英文封面摘要正文参考文献模板及标准

英文封面模板

A Graduation Thesis of Translation Studies

Translating as a Purposeful Activity：Functionalist

Approaches Explained

Writer: Christiane Nord

Class: 2010 B.A. Class 4

Supervisor: St. Jerome

Word count: 4,810

A Thesis Submitted to Northwest University for Nationalities

in Partial Fulfillment of the Requirements

for the Degree of Bachelor of Arts in English Language

School of Foreign Languages, Northwest University for Nationalities

Lanzhou, Gansu, China

May 10th, 2014 [填写提交日期]

Table of Contents

Chapter 1 Introduction (1)

Chapter 2 Historical Overview (2)

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7 Conclusion (12)

References (13)

Appendix 1 (14)

Appendix 2 (15)

A Graduation Thesis of ELT Methodology Studies

How to Apply Communicative Approach to Teaching

Reading Skills to Young Learners

Writer: Zhang Yuefeng

Class: 2010 B.A. Class 4

Supervisor: Wang Guan

Word count: 4,610

A Thesis Submitted to Northwest University for Nationalities

in Partial Fulfillment of the Requirements

for the Degree of Bachelor of Arts in English Language

School of Foreign Languages, Northwest University for Nationalities

Lanzhou, Gansu, China

May 10th, 2014[填写提交日期]

Table of Contents

Chapter 1 Introduction (1)

Chapter 2 Communicative Approach (2)

2.1 Definition and Features (3)

2.2 Communicative Approach and Communicative Competence (3)

2.3 Communicative Approach and Communicative Language Teaching (5)

Chapter 3

Chapter 4

Chapter 5

Chapter 6 Conclusion (12)

References (13)

Appendix 1 (14)

Appendix 2 (15)

Table of Contents

Chapter 1 Introduction (1)

Chapter 2 Literature Review (2)

Chapter 3 The Present Study

3.1 Methodology (5)

3.2 Data (6)

3.3 Data analysis (7)

Chapter 4 Discussion (8)

Chapter 5 Conclusion (12)

References (13)

Appendix 1 (14)

Appendix 2 (15)

A Graduation Thesis of English Language Study

Pragmatic Analysis of Tautology A is A

Writer: Zhang Yuefeng

Class: 2010 B.A. Class 4

Supervisor: Wang Guan

Word count: 5,510

A Thesis Submitted to Northwest University for Nationalities

in Partial Fulfillment of the Requirements

for the Degree of Bachelor of Arts in English Language

School of Foreign Languages, Northwest University for Nationalities

Lanzhou, Gansu, China

May 10th, 2014[填写提交日期]

Table of Contents

Chapter 1 Introduction (1)

Chapter 2 Pragmatic Analysis........................................ (2)

2.1 Theoretical contribution (3)

2.2 Co-operative Principle and Grice’s Conversation Maxims (4)

Chapter 3 (7)

Chapter 4 (8)

Chapter 5 (10)

Chapter 6 Conclusion (12)

References (13)

A Graduation Thesis of Literature

Analysis of the Distortion of Heathcliff’s Humanity

in Wuthering Heights

Writer: Zhang Yuefeng

Class: 2010 B.A. Class 4

Supervisor: Wang Guan

Word count: 4, 510

A Thesis Submitted to Northwest University for Nationalities

in Partial Fulfillment of the Requirements

for the Degree of Bachelor of Arts in English Language

School of Foreign Languages, Northwest University for Nationalities

Lanzhou, Gansu, China

May 10th, 2014[填写提交日期]

Table of Contents

Chapter 1 Introduction (1)

Chapter 2 The Causes for Heathcliff’s Distortion (2)

2.1 Heathcliff’s Personal Background (3)

2.2 Justice of Society (4)

2.3 Blow of Betrayed Love (5)

Chapter 3 (7)

Chapter 4 (8)

Chapter 5 (10)

Chapter 6 Conclusion (12)

Notes (13)

References (14)

摘要模板

Abstract

Wuthering Heights, by Emily Bronte, is one of the great curiosities, as it is one of the greatest works of literature. It was published in 1847, and for a long time, people did not know why the author created such a scoundrel protagonist—Hea thcliff. ……..........................................................

The story of Wuthering Heights is mixed with love and hatred. This love is doomed to have no result………………………………………………………………………………………………

This thesis will analyze Heathcliff’s complicate d and mysterious life to explore the distortion of his humanity. It consists of three parts. Chapter One analyses……………….. Chapter Two deals with ………………………………………………….. Chapter Three studies the results of the distortion of Heathcliff’s humanity.

Key words: hatred revenge loss restoration

摘要

《呼啸山庄》是由Emily Bronte 所著的一部最伟大的作品，受到广泛的关注。该作品出版于1847年。长期以来，人们都想了解作者为什么会在作品中。。。。。。

《呼啸山庄》是一个交织着爱与恨的故事，这种爱注定会毫无结果。。。。。。

本文将通过三部分具体分析Heathcliff复杂而谜一般的生活经历以刨析其扭曲的人性。。。。。。第一章。。。。。。第二章。。。。。。第三章。。。。。。

关键词：恨复仇失却重塑

Abstract

The focus of this paper is to present the pragmatic analysis of tautology A is A with the theories of the Co-operative Principle, Grice’s Conversation Maxims and Language Attitudes. Linguistic tautology is a fault of style in expression, the unnecessary repetition of an idea/meaning by using different words at the same time that mean the same thing. The sentence structure A is A belongs to linguistic tautology. It seems. The further analysis aims at various attitudes of the speake rs…… ………………………………………………………………………………………………………………………………………………………………………………………………..

Key words: tautology A is A pragmatic implicature Language attitudes

摘要

本文主要是从语用学的角度运用合作原则、会话原则和语言态度等理论分析句型A is A。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。

关键词：赘言A is A 语用学会话含义言语态度

另附摘要样板：

On My Mind: Thoughts About Salience, Context and Figurative Language

From a Second Language Perspective

Kecskes, I. 2006

This article discusses three claims of the Gradual Salience Hypothesis presented in Rachael Giora’s book On our mind. It is argued that these claims may give second language researchers the change to revise the way they think about word meaning, the literal meaning-figurative meaning dichotomy and the role of context in language processing. Giora’s arguments are related to recent second language research and their relevance is explained through examples. There are also several suggestions made for further research.

Literature as Sentences

Ohmann, R. 1966; 1969

The following article is an extension of Richard Ohmann’s previous essay ‘Generative Grammars and the Concept of Literary Style’. Professor Ohmann’s discussion of deep and surface structures of sentences—in which he explains and to some extent simplifies Noam Chomsky’s discussion of this topic in Aspects of the Theory of Syntax—allows him to distinguish between form and content, style and meaning, such more specifically than the rhetoricians who have concentrated on the large problems of rhetorical structure.

Selected Works of Henry Widdowson on Applied Linguistics This paper seeks to clarify the notion of competence in language and to draw on its relevance to language teaching practices. It is suggested that Hymes's account of communicative competence as incorporating language beyond grammar and ability as well as knowledge raises problematic issues concerning the analysability and accessibility of knowledge and the scope and

application of linguistic rules. A consideration of these issues suggests the possibility that competence for use may involve not so much the generation of expressions by direct reference to rules as the adjustment of pre- assembled and memorized patterns. The ability to use language, therefore, may have to do with access which is relatively independent of the analytic knowledge of grammar as defined in Chomsky's original concept of competence.

The influence of ideas, whether for good or ill, does not depend upon their being fully understood in their own terms. Usually, indeed, it depends upon them being recast in different terms to suit other conditions of relevance. This should not be a matter of surprise or regret. The more influential an idea, the less dependent it is, obviously enough, on the particular context of its conception. All interpretation, after all, is a matter of reformulating ideas so that they key in with one' s own frame of reference. And so it is with the idea of communicative competence. It has been adapted, interpreted, and exploited, keyed in with the concerns of applied linguistics and language teaching pedagogy. It has inspired a good deal of innovative activity in the field. Some of this comes from partial understanding of the concept, from a distortion indeed of the original. This does not matter. Many a new dish has emerged from a mistake with a recioe. We do not condemn this; we call it being creative.

法国象征派小说家纪德

刘蓥

法国象征派最有名的小说作家，最有力的代表人物，除了纪德之外，恐怕没有胜任的了。虽然也是这派的代表作家，但是在艺术的种种技巧方面，似乎总是相差太远！他在文艺界既然有着偌大的势力，那么我们岂能忽而视之呢？所以现在做个简单的介绍，并且稍加些研究讨论的功夫。（1936《文艺》）

正文模板

1.Introduction

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2.Internal variables

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2.1 Learner expectancies

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxx xxxxxxxxx. “…. They heighten and sustain their efforts in the face of failure”(Bandura,1993:37) xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.

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2.1.1 Xxxxxxxxxxxxxxxxxxxxxxxx

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2.1.2 Xxxxxxxxxxxxxxxxxxxxxxxx

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2.2 Learner attitude

Gardner and Lambert (1972) define attitude as the persistence shown by the learner in striving for a goal.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.

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2.3 Learner strategy

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx. Learner strategies fall into meta-cognitive strategies, cognitive and social strategies (O’Malley & Chamot,1990). Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxx. Compared with natives, L2 learners manifest more strategy tokens in the cognitive process (Ellis,1999). xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx. Xxxxxxxxxxxxxxxxxxxxxxxxxx.

3.External variables

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3.1 Teaching materials

According to Nuttal(1982), there are three principles to follow in selecting teaching materials:

readability, suitability, and exploitability. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx. Xxxxxxxxxxxx. Despite the distinction between the illustrative character of teaching materials (Widdowson,1999), authenticity is the common feature. Xxxxxxxxxxxxxxxxxxxxxxxxxxx. Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.

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4.

5. Conclusion

Literature review with regard to motivation has pointed out there are two categories of motivation: integrative motivation and instrumental motivation. Many variables including both internal variables and external variables bear impact upon learner motivation. Currently, more and more research into motivation for foreign language learning has broadened theoretical framework and generalized new research paradigms. However, much remains undone as to the conceptualization of definition, the differentiation of motivation constructs and operating measurement. Therefore, more investigations need to be conducted to guarantee the validity of the underlying theories and constructs, and better teaching methodology needs to be adopted to promote learner motivation.

参考书目模板

References

[1] Bandula, A. Perceive self-efficiency in cognitive development and functioning[J]. Educational Psychology, 28/2: 117-148, 1993.

[2] Ellis, R. Understanding Second Language Acquisition[M]. Oxford: OUP, 1999.

[3] Gardner, R.C. Attitudes and Motivation: Their Role in Second Language Acquisition[A]. In Oller, J.W. & J. C. Richards (eds). Focus on the Learner[C]. London: Newbury House Publishers, Inc.,1973.

[4] Lyons, J. Linguistic Semantics: An Introduction[M]. Cambridge: CUP,1995.

[5] Meara, P. Modeling vocabulary loss[J]. Applied Linguistics 20(4):481-502.

[6] Nuttal, C. Teaching Reading Skills in a Foreign Language[M]. London: Heinemann, 1982.

[7] O’Malley, J. & Chamot, A.U., Learning Strategies in Second Language Acquisition. Cambridge: CUP, 1990.

[8] Widdowson, H.G. Aspects of Language Teaching. Oxford: OUP, 1999.

[9] 葛传槼，《英语惯用法词典》[Z]。北京：时代出版社，1958。

[10] 徐盛桓，论and[J]，《现代外语》第三期，1987。

A表示Article[论文]; C表示Collection[论文集]; M表示Matters[专著]；Z表示工具书等；J 表示Journal[刊物]

对于notes的使用格式模板[英文亦同]

首先谈生理的依据。国内有关外语教学研究指出：“1967年，Lenneberg首先提出了语言习得关键期的概念，他认为在语言习得过程中存在着一段时间，在这段时间内，由于生理因素的作用，语言的习得最容易，超过这段时间，这种能力就会受到一定程度的限制”①。

“关键期”是生物学的一个理论观点，它包含两层含义：一是指个体生理发展过程中的不同时期，环境影响能起到最大作用的那个时期；二是指在这个时期，由于适宜的环境影响，个体机能发展迅速。这一理论的重要价值并不仅限于自然领域，而且具有重要的心理学和教育学价值。用这一观点研究人的语言获得的过程，学术界得到了带规律性的成果。言语生理机制研究表明：“儿童的大脑中左、右半球都设有语言区，可共同学习语言。但是，一旦进入青春期后，脑的左、右半球就开始分工，语言功能便归于脑的左半球”②。进一步的研究还证实，“言语中枢定位于大脑左半球，主要是在生活实践中，特别是手的劳动习惯的形成而建立起来的。青春期以前的儿童左半球言语中枢受到损害，可以在右半球再形成言语中枢，但要从头开始学话。过了青春期之后，左半球言语中枢的损坏，言语能力就很难恢复了”③。这就说明了儿童时期大脑言语机能有较大的可塑性, 是发展语言能力的最佳时期。从以上引用的研究成果可以得出以下的结论：第一，在人的语言的习得过程中确实存在着生理上的“关键期”；第二，这个“关键期”大体上对应于儿童时期，一般认为4-12岁是开始学习英语的“关键期”，也是习得英语的最佳时期。正如陈至立在剑桥少儿英语序言中指出的“许多儿童教育家和心理学家经过多年的潜心研究后，普遍认为英语学习的最佳时机是在儿童阶段，特别是6-12岁”④。第三，启示英语教育应主动地遵循语言能力发展的生理规律，充分利用这一最佳时期开始学习英语，就可以收到事半功倍的习得英语的效果。

Notes

①⑤⑥冯增俊等，双语教育与综合英语[M]。广州：中山大学出版社，2003。

②晨梅梅等，探索与变革：转型期的英语教学[M]。北京：商务印书馆，2004。

③黄希庭，心理学导论[M]。北京：人民教育出版社，2001。

④邱耀德等，剑桥少儿英语[M]。西安：西安交通大学出版社，2002。

References

略

附录：

西北民族大学外国语学院论文写作评分工作流程

1、指导教师评语及成绩

2、盲评成绩及评语

3、在给出论文写作成绩时，若出现两个成绩不完全相同的情况，原则上以指导教师的成绩为主。

4、若两个成绩悬殊太大，如一个为合格，一个为不合格；或者一个为优秀，一个为合格，则需要答辩委员会及英语应用语言学教研室委派或聘请校外专家给出裁定成绩。

英国利兹大学英语教育硕士专业（TESOL）毕业论文

设计（写作）评分标准（1997）

70

Coverage: Comprehensive coverage of sources; evidence of scholarship in understanding of ideas; originality in synthesis of ideas and focus on the topic.

Analysis: Shows originality through critical questioning of received ideas and suggestion of alternative perspectives; meticulous, well supported analysis; insightful evaluation/conclusion/implications.

Presentation: Being concise with the requirements of the task; skilled use of academic conventions; skilful layout etc.; accurate in proof-reading.

Where appropriate: Originality in identification of questions; excellent theoretical background showing critical appreciation of underlying ideas, skilled research design, carefully and critically applied; insightful analysis with critical/innovative interpretation of implications.

60

Coverage: Competent coverage of major source; shows depth of understanding of the topic; relationships between ideas cogently made.

Analysis: Critical review and synthesis of ideas; coherent, realistic and well-supported argument; insightful use own ideas and experience; perceptive appraisal of implications.

Presentation: Competent control of length; skilled use of academic conventions; clear layout etc.; almost all errors eliminated in proof-reading.

Where appropriate: Perceptive presentation of questions; cogent, theoretically based rationale; good research design with critical analysis of data; careful appraisal of implications.

50

Coverage: Shows acquaintance with and understanding of key concepts and issues; ideas synthesized and related to the topic.

Analysis: Ideas organized and grouped to present a coherent argument; use of examples/detail/quotations/references/experience to support argument; some critical analysis of ideas/evidence.

Presentation: Length requirements observed; appropriate use of academic conventions; effective uses of spellings etc.; careful proof-reading.

Where appropriate: Clear statement of research questions; rationale provided for research approach taken and some relation to underlying theories made; some critical analysis, discussion and presentation of results; appropriate implications drawn from the study.

40

Coverage: evidence of reading in the field; identification of some pertinent issues from a range of sources; ideas synthesized and related to the topic.

Analysis: Appropriate organization; some evidence of understanding of ideas and ability to relate ideas and experience; mainly descriptive with limited attempt at critical judgment; occasional inconsistencies.

Presentation: Length requirements observed; basic command of academic conventions; some errors in proof-reading but largely accurate in spelling etc.

Where appropriate: research questions given though may not be fully context; limited rationale; some theoretical background attempted data collection method relevant; analysis attempted but may lack depth, some implications examined.

0-39

Coverage: Limited range of ideas; shows weak acquaintance with sources; ideas unfocused. Analysis: disjointed organization; unsupported argument; little use of relevant experience; descriptive without critical analysis.

Presentation: Length requirements not observed; use of un-attributed material; incomplete referencing; presentation marred by language errors affecting comprehensibility; inadequate proof-reading.

Where appropriate: research questions unclear; rationale weak; theoretical background very limited; methods not well-chosen or misapplied; analysis sketchy or unjustified by data; implications asserted or untenable.

西北民族大学外国语学院论文答辩工作流程

1、每3个指导教师负责1个小组约20名学生

2、主管科研或者教学的副院长巡视

3、教学秘书安排人员给各个答辩小组教师提供论文及相关材料

4、教学秘书给答辩记录人员提供答辩记录材料

5、学生会做好摄像、照相等安排及服务工作

6、答辩程序

●各个答辩小组组长介绍评委，点名，宣布答辩注意事项

●学生向评委员以及听众提供论文摘要或陈述要点材料(至少3份)

●学生自我简介

●学生简介论文概要及主要观点

●评委提出和主题相关的问题, 要求学生正面回答(由于时间关系只提1-3个问题)

●教师评定成绩由3个评委打分, 之后根据3人投票结果评定；评定等级: 优秀; 良好; 合格; 不合格

●答辩结束，组长和全体评委完成学生论文册上所有相关内容的填写工作

●答辩小组负责将论文材料交办公室教学秘书，待学院学术委员会审核。