留学美国英文模板

英语专业毕业论文写作格式要求目 录1.内封（中文）格式要求.……………………………………………………………2 2.内封（英文）格式要求.……………………………………………………………3 3摘要（中文）格式要求………………………………………………………………4 4摘要（英语）格式要求………………………………………………………………5 5目录格式要求……………………………………………………………………….6 6论文装订顺序等要求……………………………………………………………….8 7正文及一级标题格式要求………………………………………………………….9 8二级标题及引文格式要求………………………………………………………...10 9三级标题格式要求………………………………………………………………...14 10二级标题在页首及四级标题格式要求………………………………..………...15 11参考文献格式要求……………………………………………………………….17 12致谢格式要求…………………………………………………………………….21 二号、黑体、居中小四、宋体、加粗、1.5倍行距、空六行 论隐喻的运作机制 小四、宋体、1.5倍行距、空二行李小伟小四、宋体、加粗、居中小四、宋体、1.5倍行距、空六行 指论文最后一页标注的页码数小四、宋体、加粗、1.5倍行距、左侧空约10个汉字总计：毕业论文页 指导教师：张 三 评阅人：李 四 完成日期：2006年5月 此页是英文题名页的标准格式。本部分的论文题目、论文作者的姓名和指导教师的职称与姓名按实际情况填写。其余的按本格式复制。 小四、加粗、Times New Roman、1.5倍行距、空六行Incorporating Culture into Englishhttp://doc.xuehai.net/b2940248980808528fc9c7f23.html 论文标题：二号、Times New Roman、加粗、居中 A ThesisPresented to the College of EnglishDalian University By Li Xiaowei小四、加粗、Times New Roman、1.5倍行距、空二行小四、加粗、Times New Roman、居中。In Impartial Fulfillment of the RequirementsFor the Degree of Bachelor of Arts with HonorsMay 2007Thesis Supervisor: Professor Yang Haiyan 小三、宋体、加粗、两汉字之间空一个汉字、居中 小四、宋体、空一行摘 要 小四、宋体、2倍行距隐喻研究归根到底是隐喻机制的研究，它是隐喻研究的核心。两千多年来，隐喻一直被仅仅看作一种修辞手段，一种语言的陪衬，被看作是两种不同事物事先存在的相似性的比较或一个词对另一词的替代，进而形成对隐喻阐述的比较论和替代论。现代学者通过大量研究表明，隐喻不仅仅是一种修辞手段，更重要的是，它是人类的主要认知方式。隐喻这一认知方式，给人们一种新的视角，创造一种相似。因此，现代学者着重于阐述相似是如何被创造出来的。在众多的隐喻理论中，影响较大的有布莱克和莱科夫的隐喻理论。 (大约200字左右)关键词：隐喻；搭配；术语小四、宋体、加粗（中文摘要的内容和关键词应与英文摘要相对应，关键词3-5个，词与词之间用分号分开） *** 正文引文中涉及到中国作者有两种情况：1）在参考文献中，如果用英文表述中国作者及著作，Shen, Dan. Stylistics and Transhttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmllation. Beijing: Peking UP, 1995. 那么在正文中，引用原作者话之后要这样在括号里标注, 例如，Professor Shen writes that the standard of faithfulness and accuracy is not only ―a principle for translating business contracts, but an attitude in translation‖ (Shen 191). (引文标注用汉语拼音)。2）在参考文献中，如果用汉语表述中国作者及著作，袁振国.当代教育学[M].北京：教育科学出版社，2002. 那么在正文中，引用原作者话之后要这样在括号里标注, 例如，Educator Yuan states that the Social Educational Model was first proposed by Gardner and his colleagues in early 1970‘s and reformulated in 1985 (袁振国 116).（引文标注用汉语方块字)。(此处引文为间接引文，故没有双引号)。Times New Roman、小三、加粗Abstract Times New Roman 、 小四、2倍行距 The mechanism of metaphor is actually the nucleus of the study of metaphor. For more than two thousand years, metaphor was viewed as a device of rhetoric, an attachment to language. In accordance with this perspective, metaphor was a comparison between two things that do not belong to the same category or was regardhttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmled as one word used to substitute another because there were preexisting similarities between them. As a result of this perspective, two theories took shape: one was the Comparison Theory, the other was the Theory of Substitution. But modern scholars discard the perspective, holding that metaphor is not only a device of rhetoric, to be more important, it is a leading way for human beings to know this world, a way of thinking. （中文摘要的对应译文）Key words: metaphor; collocation; terms（注意：关键词3-5个，字体要加粗，词与词之间用分号分开，除专有名词外，其他单词首字母不大写）Times New Roman、小四、加粗一级标题、 小四、Times New Roman、加粗空一行、Times New Roman、小四Contents Times New Roman、小三、加粗、居中摘 要 ……………………………………………………………………………….i Abstract ……………………………………………………….……….………..ii I. Introduction……………………………………………………………...………..1 II. A Historical Retrospection of Metaphor……………………………...………...2二级标题、 小四、Times http://doc.xuehai.net/b2940248980808528fc9c7f23.htmlNew Roman、不加粗、缩进一个字母2.1 Aristotelian School: Metaphor—A Device of Rhetoric……………..……….2 2.2 The Platonic School—Language is Metaphorical……………….……………. 5 2.3 The Study of Metaphor from the 20th Century to the Present……………….…..6 III. On Similarity……………………………………………………………………7 3.1 Similarity: A Fundamental Criterion for the Classification of Metaphor………..7 3.2 Similarity and Culture………………………………………………………….9 3.3 Similarity and Category………………………….……………………………10 3.4 The Relationship Between Similarity and Knowledge……………………….13三级标题、 小四、Times New Roman、不加粗、缩进约3个字母IV. On the Mechanism of Metaphor…………………………….………………...15 4.1 Black‘s Interaction Theory………………………………………....................15 4.1.1 Introduction to the Interaction Theory…………………………………...15 4.1.2 Some Defects of the Interaction Theory…………………………………16 4.2 Lakoffian Conceptual Metaphor Theory……………………………………...19 4.2.1 The Philosophical Basis of Lakoffian Theory………………http://doc.xuehai.net/b2940248980808528fc9c7f23.html…………...19 4.2.2 Lakoffian Theory on the Mechanism of Metaphor………………………21 4.2.3 The Deficiencies of Lakoffian Theory in Expounding the Creation ofSimilarity…………………. ……………………………………………...26四级标题、 小四、Times New Roman、不加粗、缩进约6个字母4.3 Conceptual Integration Theory……………………………………………….29 4.3.1 An Introduction to the Conceptual Integration Theory……………...…....294.3.1.1 Four Mental Spaces……………….………………...……………..29 4.3.1.2 Three Processes of BT………………..……………..……………..33 4.3.1.3 Optimality Principles of BT………….…………………...……….34 4.3.2 The Advantages of BT in Solving the Paradox of the Two FormerTheories…………………………………………………………………...34 4.3.2.1 The Generic Mental Space…………………………….…...……...34 4.3.2.2 The Blending Space and Emergent Structure……..…………..…...35 4.3.2.3 The Other Advantages of BT………………..…………..…………40V. Conclusion………………………………………………….……………………42 Bibliography………………………………………………..…………………http://doc.xuehai.net/b2940248980808528fc9c7f23.html……45 Acknowledgements………………………………………………………………46 论文装订顺序等要求：页码起始从Introduction部分开始第１页，直到Acknowledgements 结束，（包括Acknowledgements）。 其装订顺序为：封面（学校印刷厂负责印刷学校统一封面）→内封页( 中文)→内封页（英文）→中文摘要→英文摘要→目录→正文（如果有注释，可以加在当前页下脚或者放在本章节后面）→参考文献→致谢 （论文打印用A4纸）页眉：4.5cm, 小五，Times New Roman; 下划线页脚：1.8cm注：Bibliography 和 Acknowledgement 上面不加页眉 （详见论文样本） 每段缩4~5个字母 The study of metaphor has long been with us and the focus of the study is the mechanism of metaphor. It is the most significant and indispensable part of the study. For more than two thousand years, the study is carried on mainly from the perspectiveof rhetoric, viewing metaphor as a device of rhetoric, an embellishment of language. The representative of the theories in this long period is Aristotle‘s Comparison Theory and Quintilian‘s Theory of Substitution. Because metaphor is not only a rhetorical phttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmlhenomenon, but also one of cognition, the interpretation force of these theories is very limited. In 1936, I.A. Richards put forward Interaction Theory. Later Max Black made an elaboration of the work of his. Interaction Theory claims that metaphor is a cognitively irreducible phenomenon that works not at the level of word combination, but much deeper, arising out of the interaction between the conceptual structures underlying the words. But the ones who really turn the study of metaphor to a new page are George Lakoff and Mark Johnson. The mark of this change is the publication of the book named The theory of Lakoff and Johnson‘s is Conceptual Metaphor Theory. As these scholars regard metaphor as the creation of similarity, their theories concentrate on how the similarity is created and how the new meaning is produced though their interpretations are not perfect. Recently, another theory appeared—Conceptual Integration Theory or Blenhttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmlding Theory. Comparatively speaking, it is more convincing on the mechanism of metaphor than the other two.(以下省略，此部分字数最少不少于300字)…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 一级标题单独起页、Times New Roman三号、顶格加粗、下空小四一行II. A Historical Retrospection of Metaphor 二级标题、Times New Roman四号、顶格加粗、下不空行2.1 Aristotelian School: Metaphor--A Device of Rhetoric Andrew Ortony, one of the most influential writers on metaphor, has pointed out,and there are few who would disagree with him, that it is still the case that ―Any serious study of metaphor is almost obliged to start with the works of Aristotle‖ (Ortony 3).（此处指引文来源：作者 页码）Aristotle expounds the essence, function and the way of explanation of metaphor as three nuclei. He defines metaphor as ―the application of an alien nhttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmlame by transference either from genus to species, or from species to genus, or from species to species, or by analogy, that is, proportion‖(Aristotle 71). Then he gives four kinds of metaphor: 引文：前缩进10个字母、后不缩进、上下各空1行Since ?lying at anchor‘ is a species of the genus ?lying‘, one can say ?there lies my ship‘ (genus-to-species metaphor), since ?ten thousand‘ is a species of a ?large number‘, one can say verily ten thousand noble deeds hath Odysseus wrought (species-to-genus metaphor). Since ?to draw away‘ and ?to cleave‘ are each a species of the genus ?taking away‘, one can say with blade of bronze drew away the life (species-to-species metaphor). And since old age is to life as evening to the day, one can say that old age is the evening of life (ibid.). (此符号ibid.意为同上，引文出处与上相同。本例为整段引用，即block quotation， 前后空五号字一行 )All metaphors, Aristotle believes, fall into at least one of these four categories, alhttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmlthough analogy metaphors are the most pleasing. Aristotle also holds that metaphorcan make the prosaic style charming, and stresses that it can only be confined to poetry (ibid. 72). This perspective leads to the later theorists making distinction between poetic language and everyday language. Especially in Chapter 21 and 22 of , Aristotle states that every word ―is either current, or strange, or metaphor, or ornamental, or newly coined, or lengthened, or contracted, or altered‖(ibid.70). It is obvious that Aristotle classifies metaphors as lying outside normal language use. They are deviant or aberrant forms of discourse. He also holds that metaphor has no cognitive value and is merely an embellishment of language (Kittay 1). Also in this chapter of he elaborates how metaphors are unusual and discusses the relationship between metaphor and genius, viewing metaphor as a talent of epic poets and tragedians:引文：前缩进10个http://doc.xuehai.net/b2940248980808528fc9c7f23.html字母、后不缩进、上下各空1行 The greatest thing by far is to have a command of metaphor. This alone can not be imported by another; it is the mark of genius—for to make good metaphors implies an eye for resemblances ( Aristotle 72).As Hawks writes about Aristotle‘s account of metaphor:addition to language, to be used in specific ways, and atAristotle says that the best metaphors are those that achieve the effect of bringing things vividly before the eyes of the audience. He argues that this effect is ―produced by words which refer to things in action‖( ibid. 92-93). ―The best image involves a metaphor‖(ibid. 96). From the above statements, we know that Aristotle views metaphor as a rhetorical device and an embellishment of language. Finally he establishes his theory on metaphor—Comparison Theory. It is the earliest theory in the history of the study of metaphor. Its main gist is: http://doc.xuehai.net/b2940248980808528fc9c7f23.html1 Metaphors are matters of language and not matters of thought or action. There is no such thing as metaphorical thought or action.2 A metaphor of the form ―A is B‖ is a linguistic expression whose引文：前缩进10个字母、后不缩进、上下各空1行meaning is the same as a corresponding linguistic expression of the form ―A is like B, in respect X, Y, Z…‖ ―Respects X, Y, Z…‖ characterize what we have called ―isolated similarities‖.3 A metaphor can therefore only describe preexisting similarities. It can‘t create similarities (Lakoff & Johnson 1980: 153).（如果在论文中引用同一作者的不同的著作，应加上出版年代以示区别）……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………http://doc.xuehai.net/b2940248980808528fc9c7f23.html…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 一级标题单独起页、Times New Roman三号、顶格加粗、下空小四一行IV. On the Mechanism of Metaphor …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………http://doc.xuehai.net/b2940248980808528fc9c7f23.html………………………………………………………………………………………………………二级标题、Times NewRoman四号、顶格加粗、………….. 上空一行、下不空行 4.1 Black’s Interaction Theory（章内每节标号及标题左起顶格，四号字，加粗，前后空一行为小四号字。如在页首则其前不空行，但其后空行）4.1.1 Introduction to Interaction Theory三级标题、Times NewRoman小四号、顶格加粗、上下不空行Interaction Theory was originated from I. A. Richards‘ theory. In his definition he says: ―In the simplest formulation, when we use a metaphor we have two thoughts of different things active together and supported by a single word, or phrase, whose meaning is a resultant of their interaction‖(Richard 89). The most important in this definition is ―two active thoughts interact with each other.‖ He first provided the basic terminology and conceptual framework for discussing metaphor. He argued that metaphor consists of two terms, the tenor, or topic, and the vehicle, and the………………………………………………………………………………http://doc.xuehai.net/b2940248980808528fc9c7f23.html……………………………………………………………………………………………… 二级标题、Times New Roman四号、顶格加粗、在页首时上下都不空行 ……………………………………………………………………………………………….4.3.1 An Introduction to the Conceptual Integration Theory三级标题、Times NewRoman小四号、顶格加粗、上下都不空行Conceptual Integration Theory was proposed by Gilles Fauconnier and Mark Turner…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. 4.3.1.1 Four Mental Spaces四级标题、Times NewRoman小四号、顶格不加粗、上下都不空行In BT, the basis unit of cognitive organization is not the domain but the mental spaces, which are a partial and temporary representational structure that speakers construct when thinking or talking about a perceived, imagined, past, present…………………………………………………………………………………………………http://doc.xuehai.net/b2940248980808528fc9c7f23.html……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… The study of metaphor is, in essence, the study of how metaphor works. It is the nucleus of metaphor study. Modern scholars discard the perspective that metaphor is a device of rhetoric, an attachment to language, and claim that metaphor is of cognition and is omnipresent; it is a way of human thinking. Moreover, they hold that metaphor creates similarity instead of comparing two things which are based on the preexisting similarity. Hence, the mechanism of metaphor is to interpret how similarity is created. Black‘s theory and Lakoffian theory, due to some defects and deficiencies, are not able to give a clear description of the creation of similarity. They endeavor to expound the appearanhttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmlce of a new structure after a novel metaphor, but they fail to do that and result in ―isomorphism‖.The mechanism of metaphor is sophisticated. It is a result of various factors. Interacting, projecting and blending constitute the process. It is obvious that BT, on the basis of the two above-mentioned theories, focuses on solving the problem of the ―isomorphism‖-structure. To avoid committing the same mistake that all the knowledge, the features mapped from the source domain and the structure (topology) of the target domain are interwoven……. …（400words）………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Bibliography MLA “参考文献”格式范例Aiken, Conrad. ―William Faulkner: The Novel as Form.‖ Frederick J. Hoffman andOlga W. Vickery. http://doc.xuehai.net/b2940248980808528fc9c7f23.htmlEds. East Lansing: Michigan State UP, 1960.Barker, Deborah E., and Ivo Kamps. ―Much Ado about Nothing: Language and Desirein The Sound and the Fury.‖Bleikasten, Andre. Carter, Ronald, ed. London: George Allen & Unwin, 1982.——. Literary Text and Language Study. London: Edward Arnold, 1982. ——. Faulkner at Nagano. Robert A. Jeliffe, ed. Tokyo: Kenyusha, 1956. ——Hellstrom, Gustaf. ―Presentation Speech.‖ 20 Jan 2003. Kinney, Arthur. ―Teaching Narrative as Meaning in ?A Justice‘ and The Sound and theFury.‖ Eds. Stephen Hahn and Arthur F. Kinney. New York: MLA, 1996, 140-43.Leech, GForeign Language Teaching and Research Press, 2001.Leech, Geoffrey N. and Michael H. Short, 1981. Rpt in Beijing: Foreign Language Teaching and Research Press, 2001. 中文书目：参考文献是对期刊论文引文进行统计和分析的重要信息源之一，在本规范中采用GB 7714推荐的顺序编码制格式著录。 一、参考文献著录项目① 主要http://doc.xuehai.net/b2940248980808528fc9c7f23.html责任者(专著作者、论文集主编、学位申报人、专利申请人、报告撰写人、期刊文章作者、析出文章作者)。多个责任者之间以“，”分隔，注意在本项数据中不得出现缩写点“.”（英文作者请将作者名写全）。主要责任者只列姓名，其后不加“著”、“编”、“主编”、“合编”等责任说明。② 文献题名及版本(初版省略)。③ 文献类型及载体类型标识。④ 出版项(出版地、出版者、出版年)。⑤ 文献出处或电子文献的可获得地址。⑥ 文献起止页码。⑦ 文献标准编号(标准号、专利号??)。二、参考文献类型及其标识根据 GB 3469规定，以单字母方式标识以下各种参考文献类型： 参考文献类型、文献类型标识专著[M]， 论文集[C]， 报纸文章[N]，期刊文章[J]，学位论文[D]，报告[R]，标准[S]，专利 [P]。对于专著、论文集中的析出文献，其文献类型标识建议采用单字母“[A]”；对于其他未说明的文献类型，建议采用单字母“[Z]”。 对于数据库(database)、计算机程序(computer program)及电子公告(electronic bulletin board)等电子文献类型的参考文献，建议以下列双字母作为标识：电子参考文献类型、标识数据库[DB]，计算机程序[CP]，电子公告[EB] 三、电子文献的载体类型及其标识对于非纸张型载体的电子文献，当被引用为参考文献时需在参考文献类型标识中同时标明其载体类型。本规范建议采用双字母表示电子文献载体类型：磁带(magnetic tape)——[MT]，磁盘(disk)——[DK]，光盘(CD-ROM)——[CD]，联机网络(online)——[OL]，并以下列格式表示包括了文献载体类型的参考文献类型标识：［文献类型标识/载体类型标识］如：［DB/OL］—— 联机网上数据库(database online) ［DB/MT］—— 磁带数据库(database on magnetic tape) ［M/CD］—— 光盘图书(monograph on CD-ROM) ［CP/DKhttp://doc.xuehai.net/b2940248980808528fc9c7f23.html］—— 磁盘软件(computer program on disk) ［J/OL］—— 网上期刊(serial online)［EB/OL］—— 网上电子公告(electronic bulletin board online) 以纸张为载体的传统文献在引作参考文献时不必注明其载体类型。 四、文后参考文献表编排格式参照ISO 690及ISO 690-2，每一参考文献条目的最后均以“.”结束。各类参考文献条目的编排格式及示例如下： 1.专著、论文集、学位论文、报告主要责任者.文献题名［文献类型标识］.出版地：出版者，出版年.起止页码(任陈绍业，王凤翥.图书馆目录［M］.北京：高等教育出版社，1957.15-18. .信息技术与信息服务国际研讨会论文集：A集［C］.北京：中国社会科学出版社，1994..微分半动力系统的不变集［D］.北京：北京大学数学系数学研究所，1983. 冯西桥.核反应堆压力管道与压力容器的LBB分析［R］.北京：清华大学核能技术设计研究院，1997. 2.期刊文章主要责任者. 文献题名［J］. 刊名，年，卷(期)： 起止页码. 何龄修.读顾城《南明史》［J］.中国史研究，1998，(3)：167-173.金显贺，王昌长，王忠东，等.一种用于在线检测局部放电的数字滤波技术［J］.清华大学学报(自然科学版)，1993，33(4)：62-67. 3.论文集中的析出文献析出文献主要责任者. 析出文献题名 ［A］. 原文献主要责任者(任选) . 原文献题名［C］. 出版地：出版者，出版年. 析出文献起止页码.钟文发.非线性规划在可燃毒物配置中的应用［A］.赵玮.运筹学的理论与应用——中国运筹学会第五届大会论文集［C］.西安：西安电子科技大学出版社，1996. 468-471. 4.报纸文章主要责任者. 文献题名［N］. 报纸名，出版日期 (版次) . 谢希德http://doc.xuehai.net/b2940248980808528fc9c7f23.html.创造学习的新思路［N］.人民日报，1998-12-25(10) . 5..国际、国家标准 标准编号，标准名称 ［S］.GB/T 16159-1996，汉语拼音正词法基本规则［S］. 6.专利专利所有者. 专利题名［P］. 专利国别：专利号，出版日期.姜锡洲.一种温热外敷药制备方案［P］.中国专利：881056073，1989-07-26. 7.电子文献主要责任者.电子文献题名［电子文献及载体类型标识］.电子文献的出处或可获得地址，发表或更新日期/引用日期(任选) .王明亮.关于中国学术期刊标准化数据库系统工程的进展［EB/OL］.http://www./cajcd.edu.cn/pub/wml.txt/980810-2.html,1998-08-16/1998-10-04.万锦坤. 中国大学学报论文文摘(1983-1993) . 英文版 ［DB/CD］. 北京:中国大百科全书出版社，1996. 8.各种未定义类型的文献主要责任者.文献题名［Z］. 出版地：出版者，出版年. 五、参考文献与注释的区别参考文献是作者写作论著时所参考的文献书目，一般集中列表于文末；注释是对论著正文中某一特定内容的进一步解释或补充说明，一般排印在该页地脚。参考文献序号用方括号标注，而注释用数字加圆圈标注(如①、②?)。说明：参考文献的排列顺序，先英文，后中文。英文按开头字母从A到Z的顺序排列，中文按开头文字的汉语拼音从A到Z的顺序排列。Times New Roman小四、空一行、其它格式同正文Acknowledgements Times New Roman三号、加粗、居中I have eternal gratitude to…, my tutor, for his inestimable help and valuable instruction, and to Profehttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmlssor …, for his insightful lectures, which inspire me to compose this dissertation.I am greatly indebted to Professor … for his allowing me to have access to his books pertinent to this dissertation.I also thank those who help me in course of the writing and whose names I can‘t list here one by one.外国语学院本科毕业论文格式要求 为了保证毕业论文量，做到论文格式的规范化，本院在《湖南商学院本科毕业论文管理规范》的基础上对毕业论文 格式做出进一步具体要求。请参照以下范文执行。1． 封面2． 内容摘要和关键词（中文） 3． 英文摘要和关键词 4． 目录 5． 正文6． 参考文献 湖南商学院外国语学院2008-3-11．论文的正文部分要求6000字以上。 2．参考文献单独成页。3．摘要，目录 正文和参考文献行距为24磅。4．正文中引用的例子前按其在文中出现的顺序用（1）（2）（3）（4）编号。5．夹注的形式见论文范文所示，不采用右上标的形式。 6．封页用白色A3铜版纸, 论文正文双面打印。7. 论文定稿的word文档电子版及三份打印稿交指导老师汇总。 毕 业 论 文（华文行楷 初号）提高跨文化交际能力 ─论有效的跨文化（华文中宋一号） Becoming Intercultural Competent─ for Effechttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmltive Intercultural Communication（新罗马二号）学生姓名（楷体_GB2312小二 ）专 业 英 语 （宋体小二） 学 号 030810014 学 院 外国语学院 班 级 英语0402 指导老师 李 建 国 职 称 副 教 授 湖 南 商 学 院 （楷体_GB2312二号 ）二ОО八年五月二十六日 内 容 摘 要 （居中 黑体 四号） 不同文化背景的人们交流跨过程中产生了跨文化交际。在现代社会，随着交通和信息传播技术的飞速发展，跨文化交际已经成为并将要成为人们生活中不可缺少的一部分。为了减少跨文化交际中的问题以及冲突，我们应该提高跨文化能力以致能够胜任跨文化交际。在这篇论文中，我们讨论了跨文化交际的定义，提高跨文化交际的必要性，以及提高跨文化交际的可能性；并进一步提出了提高跨文学交际的途径以及若干建议，希望有助于我们成为跨文化交际的高手，能够和他人进行有效的跨文化交流。（宋体 四号）关 键 词 （居中 黑体 四号） 跨文化交际; 能力; 提高 （宋体 四号） （页脚右側用宋体四号罗马数字Ⅰ，Ⅱ，Ⅲ标明页码）ⅠABSTRACT （居中 新罗马四号 粗体） Intercultural communication is the product of the interact between people with different backgrounds, and in the modern world, with the fast development of transpohttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmlrtation and information transformation, intercultural communication become and will become the necessary part in the life of human being. For reducing the problems and conflicts in the interculturalcommunication,weshouldbecomeinterculturalcommunication competence.In this essay, we have discussion about the definition of intercultural communication, the necessity of improving intercultural communication, and the possibility of improving intercultural communication，and then, give three approaches and suggestions for improving intercultural communication, so that we can become intercultural communication competence, and have effective intercultural communication with others. （新罗马四号 ）KEY WORDS （居中 新罗马四号 粗体） intercultural communication; improving（新罗马四号 首字母小写） （页脚右側用宋体四号罗马数字Ⅰ，Ⅱ，Ⅲ标明页码）ⅡCONTENTShttp://doc.xuehai.net/b2940248980808528fc9c7f23.html1 Introduction ?????????????????????? 1 2 Intercultural Communication ??????????????3 2.1 History of the Theory Intercultural Communication?? 4 2.1.1 Difference of Thinking Habit?????????????5 2.1.2 Difference of Behavior???????????????5 2.2 Definition of Intercultural Communication????????6 2.2.1 Difference of Character???????????????7 2.2.2 Difference of Living Habit??????????????8 3 Improvement of Intercultural Communication Ability?9 3.1 Trend of Globalization and China‘s Fast Development ????10 3.1.1 Differences in the Social Value System??????????11 3.1.2 Differences in the Assessment of Pragmatic Parameters????12 3.2 Problems in International Communication??????????13 3.2.1 Seeking Similarities?????????????????14 3.2.2 Stereotyping ????????????????????16 4 Conclusion ?????????????????????22 References???????????????????????25（新罗马四号 除虚词外首字母大写 一级目录加粗 ） （页脚右側用宋体四号罗http://doc.xuehai.net/b2940248980808528fc9c7f23.html马数字Ⅰ，Ⅱ，Ⅲ标明页码）Ⅲ 湖南商学院毕业论文（页眉）——for Effective Intercultural Communication（论文题目新罗马三号粗体）1 Introduction （章标题新罗马四号粗体） （每章标题下空一行）Communication occurred when one person came across another one at the very beginning of history; and intercultural communication occurred when a person met another one coming from another tribe or place at the first time. （正文新罗马四号） （每章之间空一行）2 Intercultural Communication (实词首字母大写)2.1 The History of the Theory Intercultural CommunicationWe mentioned before that the intercultural communication occurred at very early stage of humankind history, but the theory of it came into being in the 1950s in The Yin and Yang of American Culture, which is written by Larry, A.（1959） is always considered as the foundation work of the subject.（英文参考文献书目用斜体，参考文献后注明作者和出版年, 文中已出现作者名字的只需注明出版年） 2.2 The Definition of Intercultural Communication://doc.xuehai.net/b2940248980808528fc9c7f23.htmlparIntercultural communication is a field which incorporates researchfrom disciplines. Different professionals will have distinctive understanding and distinctive analysis from distinctive angle.（Kim, 2001: 198）（作者姓 逗号，如果参考该作者的文献只有一本，年份可省略不写，否则年份要注明）（参考文献后注明作者和出版年及页码） 第1页 共25页（页脚）(宋体五号)湖南商学院毕业论文（页眉） References:[1] Croft, W. & A. Cruse. 2004. Cognitive Linguistics [M]. Cambridge: Cambridge University Press. （作者为两人时,第一作者姓排前,名排后;第二作者名排前,姓排后;名用缩写的形式;新罗马四号,英文参考文献书目用斜体;句点用全角）[2] Kim，E. 2001. Communication Between Cultures [M]. Beijing: Peking University Press.（作者为一人时,姓排前, 名排后;名用缩写的形式） [3] Larry, A. 1959. The Yin and Yang of American Culture [M]. Yarmouth: Intercultural Press.[4] Paradis, C. 2004. ―Adjectives and boundedness‖ [J]. Axiomathes(1). [5] Zhang,Yan. 2000. An Textbook on the Tao of Verbal Communication [OL]. http://www.columbia.edu/webcourshttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmle/adanced-english/index.htm (accessed 13/04/2007).[6] 布拉德福德·霍尔编著, 麻争旗等译.2003.《跨越文化障碍━交流的挑战》[M].北京:北京广播学院出版社. （宋体 四号） [7] 傅荣，王克非.2008.欧盟语言多元化政策及相关外语教育政策分析[J].《外语教学与研究》(2).[8] 关世杰.2003.现代的主语与话题[J].《中国语文》(2).[9] 余晓丽. 2007. 从功能语法隐喻角度探讨BBC经济新闻的客观性（Objectivity in BBC Economic News --- From the Perspective of Functional Grammatical Metaphor）[MA]. 广州: 广东外语外贸大学. （1. 参考文献排序：中英文参考文献分开排列，英文参考文献在前，中文参考文献在后，英文文献按作者的姓氏的英文首字母排序，中文文献按作者的姓氏的拼音首字母排序。 2. 每一文献后加注文献类别标号，专著标号为[M]，论文集为[C]，期刊文章为[J]，博士论文为[D]，硕士论文为[MA]，网络文章为[OL]，其他，如工具书，为[Z]） 第25页 共25页（页脚） 外语系本科生英语专业毕业论文装订顺序（APA格式） （注：此格式用于文学、翻译方向之外的所有论文）1. 毕业论文封面（汉语） 2. 毕业论文首页 （英语） 3. 致谢（英文）4. 毕业论文中文摘要及关键词 5. 毕业论文英文摘要及关键词 6. 目录 7. 正文8. 尾注（可选）9. 参考文献（英语文献在前，汉语文献在后） 10. 附录（可选）附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写） 学号： 中国大http://doc.xuehai.net/b2940248980808528fc9c7f23.html学英语学习者连接副词 使用情况调查 系 名 称： 外 语 系 专 业 名 称： 年 级： 姓 名： 指 导 教 师： 2008 年 5 月 日 The Use of Linking Adverbials by ChineseCollege English Learners A Thesis Submitted to the English Department of Henan Institute of Education in Partial Fulfillment of the Requirementsfor the Degree of Bachelor of Arts By Liu HiataoSupervisor：Li Qingdong May 5, 2008 like to thank all those whohave given me their generous helps, commitment andenthusiasm, which have been the major driving force to complete the current paper. ? 无论在口语还是在写作中，中国大学英语学习者在连接副词的使用上都有过多使用的倾向。影响中国大学英语学习者使用连接副词的因素是多方面的，如母 (The aim of this research ihttp://doc.xuehai.net/b2940248980808528fc9c7f23.htmls, through a general comparison between learners‘ corpora andlinking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It is found that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials in their speaking and writing. The results have shown that the factors which contributing to Chinese EFL learners‘ use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations.Times New Roman 五号 粗体 Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .http://doc.xuehai.net/b2940248980808528fc9c7f23.html . . . . . . . . . . .. IIChapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Chapter Two The Theoretical Framework of Child LanguageLearning. . . . . . . . . . . 52.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.3.1 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 http://doc.xuehai.net/b2940248980808528fc9c7f23.html2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter Three Some Critical Issues in Primary EFL Instruction in Chinese Context. . . . . . . . . . .253.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 3.2 The Debate about the Inclusion of English in the Primary Curriculum. . . .25 3.3 The Contents of Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . 27 3.4 Approaches to Primary Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 3.5 Assessment in Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . . 34 Chapter Four Research Design – A Survey Study. . . . http://doc.xuehai.net/b2940248980808528fc9c7f23.html. . . . . . . . . . . . . . . . . . . . . . . .374.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.2 The Survey Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.3 Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4.5 Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 5.2 The Overview of Primary EFL Program in Henan Province. . . . . . . . . . . .45 5.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . .http://doc.xuehai.net/b2940248980808528fc9c7f23.html . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 6.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82河南教育学院本科毕业论文全文每段首行缩Times New Roman, 小四号，粗体进3-5个字符Times New Roman 三号，粗体，居中1school in the U.S.A.1, and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of ―improving the effectiveness of language education by taking into account into timetable of languagehttp://doc.xuehai.net/b2940248980808528fc9c7f23.html development in childhood‖ (Stern, 1983, 363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as for their use as a medium of instruction.Times New Roman 1.2 Motivations and Objectives 五号，1.5倍行距 2. Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica, 38 (pp. 20-69).Halliday, M. A. K., & Husan, R. (1988). An Introduction to Functional Grammar: Edward Arnorld.Halliday, M. A. K., & Husan, R. (1970). Language Structure and Language Function. In Lyons (Ed.), Peguin Books (pp. 221-224).Hatch, E. (1992). Discourse and Language Education. London: Cambridge University Press. Quirk, R. et al (1972). A Grammar of Contemporary English. London: Longman. 罗瑞球. (2002). 英语习语翻译教学. 湖南师范大学教育科学学报(3). 徐http://doc.xuehai.net/b2940248980808528fc9c7f23.html其画 & 王乃文. (1989). 实用英译汉教程. 上海: 上海外语教育出版社. 杨慧中(主编). (2002).语料库语言学导论. 上海：上海外语教育出版社。 冯庆华. (2002). 实用翻译教程. 上海: 上海外语教育出版社. 张培基等(以上格式分别为“期刊文章”、“两位作者”、“编集著作”、“单一作者”、“多个作者”等的英文书目格式，及“期刊文章”、“两位作者”、“编集著作”、“单一作者”、“多个作者”等的中文书目格式)文档下载网是专业的免费文档搜索与下载网站，提供行业资料，考试资料，教学课件，学术论文，技术资料，研究报告，工作范文，资格考试，word文档，专业文献，应用文书，行业论文等文档搜索与文档下载，是您文档写作和查找参考资料的必备网站。文档下载 http://doc.wendoc.com/亿万文档资料，等你来免费下载