非翻譯類 論文格式模板

摘  要（三號宋體，加粗，居中）
 作為交際活動的重要組成部分和五項最基本的語言技能之一，英語聽力訓練與其能力的提高日益受到人們的重視。為了能和使用英語的人士流利地用英語進行交流，并在考試中取得好成績，許多大學生都在堅持聽力練習。然而，一個不容忽視的事實卻是訓練結果總是不盡人意。就大學生而言，在經過了許多年的英語訓練與學習之后，聽力理解部分依然是其弱項和最為害怕的部分。究其原因是因為學生過于注重聽力訓練而缺少相關理論的指導。
 在各種理論當中，圖式理論對聽力理解的實踐有一定的指導作用。因為聽力理解的過程就是學生運用腦中已有的背景知識，即圖式，來理解所聽到的新信息并進而了解和掌握整篇內容的過程。
 本文作者首先分析了當代大學生聽力學習的現狀，繼而指出影響大學生英語聽力水平提高的三個主要障礙，即語言障礙、文化障礙和心理障礙，并分析它們與圖式理論的關系，說明圖式理論對聽力理解水平的提高有著極其重要的指導作用。其次，作者從圖式理論對改善英語聽力實踐的指導意義出發，通過一些具體實例分析了圖式理論的三種主要圖式，即語言圖式、形式圖式和內容圖式，并分別說明它們對促進英語聽力能力的重要作用。最后，作者強調指出，對大學生而言，建立足夠的圖式并把三種圖式與聽力訓練實踐有機結合，可以有效地提高大學生的英語聽力水平。
 （中文摘要內容不少于500漢字，為小四號宋體）
 
關鍵詞（小四號宋體、加粗）：（冒號）圖式；圖式理論；英語聽力練習；運用（小四號宋體，關鍵詞之間用分號分隔）
 
注：從摘要到bibliography部分的行間距，全部設置為固定值，24磅。
  
（此處另起一頁，方法：點出“插入”---分隔符---分頁符---確定即可）
Abstract（三號，Times New Roman，居中）
 As a central component of language communication and one of the five basic language skills, English listening has been paid more and more attention by foreign language learners, seeking an improvement in their listening ability. In order to communicate fluently with English-speaking people in English, and also to ensure high scores in English examinations, many university students keep practicing their listening. However, one fact that can’t be overlooked is that the training result is quite unsatisfactory. As for university students, after so many years of English training and learning, listening comprehension part remains their weakness and headache. One reason lies in the fact that students attach too much importance to the practice while they are short of the guidance of relevant theories.
 Of all the theories, schema theory has practical value to listening practice. This is because listening comprehension process is one during which students resort to their existing knowledge stored in their minds, namely, schemata, try to make sense of what they hear and then learn about and grasp the whole meaning of the listening material.
 According to the current situation of college students' listening comprehension, the author concludes the following three obstacles in English listening: language, culture and psychology, and then analyzes the relationship between schema theory and these obstacles, aiming to state the significance of schema theory to the improvement of one’s listening ability. Then, starting from the instructive function of schema theory in listening practice, with the help of some specific examples, the author details linguistic schemata, formal schemata and content schemata as well as their respective application in English listening practice. Finally, the author emphasizes that it is helpful for university students to effectively improve their listening ability if they are able to establish enough schemata and combine the three types of schemata with their listening practice in an organic way.
 （英文摘要內容應與中文摘要內容相對應，小四號Times New Roman）
Key words（小四號Times New Roman，加粗）: （冒號）schemata; schema theory; English listening practice; application （與中文關鍵詞對應，小四號Times New Roman，關鍵詞之間用分號分隔）
 

（此處另起一頁）
Contents（三號Times New Roman，加粗，居中）
摘  要 I
Abstract II
1 Introduction 1
2 Schema Theory 2
2.1 Schema Theory 2
2.2 Two Basic Processes 3
3 The Present Situation of College Students' Listening Practice 4
3.1 Three Obstacles in English Listening 4
3.2 The Relationship between Schema Theory and These Three Factors 5
4 The Three Types of Schematic Knowledge and Their Application 5
4.1 Linguistic Schemata and Their Application 5
4.2 Formal Schemata and Their Application 8
4.3 Content Schemata and Their Application 9
5 Conclusion 10
Acknowledgements 12
Bibliography 13

（小四號Times New Roman）
（此部分制作方式：先點擊第4列的“插入”，再“引用”---“索引和目錄”---“目錄”---將“顯示頁碼”、“頁碼右對齊”劃鉤，“制表符前導符”選 “第二種”，即如上所示虛線，格式選 “來自模板”，大綱級別選“3”.其他不動即可。）
 
  說明：從正文開始加頁眉和頁腳，正文奇數頁眉為本人畢業設計(論文)題目，偶數頁眉為“西南石油大學本科畢業設計(論文)”，頁碼在頁腳，頁眉和頁腳均為五號宋體、居中。
 
1 Introduction（一級標題，三號Times New Roman，頂格，加粗）
 （正文：首行空4個英文字符格，小四號Times New Roman。下同）According to a statistics from American professor Paul, in adults' social intercourses….
2 Schema Theory（一級標題，三號Times New Roman，頂格，加粗）
2.1 Schema Theory （二級標題，小三號Times New Roman，頂格，加粗）
 In accordance with theory, schema is not only the basis of cognition but also the knowledge framework stored up in people's memories to express general conceptions. Pearson thinks schema is the pictures or associations emerging in people's memories when they read or hear some information (Pearson, 1987)（正文中的注釋內容，五號Times New Roman。 下同）. Cook points out that schema is the knowledge or background information which has been stored up in people's minds, namely, ….
2.2 Two Basic Processes （二級標題，小三號Times New Roman，頂格，加粗）
 As to listeners, there are two ways to settle outside information. One is up-bottom process and the other is ….
3 The Present Situation of College Students' Listening Practice（一級標題，三號Times New Roman，頂格，加粗）
3.1 Three Obstacles in English Listening （二級標題，小三號Times New Roman，頂格，加粗）
 According to a research by professor Liu of Northeast Forestry …..
3.2 The Relationship between Schema Theory and These Three Factors（二級標題，小三號Times New Roman，頂格，加粗）
 The reason why students ….
 （注意：各層次標題不得置于頁面的最后一行）
4 The Three Types of Schematic Knowledge and Their Application（一級標題，三號Times New Roman，頂格，加粗）
4.1 Linguistic Schemata and Their Application （二級標題，小三號Times New Roman，頂格，加粗）
 Linguistic schemata refer to ….
4.2 Formal Schemata and Their Application （二級標題，小三號Times New Roman，頂格，加粗）
 Formal schemata are about….
4.3 Content Schemata and Their Application （二級標題，小三號Times New Roman，頂格，加粗）
 Content schemata …
5 Conclusion（一級標題，三號Times New Roman，頂格，加粗）
 Schema theory a….
 注：如果層次多，可參看具體說明。
層  次 說    明
一級標題 三號宋體，頂格，加粗
二級標題 小三號宋體，頂格，加粗
三級標題 四號宋體，頂格，加粗
四級標題 小四號宋體，頂格，加粗
五級標題 首行空兩格，小四號宋體
正 文 首行空兩格，小四號宋體；
正文中的注釋內容，五號宋體
  
Acknowledgements（另起一頁，三號Times New Roman，加粗居中）
 （謝辭內容為小四號Times New Roman）Today I finish my research paper at last. When I look back the four years I have passed, I have to say that with the help of my teachers, I am able to overcome the difficulties I met in past four years.
 First, I want to give my deepest gratitude to Ms Hu, my supervisor, for her constant encouragement and guidance. She has helped me go through all the stages of the writing of this paper. Without her consistent instruction, this paper could not have reached its present form.
 Second, I want to express my appreciation to the teachers who taught me knowledge. Without their instruction, I will not have enough knowledge to accomplish this paper.
 Last but not the least, I will give my thanks to my loved family for their loving considerations and great confidence in me all through these years. I would also like to give my sincere gratitude to my friends who help me work out the problems during the difficult course of the thesis.
 Thank you all very much.
      
 
Bibliography（另起一頁，三號Times New Roman，加粗、居中）
 （參考文獻內容為小四號Times New Roman）（格式采用“論文寫作”課上講過的APA格式或MLA格式，且全文統一使用一種格式。）
 [1] Anderson, Adam and Thomas Lynch. Listening. Oxford: Oxford University Press, 1998.
 [2] Bartlett, Frederic C. Remembering: A Study in Experimental and Social Psychology. London: Cambridge University Press, 1932.
 [3] Carrel, Patricial L. Schema Theory and ESL Reading Pedagogy. TESOL Quarterly, 1983, (12).
 [4] Carrel, Patricial L. Three Components of Background Knowledge in Reading Comprehension. Language Learning, 1983, (33).
 [5] Cook, Guy. Discourse. Oxford: Oxford University Press, 1989.
 [6] ---. Principles & Practice in Applied Linguistics.上海：上海外國語大學出版社，1999.
 [7] Eisterhold, Jake C. and Patricial L, Carrel. Schema Theory and ESL Reading Pedagogy. TESOL Quarterly, 1983, (17).
 [8] Morley, John. Listening Comprehension in Second Language Instruction. Celce-Murcia, 1991b: 81-106.
  [9] Widdowson, Henry G. Teaching Language as Communication. Oxford: Oxford University Press, 1978.
 [10] 董廣智,劉麗欣."圖式理論與英語聽力教學".《東北大學學報》，2003, (5).
 [11] 豐玉芳."圖式理論與英語聽力理解".《江蘇外語教學研究》,2001,(1).
 [12] 付麗萍."圖式理論與英語聽力教學".《武漢科技學院學報》,2005.
 [13] 高穩."圖式理論與英語挺立教學策略".《黑龍江高教研究》,2005.
 [14] 胡春洞.《英語學習論》.南寧:廣西教育出版社,1996.
 [15] 黃文嬌,林玉鵬.《圖式理論與大學英語聽力教學》.合肥工業大學學報,2006,(20).
 [16] 劉孟蘭,陳捷."圖式理論在聽力教學中的運用"．《哈爾濱學院學報》，2005, (26).
 [17] 束定芳,莊智象.《現代外語教學》.上海:上海外語教育出版社,1996.