英語專業(yè)本科畢業(yè)論文格式標(biāo)準(zhǔn)范文

1、羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂

2、膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆

3、羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅

4、芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇

5、肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂

6、羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆

7、膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀

8、羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅

9、芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁

10、肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆

11、衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀

12、膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖

13、羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿

14、芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃

15、肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃螂蝿肅薂蒁羅肁膈蚄螈羇膈螆肅芆膇蒆袆膂膆薈肁肈膅蝕襖羃芄螃蚇

16、節(jié)芃蒂袃膈節(jié)薅蚅膄節(jié)螇羈肀芁蒆螄羆芀蕿罿芅艿蟻螂膁羋螃羇肇莇蒃螀羃莆薅羆衿莆蚈蝿芇蒞蕆肄膃莄薀袇聿莃螞肂羅莂螄裊芄莁蒄蚈膀蒀薆袃肆蒀蠆蚆羂葿莈袂羈蒈薁蚅芆蕆蚃羀膂蒆螅螃肈蒅蒅羈羄蒄薇螁芃薄蠆羇腿薃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄

17、芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈

18、肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂

19、羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇

20、腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁

21、莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅

22、膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂

23、肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆

24、艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈

25、膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅

26、莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿

27、膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄

28、肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀蠆聿蒞荿螁袂芁莈袃肇膇莇薃袀肅蒆蚅肆羈蒅螈袈芇蒅蕆肄芃蒄蝕袇腿蒃螂膂肅蒂襖羅莄蒁薄螈

29、芀蒀蚆羃膆蕿螈螆肂蕿蒈羂羈薈薀螄莆薇螃肀節(jié)薆裊袃膈薅薅肈肄薄蚇袁莃薃蝿肆艿蚃袂衿膅螞薁肅肁羋蚄袈羇芇袆膃蒞芇薆羆芁芆蚈膁膇芅螀羄肅芄袂螇莂莃薂羂羋莂蚄螅膄莁螇羈膀莁薆螄肆莀 附件2題目上方空約8行，保證題目居頁面中上方即可。a follow-up study on transferred teachers english pronunciation論文題目：times new roman，全部大寫，小四，加粗，居中a case in guangdong論文副標(biāo)題（如有）arial，首字母大寫，五號，居中a dissertation submitted in partial fulfillmen

30、t of the requirements for the degree of bachelor of arts說明（所有論文一樣，內(nèi)容不必修改）：times new roman 小四，加粗，全部大寫，居中空約10行，保證作者等信息居下方即可。byjackie lam作者英文姓名：times new roman，全部大寫，五號，居中supervised byprof. noble hofmann導(dǎo)師姓名：首字母大寫，times new roman，五號，居中south china normal university, guangzhou, p.r. china學(xué)校名，加城市、國家（所有論文一樣

31、，內(nèi)容不必修改）：times new roman，全部大寫，五號，居中june, 2006論文提交時間：（所有論文一樣，內(nèi)容不必修改）：times new roman，全部大寫，五號，居中a follow-up study on transferred teachers english pronunciationa case in guangdongacknowledgements每章節(jié)前要操作：“插入分隔符下一頁”。致謝題目：times new roman 三號，大寫，居中。除封面頁，每頁的頁眉均要有英文題目（times new roman，五號，居中）；?；辗旁谧钣覀?cè)。the comple

32、tion of this study could never have been possible without the assistance of many people related.first and foremost, i would like to show my heartfelt gratitude to my supervisor, professor xxx. knowledgeable and responsible, prof. x provided me with valuable guidance and support in every stage of wri

33、ting this thesis. he made well-informed and enlightening comments on the organization of the chapters, took pains to go through in great detail every draft of the thesis.thanks are due to associate professor xx, miss yy and miss pp, who helped me a lot in collecting data.i would like to express my g

34、reat gratitude to my classmate fff, and my dear australian teacher kk, who have been of great help in analyzing the data. they have been very patient and responsible throughout the whole work.last but not least, i want to acknowledge my debt to the six transferred teachers, who spent time in providi

35、ng the oral materials when having their hands full.致謝正文：times new roman 小四號，段落設(shè)置：首行縮進（2字符），多倍行距（值1.25）ivabstract英文摘要題目：times new roman 三號，大寫，居中quality of teachers has always been paid great attention to, especially that of primary school teachers, who play the most influential role in students eleme

36、ntary learning. in 2001, as the new national english curriculum requires that english should be taught from grade 3 in primary schools, a new type of primary school english teachers named “transferred teachers” came into being. transferred teachers are those non-english-major primary school teachers

37、 who shift to teach english after graduation from a training program called “in-service training for transferred teachers”. by far, these teachers have been teaching english for over four years, but there have been few follow-up researches on their pronunciation up till now. the present study invest

38、igates on the pronunciation of transferred teachers concerning consonants and vowels. the goal is to find out whether these teachers, who have received only 3-week compulsory residential training and a year long optional school-based training, are making progress and competent for elementary english

39、 teaching. as time was limited, six transferred teachers were chosen as our subjects. the study was carried out on the basis of the analysis of the errors on the recorded material of the english utterance borne out by these transferred teachers. 英文摘要正文：times new roman 小四號，段落設(shè)置：首行縮進（2字符），多倍行距（值1.25）。

40、如按以上格式編排超出一頁，可設(shè)字號為五號，單倍行距。key words英文關(guān)鍵字標(biāo)題：與正文間空一行，首行縮進2字符，times new roman 小四號，加粗：the first，the second，the third英文關(guān)鍵字，times new roman 小四號，兩個之間用英文逗號隔開中文摘要中文摘要標(biāo)題：黑體，小二，居中教師素質(zhì)一直都備受關(guān)注，特別是小學(xué)教師的素質(zhì)更是如此，因為小學(xué)教師在學(xué)生初級階段的學(xué)習(xí)起著舉足輕重的作用。于2001年，應(yīng)新英語課程標(biāo)準(zhǔn)的要求，英語要從小學(xué)三年級教起，因此，一種被稱為“轉(zhuǎn)崗教師”的小學(xué)英語教師產(chǎn)生了。“轉(zhuǎn)崗教師”是指從在職轉(zhuǎn)崗培訓(xùn)畢業(yè)后從事小學(xué)英

41、語教學(xué)的非英語專業(yè)教師。至今為止，這些老師已經(jīng)從事小學(xué)英語教育有四年多了，但很少關(guān)于這些轉(zhuǎn)崗老師語音的后續(xù)調(diào)查。本研究基于轉(zhuǎn)崗教師的語音情況，求證這些只受過三周英語專業(yè)培訓(xùn)和一年的在職培訓(xùn)的轉(zhuǎn)崗教師是否有所進步且能勝任于小學(xué)英語教學(xué)。由于時間有限，在1102名轉(zhuǎn)崗教師中，6名被選為本研究的受試。本研究是通過給六位老師的英語口頭表達(dá)錄音，并對錄音進行其錯誤分析。中文摘要正文：宋體， 小四號，段落設(shè)置：首行縮進（2字符），多倍行距（值1.25）。如按以上格式編排超出一頁，可設(shè)字號為五號，單倍行距。關(guān)鍵詞：中文關(guān)鍵詞標(biāo)題：宋體，小四號，加粗，前面空兩格。關(guān)鍵詞1，關(guān)鍵詞2，關(guān)鍵詞3中文關(guān)鍵詞，與正文

42、間空一行，宋體，小四號，兩個之間用中文逗號隔開。table of contents目錄標(biāo)題：times new roman，四號，加粗，居中。acknowledgementsiabstractii中文摘要iiitable of contentsivchapter one introduction11.1 background11.2 significance of the empirical study11.3 purpose of the present study11.4 structure of the present study2chapter two literature revie

43、w32.1 definition of teachers beliefs32.2 teachers beliefs and teaching behavior32.3 the expected teachers beliefs of the new curriculum4chapter three method53.1 the participants53.2 procedures5chapter four results and discussion84.1 status quo of the teachers beliefs84.2 the relationship between tea

44、chers beliefs and their teaching behavior104.3 teachers most concern in course planning13chapter five conclusion and research implications155.1 the importance of teacher training155.2 modification of the assessment system175.3 offering adequate teaching facilities17chapter six limitations18reference

45、s19appendix i20appendix ii21自動目錄制作方法：（1）調(diào)出：視圖工具欄大綱。（2）找到每一章（含摘要、致謝、參考文獻(xiàn)、附錄等）的標(biāo)題，選定，在“大綱”對話框選“1級”；找到每個二級標(biāo)題，選定，在“大綱”對話框選“2級”。（3）在本目錄頁中操作：插入引用索引和目錄目錄顯示級別為2級確定。制作到二級目錄即可。目錄為默認(rèn)的五號字體。插入頁碼規(guī)定：正文從第1頁開始；acknowledgements至目錄頁的頁碼為iiv。封面頁不標(biāo)頁碼。chapter one introduction每章節(jié)前要操作：“插入分隔符下一頁”。每章節(jié)標(biāo)題：times new roman，四號，加粗，

46、居中。1.1 background二級、三級標(biāo)題：times new roman，小四號，加粗，頂格與上一節(jié)之間不用空行。the recent societal trends outline new educational aims designed to create the highly skilled teachers necessary for the 21st century. in such a new phase of education, fruitful teaching outcome is based largely on new teaching skills, whi

47、ch come from frequent teaching reflection and belief renewal. as a matter of fact, teachers beliefs tend to affect everything they do in the classroom, no matter implicit or explicit. furthermore, teachers articulated beliefs is one thing, and how they apply them in actual teaching is another thing.

48、論文正文：times new roman 小四號，段落設(shè)置：首行縮進（2字符），多倍行距（值1.25）。1.2 significance of the empirical studyas education promotion is inevitable in the new phase of education, the best way to promote teaching outcome is to get feedback from teachers and learners and refine teachers beliefs and teaching behavior. jud

49、d (1981) and wade (2002) put forward applicable methodology for education improvement based on substantial surveys. pate et al (1997) consider establishing an integrated, coherent curriculum as their ultimate aim of researches.many other experts have also endowed great significance to these sorts of

50、 research (floden & klinzing 1990; pajares 1992). and breen et al (2001) suggests that these researches could be seen as a means to exploring language teaching. in fact, these empirical studies can help to refine teacher beliefs and teaching behavior as well. mann (2005) addresses that teachers

51、develop by collecting data and reflecting.1.3 purpose of the present studyteachers beliefs and teaching behavior have been studied widely in the last decade (pajares 1992; smith 1997; breen et al 2001; nunan 2001; wade 2002; burns 2005). however, only a few qualitative studies about teachers beliefs

52、 have been carried out throughout china, let alone in guangdong province. therefore, there is a gap in this body of qualitative research on teachers beliefs in different areas of gd since the implementation of the new curriculum. the present study is attempting to help fill that gap. furthermore, ma

53、ny of the prior researches were carried out on relatively small samples, woods (1996) made a study of 8 teachers, wang (2002) targeted at 3 teachers, zheng & jiang (2005) also carried out a study upon 3 teachers. hence, another motivation for this study was to make a survey in considerable width

54、 and breadth.the present study tries to find out the relationship between teachers beliefs and their practical teaching behavior in the new curriculum context, and in the meantime, to find out significant proposals for teacher training and provide educators with valuable perspectives on teaching and

55、 curriculum development.1.4 structure of the present studystarting from definition, the author first of all found out some experts definition of “teachers beliefs”, and then summed it up to be a much plain one. then the author proceeded to make analysis of the questionnaires, aiming at finding out t

56、he status quo of teachers beliefs in gd province. after that, the author made further analysis on the classroom observation log, trying to find out whether the teachers teaching behavior was consistent with their articulated beliefs. finally, face-to-face interviews were conducted to find out how te

57、achers beliefs guide their behavior, and what teachers usually take into account in their course planning. 21chapter two literature review2.1 definition of teachers beliefsdefinition of beliefs may vary according to different experts. sigel (1985) defines beliefs as mental construction of experience

58、, which guides behavior. nespor (1987) and william & burden (1997) define it as values and attitudes of the world and is also predictor of behavior. to be brief, beliefs tell behavior.in 1992, pajares made a definition of “teachers beliefs” as teachers attitudes about education, about schooling, teaching, learning, and students (pajares 1992). nespor (1987), woods (1996) and william & burden (1997) found teachers beliefs is far more influential than knowledge in determining classroom work. breen et al (2002) also infers that teachers beliefs and experiences strongly infl