黄国文教授----学术论文英文摘要的写作.pptx
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黄国文教授----学术论文英文摘要的写作.pptx
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语言学与应用语言学学术论文英文摘要的写作,HowtoWriteanAbstractforaResearchPaperinLinguisticsandAppliedLinguistics中山大学黄国文,中国外语(双月刊),CSSCI来源期刊,感谢各位专家、同行过去5年多来对中国外语的大力支持!
希望专家、同行继续支持、帮助我们!
中国外语宗旨:
立足改革、高扬创新,感谢上海海事大学提供这次学术交流的机会!
几本参考书,黄国文、M.Ghadessy(2008)英语学位论文写作教程,高等教育出版社(普通高等教育“十一五”国家级规划教材)。
黄国文、张美芳、M.Ghadessy(2006)英语学术论文写作,重庆大学出版社(普通高等教育“十一五”国家级规划教材)。
黄国文、王宾、林裕音(出版中/2011)英语专业毕业论文写作手册,上海外语教育出版社。
Outline,1Introduction2StructureofanAbstract3QuestionsontheAbstract4ElementsofstructureinanAbstract5ThelanguageofanAbstract6Summary,1Introduction,Anessaymaybebasedonwhatistermedascommonknowledgeorthepersonalexperiencesofastudent,butaresearchpapershoulddrawuponanumberofotherprimaryandsecondarysourcesofinformationtocompletetheproject.Writingaresearchpaperisacomplexanddemandingtask.Itrequiresalotofplanningandpreparationbeforethefinalcopyisproduced.Aresearchpapercanbewrittenonanytopic/subjectunderthesun.Thelevelofrequiredresearchforapaperdependsonmanyfactors.,Becauseofitsimportanceinacademicwriting,aresearchpaperhasaspecialform/formatthathastobefollowedifoneistogetagoodgradefromtheinstructormarkingthepaperorhavethepaperpublished/accepted.Eachsectionandsub-sectionshouldbeclearlymarked.Thisisdonebyusingdifferentnames/labelsforthesectionsandsub-sectionsofthepaper.,Forexample,thepaperhasaMethodsectionthatisfurthersub-dividedintoDataCollectionandMethodology.ExpertsonthesubjecthaveproposedslightlydifferentformatsforthepaperbutageneralformatmayconsistofAbstract,Introduction,Background,PreviousStudies,Method,Results,Discussion,Conclusions,andReferences.,2StructureofanAbstract,AnAbstractofaresearchpaperisthefirstsourceofinformationforawould-bereader.OfcoursethetitleoftheresearchpaperwouldprovideinformationaboutthetopicofinvestigationbutitistheAbstractthatprovidesabirdseyeviewofthesubjectmatter,thepurposeofthestudy,thewaytheresearchiscarriedout,someimportantfindings,theimplications,andaconclusion.TheAbstractsummarizesthestudyforpeoplewhowouldliketospendnomorethanafewminutesonthepaper.,AnimportantissuehereisthetimeforthewritingoftheAbstract.Usuallyitiswrittenafterthestudy/researchiscompletedbutthisisnotalwaysthecaseas,forexample,peoplesendabstractsofunfinishedpaperstoconferencestheywouldliketoparticipatein.Suchabstractsarenottotallydifferentfromthosewrittenforfinishedpapers;theymayincludelessinformationinsomepartslikeintheResultsandImplicationssections.,Becauseofitsimportance,theAbstracthasacquiredaveryrigidstructureusedbymostwriters.Inordertofindoutwhatthisstructureis,welookatanAbstractofaresearchpaperfromtheJournalofAsianPacificCommunicationandthenaskanumberofquestions.HereisthetitleofthepaperandtheAbstract;thequestionsfollow.(Numbershavebeenaddedtothesentencesforeaseofreference.),GeorgeBraine,Fromateacher-centredtoastudent-centredapproach:
AstudyofpeerfeedbackinHongKongwritingclasses,JournalofAsianPacificCommunication12/2,2003.,
(1)Thereisacommonbeliefthat,owingtothehighlyteacher-centredformofeducation,Chinesestudentsarepassivelearners.
(2)Asaresult,astudent-centredapproachsuchasprocesswritingisbelievedtobedifficulttoimplementinclassesthatconsistmainlyofChinesestudents.(3)Thisstudytestedthesebeliefsbyintroducingpeerfeedback,thebackboneofprocesswriting,toChinesestudentsenrolledinuniversitywritingclassesandbymeasuringtheeffectivenessofthefeedbackbothquantitativelyandqualitatively.(4)Thestudyshowedthat,withpropertraining,Chinesestudentscouldquicklyadapttoastudent-centredapproach,andalsoproviderichandusefulfeedbackonthewritingoftheirpeers.(5)Thisstudyhaspromisingimplicationsforeducationalcontextswherestudentsareconsideredpassivelearners,teacher-centredlearningisthenorm,ortheprocessapproachtowritingfacesdauntingchallengestoitsimplementation.,
(1)Thereisacommonbeliefthat,owingtothehighlyteacher-centredformofeducation,Chinesestudentsarepassivelearners.,Asaresult,astudent-centredapproachsuchasprocesswritingisbelievedtobedifficulttoimplementinclassesthatconsistmainlyofChinesestudents.Thisstudytestedthesebeliefsbyintroducingpeerfeedback,thebackboneofprocesswriting,toChinesestudentsenrolledinuniversitywritingclassesandbymeasuringtheeffectivenessofthefeedbackbothquantitativelyandqualitatively.,(4)Thestudyshowedthat,withpropertraining,Chinesestudentscouldquicklyadapttoastudent-centredapproach,andalsoproviderichandusefulfeedbackonthewritingoftheirpeers.,(5)Thisstudyhaspromisingimplicationsforeducationalcontextswherestudentsareconsideredpassivelearners,teacher-centredlearningisthenorm,ortheprocessapproachtowritingfacesdauntingchallengestoitsimplementation.,1.Whatisthesubjectmatter/areatheresearchpaperisdealingwith?
Thefollowingwordsandexpressionstellthereaderwhatthesubjectmatteris,i.e.answertoquestionconcerningthesubjectmatter:
teacher-centred(S-1),student-centred(S-2),process-writing(S-2),peerfeedback,thebackboneofprocesswriting(S-3),writingclasses(S-3),theeffectivenessofthefeedback(S-3),astudent-centredapproach(S-4),usefulfeedbackonthewritingoftheirpeers(S-4),teacher-centredlearning(S-5),theprocessapproachtowriting(S-5).,2.Whatbackgroundinformationisprovidedbytheauthor(s)?
Thefirsttwosentencesgivethebackgroundinformation:
(1)Thereisacommonbeliefthat,owingtothehighlyteacher-centredformofeducation,Chinesestudentsarepassivelearners.
(2)Asaresult,astudent-centredapproachsuchasprocesswritingisbelievedtobedifficulttoimplementinclassesthatconsistmainlyofChinesestudents.,3.Whatisthepurposeofthepresentstudy?
Thethirdquestionisconcernedwiththepurposeofthestudy,andtestedthesebeliefs.(S-3)indicatesthepurposeofresearch.(3)Thisstudytestedthesebeliefsbyintroducingpeerfeedback,thebackboneofprocesswriting,toChinesestudentsenrolledinuniversitywritingclassesandbymeasuringtheeffectivenessofthefeedbackbothquantitativelyandqualitatively.,4.Howistheresearchtobedone?
ThefourthquestionisHowistheresearchtobedone?
whichisconcernedwiththemethodoftheresearch.ThetwoprepositionalphrasesinSentence(3)byintroducingpeerfeedback,thebackboneofprocesswritingandbymeasuringtheeffectivenessofthefeedbackbothquantitativelyandqualitativelyclearlyindicatehowtheresearchistobecarriedout.,5.Whataresomeoftheimportantfindings?
(4)Thestudyshowedthat,withpropertraining,Chinesestudentscouldquicklyadapttoastudent-centredapproach,andalso(thatChinesestudents)providerichandusefulfeedbackonthewritingoftheirpeers.Sentence(4)servesthepurposeofgivingthereadertwofindingsofthestudy.,6.Whataresomeoftheimplicationsofthestudy?
(5)Thisstudyhaspromisingimplicationsforeducationalcontextswherestudentsareconsideredpassivelearners,teacher-centredlearningisthenorm,ortheprocessapproachtowritingfacesdauntingchallengestoitsimplementation.Thisfinalsentenceintheabstracttellsthereadertheimplicationsforthestudy,andthusitanswersthelastquestionintheabstract,i.e.Whataresomeoftheimplicationsofthestudy?
Ananalysisofanotherabstract,Biber,D.etal.,SpeakingandWritingintheUniversity:
AMultidimensionalComparison.TESOLQuarterly,2002.,
(1)Thedozensofstudiesonacademicdiscoursecarriedoutoverthepast20yearshavemostlyfocusedonwrittenacademicprose(usuallythetechnicalresearcharticleinscienceormedicine)oronacademiclectures.
(2)Otherregistersthatmaybemoreimportantforstudentsadjustingtouniversitylife,suchastextbooks,havereceivedsurprisinglylittleattention,andspokenregisterssuchasstudygroupsoron-campusserviceencountershavebeenvirtuallyignored.(3)Toexplainmorefullythenatureofthetasksthatincominginternationalstudentsencounter,thisarticleundertakesacomprehensivelinguisticdescriptionoftherangeofspokenandwrittenregistersatU.S.universities.,(4)Specifically,thearticledescribesamultidimensionalanalysisofregistervariationintheTOEFL2000SpokenandWrittenAcademicLanguageCorpus.(5)Theanalysisshowsthatspokenregistersarefundamentallydifferentfromwrittenonesinuniversitycontexts,regardlessofpurpose.(6)Someoftheregistercharacterizationsareparticularlysurprising.(7)Forexample,classroomteachingwassimilartoconversationalregistersinmanyrespects,anddepartmentalbrochuresandWebpageswereasinformationallydenseastextbooks.(8)Thearticlediscussestheimplicationsofthesefindingsforpedagogyandfurtherresearch.,
(1)Thedozensofstudiesonacademicdiscoursecarriedoutoverthepast20yearshavemostlyfocusedonwrittenacademicprose(usuallythetechnicalresearcharticleinscienceormedicine)oronacademiclectures.
(2)Otherregistersthatmaybemoreimportantforstudentsadjustingtouniversitylife,suchastextbooks,havereceivedsurprisinglylittleattention,andspokenregisterssuchasstudygroupsoron-campusserviceencountershavebeenvirtuallyignored.(3)Toexplainmorefullythenatureofthetasksthatincominginternationalstudentsencounter,thisarticleundertakesacomprehensivelinguisticdescriptionoftherangeofspokenandwrittenregistersatU.S.universities.,(4)Specifically,thearticledescribesamultidimensionalanalysisofregistervariationintheTOEFL2000SpokenandWrittenAcademicLanguageCorpus.,Theanal
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