2015英語畢業(yè)論文格式要求
Strategies and Skills for Promoting Listening
Competence
(論文中，英文用Times New Roman字體，漢語用宋體，行距1.3倍。本頁皆居中。居中，Times New Roman三號，黑正體。如有副標題，用冒號將主、副標題隔開。)
The Thesis for Obtaining BA from School
Of Foreign Languages and Literature, HBUAS
(Times New Roman四號，正體。)
By
Zhang San
Supervised
By
A/Prof. Deng Yuzhen
(論文中教師職稱按照實際情況寫)
June 2, 2015
Signature
(居中，Times New Roman，三號，正體。)
The thesis “Strategies and Skills for Promoting Listening Competence” by Zhang San was reviewed and approved by A/Prof. Deng Yuzhen on June 2, 2015.
(首行右縮4字符，Times New Roman小四號正體，行距1.3倍，兩端對齊。)
Supervisor________________(Signature)
Abstract: A number of people have frequently made the point that the total time and individual engage in communication; approximately 9% of which is devoted to writing, 16%to reading, 30%to speaking, and 45% to. ………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
Key words: promoting English listening; strategies; skills
摘要首行右縮4字符，Times New Roman 五號正體，行距1.3倍，兩端對齊。
Abstract和Key words黑體，五號正體。關(guān)鍵詞應(yīng)是3至5個名詞，分號隔開。關(guān)鍵詞部分首字母小寫。
內(nèi)容摘要：據(jù)統(tǒng)計，聽，說，讀，寫在人們的語言使用中各占的時間比重一般是聽45%，說30%，讀16%，寫9%，…………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………。
摘要首行右縮4字符，Times New Roman 五號正體，行距1.3倍，兩端對齊。
關(guān)鍵詞: 英語聽力的提高;策略;技巧
“摘要”和“關(guān)鍵詞”黑體，五號正體。關(guān)鍵詞應(yīng)是3至5個名詞，分號隔開。
Acknowledgements
居中，Times New Roman，三號，正體。
The paper was completed in June 2015, and many people have helped with it. Here I would particularly like to acknowledge my respectable supervisor, A/Prof. Deng Yuzhen, for the valuable advice that she has given to me in the writing of this paper, in addition to what she has taught in her class on how to prepare and write the paper. I also want to acknowledge the teachers in School of Foreign Languages and Literature of Hubei University of Arts and Science who provided me with rich information and gave me great encouragement. Besides, my friends should also be acknowledged for their kind and generous help.
首行右縮4字符，Times New Roman，小四號正體，行距1.3倍，兩端對齊。
Contents[LU1] 居中，Times New Roman，三號，正體。
(目錄部分標題中，所有實詞首字母都大寫;)
Abstract..................................................................................................................... 1
內(nèi)容摘要................................................................................................................... 1
1. Introduction........................................................................................................... 2
2. Listening Comprehension Process......................................................................... 3
2.1.The Stage of the Language Receiving......................................................... 3
2.2. The Stage of Comprehension......................................................................... 3
2.3. The Stage of General Cognition.................................................................... 3
3. Characteristics of the Listening Process................................................................ 3
3.1. Spontaneity.................................................................................................... 3
3.2. Context.......................................................................................................... 3
3.3. Visual Clues................................................................................................... 4
3.4. Listener’s Response....................................................................................... 4
3.5. Speaker’s Adjustment.................................................................................... 4
4. Common Listening Barriers................................................................................... 4
4.1. Low Speed..................................................................................................... 4
4.2. Shortage of Imagination and Ability............................................................. 4
4.3. Not Seizing the Main Points.......................................................................... 4
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5. The Ways to Improve College English Listening.................................................. 4
5.1. Pronunciation................................................................................................. 5
5.3. Vocabulary..................................................................................................... 5
5.4. Background Knowledge................................................................................ 5
5.5. Notes.............................................................................................................. 5
5.6. Multi-media................................................................................................... 5
5.6.1. Issues about Traditional Listening Educational Model....................... 5
5.6.2. The Use of Modern Teaching Equipment........................................... 5
5.7. Practice.......................................................................................................... 5
6. The Ways to Improve Your Listening Skills and Ability....................................... 5
6.1. Listening........................................................................................................ 6
6.1.1. Listen-really Listen-to One Person for One Day................................. 6
6.1.2. Create a Receptive Listening Environment......................................... 6
6.1.3. Don't Talk When I'm Interrupting....................................................... 6
6.1.4. Don't Overdo It................................................................................... 6
6.1.5. Practice Mind-mapping....................................................................... 6
6.1.6. Be Alert to Your Body Language....................................................... 6
6.1.7. Abstain From Judging......................................................................... 6
6.1.8. Listen With Empathy.......................................................................... 6
6.1.9. Be Sensitive to Emotional Deaf Spots................................................ 6
6.1.10. Create and Use an Active-listening Attitude.................................... 6
6.2. Speaking........................................................................................................ 7
6.3. Reading.......................................................................................................... 7
6.4. Writing........................................................................................................... 7
6.5. Tips for Being a Good Listener..................................................................... 7
6.5.1.Pay Attention....................................................................................... 7
6.5.2.Show That You Are Listening............................................................. 7
6.5.3.Provide Feedback................................................................................. 7
6.5.4.Defer Judgment.................................................................................... 7
6.5.5.Respond Appropriately........................................................................ 7
7. Conclusion............................................................................................................. 7
References................................................................................................................. 8
Appendix................................................................................................................... 9
注意：
1、目錄的頁碼和正文分開的方法是：
�、僭谀夸浐竺娌迦胍粋�“分節(jié)符(下一頁)”，例如在目錄部分通過“插入--頁碼--格式，設(shè)置頁碼格式為I、II、III……”，確定。②在正文部分：插入--頁碼--格式--設(shè)置格式為“1、2、3……”，記得將下面的“續(xù)前節(jié)”改為“起始頁碼”輸入數(shù)字 1 即可。
2、如果自動生成的目錄部分都是大寫字母，請全選整個目錄，按右鍵，把“字體”欄目下的“小型大寫字母”取消，然后把字體改為Times New Roman即可。
A4紙打印，兩端對齊，行間距1.30倍[wbh2] ，正文上下邊距2.54cm，左右3.17cm
Strategies and Skills for Promoting Listening Competence
Times New Roman 三號正體，居中
Major: English Education
Student No.:07505002
Name: Wang Wenjuan
Supervisor: Deng Yuzhen
左頂格，Times New Roman 小四正體。
Abstract: A number of people have frequently made the point that the total time and individual engage in communication; approximately 9% of which is devoted to writing, 16%to reading, 30%to speaking, and 45% to左頂格，Times New Roman五號，黑正體。
…….. …………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. 左頂格，Times New Roman，五號正體，行距1.3倍，兩端對齊。
Key words: Promoting English listening; strategies; skills
左頂格，Times New Roman五號，黑正體。
內(nèi)容摘要：據(jù)統(tǒng)計，聽，說，讀，寫在人們的語言使用中各占的時間比重一般是聽45%，說30%，讀16%，寫9%，…………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………。左頂格，宋體，五號正體，行距1.3倍，兩端對齊。
關(guān)鍵詞:英語聽力的提高;策略;技巧
(內(nèi)容摘要”和“關(guān)鍵詞”黑體，五號正體。關(guān)鍵詞應(yīng)是3至5個名詞，分號隔開。)
1. Introduction標題左頂格，Times New Roman小三黑體正體。一級標題與段后間距0.5行或6磅(在原1.3倍基礎(chǔ)上進行，下同)。正文排版兩端對齊。
With the numerous countries’ entry into WTO, the future world economy will realize the integration, and this also requests the language integration, namely in the worldwide scale, so an international language is needed, and English is such a kind of language. It is hard to improve one’s English listening comprehension, though according to the foreign language study, 45% information is obtained from listening, 30% from speaking, 16% from reading, and 9% from writing. These data show that English listening plays an important role in English learning. Moreover, the author knows from the investigation and study that many people already begin to use modern teaching device such as the broadcast, television, radio, cassette player, VCD, computer and other multimedia tools to train their listening ability. It is difficult to learn English listening for many students. ……
注意：所有一級標題用小三號黑體; 一級標題與前段之間空一行，與后段間距0.5行;
所有二級及以下標題用小四號(不黑體)，與前段間距0.5行;
所有正文內(nèi)容用小四號;
正文行距為1.3倍; 上下邊距2.54cm，左右3.17cm
2. Listening Comprehension Process
Listening is a kind of complicated process, as Wallace (1992: 37-38) proposes, “it is not just a question of interpreting the description of facts, phenomena, or behaviour but of being aware of a range of different attitudes to them, even if we do not personally share those attitudes”. During listening, “each source of information contributing to a comprehensive reconstruction of the meaning of the text” (Eskey, 1988:94). That is,……. 引文來源：(姓氏，年份：頁碼)
2.1.The Stage of the Language Receiving二級以下標題僅與前段間距0.5行或6磅(在原1.3倍基礎(chǔ)上進行，下同)。
The stage of the language receiving is the first step of the listening comprehension. In this stage, listeners mainly identify some characters from objective languages pronunciation, syntax and meaning of a word, and then receive as well as analyze this information. For example, …….
2.2. The Stage of Comprehension
Comprehension is a complicated and multi-gradation process. It is not only a process that distinguishes pronunciation, word and sentence to comprehend the whole article, but also a process requests the coherence in the beginning and the ending, think over and over again, and a deep understand. In this stage,.......
2.3. The Stage of General Cognition
The main task of this stage is to analyze, choose and arrange the information that heard and kept in the short-term memory, and then keep in the long-term memory, for accumulating the knowledge in listening channel. At this time, because the listeners’ capacity of ……
3. Characteristics of the Listening Process(級標題與段前間距空1行，與后段間距0.5行(在原1.3倍基礎(chǔ)上進行，下同)。)
From the previous section the listeners have seen that there is a great variety of situations where they need to listen to English. It is important to understand the characteristics or processes behind these listening situations so that the teachers can design appropriate activities to students develop effective listening strategies.
Generally speaking, listening in real life has five characteristics, that is, Spontaneity, Context, Visual Clues, Listener’s Response and Speaker’s Adjustment. (Ur,1984:21-34)……
3.1. Spontaneity
While some of the things that the listeners listen to be rehearsed, e.g. radio news, television news and shows, movies, theater, and some formal lectures,…....
3.2. Context
Both the listener and the speaker in real life usually know the context of listening. In other words, …….
3.3. Visual Clues
The listeners can frequently see the person whom they are listening to. This means ……
3.4. Listener’s Response
Most of the listening in daily life allows the listener to respond to the speaker, such as…….
3.5. Speaker’s Adjustment
In most cases, the speaker is talking directly to the listener, so he or she can adjust the way of …….
4. Common Listening Barriers
Listening as an important comprehensive skill is being paid attention to and grasped by more and more people. Simultaneously people deeply feel the difficulty in grasping this skill. According to investigation and research, the author discovered that the listener's difficulty mainly displayed in the following several aspects:
4.1. Low Speed
The author frequently hears that listeners complain about the listening speed excessively fast, the information flashed and ……
4.2. Shortage of Imagination and Ability
Majority listeners try their best to understand the whole article word by word, as soon as students meet difficulties in one word, …….
4.3. Not Seizing the Main Points
As if some listener understood each sentence, but cannot speak out the real meaning of the whole text, because they are not good at gaining the main points and …….
4.4. Lack of Background Information
We often discover that when listener hear some familiar materials, it is easy for them to ……
4.5. Lack of Coherent Remembering Ability
The listener can understand the word meaning, but cannot remember the contents after listening, when they listen to the following contents and then they forget the former contents, ……
5. The Ways to Improve College English Listening
In a word, listening is the synthesis application ability of pronunciation, grammar and vocabulary……..
5.1. Pronunciation
Especial the first step of listening comprehension is that accepts pronunciation information, therefore ……
At the same time, article, some pronoun, auxiliary, conjunction and some prepositions are generally not stressed in sentence from the spoken language grammar. A research indicates that there are 19 common words are weak-read on 90% occasions in continuity conversation, such as: at, of, the, to, as, and, or, a, his, an, but, been, for, her, we, he, shall, was, them and so on(Dick and Baley,1991:21-26)……. 引文來源：(姓氏and姓氏，年份：頁碼)
5.3. Vocabulary
……
Obviously, to associate and infer positively through the word meaning is more advantageous in comprehending the real connotation.
5.4. Background Knowledge
Everyone can discover frequently, when listeners are familiar with background material, the listeners can understand it easily. On the contrary, regarding oneself non-familiar or completely strange content, achieving the similar degree is more ……
5.5. Notes
This is a task that requires the listener to take notes while listening. Usually, it is done with a guide of a table with heading given. ……
5.6. Multi-media
5.6.1. Issues about Traditional Listening Educational Model
Over a long time, listen to the recording material - check the answer - listen to the recording material again. ……
5.6.2. The Use of Modern Teaching Equipment
Putting multimedia and electrical audio-visual equipment to use is an important way to reform teaching method and realize teaching’s modernization……..
5.7. Practice
Listening is a skill requiring a lot of practice. It is right that paying attention to listening skill, but once the skill separates from the practice, it just "be an armchair strategist". …….
6. The Ways to Improve Your Listening Skills and Ability
The purpose of middle school English teaching is to improve the students' four skills of listening, speaking, reading and writing, But this is not the final purpose. The final purpose is to lot let students be able to use the language.......
6.1. Listening
The teachers often speak of the four skills- listening, speaking, reading and writing. ……
6.1.1. Listen-really Listen-to One Person for One Day.
Choose one person you could relate to better. Commit to listening to them-not just hearing them-for one day. .......
……
6.1.2. Create a Receptive Listening Environment.
Turn off the TV. Hold your calls. Put away your spread sheets and silence your computer. ......
……
6.1.3. Don't Talk When I'm Interrupting.
If someone else is interrupting, avoid the temptation to reply in kind. It'll just raise the ......
……
6.1.4. Don't Overdo It.
Sometimes newcomers to the skill of listening can get carried away. They know they're supposed to have eye contact, ......
6.1.5. Practice Mind-mapping.
An excellent method for note taking is mind-mapping. .......
6.1.6. Be Alert to Your Body Language.
What you do with your eyes, face, hands, arms, legs, and posture sends out signals as to ......
6.1.7. Abstain From Judging.
As someone once advised, Grow antennae, not horns. If you prejudge someone as shallow or ......
6.1.8. Listen With Empathy.
No matter how outrageous, inconsiderate, false, self-centered, or pompous the person ......
6.1.9. Be Sensitive to Emotional Deaf Spots.
Deaf spots are words that make your mind wander or go off on a mental tangent. They......
6.1.10. Create and Use an Active-listening Attitude.
Learning to be an active listener is like learning to be an active jogger. It takes effort. ......
6.2. Speaking
Speaking can't be taught separately. It is often connected with listening. So we often speak of listening and speaking.
……
6.3. Reading
Reading is an important way of gaining information in foreign language learning,……
6.4. Writing
Writing is one way of providing variety in classroom procedures. It provides a student with……
6.5. Tips for Being a Good Listener
6.5.1.Pay Attention
Give the speaker your undivided attention and acknowledge the message. Recognize that ......
6.5.2.Show That You Are Listening
Use your own body language and gestures to convey your attention......
6.5.3.Provide Feedback
Our personal filters, assumptions, judgments, and beliefs can distort what we hear. ......
6.5.4.Defer Judgment
Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. ......
6.5.5.Respond Appropriately
Active listening is a model for respect and understanding. You are gaining information and......
7. Conclusion
In brief, listening comprehension not only requests the listeners to have good language knowledge and non-language skill, but also needs the listener to transfer each language factor and the non-language factor as far as possible, such as pronunciation, syntax, word meaning, background knowledge, listening skill, individual experience and so on, of course, …….
References(參考文獻另起一頁。頂格Times New Roman，小四號黑體，段后0.5行或6磅(在原1.3倍基礎(chǔ)上進行)。
[1] Brown, D. Teaching by Principle: An Interactive Approach to Language Pedagogy [M]. 北京：外語教學(xué)與研究出版社,2000. (英文書名、期刊名斜體。單作者時，先姓(全寫)后名(縮寫)。名也可全寫，但前要保持后一致。需標明“出版地：出版社，出版時間”)
[2] Connor, U.& K. Asenavage. Peer Response Groups in ESL Writing Classes [J]. Journal of Second Language Writing，1994 (3):257-276.( 期刊中的文獻，需標明“年份.(第幾期)：起止頁碼”。
)
[3] Cook, V. Second Language Learning and Language Teaching [M]. London: Arnold, 1991.
[4] Sperber, D. & D. Wilson. Relevance: Communication and Cognition[M]. Oxford: Blackwell, 1986/1995. (英文書名、期刊名斜體。兩作者時，先姓(全寫)后名(縮寫)and先名(縮寫)后姓(全寫) 。名也可全寫，但要保持前后一致。)
……
……
[17] Tabor, W.. Syntactic Innovation: A Connectionist Model[D]. Ph.D. Dissertation. Stanford: Standford University, 1994.(學(xué)位論文標注同下：[20]，但文章名斜體)
[18] 崔虹兵. 積極創(chuàng)設(shè)英語情景，激發(fā)學(xué)生學(xué)習(xí)英語的`興趣[J].中小學(xué)英語教學(xué)與研究, 1993 (5): 12-15.
[19] 舒白梅. 現(xiàn)代外語教育學(xué)[M] . 上海: 上海外語教育出版社, 2005.
[20] 唐其敏. 英語經(jīng)濟語篇中的隱喻.碩士學(xué)位論文[D]. 重慶：重慶大學(xué)，2003.
…… (Times New Roman，五號字體;中文宋體，五號字體;學(xué)位論文的標注：作者名.文章名[D]. 作者就讀學(xué)校.年份.)
論文集論文
Bergmann, Merrie. Metaphorical Assertions[A]. Davis, Steven. Pragmatics: A Reader[C]. New York&Oxford: Oxford University Press, 1991:485-494.(文章名不斜體，論文集名斜體)
文秋芳. 英語學(xué)習(xí)者動機、觀念、策略的變化規(guī)律和特點[A]. 文秋芳、王立非. 《英語學(xué)習(xí)實證研究》[C]. 西安：陜西師范大學(xué)出版社，2003：255-259.
網(wǎng)上文獻
Jiang, Yan. The Tao of verbal communication: An elementary textbook on pragmatics and discourse analysis[OL]. http://www.polyu.edu.hk/～cbs/jy/teach.htm(accessed 30/4/2006).
王岳川. 當代媒體的網(wǎng)絡(luò)文化與電視批評[OL]，http://www.blocchina.com/new/ display/58592.html/(2005年11月18日讀取).
注意: 參考文獻應(yīng)是20項以上，其中英文文獻應(yīng)在一半以上。排序時， 英文文獻在前, 中文文獻在后,以A-Z字母順序排序。文獻類別以教務(wù)處網(wǎng)頁上提供的為準。如：專著[M];論文集[C];報紙文章[N];期刊文章[J];學(xué)位論文[D];專著、論文的析出文獻[A]; 各種未定義文獻[Z]等。
Appendix(若有附錄另起一頁。頂格Times New Roman，小四號黑體，段后0.5行或6磅(在原1.3倍基礎(chǔ)上進行)。)
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