some people even can not say a complete telephone number without this contacts list. In this way, let people to face the negative influences of modern science and technology on memory is very important.2 The definition and the current situation of memoryWhat past experience reflected in the human brain is called memory. Memory consists four basic processes, which is memorizing, keeping, recongnition and recall. Memory is the hub of which our all activities are going. In today's society, the memory has been widespread concernned. And how to reduce the memory decline and improve our memory ,or other problem like these has become a topic of widespread concern.3 The processes of memory and the factors affecting memory3.1 The processes of memoryThere are some processes in memory, scientists believe that memory can be divided into short-term memory, medium-term memory and long-term memory. The essence of the short term memory is the immediate physiological and biochemical responses of the brain, while the medium term and the long term memory is brain cells occured in the structure change, and established a fixed link. Short-term memory model has been replaced by " working memory” in the past 25 years.Tthere are three subsystems: the short-term visual impression which formed by space visual. The sound loop to store sound information. This can be existed for a long time by repeated. The central executive system manages these two systems and establish contact with these information and long memory content. That is to say, the processes of memory are the processes which the brain has a series of physiological reactions, is a related chain of memory.3.2 The factors affecting memoryWhen our memory was damaged, that is when the chain of memory was damaged, according to the study which written by Wang Pengyun et al. (2013) shows that in item memory (paired association learning and associative memory) and connection memory (image free recall and non graphical recognition) will appear some serious problems. How dose these problems appear? As we know that memory’s damage often occur in the group of old people, according to the investigation on Chen Xueping et al. (2009) of the elderly people in Hangzhou City, showed that the age, education, life satisfaction, self-care ability and exercise were the factors affecting the prevalence of elderly cognitive impairment. So it can be said that the main factor of memory effect is people’s own conditions.4 The effect of the use of cameras on memory4.1 photo-taking impairment effectPhoto-taking impairment effect - the scientists found that the more people take pictures, the less they feel and experience, and the details of the picture also be more blurred by these people.4.2 The research of Fairfield UniversityThe researchers in the Fairfield University let a group of students to remember the details about the things which they just visited in the museum as many as they can.The test data show that, these students’ memory accuracy is low when they identified the thing they had filmed, compared with in identifying the things they had looked only without to take photographs of the high degree of accuracy. In addition, the detail memory came to be poorer when they had taken photographs than not.Doctor Henkel (2014) said, "in order to catch a moment which is valuable, people often choose to use his/her camera, rather than to use their brain to remember, what caused they miss what is happening in that moment. When people rely on technology products to help himself to remember, for example, when depend on the camera to record events, and then do not need to focus total concern on -- this will have a negative impact on them to keep their own experiences.5 The effect of the use of mobile phones on memory5.1 Electronic Science and technology equipment is not conducive to our attentionWhether attention is focus on is the key whether we can form a strong memory. However,overwhelming electronic technology equipments let the way that relies on centralized attention to exercise their memory to be forgetten. People do two things at one time or even do the multitasking, such as browse weibo, use multi screen window to browse information when they are walking , makes people's attention has been dispersed. But researches show that, actually, people’s attention only can be put on one thing at one time. That is to say, few people can really do multitasking,when attention is dispersed, the memory decreases, too.5.2 Cell phone radiation affects memoryAccording to a study conducted by researcher at the Department of Neurosurgery of Lund University Hospital in Sweden, mobile phone radiation will indeed affect people's memory. In the past more than a year time, Henrietta Nittby (2008),a researcher, carried out a series of experiments on mice. These mice will be in mobile phone radiation for two hours every week. The result shows that, the mice’s memory,which are under radiation,are worse than the mice which are without the radiation.Professor Henrietta Nittby and Professor Leif Salford believe that ,the results of this study may has a complicated relationship with past research results of this team, that is, the microwave radiation from cell phones will affect the so-called "blood brain barrier". Leif Salford and his colleagues had found that, when experimental animals exposed to mobile phone radiation, a transport protein in the blood, namely endosperm proteins, will penetrate into the brain tissue. And the “blood-brain barrier” can protect the brain don’t suffer from the harm of substances in the blood.At the same time, the team also found that,the part of the nerve damage,which is exist in the form of the injured nerve cells, is present in the center of cerebral cortex and the brain's memory -the hippocampus. It is the memory centers of the brain. When exposed to radiation, the endosperm proteins will emanation quickly, until four to eight weeks later, the nerve cells will damage. In addition, they also found a large number of gene’s activity changes - not just change in a single gene, but also groups of gene’s activity produced change (Henrietta Nittby, Leif Salford.2008).In the Fu Daigang, Long Yunfang and Zhao Liqiang’s study which is research how cell phone radiation effect people’s health, they divided the participants into <10min, 10~30min, >30min three groups by the time they use the cell phone every day, the mobile phone’ service period is divided into <6 months, 6~12 months, >12 months 3 groups were measured. The conclusion is "although the average mobile phone microwave radiation intensity does not exceed the limit that we current workplace exposure, but the long-term use of mobile phone can cause fatigue, nausea, loss of hearing, memory decrease, agitation, sleep difficulties, loss of appetite and other symptoms such as neurosis. And with the increase of the average time of the use of mobile phones and the extension of the use of life, the incidence of neurological disorders have increased trend "( Fu Daigang , Long Yunfang, &Zhao Liqiang,2005).6 Effects of computer using on memory6.1 Google's impact on memory6.1.1 Google EffectBecause of the development of technology (such as, search engine), we become more and more easily accessible to the all kinds of information. We can search our old classmates, find thearticle that we to see, or to find the name of the actor on the screen that we deja vu on the Internet easily. The cost of search is small and the reaction time is so quickly that we can easily find the answer to all sorts of problems we need and the information. People gradually see the Internet as a part of their memory - a rich amount of storage database. This is known as a Google effect.6.1.2 Betsy Sparrow’s experimentThe article Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips (Sparrow, Liu, & Wegne, 2011) talks about how the Google effect works on us. Article uses four experiments to illustrate the following questions: people are more likely to turn to a computer when they are facing some problems which they can’t solve; when people feel they can find this information later , they will be more difficult to recall information itself, on the contrary, they will strengthen the memory of how to obtain this information.6.2 EEG analysis of people who is over - use computerAnalysis of brain electrical characteristics of over -used Internet (Yu Hongqiang, 2009) found the short-term memory of people who over - used Internet is significantly less than normal people through the study of the differences between people who over - used Internet and normal people on short-term memory.Then, they analyzed the differences on the event related potential between these two kinds of participants,and specific waveform was found in the prefrontal electrode of the people who over-used Internet. Meanwhile ,the prefrontal lobe is the area whose responsibility is memory the brain, so further proved that the excessive use of the Internet had an impact to the subjects of short-term memory.7 EpilogueWith the development of science and technology, modern electronic technology gradually penetrated into people's lives,in all kinds of life. These technologies bring to us with convenient ,at the same time, there are more and more people choose to use technical ways to help them remember some things, without take the time to remember certain things, and thus, resulting somebody become difficult to remember something, or just remember the way to find the information, then, leading to a decline in memory. So with the progress of science and technology, we should also learn to use of modern electronic technology rationally, make the science and technology be used by us, rather than being stuck in science and technology.Reference王鹏云,李娟,李会杰,李冰,李欣,周婷.(2013).Characteristics of Associative Memory Deficits in Amnestic Mild Cognitive Impairment.生物化学与生物物理进展,40(12),1247-1255.郁洪强. (2009). 过度使用互联网者的脑电特征分析.博士, 天津大学.陈雪萍,方桂珍,倪荣,杨佳琦,章冬瑛,杨立江.(2009).杭州市社区925名老年人认知功能损害现状调查及影响因素分析.护理学报,5(34),29.伏代刚, 龙云芳, & 赵立强. (2005). 手机微波辐射强度及对人体健康的影响. 职业卫生与病伤(02), 85-89.Lund University. (2008, December 5). Mobile Phones Affect Memory In Laboratory Animals, Swedish Study Finds. ScienceDaily. September 15.Henkel, L. A. (2014). Point-and-Shoot Memories: The Influence of Taking Photos on Memory for a Museum Tour. [Article]. Psychological Science, 25(2), 396-402.Sparrow, B., Liu, J., & Wegne, D. M. (2011). Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips. Science, 333(6043), 776-778.。
外文文献汇报
应用生物学、化学和工程学的基本原 理,利用生物体(包括微生物、动物 细胞和植物细胞)或其组成部分(细 胞器和酶)来生产有用物质或为人类 提供某种服务的技术。例如,一篇关 于基因编辑技术的文献,介绍了 CRISPR-Cas9系统的原理和应用,探 讨了其在疾病治疗和基因功能研究中 的潜力。
能源科学
研究各种能源的开发、利用、转换和 储存的科学技术,包括太阳能、风能 、核能等领域。例如,一篇关于太阳 能电池技术的文献,介绍了太阳能电 池的工作原理、制造工艺和性能评估 方法,讨论了提高太阳能电池效率的 途径和挑战。
加强方法论研究
进一步探讨各种研究方法的适用范 围、优缺点及相互之间的关系,为 研究者提供更系统、更完善的方法
论指导。
A
B
C
D
促进跨学科合作
鼓励不同学科领域的研究者开展跨学科合 作,共同探索新的研究方法和技术手段, 推动学术研究的进步和发展。
强化方法培训和教育
加强对研究者的方法培训和教育,提高其 研究能力和素养,确保研究的科学性和可 靠性。
促进了跨学科研究
03
外文文献的引入,有助于促进本领域与其他学科的交叉融合,
推动跨学科研究的开展和深入。
07 总结与展望
本次汇报内容回顾
汇报主题
围绕外文文献的阅读、理解、分析和汇报展开。
01
汇报内容
详细介绍了所选外文文献的研究背景、 目的、方法、结果和结论,并结合自身 理解进行了深入分析和讨论。
02
06 外文文献对本研 究领域的贡献与 影响
对本领域理论构建的贡献
提供了新的理论框架
外文文献中提出的理论框架,为 本领域的研究提供了新的视角和 思路,有助于完善现有理论体系 。
外国语学院经典文献阅读
外国语学院经典文献阅读附:经典文献目录英语课程与教学论1.Brown, J. D. 语言教学大纲要素:课程设计系统法[M].北京:外语教学与研究出版社,2001.2.Cunningsworth, A. 如何选择教材[M].上海:上海外语教育出版社,2002.3.Davies, P. & Pearse, E. 英语教学成功之道[M].上海:上海外语教育出版社,2002.4.Ellis, R. 1994. The Study of Second Language Acquisition. Oxford:Oxford UniversityPress.5.Ellis, R. 1997. Second Language Acquisition. Oxford: Oxford University Press.6.Harmer, J. 怎样教英语[M].北京:外语教学与研究出版社,2000.7.Hedge, T.语言课堂中的教与学[M].上海:上海外语教育出版社,2002.8.Lightbown, P. M. & Spada, N. 语言学习机制[M].上海:上海外语教育出版社,2002.9.Macaro, E. 第二语言的教学与学习—近期研究与应用指南[M].北京:世界图书出版公司,2008.10.Nunan, D. 1999. Second Language T eaching and Learning. Boston: Heinle and Heinle.11.Richards, C. J. & Rodgers T. S. 语言教学的流派[M].北京:外语教学与研究出版社,2000.12.Richards, J. C. & Lockhart, C. 第二语言课堂反思性教学[M].北京:外语教学与研究出版社,2000.13.Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford:OxfordUniversity Press.14.Steinberg, D. D. & Sciarini, N. V. 心理语言学导论[M].北京:世界图书出版公司,2008.15.Stern, H. H. 语言教学的问题与可选策略[M].上海:上海外语教育出版社,2000.16.Willis, J. & Willis, D. 语言教学的挑战与变迁[M].上海:上海外语教育出版社,2002.17.Yalden, J. 课文教学课程设计原理[M].北京:外语教学与研究出版社,2000.18.程晓堂.英语教材分析与设计[M].北京:外语教学与研究出版社,2002.19.王笃勤.英语教学策略论[M].北京:外语教学与研究出版社,2002.20.魏立明、刘丽艳. 课程标准与教学大纲对比研究[M].长春:东北师范大学出版社,2004.日语课程与教学论1.高等院校日语专业基础阶段教学大纲[M].大连:大连理工大学出版社,2001. 2.日语课程标准(高中阶段)[M].北京:北京师范大学出版社,2003.3.日课程标准(义务教育阶段)[M]. 北京:北京师范大学出版社,2002.4.林崇德. 学习理论[M].武汉:湖北教育出版社,1999.5.施良方. 课程理论[M].北京:教育科学出版社,1996.6.海保博士. 日本語教育のための心理学. 新曜社,2002.7. 岡崎眸.日本語教育における学習の分析とデザイン. 凡人社,2001.8. 田中望,斉藤里美. 日本語教育の理論と実践. 大修舘書店,1997.9. 細川英雄. 言語活動の理論と実践. 明石書店,2000.10. 細川英雄. 日本教育は何をめざすか、言語文化活動の理論と実践. 明石書店,2001.11. 石田敏子. 日本語教授法. 大修舘書店,1995.12. 新屋映子,姫野伴子,守屋三代. 日本語教科書の落とし穴. アクル,2000.13. 岡崎敏雄. 日本語教育の教材分析、使用、作成. 凡人社,1991.14. 张正东. 外语教育学[M]. 北京:科学出版社,1999.俄语课程与教学论1. ЩукинА.Н., Методика прподавания русского языка как иностранного. Москва:русский язык, 1991.2. Щукин А.Н., Содержение и струкура учебника русского языка как иностранного. М.:Русский язык, 1991.3. Выготский Л.С., Мышление и речь. М.: Лабириет , 2001.4. Леонтьев А.А., Язык. Речь. речевая деятельность. М.: КомКнига, 2003.5. Леонтьев А.А.,Теория речевой деятельности. М.: КомКнига, 2003.6. Леонтьев А.А., Психолингвистические единицы и порожение речевого высказывания. М.: КомКнига, 2003.7. 蒯超英. 学习策略[M]. 武汉:湖北教育出版社,2000.8. 章兼中. 外语教学心理学[M]. 合肥:安徽教育出版社,1991.9. 胡春洞. 外语教育心理学[M]. 南宁:广西教育出版社,1996.10. 林崇德. 发展心理学[M]. 北京:人民教育出版社,2005.11. 鲁忠义. 记忆心理学[M]. 北京:人民教育出版社,2005.12. 施良方. 学习论[M]. 上海:华东师范大学出版社,1999.13. 刘润清. 西方语言学流派[M]. 北京:外语教学与研究出版社,2007.14. 胡春洞. 外语教育语言学[M]. 南宁:广西教育出版社,1996.15. 倪波. 俄语语义学[M]. 上海:上海外语教育出版报社,1995.16. 赵艳芳.认知语言学概论[M]. 上海:上海外语教育出版社,2007.17. 杨连瑞、张德禄. 二语习得研究与中国外语教学[M]. 上海:上海外语教育出版社,2007.18. [俄]费·费·克拉耶夫斯基著,张男星、曲程等译. 教育学原理[M]. 北京:教育科学出版社,2006.19. 许力生. 语言研究的跨文化视野[M]. 上海:上海外语教育出版社,2006.20. 章兼中、于永年等译. 国外现代外语教育法主要流派[M]. 合肥:安徽教育出版社,1991.21. 高等学校外语专业教学指导委员会俄语组. 高等学校俄语专业教学大纲[M].北京:外语教育与研究出版社,2001.22. 中华人民共和国教育部. 义务教育阶段俄语课程标准(实验稿)[M]. 北京:人民教育出版社,2001.23. 中华人民共和国教育部. 普通高中俄语课程标准(实验稿)[M]. 北京:人民教育出版社,2003.英语语言学1.Austin, J. L. 1962. How to Do Things with Words. Oxford: Oxford University Press. 2.Brown, H. D. 2002. (2nd 1994). Principles of Language Learning and Teaching.Beijing: Foreign Language Teaching and Research Press.3.Brown, P. & Levinson, S. C. 1987.Politeness: Some Universals in Language Usage.Cambridge: Cambridge University Press.4.Cheng, X. 2006. Selected Readings in Western Philosophy of Language.Dalian: Liaoning Normal University Press.5.Cook G. 1995. Principle & Practice in Applied Linguistics. Oxford: Oxford University Press. 6.Fromkin, V, Rodman, R. & Hyams, N. 2007. An Introduction to Language (8th Ed.). Beijing: Peking University Press.7. Halliday & Hasan. 1976. Cohesion in English. Oxford: Oxford University Press.8. Halliday, M.A.K. 1994. An Introduction to Functional Grammar (2nd Ed.). London: EdwardArnold.9. Hatim, B. 2001. Teaching and Researching Translation. Beijing: Foreign Languages Press.10. Lahiff, J. M. & Penrose, J. M. 1997.Business Communication Strategies and Skills. NewJersey: Prentice Hall: Upper Saddle River.11. McCarthy, M. 1991. Discourse Analysis for Language Teachers. Oxford: Oxford UniversityPress.12. Mitchell, R. & F. Myles. 2004. Second language learning theories(2nd Ed.). London: Arnold.13. Nunan, D. 1992. Research Methods in Language Learning. Cambridge: Cambridge UniversityPress.14. Robins, R. H. 2000. General Linguistics(4th Ed.). Beijing: Foreign Language Teaching andResearch Press.15. Scollon, R. & Scollon, S. W. 2000. Intercultural Communication: A Discourse Approach.Beijing: Foreign Language Teaching and Research Press.16. Thompson, G.. 1996. Introducing Functional Grammar. London: Edward Arnold.17. V erschueren, J. 2000. Understanding Pragmatics. Beijing: Foreign Language Teaching andResearch Press.18. Yule, G.. 1996. Pragmatics. Oxford: Oxford University Press.英美文学1.马新国.西方文论史(修订版) [M]. 北京:高等教育出版社,2007.2.朱刚.二十世纪西方文论[M]. 北京:北京大学出版社,2006.3.Wellek, R. 1986. Theory of Literature. London, Penguin.4.Forster, E. E. Aspects of the Novel. 北京:中国对外翻译出版公司,2002。
外语教学毕业论文参考文献
外语教学毕业论文参考文献外语类毕业论文参考文献非常多,下面列出部分国外近几年出版或前些年出版较有影响的著作。
其中许多著作近几年上海外语教育出版社、外语教学与研究出版社、人民教育出版社等已经引进出版。
Alderson,F.C.,C.Clapham,and nguage Test Construction and Evaluation.Cambridge:Cambridge University Press,1995Bachman,L.Fundanental Considerations in LanguageTesting.Oxford:Oxford University Press,1983Brown,G.&G.Yule.Teaching the Spoken Language.Cambridge:Cambridge University Press,1983Brown,H.D.Princioles of Language Learning and Teaching.(3rd ed.)New Jersey:Prentice Hall,1994Carrel,P.C.,Devine,J,&D.E.Eskey(eds.) Interactive Approaches to Second Language Reading.Cambridge University PressCoady,J.&T.Huckin. (eds.). Second Language Vocabulary Acquisrion.Camvridge:Cambridge University Press,1997Ellis,R. Understanding Second Language Acquistion.Oxford:Oxfod University Press,1985Ellis,R. The Study of Second Language Acquisition. Oxford:Oxfod University Press,1994Gardener,R.C.&mbert.Attitudes and Motivation in Second Language Learning.Rowley:Mass:Newbury House,1972Gardener,R.C.Social Psychology and Second Language Learning:The Role of Attitudes and Motivation.Longman:Edward Arnold Ltd.,1985Hinkel,E.(ed.). Culture in Second Language Teaching and Learning.Cambridge:Cambridge University Press,1999Hughes,A. Testing for Language Teachers. Cambridge:Cambridge University Press,1989James,C. Errors in Language Learning and Use. New York:Longman,1998 Johnson,K.E. Understanding Communicative Language Classrooms. Cambridge:Cambridge University Press,1995Krashen,S. Principles and Pracrice in Second LanguageAcquisition.Oxford:Pergamon,1982Lynch,B.K. Language Program Evaluation. Cambridge:Cambridge University Press,1996Nunan,D. The Learner-Centred Curriculum. Cambridge:Cambridge University Press,1988Nunan,D. Designing Tasks for the Communicative Classroom. Cambridge:Cambridge University Press,1989O’Malley,J.M&A.U.Chamot. Learning Strategies in Second Language Acquisition. Cambridge:Cambridge University Press,1990Odlin,T. Language Transfer. Cambridge:Cambridge UniversityPress,1989Richard,J. Approaches and Methods in Language Teaching. Cambridge:Cambridge University Press,1986Richards,J.C.&C.Lockhart.Reflective Teaching in Second Language Classrooms. Cambridge:Cambridge University Press,1996Seliger,H.W.&Shohamy,E. Second Language ResearchMethods.Oxford:Oxford University Press,1989Stern,H.H. Fundamental Concepts of Language Teaching. Oxford:Oxford University Press,1983Ur,P. Teaching Listening Comprehension. Cambridge:Cambridge University Press,1984Ur,P. A Course inLanguage Teaching. Cambridge:Cambridge University Press,2001Wallace,M.J. Action Research for Language Teachers.Cambridge:Cambridge University Press,1998Widdowson,H.G. Teaching Language as Communication. Oxford:Oxford University Press刘润清外语教学的科研方法北京:北京外语教学与研究出版社,1999。
医学检验外语文献
医学检验外语文献摘要:一、医学检验外语文献的概述1.医学检验外语文献的概念2.医学检验外语文献的重要性3.医学检验外语文献的分类二、医学检验外语文献的检索与分析1.检索工具与数据库2.检索策略与技巧3.分析方法与技巧三、医学检验外语文献的应用1.临床诊断与治疗2.医学研究与发展3.医学教育与培训四、医学检验外语文献的挑战与展望1.语言与文化差异2.更新速度与知识爆炸3.国际合作与资源共享正文:医学检验外语文献在医学领域具有举足轻重的地位,它们是医学检验学科发展的重要支撑。
然而,如何有效地检索、分析与应用这些文献,以及如何应对其中的挑战,是广大医学工作者关心的问题。
首先,我们需要了解医学检验外语文献的概述。
医学检验外语文献,顾名思义,是指以非中文为载体的医学检验相关文献。
它们涵盖了世界各地的医学研究成果,对于了解国际医学动态、提高我国医学水平具有重要意义。
根据内容,医学检验外语文献可以分为实验医学、临床检验、实验室管理等多个类别。
其次,如何检索与分析医学检验外语文献是关键。
我们需要掌握一些常用的检索工具与数据库,例如PubMed、Web of Science等。
同时,了解检索策略与技巧,如关键词选择、检索式构建等,能够提高检索效率。
此外,分析方法与技巧也不容忽视,如文献筛选、内容归纳、数据挖掘等,有助于从文献中提炼有价值的信息。
在掌握检索与分析方法后,我们应关注医学检验外语文献的应用。
它们不仅可以为临床诊断与治疗提供依据,还可以推动医学研究与发展,为医学教育与培训提供丰富的教材。
然而,医学检验外语文献在实际应用中面临着诸多挑战。
首先,语言与文化差异给阅读和理解文献带来困难。
其次,医学知识更新速度快,文献数量庞大,给检索与分析带来压力。
最后,国际合作与资源共享成为提高医学检验外语文献利用效率的必然趋势。
外语教学与研究参考文献格式
外语教学与研究参考文献格式
外语教学与研究参考文献格式主要分为以下几种:
1. 期刊:作者.题名[J].刊名,出版年,卷(期):起止页码。
2. 专著:作者.书名[M].版本(第一版不著录).出版地:出版者,出版年.起止页码。
3. 论文集:作者.题名[C].编者.论文集名.出版地:出版者,出版年. 起止页码。
4. 学位论文:作者.题名[D].保存地点:保存单位,年份。
5. 专利文献:题名[P].国别,专利文献种类,专利号.出版日期。
6. 标准:标准编号,标准名称[S]。
7. 报纸:作者.题名[N].报纸名,出版日期(版次)。
8. 报告:作者.题名[R].保存地点:年份。
9. 电子文献:作者.题名[电子文献及载体类型标识].文献出处,日期。
电子文献载体类型用双字母标识,例如:磁带[MT]、磁盘[DK]、光盘[CD]、联机网络[OL]、联机网上数据库[DB/OL]、磁带数据库[DB/MT]、光盘图书[M/CD]、磁盘软件[CP/DK]、网上期刊[J/OL]、网上电子[EB/OL]。
如需获取更详细的信息,建议查询相关书籍或网站,以获取具体的格式要求。
英文文献
Journal of Strength and Conditioning Research,2000,14(3),332–337Comparison of the Effects of Three Different Weight-Training Programs on the One Repetition Maximum SquatMICHAEL H.STONE,1JEFF A.POTTEIGER,2KYLE C.PIERCE,3CHRIS M.PROULX,1HAROLD S.O’BRY ANT,1ROBERT L.JOHNSON,1AND MEG E.STONE11Exercise Science,Appalachian State University,Boone,North Carolina28608;2Exercise Science,University of Kansas,Lawrence,Kansas66049;3U.S.A.Weightlifting Development Center,Shreveport,Louisiana71115.ABSTRACTThis study compares the effects of3weight-training programs on the1repetition maximum(1RM)squat(SQ).Subjects were 21college-age men.The criteria for subject inclusion was ini-tial1RMϾ110kg andϾ1.3ϫbody mass and the ability to completeϾ80%of the programmed repetitions.The groups were Group1(nϭ5)5ϫ6RM,Group2(nϭ9)stepwise periodized model,and Group3(nϭ7)overreaching period-ized model.Groups1and2were equalized on programmed repetitions(720and732),and Group3was programmed at 18and19.4%fewer repetitions(590).Actual repetitions achieved for Groups1–3were619,629,and529,respectively. The1RM squat was measured before and after12weeks. Within-group analysis showed that only Groups2and3in-creased significantly(pϽ0.05)in the1RM(kgϮSD):Group 1,141.4Ϯ28.1–155.4Ϯ23.7;Group2,124.8Ϯ12.0–143.4Ϯ12.1;and Group3,132.8Ϯ17.0–153.3Ϯ19.3.Derived vari-ables were squat(SQ)ϫbody massϪ1and SQ gain scoreϫSinclair coefficient(the method of obviating differences in body mass).Percent differences between groups for Groups1 and2were SQϭ33,SQϫbody massϭ53,and Sinclair formulaϭ33.For Group3,SQϭ46,SQϫbody massϭ67, and Sinclair formulaϭ109.These data indicate that periodi-zed models increased the1RM squat to a greater extent than a constant repetition scheme,even when the repetitions were equalized(Group1vs.Group2)or when the repetitions were substantially fewer(Group1vs.Group3).Key Words:strength,exercise,resistance training Reference Data:Stone,M.H.,J.A.Potteiger,K.C.Pierce, C.M.Proulx,H.S.O’Bryant,R.L.Johnson,and M.E. parison of the effects of three different weight-training programs on the one repetition max-imum squat.J.Strength Cond.Res.14(3):332–337.2000.IntroductionP eriodization may be defined as a‘‘logical phasic method of manipulation of training variables in or-der to increase the potential for achieving specific per-formance goals’’(27).Thus a basic tenet of periodi-zation is training nonlinearity.The goals of periodi-zation are(a)reduced overtraining potential,and(b) peaking at the appropriate time or providing a main-tenance program for sports with a specific season.The goals are met by appropriately manipulating volume, intensity factors,and by appropriate exercise selection. Briefly,periodized training can be divided into3 stages or levels:(a)the macrocycle(long-length cycle), (b)the mesocycle(middle-length cycle),and(c)the mi-crocycle(short-length cycle,day to day variation).Eachmacro-and mesocycle generally begins with a high-volume,low-intensity of training and ends with a high-intensity,low-volume of training.The macro-and mesocycle can contain4phases:(a)general prepara-tion,(b)competition,(c)peaking,and(d)transition or active rest.Each of these phases have different goals and require different levels of variation.Theoretically, well-planned periodized programs can allow for tighter control of training variables,superior perfor-mance adaptations,and generally superior perfor-mance at the appropriate time,such as peaking phases (6,25).The use of training factor variation or periodized strength training programs has gained considerable popularity in recent years.However,few studies have attempted to examine models of periodized/variation programs for strength training(1,9–19,26,28,29).All of these studies were of the mesocycle length and were 7–24weeks in length.Two of the studies are actually a series of comparative studies(11,16).Of these14 studies,all but2(1,9)indicated that periodized mod-els produced statistically superior results in1or more performance measures relating to strength,power,and high-intensity exercise endurance compared with lin-ear models.Of these papers,only5used subjects with a reasonably extensive previous strength-training ex-perience(1,10,12,16,29).332Comparison of Three Weight-Training Programs 333Group 3:overreach periodization (n ϭ7)W eeks 1–2W eeks 3–4W eek 5W eeks 6–8W eek 9W eek 10W eek 11W eek 12Major 5ϫ103ϫ5(1ϫ10)3ϫ3(1ϫ5)3ϫ5(1ϫ5)5ϫ5(1ϫ5)3ϫ5(1ϫ5)3ϫ3(1ϫ5)3ϫ3/1Assistance3ϫ103ϫ103ϫ103ϫ53ϫ53ϫ53ϫ53ϫ5*Parentheses indicate 25%less than target sets performed as rapidly as possible;3ϫ3/1ϭcluster with 30-second rest between sets.Groups 1and 2trained using RM values.Group 3trained using a heavy and light day protocol.Table 1.Training protocols.Group 1:control (n ϭ5)W eeks 1–12Major Assistance5ϫ6RM 3ϫ8RMGroup 2:Stepwise periodization (n ϭ9)W eeks 1–4W eeks 5–8W eeks 9–11W eek 12Major Assistance5ϫ103ϫ105ϫ53ϫ83ϫ3(1ϫ10)3ϫ63ϫ33ϫ6A factor that may confound interpretation of the efficacy of various mesocycle length models deals with the total work accomplished as a result of the training program.O’Bryant (16)indicated that periodized models result in superior gains in strength that are at least partially independent of total work (volume)ac-complished,and that variation of volume and intensity are the more important factors.By partially equating volume by an estimation of work (volume load),Wil-loughby (29)supported O’Bryant’s interpretation.However,Baker et al.(1)found that mesocycle length models of strength training using equalized planned repetition schemes (which assumes work is essentially equal)produced essentially the same gains in maxi-mum strength measures.Baker et al.(1)suggest that total work (volume)accomplished during a training program is the more important factor,regardless of the variation (or lack of variation)scheme used.Thus it is possible that simply providing a greater volume of work (based on repeti-tions)would produce greater strength gains.They also indicate that if volume and intensity are equal over a training period,then the gains in strength will be equal (1).On the other hand,if O’Bryant (16)is cor-rect,then superior strength gains are a function of both total work accomplished and manipulation of volume and intensity of training.Recent evidence suggests that overreaching,if ap-plied properly among advanced athletes,can stimulate a delayed increase in performance (22).Overreaching is a type of periodization/variation in which brief,short-term (1–2weeks)increases in volume or inten-sity are followed by a return to normal training.Thebrief high-volume phase apparently stimulates physi-ology in a manner resulting in a delayed increase in performance approximately 2–5weeks after a return to normal training.Stone and Fry (22)have discussed the physiological and performance aspect of over-reaching among strength/power athletes.The purpose of this study was to examine the ef-ficacy of 3different mesocycle-length (12week)strength-training models in producing alterations in body mass and the 1RM squat.Two groups were equalized on repetitions,and a third group used sig-nificantly fewer repetitions.The purpose of this study was not to elucidate underlying mechanisms,which have been previously discussed (6,22,25),but to con-centrate on performance change.MethodsThe subjects were 21male volunteers meeting the fol-lowing criteria:initial 1RM squat Ͼ110kg and Ͼ1.3ϫbody mass,and the ability to complete at least 80%of the programmed repetitions.All subjects partici-pated in a 2-week training program of 5ϫ5RM im-mediately prior to the initiation of the study.Seven subjects were removed from the data analysis as a re-sult of noncompliance.Initial values for the 21subjects were body mass ϭ78.1Ϯ9.4kg and 1RM squat ϭ131.4Ϯ17.5kg.The control (Group 1,n ϭ5)was a nonperiodized linear model (5ϫ6RM)with 720total repetitions pro-grammed (1).Two periodized models were chosen for comparison.A stepwise (volume by repetitions de-creases in steps)periodized model (Group 2,n ϭ9)was used as the comparison group,which used ap-proximately equal (732)programmed total repetitions (1).An overreaching periodized model (Group 3,n ϭ7)used 590programmed repetitions.There were 2overreaching phases at weeks 1and 9.The models are shown in Tables 1and 2.The exercise schedule is shown in Table 1.Groups 1and 2used RM values for each training session.Group 3used heavy and light days in order to avoid training to failure (9).For ex-ample,in the squat,Monday was an RM day,and on Friday the weight was reduced by 15%.The 1RM squat was assessed at 0weeks and after 12weeks of training using the methods described by Stone and O’Bryant (25).Additional comparisons were334Stone,Potteiger,Pierce,Proulx,O’Bryant,Johnson,and Stone Table 2.Exercise schedule.Exercise Monday W ednesdayFriday SquatBench press Assistant 1Clean pull Power shrug Assistant 2x x xx x x x x xAssistant 1ϭincline press;Assistant 2ϭlat pull downs.Table 3.Group body mass and 1RM squat values (M ϮSD ).PrePostp -V alueStatistical powerEffect sizeGroup 1:Control Body mass (kg)Absolute squat (kg)Squats kg Ϫ1Sinclair76.2Ϯ10.7141.4Ϯ28.11.88Ϯ0.46174.3Ϯ38.277.4Ϯ10.5155.4Ϯ23.72.02Ϯ0.35188.8Ϯ29.30.0130.7700.1200.1000.8960.4370.4990.5270.8270.5820.3550.367Group 2:Stepwise Body mass (kg)Absolute squat (kg)Squat ϫkg Ϫ1Sinclair76.5Ϯ11.1124.8Ϯ12.01.66Ϯ0.28154.3Ϯ22.077.6Ϯ11.6143.4Ϯ12.1*1.88Ϯ0.31*175.2Ϯ22.9*0.0190.0020.0040.0030.7260.7250.6620.6880.5160.9790.9320.955Group 3:Overreach Body mass (kg)Absolute squat (kg)Squat ϫkg Ϫ1Sinclair81.7Ϯ6.3132.8Ϯ17.01.63Ϯ0.22154.3Ϯ19.581.8Ϯ7.3153.3Ϯ19.3*1.88Ϯ0.27*178.4Ϯ23.5*0.9200.0060.0100.0080.0510.7470.6920.7200.0020.9360.8610.902*Significant within group difference (p Յ0.05;Bonferroni adjustment,p Յ0.0125).made using the absolute value of the squat divided by body mass and by applying the Sinclair formula (6,7).Body mass was measured using a medical scale.Sub-jects kept logbooks that were used for training data analysis.One or more investigators supervised all training sessions.Data (body mass and 1RM squat)were analyzed using within-group t -tests.A Bonfer-roni adjustment was used to control alpha-level infla-tion.Significance was determined using an alpha level of 0.05,Bonferroni alpha ϭ0.0125.ResultsThe 1RM squat,squat ϫkg Ϫ1,and Sinclair values in-creased significantly in Groups 2and 3,but not in Group 1.Body mass did not change significantly in any group (Table 3).Over the 12-week training period,Group 1accom-plished 619repetitions (86%of the total programmed sets)and used an average relative intensity of 67%;Group 2accomplished 629repetitions (86%of total programmed sets)at an average relative intensity of61%;and Group 3accomplished 529repetitions (88%of total programmed sets)at an average relative inten-sity of 72%of the initial 1RM.Average repetitions per set accomplished were Group 1ϭ6.0,Group 2ϭ6.6,and Group 3ϭ5.2.Training variables over 12weeks of training are summarized in Table 4.DiscussionThe primary finding of this study indicates that ma-nipulation of training volume and intensity affects the 1RM squat independently from the total or average repetitions accomplished,agreeing with the observa-tions of O’Bryant (16).Baker et al.(1)suggest that when training volume and intensity are equated by total and average repe-titions,short-term strength-training effects on the 1RM squat (and other variables)will be equal.More recent-ly,Schoitz et al.(19)concluded that equal total repe-titions across a short-term training protocol produced equal results regardless of variation factors.However,a closer examination of the results presented in this study (19),which used young men undergoing mili-tary training,suggests that this is not the case.First it should be noted that the periodization/variation pro-tocol used may not be the most appropriate for im-proving the selected performance variables (6,10,25).For example,the use of very low volumes during the final 4weeks may not provide an appropriate stimulus for endurance activities;additionally,a prolonged peaking phase (i.e.,4weeks of increasingly heavy sin-gles)may increase the probability of overtraining (3,23).The degree of variation used is unclear;apparent-ly there was no day-to-day variation.The running pro-Comparison of Three Weight-Training Programs335 Table4.Training variables—mean values over12weeks of training.Group TI(kg)VL(kg)RI TR%PTR ARS1 2 395769658,80547,80450,5816761726196295298686886.06.65.2TIϭaverage bar mass.VLϭvolume load(repetitionsϫmass lifted).RIϭrelative intensity(%of initial1RM).TRϭtotal accomplished repetitions.%PTRϭPercentage of total repetitions programmed actually accomplished. ARSϭaverage repetitions per set.gram was not integrated in a periodized fashion with the weight-training program,and there is no indica-tion of volume and intensity measures for the running training.Additionally,combining distance-running training with strength training can confound the in-terpretation of the strength data,particularly in terms of the1RM squat.Kraemer et al.(13)indicate that dis-tance running training may reduce gains in leg and hip maximum strength,although upper-body maxi-mum strength is largely unaffected.Shoitz et al.(19) point out that in their study,the bench press results improved to a greater extent in the periodized group with no difference in the squat,a result that may have been influenced by the running program.Within-group analyses shows that,even with these apparent design problems,the periodized group showed greater improvement in body composition(%fat),1RM bench press,timed sit-ups,and,according to the abstract,the ruck run(weighted10K run)than the constant repe-tition(linear)group.The linear group was not statis-tically superior to the periodized group on any of the 3physical or6performance variables measured.These observations indicate that the periodized group actu-ally produced superior overall results.Although not statistically different,a possible shortcoming of the present study is concerned with differences in initial1RM squat and body mass.It should be noted that Groups2and3had initial1RMs representing88and94%of Group1.Although these initial differences are similar to the initial percentage differences in the study by Baker et al.(1),one might expect larger gains from weaker groups.However,the same general trends in squat variable gain scores were observed when comparing the5strongest subjects from each group.Additionally,the body mass of Group3was nearly5.5kg higher than the other2 groups.The relationship between body mass and max-imum strength is not a linear function(7,8,20);thus mathematical models that allow strength comparisons of individuals with different body masses have been developed(7,8).The application of the a mathematical model for obviating differences in body mass(20)sup-ports the general trend,indicating the superiority of the periodized groups.A previous study of short-term strength training using untrained and moderately trained subjects and using both constant repetition and periodized pro-grams suggests that%fat is unchanged or slightly de-creased and body mass and lean body mass(LBM) tends to be increased(1,10).Several researchers have suggested that training volume is strongly related to increases in LBM(1,16,19,21,25).Although LBM was not measured in this study,based on previous studies (16)it may be argued that the small increases in body mass noted in Groups1and2were primarily a result of increases in LBM.Increases in LBM may have been partially responsible for the increased maximum1RM strength in these2groups.Group3,which used a sub-stantially lower total volume of training but a higher average intensity than the other2groups,did not show marked changes in body mass.However,Group 3did show the greatest gains in1RM variables.Hak-kinen(5)suggests that training at higher relative in-tensities is related to a more complete neural activa-tion.Group3used the highest average relative inten-sity of training,which may have resulted in a greater neural activation compared with Groups1and2.It is possible that different stimuli(hypertrophic vs.neural factors)interacted in different manners to produce the gains in maximum strength noted among the3groups in this study.Hakkinen(4)suggests that training for prolonged periods(months)with high intensities and little variation can result in‘‘neural fatigue’’and is in-dicative of overtraining.It is possible that neural fa-tigue influenced the results of Group1.V ariation is also an important training variable that can have a strong influence on adaptations to a train-ing protocol(2,10,25).In terms of the degree and level of variation,there was a continuum:Group1ϽGroup 2ϽGroup3.There was also a similar continuum for 1RM gains.If average relative intensity(RI)had been the most important factor,then Group1(RIϭ67%) should have produced superior results compared with Group2(RIϭ61%).This was not the case.Similar336Stone,Potteiger,Pierce,Proulx,O’Bryant,Johnson,and Stonearguments can be made for volume load:Group1 should have been superior to the other2groups.It should also be noted that in the present study,Group 3used the greatest variation in manipulating training variables,including day-to-day variation,and realized the greatest gains in1RM despite a lower training vol-ume.Absolute compliance was not obtained in the pres-ent study.This is typically a problem in any training study.Of the7subjects who were removed,4were in Group1;all4of these subjects complained about the monotony and lack of variation in this program.It should also be noted that the remaining subjects per-formed only86–88%of the total programmed repeti-tions because of missed days or an occasional missed repetition.Although Group3was programmed to ac-complish18and19.4%fewer repetitions than per-formed by Groups1and2,the actual percentages were14.5and15.9%.Although this type of noncom-pliance may affect the outcome,it is difficult to make comparisons to other studies that do not typically re-port this type of data,but rather report only the pro-grammed sets and repetitions(1,28).The results of this study indicate that periodized models increased the1RM squat to a greater extent than a constant repetition scheme,even when the rep-etitions were equalized(Group1vs.Group2),or when the repetitions were substantially fewer(Group 1vs.Group3).These data,along with the studies of Willoughby(29)and Shoitz et al.(19),indicate that O’Bryant(16)was correct in his assessment of the ef-fects of volume and intensity variation.Although differences in training volume and inten-sity can be related to both alterations in physiology and performance,this study supports the periodiza-tion/variation concept.Thus it is the appropriate ma-nipulation and sequencing of volume(and intensity) that‘‘guide’’thefinal outcome of a training program (6,10,25).Although it is apparent that the manipu-lation of volume and intensity can influence the out-come of a training program,no1study is definitive, and interested readers should carefully survey the lit-erature.It is equally apparent that considerable further study is necessary and should include both sexes.It should be noted that no long-term studies(years)have been carried out,and this leaves a large gap in our current knowledge.Practical ApplicationsPeriodization/variation has previously been shown to be a superior method of strength/power training(6, 10,12,14,16–19,28,29).These studies,along with the present data,suggest that it is the appropriate se-quence and combination of training variable manipu-lation that produces superior results and not simply the amount of work or number of repetitions accom-plished.A basic tenet of periodized programs is nonlinear-ity.V ariables including sets,repetitions,loading,and exercise speed are manipulated such that specific training goals are emphasized during different por-tions of a meso-or macrocycle(2,6,25).In addition to phasic variation of volume and intensity across the mesocycle,there is also day-to-day variation,which appears to be especially important for advanced train-ers.Part of the reason for variation,particularly day-to-day variation,concerns the avoidance of overtrain-ing(22,24).The present study and previous studies strongly suggest that a periodized approach to training,even over a short term,can produce superior results,es-pecially in previously trained subjects,compared with constant-repetition programs.Additionally,this effect can occur even when the volume and intensity are similar across the training period.Although differ-ences between protocols may appear relatively small, these 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例如:University of Hawaii Press, 1997.C. 同一作者同一年出版的不同文献,参照下例:Widdowson, Hey G1998a.Widdowson, Hey G. Cambridge:Cambridge University Press, 1998b.(2)论文集参照下例:Thompson, Pett. “Modal Verbs in Academic Writing”. In Ben Kettlemann & York: Rodopi, 2019: 305-323.(3)百科全书等参考文献参照下例:Fagan, Jeffrey. “Gangs and Drugs”. ork: Macmillan, 2019.(4)学术期刊论文参照下例:Murphy, Karen. “Meaningful Connections: Using Technology in PrimaryClassrooms”.(5)网络文献参照下例:----“Everything You Ever Wanted to Know About URL”..2)中文参考文献(1)专著参照下例:皮亚杰.结构主义[M] .北京:商务印书馆,1984.(2)期刊文章参照下例:杨忠,张韶杰.认知语音学中的类典型论[J] .外语教学与研究,1999,(2):1-3.(3)学位论文参照下例:梁佳.大学英语四、六级测试试题现状的理论分析与问题研究[D] .湖南大学,2019.(4)论文集参照下例:许小纯.含义和话语结构[A].李红儒.外国语言与文学研究[C] .哈尔滨:黑龙江人民出版社,1999:5-7.(5)附录篇二:中英文参考文献格式中文参考文献格式参考文献(即引文出处)的类型以单字母方式标识: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,S——标准,P——专利;对于不属于上述的文献类型,采用字母“Z”标识。
关于中西方文化差异的外语文献
关于中西方文化差异的外语文献本文将介绍几篇关于中西方文化差异的外语文献。
这些文献旨在帮助读者了解中西方文化的差异,促进跨文化交流和理解。
第一篇文献是Peter Farb和George Armelagos的《文化:人类社会和生态学的一种综合方法》。
这本书探讨了文化是如何形成和演化的,以及文化的多样性和差异性如何影响人类社会和生态系统。
作者着重探讨了中西方文化的差异,比如在价值观、社会组织、人际关系、宗教信仰等方面。
这本书提供了一种综合的理解文化差异的方法,使读者能够更好地理解和欣赏不同的文化。
第二篇文献是Geert Hofstede的《跨文化交流:文化差异如何影响成功和失败》。
Hofstede是跨文化研究领域的知名学者,他的研究以文化维度模型为基础,探讨了不同文化之间的差异。
这本书介绍了Hofstede的文化维度模型,解释了文化差异如何影响跨文化交流。
作者比较了中西方文化在不同维度上的差异,帮助读者更好地理解跨文化交流中的文化差异。
第三篇文献是Edward T. Hall的《西方人、东方人、交流和文化》。
Hall是跨文化交流领域的开创者之一,他的研究涉及语言、身体动作、空间、时间等方面。
这本书介绍了Hall的“高/低上下文文化”、时间观念等概念,探讨了中西方在这些方面的文化差异。
作者认为,了解这些文化差异可以帮助人们更好地跨文化交流和理解,减少文化冲突和误解。
以上三篇文献都着眼于不同的方面、角度和方法,探讨了中西方文化差异的问题。
这些文献能够帮助读者更好地理解中西方文化的不同之处,并帮助促进跨文化交流与理解。
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Journal of Mechanical Science and Technology 23 (2009) 2668~2678DOI 10.1007/s12206-009-0624-9Comparison between cold rotary forging and conventional forging†Xinghui Han and Lin Hua*School of Materials Science and Engineering, Wuhan University of Technology, Wuhan, 430070, China(Manuscript Received November 12, 2008; Received April 25, 2009, Accepted May 1, 2009)--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------AbstractCold rotary forging is an innovative incremental metal forming process, which is obviously different from the con-ventional forging process in many aspects, such as the metal flow, degree of inhomogeneous deformation of workpiece and force and power parameters. In the current work, a 3D elastic-plastic dynamic explicit FE model of cold rotary forging of a cylindrical workpiece is developed under the ABAQUS software environment and its validity has been verified by the experiment. Based on the reliable 3D FE model, the cold rotary forging and conventional forging proc-ess are simulated and their difference in the forming process has been thoroughly clarified. The research results may help to understand the cold rotary forging process better. Furthermore, they provide valuable guidelines for further theoretical analysis and experimental studies on the cold rotary forging process.Keywords:Cold rotary forging; Conventional forging; FE modeling; Deformation characteristics and mechanism--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------1. IntroductionWith the development of industrial technology, precision forging, or net-shape forging, has become increasingly popular due to savings in material, en-ergy and finishing steps. However, many of the new components, because of their shape complexity and complicated tool design and high load requirements, are challenging the current precision forging technol-ogy beyond its current level of technology. To meet the requirement, there is a renewed interest in incre-mental forming, especially rotary-type incremental forming processes, such as swaging, cross-wedge rolling, ring rolling, spinning and rotary forging. Compared with the conventional forging technol-ogy, cold rotary forging offers the following advan-tages [1]: lower level of noise and vibration, uniform quality, smooth surface, close tolerance and consider-able savings in energy and materials cost. Addition-ally, because of the eccentric load in cold rotary forg-ing, the stress state of cold rotary forging press is very complicated and the life of the bear is relatively low. At present, many studies have been done on the cold rotary forging process due to its significant advan-tages. In brief, these studies mainly focused on meas-uring the pressure distribution at the contact area [2], calculating and verifying the power parameters [3-6], and analyzing the metal flow [7-10] by using analyti-cal and experimental methods. Meanwhile, the cold rotary forging process was analyzed by the rigid-plastic FE method [11-14]. All of these research re-sults provided useful guidelines for further theoretical analysis and experimental studies on the cold rotary forging process. However, the deformation character-istics and mechanism of cold rotary forging at present have not been fully understood. Especially, the differ-ence between cold rotary forging and conventional forging needs to be thoroughly clarified and studied further in order to better understand the cold rotary forging process. Because cold rotary forging is a very complex metal forming technology with multi-factors coupling interactive effects, it is difficult to obtain†This paper was recommended for publication in revised form by Associate Editor Youngseog Lee*Corresponding author. Tel.: +86 27 8716 8391, Fax.: +86 27 8716 8391 E-mail address: lhuasvs@© KSME & Springer 2009X. Han and L. Hua / Journal of Mechanical Science and Technology 23 (2009) 2668~2678 2669satisfactory results by analytical and experimental methods because of the limit of these methods. The finite element method has been proved a good method, which can obtain more detailed information in analyzing the metal forming processes. In cold rotary forging, the elastic deformation has a signifi-cant effect on the forming process and thus it is diffi-cult to realize the acute simulation in the rigid-plastic FE analysis. Therefore, it is urgent to investigate the difference between cold rotary forging and conven-tional forging by the elastic-plastic FE method. Consequently in this paper, the cold rotary forging and conventional forging process of a cylindrical workpiece is simulated by the elastic-plastic dynamic explicit FE method under the ABAQUS software environment. Through simulation, the deformation characteristics and mechanism of cold rotary forging are given and the difference between cold rotary forg-ing and conventional forging is clarified in detail. The research results provide useful theoretical and ex-perimental guidelines for the cold rotary forging process.2. Establishment of 3D FE model of cold ro-tary forgingThe principle of cold rotary forging is illustrated schematically in Fig.1. Different from conventional forging, the upper die in cold rotary forging is a coni-cal die and can continuously oscillate around the ver-tical machine axis. Simultaneously the lower die pushes the workpiece continuously so as to cause the workpiece to be subjected to axial compression. Thus, when the workpiece is pressed repeatedly for several times, the plastic deformation of the workpiece will be completed perfectly.From the above description, it can be seen that the deformation mechanism of cold rotary forging is very complex due to the periodical local loading and con-tinuous shifting of the contact area. Therefore, it is necessary to investigate the cold rotary forging proc-ess by using FE method. Based on the forming char-acteristics, a 3D FE model of cold rotary forging of a cylindrical workpiece is developed under the ABAQUS software environment, as shown in Fig.2. The proposed 3D FE model has the following fea-tures.(1) To improve the computation accuracy, the elas-tic-plastic FE method is adopted in the simula-tion. (2) In contrast to the static implicit procedure, thedynamic explicit procedure has unique advan-tages such as saving the solution costs and overcoming the convergence problem in simu-lating the complex contact and large deforma-tion processes. Thus, the dynamic explicit pro-cedure is used to simulate the cold rotary forg-ing process which is a complex dynamic con-tact and highly non-linear metal forming tech-nology.(3) The upper and lower die is defined as 3D ana-lytical rigid body, while the cylindrical work-piece is defined as a 3D deformable solid body.The contact pairs are established between the dies and cylindrical workpiece. Meanwhile, the Coulomb friction model is used to describe the friction condition of the contact pairs due to the relative sliding existing between the dies and cylindrical workpiece.(4) The upper die is constrained to rotate onlyaround the global 2-axis while the lower die is constrained to translate only along the global 2-axis. Because of the oscillation of the upper die, the cylindrical workpiece may rotate together with it and thus the cold rotary forging process cannot be performed successfully. Based on the deformation characteristics, the constraint type “distributing coupling” is adopted to constrain the rotation of the cylindrical workpiece.(5) In cold rotary forging, the contact surface be-tween the upper die and workpiece is a portion of an Archimedes spiral surface. Thus, after the lower die stops the axial feed, the upper die still has to oscillate at least one revolution around the machine axis so as to make the upper sur-face of the cylindrical workpiece become a plane. To improve the surface quality of the upper surface of the cylindrical workpiece, the load curves of the upper and lower die are de-signed, as shown in Fig. 3.(6) The 3D linear reduction integration continuumelement with eight nodes (C3D8R) is used to discretize the cylindrical workpiece. The num-ber of the elements in the cylindrical workpiece is determined by its size and the computation efficiency and precision. Adaptive mesh tech-nology is employed to reduce the distortion of elements.(7) Mass scaling technology is adopted in thesimulation process. Appropriate mass scaling2670 X. Han and L. Hua / Journal of Mechanical Science and Technology 23 (2009) 2668~2678Fig. 1. Schematic diagram of cold rotary forging of the cylin-drical workpiece.Fig. 2. 3D FE model of cold rotary forging of the cylindrical workpiece.Fig. 3. Load curves of the upper and lower die in cold rotary forging.factors are selected to improve the computationefficiency without sacrificing the computationaccuracy. Table 1. Processing parameters adopted in conventionalforging.Parameters ValuesInitial diameter of the cylindrical workpiece (mm) 40Initial height of the cylindrical workpiece (mm) 15Height reduction (%) 20Feed rate of the upper die (mm s-1) 1 Friction coefficient between dies and workpiece 0.15Table 2. Mechanical properties of the cylindrical workpiece.Material AISI1020 Densityρ (kg m-3) 7800 Young’s modulus E (GPa) 210Poisson’s ratioμ 0.3Constitutive equation 0.25850σε=Table 3. Processing parameters adopted in cold rotary forging.Parameters Values Initial diameter of the cylindrical workpiece(mm)40Initial height of the cylindrical workpiece (mm) 15Height reduction (%) 20Feed rate of the lower die (mm s-1) 1 Rotational speed of the upper die (r min-1) 300Inclination angle of the upper die (°) 2Friction coefficient between dies and workpiece 0.15Motion orbit of the upper die Circle line3. Verification of the proposed 3D FE modelof cold rotary forgingConventional forging is a kind of basic metal form-ing process and its modeling technology has becomevery mature. Thus it is unnecessary to validate the 3DFE model of conventional forging. The processing parameters and the mechanical properties of theworkpiece material adopted in conventional forgingare shown in Table 1 and Table 2, respectively. The experiment of the cold rotary forging process is car-ried out on a T 200 cold rotary forging press at Hubei Automobile Axle Co., Ltd in China, as shown in Fig.4. The press is hydraulically driven with the maxi-mum capacity of 200 tons. Four types of motion orbitof the upper die have been available—circle, straight,spiral and rosette line on the T 200 cold rotary forgingpress. The circle line has been set for convenience of experimental control. The processing parametersadopted in cold rotary forging are shown in Table 3X. Han and L. Hua / Journal of Mechanical Science and Technology 23 (2009) 2668~2678 2671Fig. 4. T 200 cold rotary forging press.(a) Initial blank (b) Deformed cylindrical workpieceFig. 5. Initial blank and the deformed cylindrical workpiece.Fig. 6. Comparison between simulation results and experi-mental ones.and the mechanical properties of workpiece material are shown in Table 2. MoS 2 is used as the lubricant inthe experiment. The initial blank and the deformed cylindrical workpiece are shown in Fig. 5. Fig. 6 il-lustrates the comparison of the upper surface diameterof the cylindrical workpiece between the simulation(a) Before deformation(b) After deformation in conventional forging(c) After deformation in cold rotary forgingFig. 7. Comparison of mesh deformation between conven-tional forging and cold rotary forging.and experimental results. It can be found from Fig.6 that the simulation results are in good agreement with the experimental ones and the maximum relative error is 3.76%. Thus, the 3D elastic-plastic dynamic ex-plicit FE model of cold rotary forging of a cylindrical workpiece is proved to be reliable experimentally.4. Results and discussion4.1 Metal flow analysisFig. 7 shows the comparison of mesh deformation between conventional forging and cold rotary forging. It can be seen from Fig. 7(b) that in conventional forging, the metal only flows along two directions. One is the axial flow, resulting in thinning in the axialheight of the cylindrical workpiece, and the other is the radial flow, leading to the expansion in diameterof the cylindrical workpiece. Obviously, metal flow does not exist in the circumferential direction. That is, because of the symmetry of geometry and boundary2672X. Han and L. Hua / Journal of Mechanical Science and Technology 23 (2009) 2668~2678conditions, the deformation of the cylindrical work-piece exhibits the characteristic of axial symmetrical deformation and thus conventional forging can be simplified as a 2D deformation process. In cold rotary forging, besides the axial and radial flow, the metal also flows along the circumferential direction, as shown in Fig.7 (c). Therefore, cold rotary forging is an asymmetrical deformation process and thereby the 3D analytical model has to be proposed to investigate the forming process.4.2 Contact area between the dies and cylindrical workpiece In conventional forging, the workpiece contacts with the upper and lower die completely at any time of the process. During the cold rotary forging process, the workpiece contacts the dies only partially because the upper die is a conical die. Furthermore, the con-tact area has been shifting continuously due to the oscillation of the upper die. Thus, the contact area exhibits a much complex and changeable geometry shape and thereby has an essential effect on the cold rotary forging process. Fig. 8 shows the contact area comparison between cold rotary forging and conven-tional forging. In conventional forging, the contact area between the upper die and workpiece is identical with that between the lower die and workpiece. It is clear that the contact area increases quasi-linearly from a certain value to the maximum value. Moreover, the curve is very smooth with time, indicating that the cylindrical workpiece is in a steady deformation state. Different from conventional forging, the contact area between the dies and workpiece in cold rotary forging is obviously different. The two curves can be divided into three different stages. At the beginning of cold rotary forging, the upper die begins to contact the workpiece, so the contact area between the upper die and workpiece increases rapidly from zero to a certain value while the contact area between the lower die and workpiece decreases significantly. As the form-ing process continues, the cylindrical workpiece has entered the steady deformation state; thus the contact area increases slowly up to the maximum value. At the end of the process, the lower die stops the axial feed while the upper die still oscillates, resulting in the sharp decrease in the contact area. Furthermore, it can be found that the two curves have been oscillating with time, indicating that cold rotary forging is acomplex dynamic contact, highly nonlinear and non-Fig. 8. Comparison of contact area between cold rotary forg-ing and conventional forging.steady-state deformation process. It can be also ob-served that the contact area between the upper die and workpiece is always smaller than that between the lower die and workpiece, thus leading to the higher axial unit pressure on the metal near the upper die. Under this circumstance, the metal near the upper die is easier to satisfy the yield condition to be involved in the plastic deformation state. From the above analysis, it can be concluded that the contact pattern, the shape and size of contact area between cold rotary forging and conventional forging are obviously dif-ferent, thus resulting in the different deformation characteristics between them.4.3 Plastic deformation zone (PDZ) distribution In the metal plastic forming process, the shape and size of the PDZ has a significant effect on the forming process. Fig. 9 provides the PEEQ (equivalent plastic strain) distribution in the axial section of the cylindri-cal workpiece in conventional forging. It can be seen that the PDZ is formed firstly in the center part of the cylindrical workpiece, as shown in Fig. 9(b). As the process continues, the PDZ gradually develops to-ward the rest part and then the whole cylindrical workpiece becomes the PDZ at t=0.615s, as shown in Fig. 9(c). It can be also found from Fig. 9 that the center part of the cylindrical workpiece always has the maximum PEEQ value while the minimum PEEQ value always occurs in the middle part of the upper surface and the lower surface during the conventional forging process. The maximum and minimum PEEQ values are 0.2598 and 0.02165, respectively at the endX. Han and L. Hua / Journal of Mechanical Science and Technology 23 (2009) 2668~2678 2673(a) t=0s(b) t=0.315s(c) t=0.615s(d) t=1.275s(e) t=2.415s(f) t=3sFig. 9. PEEQ distribution in the axial section of the cylindri-cal workpiece in conventional forging.of the process. If the difference between the maxi-mum and minimum PEEQ is adopted to represent the degree of inhomogeneous deformation of the de-formed cylindrical workpiece, the degree of inhomo-geneous deformation in conventional forging is 0.23815. In addition, because of the symmetry ofgeometry and boundary conditions, the PDZ distribu-(a) t=0s(b) t=0.266s(c) t=0.551s(d) t=1.463s(e) t=2.698s(f) t=3.8sFig. 10. PEEQ distribution in the axial section of the cylin-drical workpiece in cold rotary forging.tion in conventional forging exhibits the symmetry in the axial and radial direction.Fig. 10 shows the PEEQ distribution in the axial section of the cylindrical workpiece in cold rotary forging. As described above, the upper region of the cylindrical workpiece is easier to satisfy the yield condition to come into the plastic deformation state.2674 X. Han and L. Hua / Journal of Mechanical Science and Technology 23 (2009) 2668~2678So at the beginning of the process, the middle part of the upper surface firstly produces the plastic deforma-tion, as shown in Fig. 10(b). Under the action of the axial feed of the lower die and the oscillation of the upper die, the PDZ gradually expands radially toward the cylindrical surface and axially toward the lower surface, as shown in Fig. 10(c). At t=1.463s, the PDZ penetrates the axial height and the whole cylindrical workpiece is involved in the plastic deformation, as shown in Fig. 10(d). It can be also observed from Fig.10 that just like a kind of wave, the PEEQ exhibits a transfer characteristic from the upper surface to the lower surface of the cylindrical workpiece. During the whole cold rotary forging process, the maximum PEEQ value occurs in the middle part of the upper surface while the metal located in the lower surface has the minimum PEEQ value at any time of the process. At the end of the process, the maximum and minimum PEEQ values are 0.5212 and 0.04343, re-spectively. The degree of inhomogeneous deforma-tion of the cylindrical workpiece is 0.47777. Different from conventional forging, the PEEQ distribution in cold rotary forging is only approximately symmetrical in the radial direction while it is asymmetrical in the axial direction because of the asymmetrical boundary conditions.To reveal the PEEQ distribution law in detail, some special points in the axial section of the cylindrical workpiece are selected as the tracking points for measuring the PEEQ values, as shown in Fig. 11. All the tracking points are located in the half of the axial section owing to the PEEQ distribution symmetry in the radial direction. Fig. 12 illustrates the comparison of PEEQ distribution of tracking points along the radial direction between cold rotary forging and con-ventional forging. It can be observed from Fig. 12(a) that in conventional forging, the PEEQ value along A-B line and E-F line is identical, which coincides with the PEEQ distribution symmetry in the axial direction. Furthermore, the PEEQ value gradually decreases along C-D line, while it gradually increases along A-B and E-F line. By comparing the three curves, it can be also concluded that the PEEQ value of the middle part is larger than that of the upper and lower region of the cylindrical workpiece. In cold rotary forging, the PEEQ value gradually decreases from A-B line to E-F line (shown in Fig. 12(b)), which also coincides with the PEEQ transfer charac-teristic from the upper surface to the lower surface of the cylindrical workpiece.Fig. 11. Tracking points in the axial section of the cylindrical workpiece.Fig. 13 describes the strain components (axial, circumferential and radial strain) distribution of track-ing points along the radial direction in conventional forging. It can be seen from Fig. 13 that just as the PEEQ distribution, the strain components of the mid-dle part are larger than that of the upper and lower region of the cylindrical workpiece. The strain com-ponents distribution of tracking points along the radial direction in cold rotary forging is shown in Fig. 14. From Fig. 14, it can be found that all the strain com-ponents gradually decrease from the upper surface to the lower surface of the cylindrical workpiece.From the above analysis, it can be concluded that in conventional forging, the metal of the upper and lower region of the cylindrical workpiece is rela-tively hard to flow because of the friction force. So the strains including PEEQ and strain components of the upper and lower region are relatively smaller. Inversely, the metal of the middle part is easy to flow because the effect of friction is smaller, thus resulting in the larger strains of the middle part of the cylindri-cal workpiece. Under this circumstance, the cylindri-cal workpiece exhibits the “drum” effect (shown in Fig. 9), which is the main characteristic of conven-tional forging. In cold rotary forging, the strains in-cluding PEEQ and strain components gradually de-crease from the upper surface to the lower surface. So the “mushroom” effect of the deforming cylindri-cal workpiece occurs (shown in Fig. 10), which is the main characteristic of cold rotary forging. In the pro-duction of some parts such as the half-shaft used in the automobile and the coupler knuckle pin (a flange with a long rod), the mushroom effect can be used to form the head. The mushroom effect also has a wide application in the riveting process. When the mush-room effect is obvious, the rod of the rivet is in elas-tic or small plastic deformation state so as to achieve the loose riveting. Inversely, when the mushroom effect is not so obvious, the rod of the rivet is in large plastic deformation state so as to achieve the tight riveting.X. Han and L. Hua / Journal of Mechanical Science and Technology 23 (2009) 2668~2678 2675(a) PEEQ distribution of tracking points along the radial direction in conventional forging(b) PEEQ distribution of tracking points along the radial direction in cold rotary forgingFig. 12. Comparison of PEEQ distribution of tracking points along the radial direction between cold rotary forging and conventional forging.Fig. 15 represents the comparison of PEEQ history of tracking points between conventional forging and cold rotary forging. In conventional forging, the strains of tracking points gradually increase quasi-linearly with time, as shown in Fig. 15(a). In cold rotary forging (shown in Fig. 15(b)), the strain of every tracking point increases stepwise, which is caused by the continuous shifting of the plastic de-formation zone. It is obvious that each step represents one revolution of the upper die. When the upper die contacts the cylindrical workpiece, the strains of tracking points located in the contact area increase rapidly. That is, the height of the step represents the strains of tracking points in a single revolution. The level part of the step corresponds to the time when the(a) Axial strain distribution of tracking points along the radial direction(b) Circumferential strain distribution of tracking points along the radial direction(c) Radial strain distribution of tracking points along the radial directionFig. 13. Strain components distribution of tracking points along the radial direction in conventional forging.2676X. Han and L. Hua / Journal of Mechanical Science and Technology 23 (2009) 2668~2678(a) Axial strain distribution of tracking points along the radial direction(b) Circumferential strain distribution of tracking points along the radial direction(c) Radial strain distribution of tracking points along the radial directionFig. 14. Strain components distribution of tracking pointsalong the radial direction in cold rotary forging.(a) PEEQ history of tracking points in conventional forging(b) PEEQ history of tracking points in cold rotary forgingFig. 15. Comparison of PEEQ history of tracking points between conventional forging and cold rotary forging.upper die deviates from the contact area. After 3s of the cold rotary forging process, the lower die stops the axial feed while the upper die still oscillates, and the strains of all the tracking points increase no longer with time. Therefore, these values of strains are the strains of the final cold rotary forging products. Based on the above analysis, it can be concluded that con-ventional forging is an overall plastic forming process in which the strains gradually increase quasi-linearly with time. In cold rotary forging, the desired total strains are achieved by a large number of small steps and cold rotary forging can thus be described as an incremental metal forming process.4.4 Force and power parametersFig. 16 provides a comparison of force and power parameters between conventional forging and cold rotary forging. From Fig. 16(a), it can be seen that the variation curve of axial forging force is composed ofX. Han and L. Hua / Journal of Mechanical Science and Technology 23 (2009) 2668~2678 2677(a) Comparison of axial forging force between conventional forging and cold rotary forging(b) Comparison of forging moment between conventional forging and cold rotary forgingFig. 16. Comparison of force and power parameters between conventional forging and cold rotary forging.two different stages in the conventional forging proc-ess. At the beginning of the process, the axial forging force increases significantly from zero to a certain value. And then it gradually increases quasi-linearly. It is also observed from Fig. 16(b) that the forging moment is zero during the whole conventional forg-ing process. From Fig. 16, also, the cold rotary forg-ing process has experienced three deformation stages. At the first stage, the upper die begins to contact the cylindrical workpiece and thus the axial forging force and forging moment increase rapidly from zero to a certain value. At the second stage, the axial forging force and forging moment increase slowly up to the maximum value, indicating that the cylindrical work-piece has entered the steady deformation stage. At the last one, the lower die stops the axial feed while the upper die still oscillates, thus resulting in less metal to participate in the plastic deformation. So the axial forging force and forging moment decrease sharply. In conventional forging, the maximum axial forging force is 1095.66 kN, while the maximum axial forg-ing force and forging moment in cold rotary forging are 280.3 kN and 475.23 N·m, respectively. It shows that the maximum axial forging force of conventional forging is fourth time of that of cold rotary forging. From the above analysis it can be found that as a kind of incremental metal forming process, cold rotary forging can reduce the forging force significantly.5. ConclusionsA 3D elastic-plastic dynamic explicit FE model of cold rotary forging of a cylindrical workpiece is de-veloped under the ABAQUS software environment and its validity has been verified by the experiment. Based on the reliable 3D FE model, the difference between cold rotary forging and conventional forging has been thoroughly clarified. The research results show the following.(1) Conventional forging exhibits the characteristicof axial symmetrical deformation and thus itcan be simplified as a 2D deformation process.Whereas, cold rotary forging is an asymmetri-cal deformation process, and thereby a 3D ana-lytical model has to be proposed to investigatethe forming process.(2) Conventional forging is an overall plastic form-ing process in which the strains gradually in-crease quasi-linearly with time. Whereas, coldrotary forging is a process of strain accumula-tion by a large number of small strain steps andthus it is considered to be an incremental form-ing technology.(3) In conventional forging, the middle part of thecylindrical workpiece has the larger strains(PEEQ and strain components) than the upperand lower region. So the deformed cylindricalworkpiece exhibits the drum effect. In cold ro-tary forging, the strains (PEEQ and strain com-ponents) gradually decrease from the uppersurface to the lower surface, thus resulting inthe obvious mushroom effect of the deformedcylindrical workpiece.(4) The workpiece-upper die contact area in coldrotary forging is much smaller than the one ob-served in conventional forging, so the force andpower necessary to deform are reduced to asmall fraction of that of conventional forging。