英文封面摘要正文参考文献模板及标准Word格式文档下载.docx
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英文封面摘要正文参考文献模板及标准Word格式文档下载.docx
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Wordcount:
4,810
AThesisSubmittedtoNorthwestUniversityforNationalities
inPartialFulfillmentoftheRequirements
fortheDegreeofBachelorofArtsinEnglishLanguage
SchoolofForeignLanguages,NorthwestUniversityforNationalities
Lanzhou,Gansu,China
May10th,2014[填写提交日期]
TableofContents
Chapter1Introduction…………………………………………...…....1
Chapter2HistoricalOverview…………..………………………...…..2
Chapter3
Chapter4
Chapter5
Chapter6
Chapter7Conclusion…………………………………………...……..12
References……………………………………………………...……….13
Appendix1………………………………………………………..…….14
Appendix2………………………………………………………..…….15
AGraduationThesisofELTMethodologyStudies
HowtoApplyCommunicativeApproachtoTeaching
ReadingSkillstoYoungLearners
ZhangYuefeng
WangGuan
4,610
May10th,2014[填写提交日期]
Chapter1Introduction…………………………………………...….....1
Chapter2CommunicativeApproach……………………………...…..2
2.1DefinitionandFeatures……………………………...……………...3
2.2CommunicativeApproachandCommunicativeCompetence….............3
2.3CommunicativeApproachandCommunicativeLanguageTeaching…...5
Chapter6Conclusion…………………………………………...……...12
References……………………………………………………...………..13
Chapter1Introduction…………………………………………...…....1
Chapter2LiteratureReview………………………..……………...….2
Chapter3ThePresentStudy
3.1Methodology………………………………………………….……………...5
3.2Data……………………………………………………………......................6
3.3Dataanalysis…………………………………………………………………7
Chapter4Discussion………………………………………………..…..8
Chapter5Conclusion…………………………………………...….….12
References……………………………………………………....……....13
Appendix1………………………………………………………..……14
Appendix2………………………………………………………..……15
AGraduationThesisofEnglishLanguageStudy
PragmaticAnalysisofTautologyAisA
5,510
Chapter2PragmaticAnalysis……………………………...….………2
2.1Theoreticalcontribution…………………………………………………….3
2.2Co-operativePrincipleandGrice’sConversationMaxims……................4
Chapter3………………………………………………………………...7
Chapter4………………………………………………………………...8
Chapter5……………………………………………………………….10
Chapter6Conclusion…………………………………………...……..12
AGraduationThesisofLiterature
AnalysisoftheDistortionofHeathcliff’sHumanity
inWutheringHeights
4,510
Chapter2TheCausesforHeathcliff’sDistortion……………………2
2.1Heathcliff’sPersonalBackground………………………………………….3
2.2JusticeofSociety……………………………………………..……………...4
2.3BlowofBetrayedLove…………………………………………....................5
Notes………………………………………………………………….…13
References……………………………………………………...…….…14
摘要模板
Abstract
WutheringHeights,byEmilyBronte,isoneofthegreatcuriosities,asitisoneofthegreatestworksofliterature.Itwaspublishedin1847,andforalongtime,peopledidnotknowwhytheauthorcreatedsuchascoundrelprotagonist—Heathcliff.……..........................................................
ThestoryofWutheringHeightsismixedwithloveandhatred.Thisloveisdoomedtohavenoresult………………………………………………………………………………………………
ThisthesiswillanalyzeHeathcliff’scomplicatedandmysteriouslifetoexplorethedistortionofhishumanity.Itconsistsofthreeparts.ChapterOneanalyses………………..ChapterTwodealswith…………………………………………………..ChapterThreestudiestheresultsofthedistortionofHeathcliff’shumanity.
Keywords:
hatredrevengelossrestoration
摘要
《呼啸山庄》是由EmilyBronte所著的一部最伟大的作品,受到广泛的关注。
该作品出版于1847年。
长期以来,人们都想了解作者为什么会在作品中。
。
《呼啸山庄》是一个交织着爱与恨的故事,这种爱注定会毫无结果。
本文将通过三部分具体分析Heathcliff复杂而谜一般的生活经历以刨析其扭曲的人性。
第一章。
第二章。
第三章。
关键词:
恨复仇失却重塑
ThefocusofthispaperistopresentthepragmaticanalysisoftautologyAisAwiththetheoriesoftheCo-operativePrinciple,Grice’sConversationMaximsandLanguageAttitudes.Linguistictautologyisafaultofstyleinexpression,theunnecessaryrepetitionofanidea/meaningbyusingdifferentwordsatthesametimethatmeanthesamething.ThesentencestructureAisAbelongstolinguistictautology.Itseems.Thefurtheranalysisaimsatvariousattitudesofthespeakers……………………………………………………………………………………………………………………………………………………………………………………………………..
tautologyAisApragmaticimplicatureLanguageattitudes
本文主要是从语用学的角度运用合作原则、会话原则和语言态度等理论分析句型AisA。
赘言AisA语用学会话含义言语态度
另附摘要样板:
OnMyMind:
ThoughtsAboutSalience,ContextandFigurativeLanguage
FromaSecondLanguagePerspective
Kecskes,I.2006
ThisarticlediscussesthreeclaimsoftheGradualSalienceHypothesispresentedinRachaelGiora’sbookOnourmind.Itisarguedthattheseclaimsmaygivesecondlanguageresearchersthechangetorevisethewaytheythinkaboutwordmeaning,theliteralmeaning-figurativemeaningdichotomyandtheroleofcontextinlanguageprocessing.Giora’sargumentsarerelatedtorecentsecondlanguageresearchandtheirrelevanceisexplainedthroughexamples.Therearealsoseveralsuggestionsmadeforfurtherresearch.
LiteratureasSentences
Ohmann,R.1966;
1969
ThefollowingarticleisanextensionofRichardOhmann’spreviousessay‘GenerativeGrammarsandtheConceptofLiteraryStyle’.ProfessorOhmann’sdiscussionofdeepandsurfacestructuresofsentences—inwhichheexplainsandtosomeextentsimplifiesNoamChomsky’sdiscussionofthistopicinAspectsoftheTheoryofSyntax—allowshimtodistinguishbetweenformandcontent,styleandmeaning,suchmorespecificallythantherhetoricianswhohaveconcentratedonthelargeproblemsofrhetoricalstructure.
SelectedWorksofHenryWiddowsononAppliedLinguistics
Thispaperseekstoclarifythenotionofcompetenceinlanguageandtodrawonitsrelevancetolanguageteachingpractices.ItissuggestedthatHymes'
saccountofcommunicativecompetenceasincorporatinglanguagebeyondgrammarandabilityaswellasknowledgeraisesproblematicissuesconcerningtheanalysabilityandaccessibilityofknowledgeandthescopeandapplicationoflinguisticrules.Aconsiderationoftheseissuessuggeststhepossibilitythatcompetenceforusemayinvolvenotsomuchthegenerationofexpressionsbydirectreferencetorulesastheadjustmentofpre-assembledandmemorizedpatterns.Theabilitytouselanguage,therefore,mayhavetodowithaccesswhichisrelativelyindependentoftheanalyticknowledgeofgrammarasdefinedinChomsky'
soriginalconceptofcompetence.
Theinfluenceofideas,whetherforgoodorill,doesnotdependupontheirbeingfullyunderstoodintheirownterms.Usually,indeed,itdependsuponthembeingrecastindifferenttermstosuitotherconditionsofrelevance.Thisshouldnotbeamatterofsurpriseorregret.Themoreinfluentialanidea,thelessdependentitis,obviouslyenough,ontheparticularcontextofitsconception.Allinterpretation,afterall,isamatterofreformulatingideassothattheykeyinwithone'
sownframeofreference.Andsoitiswiththeideaofcommunicativecompetence.Ithasbeenadapted,interpreted,andexploited,keyedinwiththeconcernsofappliedlinguisticsandlanguageteachingpedagogy.Ithasinspiredagooddealofinnovativeactivityinthefield.Someofthiscomesfrompartialunderstandingoftheconcept,fromadistortionindeedoftheoriginal.Thisdoesnotmatter.Manyanewdishhasemergedfromamistakewitharecioe.Wedonotcondemnthis;
wecallitbeingcreative.
法国象征派小说家纪德
刘蓥
法国象征派最有名的小说作家,最有力的代表人物,除了纪德之外,恐怕没有胜任的了。
虽然也是这派的代表作家,但是在艺术的种种技巧方面,似乎总是相差太远!
他在文艺界既然有着偌大的势力,那么我们岂能忽而视之呢?
所以现在做个简单的介绍,并且稍加些研究讨论的功夫。
(1936《文艺》)
正文模板
1.Introduction
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