商务英语专业毕业文模板

广东外语外贸大学

商务英语本科毕业论文

(200届)

论文题目PromotingDynamicInterplaybetweenStudy

(英文)andResearchinELTPractice

论文题目在英语教学中力求学习与研究的相互促进

(中文)

继教(公开)学院商务英语

自考

A4纸打印,两端对齐,行间距1.25倍,左边距3厘米,右边距2.5厘米,上下边距2.5厘米.

PromotingDynamicInterplaybetweenStudy

andResearchinELTPractice

WuBenhu

Abstract:Thispaperfirstexploresthesignificanceofresearchinparisontotheothertwosourcesofhumanknowledge(i.e.experienceandreasoning)inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthofinformationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.

Keywords:study,research,Englishlanguageteaching

在英语教学中力求学习与研究的相互促进

吴本虎

摘 要:本文首先结合中国英语教学实际探讨了研究在教学中的重大作用,指出它是人类知识三大来源中最重要的一项,然后阐述了学习的四个层次,即接受性学习,运用性学习,评析性学习和创造性学习,还提出英语学习的全过程应当是一个在学习层次上包容性不断提高的实践,即能够融汇越来越多高层次学习的过程,最后讨论了学习与研究间的关系,并提出了在英语教学中实现学习研究相互促进的两种途径,即以研究为基点的学习和以学习为前导的研究.

关 键 词:学习,研究,英语教学

Contents

1.Introduction2

2.Threesourcesofknowledge2

2.1Experience2

2.2Reasoning3

2.3Research4

3.Fourtypesofstudy5

3.1Receptivestudy5

3.2Productivestudy5

3.3Criticalstudy6

3.4Creativestudy6

4.Promotingdynamicinterplaybetweenstudyandresearch8

4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch8

4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT8

5.Conclusion8

WorksCited9

PromotingDynamicInterplaybetweenStudy

andResearchinELTPractice

GuangdongUniversityofForeignStudies2001XXX

Tutor:ProfessorYYY

1.Introduction

Studyandresearcharetwoofthemostconfusingtermsusedineducationalsettingsbecausetheycansometimesusequiteinterchangeablywhileonotheroccasionstheymayrefertosomethingremarkablydifferent.Whenwesay,"We'redoingastudyintohowmuchtimemiddleschoolstudentsspendlearningEnglish",wemeanthatwearedoingresearchintothisissue.However,inthesentence"Aftersixyearsofstudyinschool,hesuccesullyenteredZhejiangUniversityattheageof17",the"study"usedhereisgenerallynotinterpretedas"research".

Nowadays,itisreasonablyacceptabletosaythatstudentscannotonlystudybutalsoresearch.Researchersneedtostudyinthecourseofresearch.Tobeteachers,theyshoulddosomeresearchwhilecontinuingtheirstudyofwhattheyareteachinginfurthereducation.InordertopromoteEnglishlanguageteaching(ELT)inschoolsandcollegesinChina,thispaperwillfirstdiscusstheroleofresearchintheacquisitionofknowledge,thenexaminethekindsofstudy,andfinallyexplorethedynamicinteractionbetweenstudyandresearchintermsofeducationaltheoryandpracticeinELTsettings.

2.Threesourcesofknowledge

Researchisoneofthethreemajormeanorhumanbeingstoacquireknowledgeoftheenvironmentincludingthenaturalworldandourhumansociety.Theothertwoare"experience"and"reasoning"(CohenandManion1).Theroleofresearchintheacquisitionofhumanknowledgecanhardlybeunderstoodfullywithoutbeingstudiedinconnectiontothatofexperienceandreasoning.Forthepurposeofachievingabetterunderstandingofresearch,theroleofexperienceandreasoningwillbeconsideredbeforethatofresearch.

2.1Experience

Experienceisakindofdevelopmentofpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge(CohenandManion1).Inaproblem-solvingsituation,peopletendtoresorttopersonalexperiencefirst.However,wheresolutionstoproblemsclearlyliebeyondthisbodyofpersonalexperience,itisoftenhelplesstoresorttopersonalexperience.

Inthecaseofforeignlanguagelearning,thelearner'snativelanguageofteninterfereswithorfacilitatesthelearningofthetargetlanguage.Thiscanbeconsideredasaclearindicationofthelearner'srelianceonthepersonalexperienceinhisorherfirstlanguage.Itisarguablethatthepersonalexperienceisbynomeansreliablealthoughitissometimeshelpfulbecauseitcannotguaranteeoothprogressandsuccessinforeignlanguagelearning.

AorEnglishlanguageteaching,ourexperienceofEnglishexaminationscanberesortedtowhenwehelpourstudentsprepareforthecollegeentranceexaminationofEnglish.However,itisdifficultforustoresorttoourpreviouspersonalexperiencewhenwearefacingtheproblemofhowtomotivatemiddleschoolstudentsinmunicativelanguageteachingaanyofthemcanhardlyseeanychancetomunicatedirectlywithnativespeakersofEnglish.

2.2Reasoning

Reasoningistheactofformingconclusions,judgementsorinferencesbythinkinginalogicalmanner.Therearetwobasictypesofreasoning:oneisinductivereasoningandtheotherisdeductivereasoning.

Inductivereasoningbeginswithobservationsandevidenceofempiricalregularitiesorempiricalrelationships(Howard8).Thisisamentalprocesromanumberofspecificcasestoageneralideaunderlyingthem.WhenalearnerofEnglishesacrossexpressionssuchas"threebooks","manyships","twominutes",heorshemayformahypothesisthat"-s"isusedtoindicatetheideaof"twoormore".Itisnotdifficulttoseethatinductivereasoninginforeignlanguagelearningoftenleadstohypothesiormation.

Deductivereasoningbeginswithbasicbeliefs,theories,assumptions,propositions,andsoon,thevalidityofwhichisassumedanduntested(Howard8).Thisisamentalactivityfromageneralideatospecificcases.Inforeignlanguagelearning,ifwelearnagrammaticalruleoraword-formationrulefirst,thenweapplyittomakeasentenceortocoinanewword.Forexample,accordingtotheEnglishword-formationrulethattheprefix"un-"andanadjectivemaybinetoformanotheradjectivewithnegativeoroppositeforceinit:"un-"and"happy"gotogethertoform"unhappy"withthemeaningof"nothappy".

Thereisanobviouslimitationinreasoningasanactivity.AccordingtoCohenandManion,"it[reasoning]wasnolongerrelatedtoobservationandexperienceandbecamemerelyamentalexercise"(3).Thatistosay,thecredibilityofreasoning,whetherinductiveordeductive,willbequestionableoncereasoningisnotconnectedtothereality.Nowconsiderthehypothesisthat"-s"usedwithacountablenounindicatestheideaof"twoormore"again.AsnotedbyQuirkandhisco-authors,"unlikesomelanguageswherepluralimplies'twoormore',Englishmakesthedivisionafter'morethanone':onehalfday,onedayBut:oneandahalfdays,twodays,oneortwodays"(297).Here,itisclearthatreasoningitselfcannotguaranteeitsself-correction.Similarly,theapplicationoftheword-formationruleinthepreviousparagraphcannotpreventlearnerrommakingunacceptableadjectivessuchas"*unhonest","*unactive".Whensucherrorsoccur,theyareconsideredascasesofovergeneralizationreflectingthelimitationofinductivereasoning.

Althoughreasoninghasitsweaknesses,itscontributionstothehumanknowledgeareenormous.AsCohenandManionstate,theroleofreasoningintheacquisitionofhumanknowledgeisthreefold:1)thesuggestionofhypotheses,2)thelogicaldevelopmentofthesehypotheses,and3)theclarificationandinterpretationofscientificfindingsandtheirsynthesisintoaconceptualframework(4).Theimplicationoftheirremarkshintsthatreasoningnotonlydirectsbutalsoconstructsthedevelopmentofhumanknowledge,includingourknowledgeoflanguageandlanguagelearningandteaching.

2.3Research

Researchcanbedefinedfromdifferentperspectives.Fromtheviewofinformationprocessing,researchreferstotheprocessofobtainingandanalysinginformation(HitchcockandHughes5).Consideringitsdesignfeatures,research"hasbeendefinedbyKerlingerasthesystematic,controlled,empiricalandcriticalinvestigationofhypotheticalpropositionsaboutthepresumedrelationsamongnaturalphenomena(CohenandManion4).

CohenandManionelaboratethethreeadvantagesofresearchinparisontoexperienceandreasoning:First,researchissystematicandcontrolledbecauseitsoperationsarebasedonreasoningwhereasexperiencecannotbesystematicandself-correctingbecauseofitshaphazardmannerindealingwithaproblem.Second,researchisempiricalbecauseitresortstoexperienceforvalidationwhereasreasoningisnotempiricalbecauseofitssubjectivenature.Third,onlyresearchisself-corrective.Thisself-correctivefunctioningisguaranteedintwoways.Ontheonehand,thescientificmethodofresearchhasbuilt-inmechanistoprotectresearcherromerror.Ontheotherhand,theresearcher'sproceduresandresultsareopentopublicexaminationbyfellowprofessionals(CohenandManion4).(SeeTable1)

CohenandManion'selaborationrevealsthatresearchbinesthestrengthsofbothexperienceandreasoningwhileoidingtheirweaknesses.Therefore,researchcanberegardedasthemostpowerfulmeanstoacquirenewknowledge.ItisbeneficialforbothteachersandstudentstointegrateresearchintotheirstudyandteachingofEnglish.

Table1.AComparisonbetweenExperience,ReasoningandResearch

ExperienceReasoningResearchSystematicandcontrolled×√√Empirical√×√Self-correcting××√

Whenwebineexperienceandreasoningthroughresearch,wecanreflectonexperiencetoformhypothesesthroughreasoningand,atthesametime,obtainempiricalevidencethroughexperiencetotestandmodifythehypothesesderivedfromreasoning.Forexample,whenalearnerfirstresortstoinductivereasoningtoformthehypothesisthat"-s"indicatestheideaof"twoormore".Later,thelearnermayhappentoproduceoutputsuchas"*oneandahalfhour"throughdeductivereasoningonthebasisoftheexistinghypothesisandgetthecorrectivefeedbackfromtheteacher.Withsuchfeedbackasnegativeempiricalevidence,heorshewouldmodifytheexistinghypothesistoreachtheconclusionthat"Englishmakesthedivisionafter'morethanone'"(Quirketal.297).

3.Fourtypesofstudy

Inagenerallyacceptedsense,studyreferstothementalactivitiesinacquiringknowledge.AccordingtoTheRandomHouseDictionaryoftheEnglishLanguage,"study"means"applicationofthemindtotheacquisitionofknowledge,asbyreading,investigation,orreflection"("Study,"def.1888).Fromthisdefinition,wecanidentifytwokindsofstudy:oneisreceptivestudymainlythroughreadingandtheotheriscriticalstudythroughinvestigationorreflection.

Moretypesofstudycanberecognisedwhenwemakereferencetodifferenteducationaltheoreticalsources."Productivestudy"isproposedheretodeveloptheeducationalidea"Usewhatyouhejustreadtolearnwhatyouhejustread"(BiehlerandSnowman438)."Creativestudy"canbeapotentialdirectionineducationwhenweacceptSternbergandWilliams'sadvice"Youcanlearnandteachcreativethinking"and"developcreativityinyourself,inyourstudents,andinyourcolleaguesandstaffmembers"(1).

Inthissection,theseideaswillbetentativelydevelopedintheELTcontext.

3.1Receptivestudy

Receptivestudyoccurswhenyoureceiveinformationfromtheoutsideworld.Inthecaseofforeignlanguagelearning,succesulreceptivestudyisexpectedtobebasedonKrashen's"moreprehensibleinput"(39)andAusubel's"meaningfulreceptionlearning"(Hohn224).Here,meaningfulmunicationisthekeytosuccess.Inreceptivestudy,youselectandtakeinwhatisnewandmeaningfultoyou.

3.2Productivestudy

Productivestudyoccurswhenyouusewhatyouhelearned.Thisioredemandingbecauseitresultromyourrecallingwhatyouhelearned.Forexample,ifyouwanttoretellastoryinEnglish,youhetomemoriseenoughwordsandsentencepatternsaswellastheplotofthestory.Inreceptivestudy,youmaytrysomeinformedwiseguesseswiththehelpofthecontextofmunication.However,guessingtechniquesareoflittleuseinlanguageproduction.

Inforeignlanguagelearning,thereisakindofspecialproductionformemorisationratherthanformunication:itoccurswhenyoureciteanewtextbyrepeatingitagainandagainsilentlyoraloudtoyourselforwhenyouwriteitforseveraltimes.

Productivestudycanhelplearnersconsolidatetheknowledgeofthetargetlanguageanddevelopfluencyandaccuracy.However,itisnotveryhelpfulforthedevelopmentoflearners'analyticalskillsandcreativepotentialsifthelearnersaresatiiedwithsuchreproductivefluencyandaccuracy.Intheclassroomsofmanymiddleschools,itisnotdifficulttoseeastudentflipthroughthepagestofindouttheanswertotheteacher'squestionandreaditaloud.

Table2ComparingtheComponentsofStudyPlansbetweenSuccesulandUnsuccesulLearnersofEnglish(Adaptedfrom文秋芳58)

ComponentsofastudyplanSuccesullearners(5)Unsuccesullearners(5)What55When42How51Why51Answer:Differencebetweenthemspecific/concrete/cleargeneral/abstract/vague

3.3Criticalstudy

Criticalstudyeromyouranalysisofwhatyouhelearned.Youranalysisisessentiallycharacterisedbycriticalthinking.AselaboratedbyWood,criticalthinkingdoesnotmeantocriticiseorfindfault.Itmeans"tousearietyofmentalactivitiestoacquiregreaterunderstandingandinsight"and"thesementalactivitiesincludeaskingwhy,makingparisonsandcontrasts,analyzingcausesandeffects,orlookingforproblemsandsolutions"(Wood305).Inaclassofstudyskilltraining,theteacherpresentedtheresearchfindingsasshowninTable2andthenaskedthestudentstouseapairofadjectivesoppositeinmeaningtodescribethemajordifferencebetweenthesuccesullearners'studyplansandthoseofunsuccesullearners.Itwasdifficultforthestudentstoindicatethedifferencewithantonymousadjectives.Sotheteacherhadtogiveoneadjectivetoelicittheotherfromthestudents.Thisshowsthedemandingnatureofcriticalthinking.

3.4Creativestudy

Creativestudyleadsyoufromthestageofreceivingandusingknowledgetothestageofdiscoveringnewknowledgebyresearchstartedfromcriticalthinking.Itischaracterisedbycreativethinking,abinationofdivergentthinkingandconvergentthinking.

AccordingtoEncyclopaediaBritannica,divergentthinkingis"anactivitythatleadstonewinformation,orpreviouslyundiscoveredsolutions,ratherthantoapredetermined,correctsolution"("DivergentThinking").Itisakindofmentalactivityconsideringdifferentperspectivesanddiscoveringtheunderlyingimplicitrelationshipsbetweenthefactorsinvolved.Inforeignlanguagelearning,whenthelearnerwantstofindouttherelationshipbetweenformsandfunctionofthetargetlanguage,heorshewillbeengagedindiscoveringhowalinguisticformcanbeusedtoperformdifferentmunicativefunctionsorhowamunicativefunctioncanbeperformedwithdifferentlinguisticforms.

Convergentthinkingisanactivitywhichresortsto"one'sabilitiestoassembleandanizeinformation"andtriestoreach"adefinedgoalintheachievementofaneffectivesolutiontoaproblem"bymakinguseof"theponentsofone'spastandpresentexperienceinanizingordirectingone'sresponse"("ConvergentThinking").Inthecaseofusingthetargetlanguage,thelearnermayselectthemostappropriatelinguisticmeanromhisorherinterlinguisticrepertoiretoperformacertainmunicationtasksuchasanisinghisorherargumentsinachallengingdebate.

ReceptivestudyProductivestudyCriticalstudyCreativestudyJunior1Junior2Junior3Senior1Senior2Senior3College1College2Figure1.TheEver-advancingIntegrationofDifferentTypesofStudy

Intheproblem-solvingsituation,divergentthinkingwillresultinnewinformationandanumberofpreviouslyundiscoveredsolutions.Andsubsequently,convergentthinkingwillplayitsroletoanalyzeandsynthesizesuchnewly-acquiredinformationinthecontextoftheexistingknowledgeandworkoutonepracticalsolutiononthebasisoftheenrichedorrestructuredknowledgesystemwhichintegratesthenewinformationwiththepreviouslyexistingknowledgebase.

Consideringtheforeignlanguagelearningexperienceasadevelopmentalprocess,wecanreasonablyarguethatthisprocessisoneoftheever-advancingintegrationofdifferenttypesofstudy.(SeeFigure1)

4.Promotingdynamicinterplaybetweenstudyandresearch

4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch

Beforeweproposetheactionofpromotingdynamicinterplaybetweenstudyandresearch,weneedfirsttoconsiderthreepossiblewaysofELTpractice:1)"studywithoutresearch",2)"researchwithoutstudy",and3)"studyplusresearch".IfourELTpracticeisakindofstudywithoutresearch,itwillconsequentlypreventurombeingefficientadvancedlearnersandusersofthetargetlanguage.Ifitisoneofresearchwithoutstudy,itwillsubsequentlypreventuromachievinggreaterprogressorsuccessinresearch.OnlywithanELTpracticeinthemutualstimulationofstudyandresearchcanweeventuallybeemoreefficientadvancedlearnersofEnglishandhighlysuccesulresearchersinEnglishlanguagelearningandteaching.

4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT

Youmaystarteitherwithstudyorwithresearch.Whateveryoustartwith,youareexpectedtofollowtheprinciple"Donotfetresearchwhilestudyinganddonotabandonstudywhiledoingresearch".Thisprinciplesuggeststwoapproachestomutualstimulationbetweenstudyandresearch:oneisresearch-basedstudyandtheotherisstudy-orientedresearch.

Whenyouareengagedinresearch-basedstudy,youareadvisedtotakethefollowingguidelinesintoconsideration:

(1)Goonindependentthinkingtofindproblemswheneveryoustudy.

(2)Resorttocriticalthinkingtoanalysetheproblemwhereveryouheone.

(3)Startcreativethinkingtosolvetheproblemhoweverdifficultitis.

Whenyouareconductingstudy-orientedresearch,youwillbebenefitedfromthefollowingtips:

1)Returntostudywhenyouarenotclearaboutsomefactsinresearch.

2)Resumeyourstudywhenyouhenoguidingprincipleinresearch.

3)Furtheryourstudywhenyouheacplishedyourresearchproject.

5.Conclusion

TheabovediscussionofstudyandresearchandtherelationshipbetweenthemisbynomeansprehensivebutitcanserveourpurposetoimproveELTpracticeasapointofdeparture.Theideaof"promotingdynamicinterplaybetweenstudyandresearch"isonetheauthorhascherishedforalongtimeandletthein-serviceteachersofEnglishsharewhentheyetorefreshthemselvesintheirfurthereducationprogrammes.Thepurposeofthispaperistodemystifytheloftyterm"research"andhelpourfellowteachersofEnglishtointegratetheirstudyandteachingwithresearch.

WorksCited

Biehler,RobertF.,andJackSnowman.PsychologyAppliedtoTeaching.5thed.Boston:HoughtonMifflin,1986.

Cohen,Louis,andLawrenceManion.ResearchMethodsinEducation.4thed.London:Routledge,1994.

"DivergentThinking."EncyclopaediaBritannica.1996ed.CD-ROM.Chicago:EncyclopaediaBritannicaInc.,1996.

Hitchcock,Graham,andDidHughes.ResearchandtheTeacher:AQualitativeIntroductiontoSchool-BasedResearch.2nded.London:Routledge,1995.

Hohn,RobertL.ClassroomLearningandTeaching.WhitePlains,NY:Longman,1995.

Howard,GeeS.BasicResearchMethodsintheSocialSciences.Glenview,Illinois:Scott,ForeanandCompany,1985.

Krashen,StephenD."Applicationofpsycholinguisticresearchtotheclassroom."Ed.Long,MichaelH.,andJackC.Richards.MethodologyinTESOL:BookofReading.NewYork:NewburyHouse,1987.33-44.

Quirk,Randolph,etal.AComprehensiveGrammaroftheEnglishLanguage.London:Longman,1985.

Sternberg,RobertJ.,andWendyM.Williams.HowtoDevelopStudentCreativity.Alexandria,Virginia:AssociationforSupervisionandCurriculumDevelopment,1996.

"Study."TheRandomHouseDictionaryoftheEnglishLanguage.2nded.NewYork:RandomHouse,1987.

Wood,Nancy.V.StrategieorCollegeReadingandThinking.NewYork:McGraw-Hill,1991.

文秋芳.英语学习策略论.上海:上海外语教育出版社,1996.

PromotingDynamicInterplaybetweenStudyandResearchinELTPractice

论文的组成部分:共10个基本部分:1)封面,2)目录,3)英文摘 要(Abstract)与关 键 词(Keywords),4)中文摘 要与关 键 词,5)英文提纲(Outline),6)中文提纲,7)英文引言(Introduction),8)正文,9)结语,10)文献目录(WorksCited).

页码设置:页码需分两部分设置.第一部分(即正文之前部分)用罗马数字(即i,ii,iii,iv等)第二部分(即正文及以后部分)用阿拉伯数字(即1,2,3,4等).第一部分的页码设置:用"插入"→"页码"→"对齐方式"选"居中"→"首页显示页码"撤选→在"格式"中"数字格式"选"i,ii,iii等"→在"页码格式"中"确定"→再在"页码"中"确定"→设置完成.第二部分的页码设置:先在正文的起始处用"插入"→"分隔符"→在"分节符类型"中选"下一页",然后用"插入"→"页码"→"对齐方式"选"居中"→勾选"首页显示页码"→在"格式"中"数字格式"选"1,2,3等"→在"页码格式"中"确定"→再在"页码"中"确定"→设置完成.

行间距的设置:选"格式"→"段落"→在"段落"的"行距"中选"多倍行距"并在其右边框内输入"1.25".

目录的生成步骤:1,在正文中对各级标题根据级别设置章节目录:先选定一个标题,然后在"样式"中选定相应级别的"标题".2,在目录页选定位置上生成论文目录:在"插入"中选"索引和目录",再在其中选"目录"后确定即可.(注意:1,在生成目录之前,"Abstract"和"摘 要"必须单独占一行,否则所有的摘 要内容都会出现在目录中).2,如果生成的目录中的字体,字号等跟规定不符,只要将所有目录项目选中后作相应调整即可.)

页眉的设置:先在"视图"中选"页眉和页脚",然后输入论文题目,输入完了之后"关闭".

夹注的格式要求:所引文献的作者在正文中不出现的情形:根据MLA格式,"作者的姓"加上"引文出现的页码",不加文献的出版年份.所有夹注必须跟"参考文献目录"中的文献篇目完全对应.(见《MLA科研论文写作规范》第212-213页.)

夹注的格式要求:所引文献的作者在正文中不出现的情形:根据MLA格式,"作者的姓"加上"引文出现的页码",不加文献的出版年份.所有夹注必须跟"参考文献目录"中的文献篇目完全对应.(见《MLA科研论文写作规范》第212-213页.)

夹注的格式要求:所引文献的作者在正文中出现的情形:根据MLA格式,只要列出"引文出现的页码"就可,不用加文献的出版年份,也不用再列上作者的姓.(见《MLA科研论文写作规范》第212-213,64页.)

夹注的格式要求:所引文献的作者在正文中出现的情形:根据MLA格式,只要列出"引文出现的页码"就可,不用加文献的出版年份,也不用再列上作者的姓.(见《MLA科研论文写作规范》第212-213页.)

在正文中引述表格应称为"Table1","Table2"等,应避免用"thistable","thefollowingtable"等说法.

把表格保持在同一页:先选中表格标题和表格本身,用"格式"→"段落"→"换行和分页"→勾选"与下一段同页"即可.(注意:表格的标题在表格的上面,而插图的标题在插图的下面.)

词典词条的夹注:将词条在双引号中列出,后加"def.",再加页码.(参见词条的参考文献条目.)

中文参考文献的夹注:用汉字列出作者的姓名,后面加上页码,以便跟后面的参考文献篇目相对应,不要用拼音形式,以便跟参考文献中的篇目相对应.

百科全书条目的夹注:只要将百科全书的条目放入夹注中即可.(见《MLA科研论文写作规范》第215-216页.)

插图的标题置于插图的下面.

在MLA格式规范中,用WorksCited.

在MLA格式规范中,作者姓名全部拼出.第一个作者的姓和名要倒过来,第二个作者的姓和名不用倒过来.

这是书的参考文献条目.

这是百科全书光盘版的条目.

这是有副书名的条目.

如果城市不太为人所知,则需要加上州名.

这是书中的一个章节或论文的条目.

中文条目列在英文条目之后,跟英文条目一样按音序排列.

专业

学院

准考证号

班级

作者姓名

指导老师

完稿时间

成绩

居中,TimesNewRoman三号,黑正体.如有副标题,用冒号将主,副标题隔开.

居中,TimesNewRoman四号,正体.

左顶格,TimesNewRoman小四号,黑正体.

左顶格,TimesNewRoman小四号,黑正体.

宋体小四号,正体.关 键 词以3-5个为宜,中间以分号隔开

居中,TimesNewRoman三号,黑正体.如有副标题,用冒号将主,副标题隔开.

居中,TimesNewRoman三号,黑正体.

两端对齐,TimesNewRoman小四号,正体.

章节标题或一级小标题单独占一行,左顶格,TimesNewRoman小四号,黑正体.

居中,宋体四号,正体.

居中,宋体三号,黑正体.如有副标题,另起一行,居中,前加破折号.

居中,TimesNewRoman四号,正体.

左顶格,宋体小四号,黑正体.

TimesNewRoman小四号,正体.关 键 词以3—5个为宜,中间以分号隔开

左顶格,TimesNewRoman

小四号,正体.

二级及以下各级小标题单独占一行,左顶格,TimesNewRoman小四号,正体.

需参考3篇,本以上文献.