篇一：英语专业本科毕业论文格式标准范文
附件2
A FOLLOW-UP STUDY ON TRANSFERRED TEACHERS’ ENGLISH
PRONUNCIATION
—A Case in Guangdong
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTS
By
JACKIE LAM
Supervised by
Prof. Noble Hofmann
SOUTH CHINA NORMAL UNIVERSITY, GUANGZHOU, P.R. CHINA
JUNE, 2006
ACKNOWLEDGEMENTS
The completion of this study could never have been possible without the assistance of many people related.
First and foremost, I would like to show my heartfelt gratitude to my supervisor, Professor XXX. Knowledgeable and responsible, Prof. X provided me with valuable guidance and support in every stage of writing this thesis. He made well-informed and enlightening comments on the organization of the chapters, took pains to go through in great detail every draft of the thesis.
Thanks are due to Associate Professor XX, Miss YY and Miss PP, who helped me a lot in collecting data.
I would like to express my great gratitude to my classmate FFF, and my dear Australian teacher KK, who have been of great help in analyzing the data. They have been very patient and responsible throughout the whole work.
Last but not least, I want to acknowledge my debt to the six transferred teachers, who spent time in providing the oral materials when having their hands full.
ABSTRACT
Quality of teachers has always been paid great attention to, especially that of primary school teachers, who play the most influential role in students’ elementary learning. In 2001, as the new National English Curriculum requires that English should be taught from Grade 3 in primary schools, a new type of primary school English teachers named ―transferred teachers‖ came into being. Transferred teachers are those non-English-major primary school teachers who shift to teach English after graduation from a training program called ―In-service Training for Transferred Teachers‖. By far, these teachers have been teaching English for over four years, but there have been few follow-up researches on their pronunciation up till now. The present study investigates on the pronunciation of transferred teachers concerning consonants and vowels. The goal is to find out whether these teachers, who have received only 3-week compulsory residential training and a year long optional school-based training, are making progress and competent for elementary English teaching.
As time was limited, six transferred teachers were chosen as our subjects. The study was carried out on the basis of the analysis of the errors on the recorded material of the English utterance borne out by these transferred teachers.
Key Words：the first，the second，the third
中文摘要
教师素质一直都备受关注，特别是小学教师的素质更是如此，因为小学教师在学生初级阶段的学习起着举足轻重的作用。于2001年，应新英语课程标准的要求，英语要从小学三年级教起，因此，一种被称为“转岗教师”的小学英语教师产生了。“转岗教师”是指从在职转岗培训毕业后从事小学英语教学的非英语专业教师。至今为止，这些老师已经从事小学英语教育有四年多了，但很少关于这些转岗老师语音的后续调查。本研究基于转岗教师的语音情况，求证这些只受过三周英语专业培训和一年的在职培训的转岗教师是否有所进步且能胜任于小学英语教学。
由于时间有限，在1102名转岗教师中，6名被选为本研究的受试。本研究是通过给六位老师的英语口头表达录音，并对录音进行其错误分析。
关键词：关键词1，关键词2，关键词3
Table of Contents
ACKNOWLEDGEMENTS .............................................................................................................. I ABSTRACT ..................................................................................................................................... II 中文摘要......................................................................................................................................... III Table of Contents........................................................................................................................... IV
Chapter One Introduction .................................................................................................................. 1
1.1 Background ........................................................................................................................ 1
1.2 Significance of the Empirical Study ................................................................................. 1
1.3 Purpose of the Present Study ........................................................................................... 1
1.4 Structure of the Present Study ......................................................................................... 2
Chapter Two Literature Review .................................................................................................... 3
2.1 Definition of Teachers’ Beliefs .......................................................................................... 3
2.2 Teachers’ Beliefs and Teaching Behavior ........................................................................ 3
2.3 The Expected Teachers’ Beliefs of the New Curriculum................................................ 4
Chapter Three Method ................................................................................................................... 5
3.1 The Participants ................................................................................................................ 5
3.2 Procedures ......................................................................................................................... 5
Chapter Four Results and Discussion ........................................................................................... 8
4.1 Status Quo of the Teachers’ Beliefs .................................................................................. 8
4.2 The Relationship between Teachers’ Beliefs and Their Teaching Behavior ............... 10
4.3 Teachers’ Most Concern in Course Planning ................................................................ 13
Chapter Five Conclusion and Research Implications ................................................................ 15
5.1 The Importance of Teacher Training ............................................................................. 15
5.2 Modification of the Assessment System ......................................................................... 17
5.3 Offering Adequate Teaching Facilities .......................................................................... 17
Chapter Six Limitations ............................................................................................................... 18
References ...................................................................................................................................... 19
Appendix I ..................................................................................................................................... 20
Appendix II .................................................................................................................................... 21
篇二：毕业论文英文格式
Abstract: Through an analysis of Pride and Prejudice, a well-known work written by Jane
Austen, the characteristics of Elizabeth and woman rights are discussed. The heroine Elizabeth
is
full
of
gaiety, high spirit, courage and energy, with Key Words: characteristics; marriage; woman rights
Jane Austen’s works are always humorous, and warmly welcomed by readers. She first gave the novel its modern character through the treatment of everyday life. The most urgent preoccupation of her bright, young heroines is courtship and finally marriage. Jane Austen focused on middle-class provincial life with humor and understanding. She depicted minor landed gentry, country clergymen and their families, in which marriage mainly determined women's social status. In Austen’s opinion, woman should be brave, independent and intelligent. In 2 The Characteristics of Elizabeth
2.1 Treasonous and Independent
In English, …. And it can be clearly seen in the below examples:
(1) I don’t know(2) I am not a poet. 2.2 Intelligent and Humorous
Elizabeth is a clever girl with wisdom. As a result of this character, she can match with
she can totally understand Bingly’s character, Bingly replied that he had not known her as expert who studied the human characters before. The dialogue indicated her ability and wisdom, she could observe things deeply. It was the same with her family member. For example, she took pride of Jane for her politeness and benignity, but felt shame about her mother and younger sister’s stupid. So her father said undoubtly that :“Lizzy is a little more intelligent than her sisters.” The divorce of Arnold's personal desire from
Elizabeth also has a healthy sense of
Darcy’sview of the …alike” (1974). and I am in no humor at present to give consequence to young ladies who are slight tad by other men.”Elizabeth didn’t felt angry, because she owned the sense of humor, she even told these words with great spirit among her friends.
Whitman has proved himself an eminent democratic representative and precursor, and his “Democratic Vistas” 43). 2.4 Prejudiced
Elizabeth was a lady in middle class with some education, she was the daughter of a gentleman. But compared to the upper class, her family level was a little lower. Her relatives were vulgar and always lost faces in public which made her in self-abasement. Under this
1Darcy offended Elizabeth’couldn’t forgive his pride; they both sight, although Darcy“ realized that her and what an
attractive figure she had and she was humorous”, Elizabeth only thought that“ Darcy was a man whom no one will be like”.
Austen believed love and marriage is most important for one’s happiness. we must be cautious so that not be confused by appearance. Elizabeth had a prejudice against Darcy because of his cold-shoulder while the spruce Wickham showed love to her, she produced favorable impression on him and believed what he said about Darcy. Later, she has done some foolish things owing to vanity. From this, we can get the fact that first impression is not reliable and prejudice is more formidable than ignorance.
There are 3 reasons why Elizabeth had prejudice to Darcy. At first, Elizabeth thought Darcy looked down upon her family. She knew clearly that her family was dishonorable and her relatives were vulgar, but which made her angry was Darcy’s attitude towards this problem. Compared to Bingly, Darcy was pride and carping. At second, Elizabeth thought Darcy made Jane and Bingly apart. Darcy explained that“ The behaviors that evening of your mother, your three younger sisters, and occasionally even your father, was lacking in social correctness that I made up my mind to save my friend from what I considered would be a most unhappy marriage”, that was a very important point Elizabeth had prejudice on him. At third, Elizabeth thought Darcy destroyed Wickham’s future.
3 Conclusion
Let us have our comparison with some particular girls’ characters of Elizabeth’s age to see Elizabeth’s advantage: Elizabeth was full of richer thoughts than Miss Bingley. At the very beginning, Elizabeth saw through Miss Bingley who harbored evil intention. She always pointed us their inconsistence to Jane. She made the exact judgement about their tales in
breaking the love affairs between Mr. Bingley and Jane. So in the final analysis, the point at which Elizabeth was out of the ordinary is that she knew much clearly than others’ worldly wisdom.
From the image portray of Elizabeth, who boldly challenges the upper class and pursues the ideal and happiness, Jane Austen showed the strong protest against secular prejudice towards the notion of family status and the system of marriage imposed on the English middle and lower class women between the end of 18th century and the beginning of 19th century. The author also expressed the fine aspiration of them for the independence of personality and struggling for the equality of human rights.
From Elizabeth, we can see the idea of Jane Austen about woman rights. Although this
Language Acquisition 14: 131-158.
Goodluck, H. 2000. Language Acquisition: A Linguistic Introduction. Beijing: Research Press.
Neruda, W et al. 1991. Canto General陈治安、文 旭，1997，试论语境的特征与功能，《外国语》20（4）：22-26。
冯忠良、伍新春、姚梅林、王健敏，2000上海外语教育出版社。499-500。 Velasco, D. G. & C. P. Munoz. 2004. Understood objects in ESL Writing. Mahwah: Hermagoras Press. 137-157. 张迎春等，2006，对大学英语测试改革的探讨。载戴炜栋（编），《中国外语教学法回顾、探索与展望》。上海：
篇三：英语专业毕业论文格式要求及范本
外语外贸学院英语专业毕业论文格式要求与格式样本
一、 毕业论文格式要求：
1、毕业论文应依次包括如下页面：
1）中文封面
2）英文封面
3）作者声明
4）致谢
5）英文摘要和关键词
6）中文摘要和关键词
7）正文
8）注释（如无尾注，可省略）
9）参考文献
10）附录
2、页码标号：
正文前页码用罗马数字如 I, II, III, IV，从正文开始用阿拉伯数字1，2，3标明页码。页码一律居中打印。
3、摘要、关键词：
英文
(1) Abstract：三号；“Abstract”粗体, 居中；
(2) Keywords：3-5个用“；”分隔；小四号； 最后一个关键词后不用标点符号；除专
有名词，单词首字母不大写；“Keywords” 粗体
汉语
参照论文格式范本。
行距为1.5倍。
4、正文格式：
1） 文章题目不必出现在正文页。
2） 各级标题一般要求左对齐打印。标题一律用粗体。一级标题：粗体四号字；二
级标题：粗体小四号字；三级标题：粗体小四号字。
3） 英文一律采用Times New Roman小四号，全文双倍行距；如有汉字（参考文献
部分），一律用五号宋体。
4） 正文中如每一段开头缩进两个汉字（或四个英文）字符的位置，则段与段之间
不空行；如每一段开头不缩进，段与段之间必须空一行。
5） 正文中一级标题间的段落空一行。
5、引用：
1）文中引用人名应与参考文献保持一致，即参考文献部分为英文的用英文，汉语的则用汉语拼音；
2）文中直接引用成段文字时，该段文字用五号，第一行缩进6个字符，其余行两端缩进4个字符。
6．注释：
（1）除了文学类毕业论文可以使用尾注注释方式，其余要求使用夹注注释方式。
（2） 夹注中所列指的文献，必须在参考文献中列出。如作者及作品为中文，夹注 中书写作者姓氏时必须使用拼音。）
例如：
1) 直接引用
—— Rees said, “As key aspects of …in the process”(1986:241).
—— The underlying assumption is that language “bound up with culture in multiple and complex ways”(Elli, 1968: 3).
2 ) 间接引用
—— According to Alun Rees (1986)〔也可位于引语的最后〕, the writers focus on the unique contribution that each individual learner brings to the learning situation 〔(1986〕. —— It may be true that in the appreciation of medieval art the attitude of the observer is of primary importance ( Robertson,1987).
3 ) 互联网资料：
格式：编号
例： “A deconstructive reading is a reading which analyses the specificity of a text’s critical difference from itself” (Net. 2).
(注：Net. 1, Net. 2, Net. 3,??只是为了便于注明文内引语的出处，具体格式见下文参考文献中的相关内容)
7．参考文献：
1）参考文献须另起一页。
2）“References”三号粗体，居中。
3）英文参考文献在前，中文参考文献在后。英文参考文献按作者首字母顺序排列；同一作者按年排列。中文按照作者姓氏的拼音字母顺序，排到所有英文文献后。
4）字体为英文小四号,中文五号。
5） 参考文献（即引文出处）的类型以单字母方式标识，具体如下：
M——专著 C——论文集N——报纸文章 J——期刊文章
D——学位论文 R——报告 P——专利 A——文章
6） 作者姓名采用“姓在前名在后”原则，具体格式是： 姓，名字的首字母. 如： Malcolm Richard Cowley 应为：Cowley, M.R.，如果有两位作者，第一位作者方式不变，&之后第二位作者名字的首字母放在前面，姓放在后面，如：Frank Norris 与Irving Gordon应为：Norris, F. & I. Gordon；
7）书名、报刊名使用斜体字，如：Mastering English Literature，English Weekly。 例子：
英文参考文献
1.专著：
1) 基本格式（请严格注意标点符号）：作者的姓名（英文作者的姓，名）.年份.书名（斜体）.出版地:出版商. 如果同一作者两本以上同年出版的参考书，在年份后用a，b ，c 等标出； 如有第二行，则须缩进4个英文字符。例：
Chomsky, N. 1981a. Lectures on government and bindin[M]. Dordrecht: Foris.
Chomsky, N. 1981b. Theory of markedness in generative grammar[M]. Pisa, Italy:
Scuola Normale Superiore.
2) 书的主编（格式：各项信息的排列顺序基本同上，在主编姓名后加ed.）：
例：Hall, David, ed. 1981.The Oxford book of American literary anecdotes. New York: OUP.
3) 机构作者（格式：各项信息的排列顺序基本同上）：
例：American library association. 1983. Intellectual freedom manual. 2nd ed. Chicago:
ALA.
4) 翻译著作（格式：各项信息的排列顺序基本同上，加xx Trans.）：
例：Calvino, I. 1986. The uses of literature. P. Creagh Trans. San Diego: Harcourt.
2. 文章：
1) 期刊文章基本格式（请严格注意标点符号）：作者姓名.年份.篇名.刊名（要斜体）.
刊物的卷号和期号:文章的起止页码. 例：
Boling, D. 1965. The atomization of meaning[J]. Language 41:555-573.
2) 论文集中的文章基本格式（请严格注意标点符号）：作者姓名.年份.篇名.论文集
作者姓名.eds. 论文集名称（要斜体）. 出版地:出版商. 文章的起止页码. 例： Peters, M & T. B. Stephen. 1986. Interaction routines as cultural influences upon
language acquisition. In Schieffelin, B. B. & E. Ouches, eds. Language
Socialization Across Cultures[C]. Cambridge: CUP, 80-96.
3. 文字资料：（注意：此部分涉及的文献既可能是中文的，也可能是英语的，请使用
相应的中、英文标点符号！）
1 ) 电脑软件
基本格式：制作人姓名，年份，软件名称，型号。
2 ) 电影、电视、广播、录像、录音、艺术品等：
基本格式：片名（或节目名），年份或播出日期，导演（或制作者）姓名，出品地（或播出台、地）。
3 ) 互联网资料：(分别置于英文参考文献和中文参考文献之后)
基本格式：如果是中文的参考中文参考文献的格式，英文
Net. 1, Steven Pinker. 2006. Second language acquisition of Spanish and French
unaccusative
https://www.ecs.soton.ac.uk/~harnad/Papers/Py104/pinker.langacq.html.
Net.2,杨玉，2006，浅谈我国农村初级中学英语时态的教学现状与教学策略。.
中文参考文献
参考文献中各文献的排列以作者的姓氏拼音为序。
1、期刊文献的格式：“作者，发表时间，文章题目名，《发表的期刊名》,卷号(期数):verbs.
引文页码。 如有第二行，则须缩进4个英文字符”例如：
杨扬、王玉、周洲，2000，油田储层非均质性研究，《高校地质学报》，第3期223-230
页。
2）图书或硕士、博士文献的格式：“作者，出版时间，《著作题目名（硕博论文名）》。
出版社名称（硕博毕业院校名）。如有第二行，则须缩进4个英文字符”例如： 徐通锵，1997，《语言论》。长春：东北师范大学出版社。
张三四，2005，《论非作格动词的习得路径》。江南大学博士论文。
3）会议文献的格式：“作者，发表时间，文章题目名。会议名称,卷号(期数):引文页码。 如有第二行，则须缩进4个英文字符” 例如：
孙力等，2000,储层条件下水淹油层测井响应机理实验研究。北京国际学术讨论会，第
10-11页。
三、参考格式样本：