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1、英语本科毕业论文格式要点1、封面（封面上有 文 目）2、目 : 目 按三 写， 要求 次清晰。 正文章 或小 独占一行，用 数字 I. II. III.或阿拉伯数字1. 1.1 1.2 2. 2.1 2.2 需要 号的内容加以 号。3、 文 目： 文 目 短、明确、有概括性。 者通 目，能大致了解 文的内容、 的特点和学科的范畴。但 文 目的字数要适当，必要 可加副 。 文 目要居中写。4、内容摘要： 文摘要 精 地概括反映出 文的主要内容和写作目的。一般 在200 字左右。内容摘要 有相 字数的英文摘要，（中文摘要与英文摘要相 ）中文摘要在前，英文摘要在后。5、关 ：关 要能反映 文中所 述
2、的最重要 ，一般有3 到 5 个。6、正文：正文是 文的主要部分，可根据 文的不同，将正文部分分 不同的几个部分。 是正文最后 自己 点的 ，可以用一个很小的段落来写。7、引用： 文中所用引文、数据，必 注明出 ，包括著作的作者姓名、被 用的文章名或 名，出版社的地址、名称和出版 ， 等。 文直接或 接引用他人的文献，必 按照 定格式注明出 ，加以注 ，并在 文最后的参考文献中列出。参引的内容和 言 与正文之后所列参考文献的内容和 言一致。引文不能超 文的三分之一。一切直接或 接引文以及 文所依据的文献均 通 随文 括号参引（in-textparenthetical reference） 明其
3、出 。 述某作者或某文献的基本或主 点或 提及 作者或 文献， 出文献的 ，格式是“出版年： ”，如：Halliday (1994:23) states that“a language is a system of remaking meanings: a semanticsystem, with other systems for encoding the meanings it produces”.Halliday (1994) states that “a language is a system of remaking meanings: a semanticsystem, with
4、other systems for encoding the meanings it produces”(Pp: 23-25).如作者的名字不是正文 句的一个成分，可将之 同出版年、 一起置于 括号内，如：In this dissertation we follow the assumption that “a language is a system for making meanings: a semantic system, with other systems for encoding the meanings it produces” (Halliday, 1994:24).1 括号
5、内的参引如果不止一条，一般按照出版年排序。同一作者的两条参引之 用逗号隔开；同一作者同年内的多部作品用小写英文字母a, b, c 以示区分。如： Dahl (1985,2000a, 2000b )；Miller(1977a, 1977b)explains that the nervous system consists of cells called neurons whose purpose is to convey information. In addition to the elements the neuron shares with other cells, it also has
6、 group of fibers called dendrites and a long single fiber called an axon.文献作者如果是两个人，参引 引两个人的名字。中文的格式是在两个名字之 加 号，如“ 叔湘、朱德熙（1952）”；英文的格式是在两个姓之 加&号，表示“和”，不同作者的参引之 用分号隔开。如（Dahl ，1985; Miller, 1977 ）如 :(a) Halliday and Hasan (1975) suggest that there are both grammatical cohesion and lexical cohesion.(b)
7、 ( Halliday & Hasan ,1975).(c) We would assume that two types of cohesion can be identified, the grammatical cohesionand the lexical cohesion（Dahl ，1985; Miller, 1977 ） .文献作者如果是三人或三人以上，参引 引第一作者的名字。英文的格式是在第一作者的姓之后加拉丁 略 “et al.”，如“Quirket al.(1985) ”， et al. 斜体。When you look at what Quirk, Greebaum, L
8、eech and Svartvik (1985) suggest, you can see that “This is my brother who is a doctor”is treated as a simple sentence. (Quirket al., 1985).如果引用的作者姓相同，而名字不同，用名字的第一个字母 写 明以示区分。如：Both J. Michell (1987) and D. Michell (1989) have suggested similar ideas on this case. But D. Mitchell s (1989) proposal d
9、iffers from that of J. Mitchell (1987) in his sample of experiments.如果引用的文献来源于网 ，需要 出作者名、 表日期，并列出相 网址。如：Halliday Certre for Intelligent Applications of Language Studies (HCLS) at City University of Hong Kong on 26 March, Halliday reiterated that his theory of language “emphasizes the social accounta
10、bility of language, i.e. that language is rooted in social meaning and is resource for communication, rather than a set of rules” ( CityUMember/Story/Story.aspx?id=).8、 表： 置于 的下方，表 置于表的上方。 号 /表号的格式 “ /表 + 小数点的阿拉伯数字 ”。 表的字体一般 宋体小五；如果需要，可以适当采用 小的字号。 表的字体可根据需要 小的字号。9、例 /例句：例 /例句宜按 序用 (1)(2)(3)将之 号。每例另起
11、1 行，左 1个中文字符。 号与例句之 不空格，回行 与上一行例 /例句文字 。外文例 /例句可酌情在 括号内 出中 文。210、参考文献：参考文献是写作论文前或写作论文中所阅读的与论文相关的书籍或文章。一篇毕业论文，应该有 5 部以上的参考文献。英语专业毕业论文如果用 APA 格式，所列参考文献用 References；如果用 MLA 格式，所列文献用 Works Cited。11. 字体 : 正文的默认字体为 Times New Roman小四号或者五号。 涉及中英文对照出现的中文用宋体小四号或者五号， 1.5 倍行距。12 论文装订顺序：(1) 封面。(2) 毕业论文 ( 设计 ) 任命
12、书。(3) 学生毕业论文 ( 设计 ) 开题报告。(4) 教师评阅。(5) 毕业论文 ( 设计 ) 答辩成绩评定。(6) 毕业论文 ( 设计 ) 正文。13. 参考文献格式说明注意：在文尾参考文献部分不要包括文中没有引用到的文献，但应将引用到的文献全部列出，不要遗漏。a. 专著类作者 .出版日期 . 书籍名称（斜体） M. 出版地：出版社名称 .Adams, M. J. 1990. Beginning to Read: Thinking and Learning about Print M. Cambridge:MA: MIT Press.王艾录、司富珍， 2002，语言理据研究 M 。北京
13、: 中国社会科学出版社。b. 期刊类作者 .出版日期 . 文章名称 J.期刊名称（斜体） . 期刊期号：页码 .Juel, C., P. Griffith & P. Gough. 1986. Acquisition of literacy: A longitudinal study ofchildren in first and second grade J.Journal of Educational Psychology 78: 243-255.邓思颖， 2002，经济原则和汉语没有动词的句子J 。现代外语 (3): 1-13。c. 论文集类作者 .出版日期 . 文章名称 A.编者名 .
14、论文集名（斜体） . 出版地：出版社，页码 .Bryant, P. E. & U. Goswami. 1987. Phonological awareness and learning to read A. In J.R. Beech & A. M. Colley (eds.), Cognitive Approach to ReadingC. New York: Wiley ，213-243.伍铁平， 1990，术语的模糊性和语言规律 A 。杨自俭、李瑞华（编） ，英汉对比研究论文集 C 。上海 : 上海外语教育出版社， 179-188。d. 未发表的学位论文作者 .出版日期 . 文章名称 D
15、（斜体） .学位论文 . 论文所属学校 .Kemp, C. 2001. Metalinguistic Awareness in Multilinguals: Implicit and Explicit and Explicit Grammatical Awareness and its Relationship with Language Experience and Language3Attainmen t D . Doctoral thesis, submitted to the University of Edingburg.阿斯罕， 2008，蒙古族学生英语单元音习得中跨语言影响研究，
16、西南大学硕士论文。刘雪莲， 2006，民族院校藏族大学生英语学习问题研究与理论探讨 ，中央民族大学博士学位论文。e. 报纸文章作者 . 文献题名 N. 报纸名，出版日期 ( 版次 ).谢希德 . 创造学习的新思路 N. 人民日报， 1998-12-25(10).f. 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. .cn/pub/wml.txt/980810-2.html,1998-08-16/1998-10-04.万锦坤 . 中国大学
17、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.g. 各种未定义类型的文献 序号 主要责任者 . 文献题名 Z. 出版地：出版者，出版年.文献类型及载体类型标志参考文普通论文报纸期刊学位报标专汇参考献类型图书集文章文章论文告准利编工具文献类MCNJDRSPGK型标志对于其他未说明的文献类型，采用单字母“Z”。对于数据库、计算机程序及电子公告等电子文献类型的参考文献，以下列双字母作为标志：电子参考文献类型数据库计算机程序电子公告电子文献类型标志DBCPEB参考文献样例References:Ames, C. 1992. Classrooms
18、: Golds, structures, and student motivation J. Journal of Educational Psychology 84.Brown, H.D. 1980. Principles of Language Learning and Teaching M. New Jersey: Prentice Hall.4Cook, V. J. 1991.Second Language Learning and TeachingM. London: Edward Arnold.Ellis, R. 1994.The Study of Second Language
19、AcquisitionM. Oxford: Oxford University Press.Hammarberg, B. 2001. Roles of L1 and L2 in L3 production and acquisition A. In J. Cenoz. B.Hufeisen & U. Jessner (Eds.). Cross-Linguistic Influence in Third Language Acquisition:Psycholinguistic PerspectiveC. Clevedon: Multilingual Matters: 21-41.Mumtaz,
20、 S. & Humphreys, G. W. 2001. The effects of bilingualism on learning to read English: Evidence from the contrast between Urdu-English bilingual and English monolingual children J. Journal of Research in Reading24(2): 113-134.Naiman, N.M. et al. The Good Language Learner M. Toronto: Ontario Institute
21、 for Studies in Education, 1978.Teaching Language as CommunicationM. New York: Oxford University Press.阿斯罕， 2008，蒙古族学生英语单元音习得中跨语言影响研究D ，西南大学硕士论文。陈颉 , 1997, 英语学生课堂焦虑干预英语口语水平的关系J,国外外语教学第1 期。贾冠杰， 1998,外语教育心理学 M广西：广西教育出版社。林语堂， 1998,生活的艺术 M.北京：外语教育与研究出版社。刘森 , 2000, 英语演讲赛给我们的启示J,国外外语教学第1 期。马寅初、黄金岩， 199，实用
22、英语教学法 M湖南：湖南师范大学出版社。附：论文模版：5Study on the Interaction of Psychological Factors andEnglish SpeakingWritten byXXXDirected byXXXA thesisSubmitted in partial fulfillmentOf the requirements for the degree ofBachelor of Art to the School of Foreign LanguagesGuizhou University for NationalitiesApril 2010A S
23、tudy on the Interaction of Psychological Factors and6English SpeakingThesis statement: The study of the interaction of psychological factors and English speaking can improve the teaching of spoken English.1. Introduction2. The Five Important Psychological Factors in Spoken English 2.1. Motivation2.2
24、. Anxiety2.3 Self-esteem2.4 Extroversion2.5 Self-concept3. The Application of the Five Psychological Factors in Teaching and Learning Oral English 3.1 The “ Psychology-based” Teaching Approach3.2 The Realization of the Approach in Spoken English Teaching Practice 3.2.1 Teachers Responsibility3.2.2 S
25、tudents Duty4. ConclusionAbstract: Spoken English is generally considered an important part in English as a Foreign Language classroom. Many linguists, educationists, and even English teachers have been exploring ways of improving spoken English. They investigated factors concerning Englishspeaking,
26、 such as social factors, teachers influences, learners strategies. However, they still failed to produce effective ways of teaching spoken English. This paper attempts to find effectiveways to teach spoken English by exploring the interaction of students psychological factors and their oral English.
27、Key Words: interaction; motivation; anxiety; extroversion; self-esteemA Study on the Interaction of Psychological Factors and7English Speaking1. IntroductionFor the past several decades,with the development of the international communication, English has become the world language. The teaching of or
28、al English is improved to priority in the nations using English as a foreign language, including China. However, there has been a heated debate over the English speaking ability of Chinese university students. From then on, many linguists, educationists, and even the common English teachers（ Littlew
29、ood, 2000; 陈颉 ,1997; 贾冠杰 , 1998; 刘森 , 2000; 王蔷 , 2000) have been devoted to explore the ways ofimproving spoken English. They investigated the factors related to the English speaking, such associal factors, teachers influences, learners strategies. These researches achieved a greatsuccess in the est
30、ablishment of the concerning theories. However, based on these researches, our teaching methods and techniques, to a larger extent, still failed to produce effective English speaking. To discover the reasons, many researchers（ Cook, 1978; Rivers, 1964;McDonough,1981）turn to study the learners psycho
31、logy.2. The Five Important Psychological Factors in Spoken English Teaching andLearningLanguage is a tool of communication, so as to English. The ultimate aim of English teaching is to cultivate the students ability of speaking and communication. Among the four skills of English learning-reading, wr
32、iting, listening and speaking, reading is perhaps theeasiest, while speaking the most difficult to acquire (Huang & Naerssen, 1985: 287-307). That is because speaking is an active skill, requiring students to combine the words into sentences without preparation, and no time to revise.2.1 MotivationB
33、rown (1980:35） stated that motivation was an intrinsic power, an emotional promotion, a8kind of desire for encouraging people to take action. Through experiment, he concluded that there were three basic kinds of motivation-intrinsic motivation, extrinsic motivation and integrated motivation in gener
34、al learning theory. It is clear that these three kinds of motivationdon excludet each other. Most learners are motivated by these reasons in the oral Englishlearning.2.2 AnxietyAnxiety is a sense of worry, a kind of subconscious scare ( Steinberg &. Horwits, 1986: 136). Many researchers studied the
35、effects of anxiety on the English speaking. Chen Jie（ , 1997:15-18） , the professor from Nanjing University, adopted the form of questionnaire, titled“ Anxietyon the Students Learning English ”After. analysis of the results, he concluded that classroom anxiety included “ traitanxiety ”and “ environm
36、entalanxiety ”The. two kinds ofanxiety can enforce or reduce each other s effects in English speaking classroom. Furthermorthey are both bad for the improvement of students spoken English. In this aspect, the“ environmentalanxiety” sounderis than the“ trait anxiety” . He pointed that teachers were t
37、hemain factor to cause the classroom anxiety and suggested that they should pay much attention to their teaching attitude and behavior to create a happy and animate learning environment.2.3 Self-esteemSelf-esteem refers to the individual s evaluation on himself, an attitude towards his or herability
38、, value, and achievement. It is originated from individual s experience and thoutside world. (McDonough, 1981). 2.4 ExtroversionIt is often suggested that an extrovert learner is easier in learning foreign language learningthan an introvert learner. However, when Naiman ( Naiman et al, 1978) investi
39、gated whethergood language learner scored higher in a standard test of extroversion, their results were negative.A more positive result emerged from a study by Richard Tucker et al. ( Naimanet al, 1978), whofound that success in second language learning seemed to correlate with learnerstraits often
40、associated with extroversion, such as assertiveness and adventure.9 .2.5 Self-conceptSelf-concept is defined as the integration of subjective evaluation and self- consciousness,which is about a person s value of existence. Thisselfkind-evaluationof and self-consciousness is generally based on his pe
41、rsonal characteristics. (Cook, 1978:73-89)3. The Psychology-Based Teaching Approach in Spoken EnglishOn the basis of the psychological factors talked in previous part, it is necessary for us to set up the “ psychology-based”teaching approach. Here, “ psychology is” the specialization ofstudents psyc
42、hology. Because the English speaking is affected by the psychological factors talked above, psychology-based teaching approach requires such principles as follows:3.1 The Practice of the Psychology-Based Teaching PrinciplesThe efforts of the students as well as of their teachers are indispensable to
43、 the achievement of the good spoken English. They are both the subjects to realize this teaching approach.3.1.1 Teachers ResponsibilityMany students hesitate in speaking English because they are very shy and afraid of making mistakes; the idea of “ losingface ”if they make a mistake is the biggest o
44、bstacle to English learning. The teacher must set up a friendly and sympathetic relationship between the students and himself so as to reduce to minimum natural reluctance and inhibition of the students in practicing speaking the language. The teacher must ask the students not to be afraid of making mistakes, because all learners make mistakes. This is not confined to langua