2016英语毕业文格式要求

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StrategiesandSkillorPromotingListening

Competence

(论文中,英文用TimesNewRoman字体,汉语用宋体,行距1.3倍.本页皆居中.居中,TimesNewRoman三号,黑正体.如有副标题,用冒号将主、副标题隔开.)

TheThesiorObtainingBAfromSchool

OfForeignLanguagesandLiterature,HBUAS

(TimesNewRoman四号,正体.)

By

ZhangSan

Supervised

By

A/Prof.DengYuzhen

(论文中教师职称按照实际情况写)

June2,2015

Signature

(居中,TimesNewRoman,三号,正体.)

ThethesisStrategiesandSkillorPromotingListeningCompetence&rdquo,byZhangSanwasreviewedandapprovedbyA/Prof.DengYuzhenonJune2,2015.

(首行右缩4字符,TimesNewRoman小四号正体,行距1.3倍,两端对齐.)

Supervisor________________(Signature)

Abstract:Anumberofpeoplehefrequentlymadethepointthatthetotaltimeandindividualengageinmunication,approximately9%ofwhichisdevotedtowriting,16%toreading,30%tospeaking,and45%to.&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip

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Keywords:promotingEnglishlistening,strategies,skills

摘 要首行右缩4字符,TimesNewRoman五号正体,行距1.3倍,两端对齐.

Abstract和Keywords黑体,五号正体.关 键 词应是3至5个名词,分号隔开.关 键 词部分首字母小写.

内容摘 要:据统计,听,说,读,写在人们的语言使用中各占的时间比重一般是听45%,说30%,读16%,写9%,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,

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摘 要首行右缩4字符,TimesNewRoman五号正体,行距1.3倍,两端对齐.

关 键 词:英语听力的提高,策略,技巧

摘 要&rdquo,和关 键 词&rdquo,黑体,五号正体.关 键 词应是3至5个名词,分号隔开.

Acknowledgements

居中,TimesNewRoman,三号,正体.

ThepaperwaspletedinJune2015,andmanypeoplehehelpedwithit.HereIwouldparticularlyliketoacknowledgemyrespectablesupervisor,A/Prof.DengYuzhen,forthevaluableadvicethatshehasgiventomeinthewritingofthispaper,inadditiontowhatshehastaughtinherclassonhowtoprepareandwritethepaper.IalsowanttoacknowledgetheteachersinSchoolofForeignLanguagesandLiteratureofHubeiUniversityofArtsandSciencewhoprovidedmewithrichinformationandgemegreatencouragement.Besides,myfriendsshouldalsobeacknowledgedfortheirkindandgeneroushelp.

首行右缩4字符,TimesNewRoman,小四号正体,行距1.3倍,两端对齐.

Contents[LU1]居中,TimesNewRoman,三号,正体.

(目录部分标题中,所有实词首字母都大写,)

Abstract.....................................................................................................................1

内容摘 要...................................................................................................................1

1.Introduction...........................................................................................................2

2.ListeningComprehensionProcess.........................................................................3

2.1.TheStageoftheLanguageReceiving.........................................................3

2.2.TheStageofComprehension.........................................................................3

2.3.TheStageofGeneralCognition....................................................................3

3.CharacteristicsoftheListeningProcess................................................................3

3.1.Spontaneity....................................................................................................3

3.2.Context..........................................................................................................3

3.3.VisualClues...................................................................................................4

3.4.Listener&rsquo,sResponse.......................................................................................4

3.5.Speaker&rsquo,sAdjustment....................................................................................4

4.CommonListeningBarriers...................................................................................4

4.1.LowSpeed.....................................................................................................4

4.2.ShortageofImaginationandAbility.............................................................4

4.3.NotSeizingtheMainPoints..........................................................................4

4.4.LackofBackgroundInformation..................................................................44.5.LackofCoherentRememberingAbility.......................................................4

5.TheWaystoImproveCollegeEnglishListening..................................................4

5.1.Pronunciation.................................................................................................5

5.3.Vocabulary.....................................................................................................5

5.4.BackgroundKnowledge................................................................................5

5.5.Notes..............................................................................................................5

5.6.Multi-media...................................................................................................5

5.6.1.IssuesaboutTraditionalListeningEducationalModel.......................5

5.6.2.TheUseofModernTeachingEquipment...........................................5

5.7.Practice..........................................................................................................5

6.TheWaystoImproveYourListeningSkillsandAbility.......................................5

6.1.Listening........................................................................................................6

6.1.1.Listen-reallyListen-toOnePersonforOneDay.................................6

6.1.2.CreateaReceptiveListeningEnvironment.........................................6

6.1.3.Don',tTalkWhenI',mInterrupting.......................................................6

6.1.4.Don',tOverdoIt...................................................................................6

6.1.5.PracticeMind-mapping.......................................................................6

6.1.6.BeAlerttoYourBodyLanguage.......................................................6

6.1.7.AbstainFromJudging.........................................................................6

6.1.8.ListenWithEmpathy..........................................................................6

6.1.9.BeSensitivetoEmotionalDeafSpots................................................6

6.1.10.CreateandUseanActive-listeningAttitude....................................6

6.2.Speaking........................................................................................................7

6.3.Reading..........................................................................................................7

6.4.Writing...........................................................................................................7

6.5.TiporBeingaGoodListener.....................................................................7

6.5.1.PayAttention.......................................................................................7

6.5.2.ShowThatYouAreListening.............................................................7

6.5.3.ProvideFeedback.................................................................................7

6.5.4.DeferJudgment....................................................................................7

6.5.5.RespondAppropriately........................................................................7

7.Conclusion.............................................................................................................7

References.................................................................................................................8

Appendix...................................................................................................................9

注意:

1、目录的页码和正文分开的方法是:

①在目录后面插入一个分节符(下一页)&rdquo,,例如在目录部分通过插入--页码--格式,设置页码格式为I、II、III&hellip,&hellip,&rdquo,,确定.②在正文部分:插入--页码--格式--设置格式为1、2、3&hellip,&hellip,&rdquo,,记得将下面的续前节&rdquo,改为起始页码&rdquo,输入数字1即可.

2、如果自动生成的目录部分都是大写字母,请全选整个目录,按右键,把字体&rdquo,栏目下的小型大写字母&rdquo,取消,然后把字体改为TimesNewRoman即可.

A4纸打印,两端对齐,行间距1.30倍[wbh2],正文上下边距2.54cm,左右3.17cm

StrategiesandSkillorPromotingListeningCompetence

TimesNewRoman三号正体,居中

Major:EnglishEducation

StudentNo.:07505002

Name:WangWenjuan

Supervisor:DengYuzhen

左顶格,TimesNewRoman小四正体.

Abstract:Anumberofpeoplehefrequentlymadethepointthatthetotaltimeandindividualengageinmunication,approximately9%ofwhichisdevotedtowriting,16%toreading,30%tospeaking,and45%to左顶格,TimesNewRoman五号,黑正体.

&hellip,&hellip.&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,

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Keywords:PromotingEnglishlistening,strategies,skills

左顶格,TimesNewRoman五号,黑正体.

内容摘 要:据统计,听,说,读,写在人们的语言使用中各占的时间比重一般是听45%,说30%,读16%,写9%,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,

&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip,&hellip左顶格,宋体,五号正体,行距1.3倍,两端对齐.

关 键 词:英语听力的提高,策略,技巧

(内容摘 要&rdquo,和关 键 词&rdquo,黑体,五号正体.关 键 词应是3至5个名词,分号隔开.)

1.Introduction标题左顶格,TimesNewRoman小三黑体正体.一级标题与段后间距0.5行或6磅(在原1.3倍基础上进行,下同).正文排版两端对齐.

Withthenumerouscountries&rsquo,entryintoWTO,thefutureworldeconomywillrealizetheintegration,andthisalsorequeststhelanguageintegration,namelyintheworldwidescale,soaninternationallanguageisneeded,andEnglishissuchakindoflanguage.Itishardtoimproveone&rsquo,sEnglishlisteningprehension,thoughaccordingtotheforeignlanguagestudy,45%informationisobtainedfromlistening,30%fromspeaking,16%fromreading,and9%fromwriting.ThesedatashowthatEnglishlisteningplaysanimportantroleinEnglishlearning.Moreover,theauthorknowromtheinvestigationandstudythatmanypeoplealreadybegintousemodernteachingdevicesuchasthebroadcast,television,radio,cassetteplayer,VCD,puterandothermultimediatoolstotraintheirlisteningability.ItisdifficulttolearnEnglishlisteningformanystudents.&hellip,&hellip,

注意:所有一级标题用小三号黑体,一级标题与前段之间空一行,与后段间距0.5行,

所有二级及以下标题用小四号(不黑体),与前段间距0.5行,

所有正文内容用小四号,

正文行距为1.3倍,上下边距2.54cm,左右3.17cm

2.ListeningComprehensionProcess

Listeningisakindofplicatedprocess,asWallace(1992:37-38)proposes,itisnotjustaquestionofinterpretingthedescriptionoffacts,phenomena,orbehiourbutofbeingawareofarangeofdifferentattitudestothem,evenifwedonotpersonallysharethoseattitudes&rdquoDuringlistening,eachsourceofin­,formationcontributingtoaprehensivereconstructionofthemean­,ingofthetext&rdquo,(Eskey,1988:94).Thatis,&hellip,&hellip引文来源:(姓氏,年份:页码)

2.1.TheStageoftheLanguageReceiving二级以下标题仅与前段间距0.5行或6磅(在原1.3倍基础上进行,下同).

Thestageofthelanguagereceivingisthefirststepofthelisteningprehension.Inthisstage,listenerainlyidentifysomecharacterromobjectivelanguagespronunciation,syntaxandmeaningofaword,andthenreceiveaswellasanalyzethisinformation.Forexample,&hellip,&hellip

2.2.TheStageofComprehension

Comprehensionisaplicatedandmulti-gradationprocess.Itisnotonlyaprocessthatdistinguishespronunciation,wordandsentencetoprehendthewholearticle,butalsoaprocessrequeststhecoherenceinthebeginningandtheending,thinkoverandoveragain,andadeepunderstand.Inthisstage......

2.3.TheStageofGeneralCognition

Themaintaskofthisstageistoanalyze,chooseandarrangetheinformationthatheardandkeptintheshort-termmemory,andthenkeepinthelong-termmemory,foraccumulatingtheknowledgeinlisteningchannel.Atthistime,becausethelisteners&rsquo,capacityof&hellip,&hellip,

3.CharacteristicsoftheListeningProcess(级标题与段前间距空1行,与后段间距0.5行(在原1.3倍基础上进行,下同).)

FromtheprevioussectionthelistenersheseenthatthereisagreatvarietyofsituationswheretheyneedtolistentoEnglish.Itisimportanttounderstandthecharacteristicsorprocessesbehindtheselisteningsituationssothattheteacherscandesignappropriateactivitiestostudentsdevelopeffectivelisteningstrategies.

Generallyspeaking,listeninginreallifehaivecharacteristics,thatis,Spontaneity,Context,VisualClues,Listener&rsquo,sResponseandSpeaker&rsquo,sAdjustment.(Ur,1984:21-34)&hellip,&hellip,

3.1.Spontaneity

Whilesomeofthethingsthatthelistenerslistentoberehearsed,e.g.radionews,televisionnewsandshows,movies,theater,andsomeformallectures,&hellip...

3.2.Context

Boththelistenerandthespeakerinreallifeusuallyknowthecontextoflistening.Inotherwords,&hellip,&hellip

3.3.VisualClues

Thelistenerscanfrequentlyseethepersonwhomtheyarelisteningto.Thieans&hellip,&hellip,

3.4.Listener&rsquo,sResponse

Mostofthelisteningindailylifeallowsthelistenertorespondtothespeaker,suchas&hellip,&hellip

3.5.Speaker&rsquo,sAdjustment

Inmostcases,thespeakeristalkingdirectlytothelistener,soheorshecanadjustthewayof&hellip,&hellip

4.CommonListeningBarriers

Listeningasanimportantprehensiveskillisbeingpaidattentiontoandgraspedbymoreandmorepeople.Simultaneouslypeopledeeplyfeelthedifficultyingraspingthisskill.Accordingtoinvestigationandresearch,theauthordiscoveredthatthelistener',sdifficultymainlydisplayedinthefollowingseveralaspects:

4.1.LowSpeed

Theauthorfrequentlyhearsthatlistenersplainaboutthelisteningspeedexcessivelyfast,theinformationflashedand&hellip,&hellip,

4.2.ShortageofImaginationandAbility

Majoritylistenerstrytheirbesttounderstandthewholearticlewordbyword,assoonasstudenteetdifficultiesinoneword,&hellip,&hellip

4.3.NotSeizingtheMainPoints

Asifsomelistenerunderstoodeachsentence,butcannotspeakouttherealmeaningofthewholetext,becausetheyarenotgoodatgainingthemainpointsand&hellip,&hellip

4.4.LackofBackgroundInformation

Weoftendiscoverthatwhenlistenerhearsomefamiliarmaterials,itiseasyforthemto&hellip,&hellip,

4.5.LackofCoherentRememberingAbility

Thelistenercanunderstandthewordmeaning,butcannotrememberthecontentsafterlistening,whentheylistentothefollowingcontentsandthentheyfettheformercontents,&hellip,&hellip,

5.TheWaystoImproveCollegeEnglishListening

Inaword,listeningisthesynthesisapplicationabilityofpronunciation,grammarandvocabulary&hellip,&hellip.

5.1.Pronunciation

Especialthefirststepoflisteningprehensionisthatacceptspronunciationinformation,therefore&hellip,&hellip,

Atthesametime,article,somepronoun,auxiliary,conjunctionandsomeprepositionsaregenerallynotstressedinsentencefromthespokenlanguagegrammar.Aresearchindicatesthatthereare19monwordsareweak-readon90%occasionsincontinuityconversation,suchas:at,of,the,to,as,and,or,a,his,an,but,been,for,her,we,he,shall,was,themandsoon(DickandBaley,1991:21-26)&hellip,&hellip引文来源:(姓氏and姓氏,年份:页码)

5.3.Vocabulary

&hellip,&hellip,

Obviously,toassociateandinferpositivelythroughthewordmeaningioreadvantageousinprehendingtherealconnotation.

5.4.BackgroundKnowledge

Everyonecandiscoverfrequently,whenlistenersarefamiliarwithbackgroundmaterial,thelistenerscanunderstanditeasily.Onthecontrary,regardingoneselfnon-familiarorpletelystrangecontent,achievingthesimilardegreeiore&hellip,&hellip,

5.5.Notes

Thisisataskthatrequiresthelistenertotakenoteswhilelistening.Usually,itisdonewithaguideofatablewithheadinggiven.&hellip,&hellip,


5.6.Multi-media

5.6.1.IssuesaboutTraditionalListeningEducationalModel

Overalongtime,listentotherecordingmaterial-checktheanswer-listentotherecordingmaterialagain.&hellip,&hellip,

5.6.2.TheUseofModernTeachingEquipment

Puttingmultimediaandelectricalaudio-visualequipmenttouseisanimportantwaytoreformteachingmethodandrealizeteaching&rsquo,odernization&hellip,&hellip.

5.7.Practice

Listeningisaskillrequiringalotofpractice.Itisrightthatpayingattentiontolisteningskill,butoncetheskillseparateromthepractice,itjust",beanarmchairstrategist"&hellip,&hellip

6.TheWaystoImproveYourListeningSkillsandAbility

ThepurposeofmiddleschoolEnglishteachingistoimprovethestudents',fourskillsoflistening,speaking,readingandwriting,Butthisisnotthefinalpurpose.Thefinalpurposeistolotletstudentsbeabletousethelanguage.......

6.1.Listening

Theteachersoftenspeakofthefourskills-listening,speaking,readingandwriting.&hellip,&hellip,

6.1.1.Listen-reallyListen-toOnePersonforOneDay.

Chooseonepersonyoucouldrelatetobetter.Committolisteningtothem-notjusthearingthem-foroneday........

&hellip,&hellip,

6.1.2.CreateaReceptiveListeningEnvironment.

TurnofftheTV.Holdyourcalls.Putawayyourspreadsheetsandsilenceyourputer.......

&hellip,&hellip,

6.1.3.Don',tTalkWhenI',mInterrupting.

Ifsomeoneelseisinterrupting,oidthetemptationtoreplyinkind.It',lljustraisethe......

&hellip,&hellip,

6.1.4.Don',tOverdoIt.

Sometimesnewerstotheskilloflisteningcangetcarriedaway.Theyknowthey',resupposedtoheeyecontact.....

6.1.5.PracticeMind-mapping.

Anexcellentmethodfornotetakingiind-mapping........

6.1.6.BeAlerttoYourBodyLanguage.

Whatyoudowithyoureyes,face,hands,arms,legs,andposturesendsoutsignalsasto......

6.1.7.AbstainFromJudging.

Assomeoneonceadvised,Growantennae,nothorns.Ifyouprejudgesomeoneasshallowor......

6.1.8.ListenWithEmpathy.

Nomatterhowoutrageous,inconsiderate,false,self-centered,orpompoustheperson......

6.1.9.BeSensitivetoEmotionalDeafSpots.

Deafspotsarewordsthatmakeyourmindwanderorgooffonamentaltangent.They......

6.1.10.CreateandUseanActive-listeningAttitude.

Learningtobeanactivelistenerislikelearningtobeanactivejogger.Ittakeseffort.......

6.2.Speaking

Speakingcan',tbetaughtseparately.Itisoftenconnectedwithlistening.Soweoftenspeakoflisteningandspeaking.

&hellip,&hellip,

6.3.Reading

Readingisanimportantwayofgaininginformationinforeignlanguagelearning,&hellip,&hellip,

6.4.Writing

Writingisonewayofprovidinarietyinclassroomprocedures.Itprovidesastudentwith&hellip,&hellip,

6.5.TiporBeingaGoodListener

6.5.1.PayAttention

Givethespeakeryourundividedattentionandacknowledgethemessage.Recognizethat......

6.5.2.ShowThatYouAreListening

Useyourownbodylanguageandgesturestoconveyyourattention......

6.5.3.ProvideFeedback

Ourpersonalfilters,assumptions,judgments,andbeliefscandistortwhatwehear.......

6.5.4.DeferJudgment

Interruptingisawasteoftime.Itfrustratesthespeakerandlimitullunderstandingofthemessage.......

6.5.5.RespondAppropriately

Activelisteningisamodelforrespectandunderstanding.Youaregaininginformationand......

7.Conclusion

Inbrief,listeningprehensionnotonlyrequeststhelistenerstohegoodlanguageknowledgeandnon-languageskill,butalsoneedsthelistenertotranereachlanguagefactorandthenon-languagefactoraaraspossible,suchaspronunciation,syntax,wordmeaning,backgroundknowledge,listeningskill,individualexperienceandsoon,ofcourse,&hellip,&hellip

References(参考文献另起一页.顶格TimesNewRoman,小四号黑体,段后0.5行或6磅(在原1.3倍基础上进行).

[1]Brown,D.TeachingbyPrinciple:AnInteractiveApproachtoLanguagePedagogy[M].北京:外语教学与研究出版社,2000.(英文书名、期刊名斜体.单作者时,先姓(全写)后名(缩写).名也可全写,但前要保持后一致.需标明出版地:出版社,出版时间&rdquo,)

[2]Connor,U.&,K.Asenage.PeerResponseGroupsinESLWritingClasses[J].JournalofSecondLanguageWriting,1994(3):257-276.(期刊中的文献,需标明年份.(第几期):起止页码&rdquo

)

[3]Cook,V.SecondLanguageLearningandLanguageTeaching[M].London:Arnold,1991.

[4]Sperber,D.&,D.Wilson.Relevance:CommunicationandCognition[M].Oxford:Blackwell,1986/1995.(英文书名、期刊名斜体.两作者时,先姓(全写)后名(缩写)and先名(缩写)后姓(全写).名也可全写,但要保持前后一致.)

&hellip,&hellip,

&hellip,&hellip,

[17]Tabor,W..SyntacticInnovation:AConnectionistModel[D].Ph.D.Dissertation.Stanford:StandfordUniversity,1994.(学位论文标注同下:[20],但文章名斜体)

[18]崔虹兵.积极创设英语情景,激发学生学习英语的兴趣[J].中小学英语教学与研究,1993(5):12-15.

[19]舒白梅.现代外语教育学[M].上海:上海外语教育出版社,2005.

[20]唐其敏.英语经济语篇中的隐喻.硕士学位论文[D].重庆:重庆大学,2003.

&hellip,&hellip,(TimesNewRoman,五号字体,中文宋体,五号字体,学位论文的标注:作者名.文章名[D].作者就读学校.年份.)

论文集论文

Bergmann,Merrie.MetaphoricalAssertions[A].Dis,Steven.Pragmatics:AReader[C].NewYork&,Oxford:OxfordUniversityPress,1991:485-494.(文章名不斜体,论文集名斜体)

文秋芳.英语学习者动机、观念、策略的变化规律和特点[A].文秋芳、王立非.《英语学习实证研究》[C].西安:陕西师范大学出版社,2003:255-259.

网上文献

Jiang,Yan.TheTaoofverbalmunication:Anelementarytextbookonpragmaticsanddiscourseanalysis[OL]..polyu.edu.hk/~cbs/jy/teach.(accessed30/4/2006).

王岳川.当代媒体的网络文化与电视批评[OL]blocchina./new/display/58592./(2005年11月18日读取).

注意:参考文献应是20项以上,其中英文文献应在一半以上.排序时,英文文献在前,中文文献在后,以A-Z字母顺序排序.文献类别以教务处网页上提供的为准.如:专著[M],论文集[C],报纸文章[N],期刊文章[J],学位论文[D],专著、论文的析出文献[A],各种未定义文献[Z]等.

Appendix(若有附录另起一页.顶格TimesNewRoman,小四号黑体,段后0.5行或6磅(在原1.3倍基础上进行).)

(如问卷调查或测试试卷等内容)

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