如何寫英語論文格式

如何寫英語論文格式OnExtra-curricularActivitiesandCultivationofEnglishCommunicativeAbilityofCollegeStudentsApplicant：XXSupervisor：XXFaculty：XXXMay10，2008XXXUniversityContents內(nèi)容摘要iAbstractiiuction11.1TheSignificanceofTopic11.2ResearchMethods1Research12.1LinguisticsRationale112.1.2TheoryofCommunicativeCompetencebyCanaleSwain22.1.3TheoryofCommunicativeCompetencebyBachman22.2TheoreticalBasisoftheTopic22.2.1PiagetsTheory22.2.2AmericanScholar--AlanAndeanWeirabout“RolePlay〞32.3RelatedStudies32.3.1ResearchesAbroad32.3.2ResearchesinChina3tationoftheEnglishTeaching43.1TheDrawbacksofTraditionalTeachingMethods43.2ModernInterestTeaching——CLT43.2.1DefinitionofCLT43.2.2TheContentandSubstanceofCLT53.2.3CLTintheUseofEnglishOut-of-classActivities6-of-classActivitiesandCultivationofCommunicationAbility64.1TheRoleofOut-of-classActivitiesinTrainingofCommunicationAbility64.2CurrentSituationofCollegeStudents’Out-of-classLearning74.3AnalysisontheCausesforProblems84.4CarryingOuttheOut-of-classActivitiesinScientificandEffectiveWay94.5ASuggestedFrameworkforStrategyStudy114.5.1Introduction114.5.2AnOut-of-classEnglishLearningCenter11sion12Bibliography14內(nèi)容摘要美國社會語言學(xué)家DwellHymes以為，交際能力不僅包含對一種語言的語言形式的理解和把握，而且還包含對在何時(shí)何地、以什么方式對誰恰當(dāng)使用語言形式進(jìn)行交際的知識體系的理解和把握。作為課堂的延伸和補(bǔ)充，課外活動在提升大學(xué)生英語交際能力方面起著至關(guān)主要的作用。課外活動能創(chuàng)造交際活動情境，使學(xué)生充足發(fā)揮主體性、能動性和創(chuàng)造性，促使學(xué)生語言交際能力的和諧發(fā)展和學(xué)生素質(zhì)的全面提升。本文從應(yīng)用語言學(xué)的角度討論大學(xué)生英語課外活動課程的施行理念與理論，其目的是培養(yǎng)學(xué)生運(yùn)用英語交際的興趣，提升英語語言能力，發(fā)揮個性特長，發(fā)展思維能力和交際能力。最后根據(jù)研究，本文提出旨在培養(yǎng)優(yōu)化大學(xué)生課外學(xué)習(xí)的策略，并提出了建立課外英語學(xué)習(xí)中心的設(shè)想，用以配合策略培訓(xùn)，促進(jìn)課外自立學(xué)習(xí)。本文關(guān)鍵詞語：大學(xué)生交際能力英語課外活動學(xué)習(xí)策略AbstractAmericansocietylinguistDwellHymesthinks：Communicativecompetencenotonlyincludestheunderstandingandgrasptoaformoflanguage，butalsoincludestheunderstandingandmasteringinwhenandwhere，andhowandtowhomttensionoftheclassroom，out-of-classactivitiesplreatecommunicationsituation，ethecommueperspectiveofAppliedLinguistics，thisessaytriestostudytheideaandpracticeofEnglishactivitycourseincollegeschool，forthepurposeoffosteringstudents’interestinEnglishcommunication，improvingtheirEnglishlanguageability，givingfullplaytotheirindividualityandspy，inordertoimprovethecollegestudentslearningstrategy，theessaywillprovideasuggestedframeworkforstrategytrainingbasedontheresultsofthisinvestigation.Keywords：collegestudents，communicativecompetence，learningstrategies，out-of-classactivitiesuction1.1TheSignificanceofTopicrtolearnadvancedscientificknowledgeinthedevelopedcountries，tostrengtheneconomictradewithallcountries，r，theteachinecentyearspeopleusuallythinktheEnglishconditionofChinesestudentsas“muteEnglish〞or“deafEnglish〞.TheirEnglishlearningstartsfromtheprimaryschool，withalongperiodofsevenyears，eightyears，oreven10years，theystillcannotuseEnglishtomakedialogue，sonisthattheexam-orientededucationcancultivatestudentswhoareonlygoodatexaminations，-of-classEnglishlearningmayenablethemrelatedknowledge，furthertheirskills.1.2ResearchMethodsThemainmethodsforthestudyareinsistingoncombiningthetheorywithpracasisofthisanalysisandresearch，wardproposalstoimprove.Research2.1LinguisticsRationaleIn1972，Hymesdeliveredaspeechentitled“Oncommunicativecompetence〞，put“communicativecompetence〞esummarizedasaperson’lyincludesfouraspects：grammaticality，acceptability，appropriate，municativecompetenceisincludingapersonslanguageknowledge，societyculturalknowledge，literaryknowledge，cognitivecapacity，ore，foreignlanguageteaching“Oncommunicativecompetence〞theoryhasprovidedthetheorybasisforcommunicativelanguageteaching.2.1.2TheoryofCommunicativeCompetencebyCanaleSwainInthe1980s，Kanaminkthatcommunicationcapabilitiesinclude：Grammarability，sociallanguageskills，cticehasprovedthattheirtheoryistheguidingofthelanguageteachingandstandardofthetestingprogrammatic.2.1.3TheoryofCommunicativeCompetencebyBachmanOnthebasisofvarioustheories，Bacevesthatcommunicativelanguageabilityiscomposedofthreeparts：languagecompetence，romenrichingexpositionofthelanguageability，thestlaintherelativeimportanceofimplementationfactor.2.2TheoreticalBasisoftheTopic2.2.1PiagetsTheoryConstructivistlearningconceptproposedthatknowledgeisnotsimplytobetaughtbyteachers，buttobelearnedbyeachstudentinacertainsituation(socialandculturalbackground).Studentscanobtainknowledgeandinformationbymakinguseofotherpeople，usingthenecessarylearningmaterialsthroughinterpersonalcooperation，ore，thesituation，collaborationandconversationandconstructingmeaningarethefourelementsinthelearningenvironment.2.2.2AmericanScholar--AlanAndeanWeirabout“RolePlay〞“Roleplay〞teachintsthroughthewayofconsultation，studyeachkindofacademicknowledge，inorderthattheycansolvethesocialproblemeffectivelyinthefuture.2.3RelatedStudies2.3.1ResearchesAbroadTheoverseasscates“thechildplay-ground〞imeofFrenchEnlightenmentandRousseau(18thcentury)，directexperienceaustressedoutsideworldwithoutbooks，nomaterialsotherthanthefacts，andadvocatednaturalnitedStatesinthe19thcentury，thefirstschoolintheworldwhichuseactivitycurriculumtheoryasteachingguidance---DeweysChicagoexperimentalschool，1896---1903DeweyChicagoexperimentalcoursesinschooctivitycoursesarebasedonthepragmatism，lastedmorethan50yearsinAmericanschools，andtheiraffectsareprofoundandwidespread.2.3.2ResearchesinChinaInourcountry，nomatterwhatstage，thesecourseshavedifferentnames，forexample，out-of-classactivities，thesecondclassroom，classactivities，ory，thedevelopmentofactivitycoursesiscloselyrelatedtheprogressandreformandguidingrulesofthegovernment.tationoftheEnglishTeaching3.1TheDrawbacksofTraditionalTeachingMethodsReviewingthetraditionalEnglishteachingmethod，hsocialprogressanddevelopment，itsshortcomingsarealsoincreasinglyrevealed.First，becausetheChinesetestsystemisimperfect，thetraditionalteaching，usesmanystudentstogetahighscore，ly，inthetraditionalEnglishteaching，teacheristheleader，cherstandsontheplatformproposingthequestions，analyzingandexplainingthem，studentisjustpassiveaudience，understandsthecontentpassively，achingmethoddoesnothaveinteraction；hardlytrainstudent’，inteaching，tostresstheaccuracyofknowledge，teachersusuallyuseChinesetoexplain.sly，edwiththelanguageplasticfunction，itpaysmoreattentiontotheformoflanguageandthegrammaticalfunction，ratherthanraisesthecommunicationandutilizationabilityofit.3.2ModernInterestTeaching——CLT3.2.1DefinitionofCLTTheconteiscarriesonlanguageteachingintherealscene，advocatingteachingprocesstosocialization，andcultivatingtheabilityofapplication，rominentcommunicativelanguageteaching，auxiliarybysomegrammar，translation，sentenceandsoon，isbasedonthegoaltopromotetheculturelanguagecommunicativecompetence.Thecoreofcommunicativelanicprinciplesofteachingmaybesummarized：Thelanguageistheinformationcarrier，guageteachingmustrealizecommunicationthrougheachkindofactivities.Languageutilizationmistakeisnaturalandinevitable；wemaycorrectthemgraduallyinthelearningprocess.chermuststimulatethestudentsenthusiasmandinitiativeparticipation；icarsdutyistoprovideandcreatetherealhumanrelationsscene，enablestudentstoutilizethelanguagefreelyandinitiatively.3.2.2TheContentandSubstanceofCLTThepurposeofthecommunicativelanguageteachingistocultivatestudents’oesnotmeanthatthecommunicativelanguageteachingonlypaysgreatattentiontotheoralEnglish，tivationofcommunicationcapabilityshouldmanifestintheformoffouraspectsoflistening，speaking，，incommunicativelanguageteaching，someteacherspursuethespokenlanguagesimply，ultthemajorityofstudentsonlylearnsomespokenlanguages，buttheknowledgestudyisnotsolid，dicatesthattheseteachersdonotunderstandthecommunicativelanguageteachingrightlyandcompletely.Intheteaching，listening，speaking，reading，chershouldhelpstudentgetknowledge，ouldcoordinateclosely，completetheinstructiontogether.3.2.3CLTintheUseofEnglishOut-of-classActivitiesAccordingtostudentsmajorcharacterandemploymentneed，makesurestudentsunderstandingdomain，emotiondomainandskilldomain，etheout-of-classactivitiescontent，processofteacchershouldgivestudentsenoughfreespacetodisplay，donotcriticizethemeagerly，pointoutmistakes，yavoidstudentsbeingdiscouraged，butcausethemtohavethesenseofachievement，ressionofstudentsislimited；teachersshouldadoptvariousmeanstoenablestudentstohavesufficientinformationadded，tion，aketeacherstoteachthroughplaying，causethestudenttobecomethetrulyindependentlearnergradually.-of-classActivitiesandCultivationofCommunicationAbility4.1TheRoleofOut-of-classActivitiesinTrainingofCommunicationAbilityOut-of-cssroominstructionandtheout-of-classactivitieignlanguageclassroominstructionisthebasicteachingform，r，itisundeniablethatout-of-consolidateandstrengthentheclassroomknowledge，sothmfiltratemutually，theglossaryisrelatedtoclassroomsubject，thesentenceandlanguagesynthesisutilizationabilitywhichcouldbeimprovedgraduallyinthepracticeofout-of-classactivities.Thegoalofforeignlanguageextra-curricularactivitiesisjusttoenhancetheabilityofstudentsottopicsoflifeaswellasvariouspractices，withtherealnaturallanguageenvironment，couldarousestudentsdentsstudyandconsolidateEnglishineachkindofactivities，enhancetheirforeignlanguagecommunicationskills.4.2CurrentSituationofCollegeStudents’Out-of-classLearningAsweknow，Englishlearningisnotrestrictedinclass，allyforcollegestudents，theirclasstimeisverylimited，tedoutbyprofessorZhe，fromBeijingUniversity，thereareonly288classperiodsforcollegestudents，imeisverylimited，ow，toagreatextent，edwithin-classlearning，tsuniqueadvantages：first，thereisplentyofsparetimetoexploitforlearners，whichisthecrucialconditionforsuccessfullearning；second，onally，theycanhelplealongtime，influencedbyourtraditionalteachingandlearning，collegestudents’orderedphenomenainlearningareveryserious，exactly，mostcollegestudentsjustlearnEnglishblindlyaccordingtotheirowninterests，ally，forthefreshmenandsecond-yearstudents，theyareoftenfreeatbeginningandbusywhenanexaminationiscoming，tosaytheyhavenogoals，tenfeelnothingtodoordon’’smore，mostofthemareusedtodependingontheteachersandthetextbooksandnotaccustomedtothelearningsituationwithouthomework.Ontheotherhand，toourdisappointment，facingthisserioussituation，thecollegesandtheteachersdon’tcarryouteffectivemeasurestoorganizeanddirectthestudents’nomorenow，changingthisunfavorablesituationbecomesanurgenttask.4.3AnalysisontheCausesforProblemsAfteryouhavelearnedthecurrentsituationofthecollegestudents’out-of-classlearning，Ithinkyoucan’e，thecollegestudents’featuresofout-of-classlearningintoconsideration，wefindthatthebasiccauseisthestudents’previousEnglishlearningexperience.Beforethesestudentscametocollege，arningexperchersnearlydominateeveryaspectofthelearners’learning，includingtheirout-of-classlearning，andthestudentsseldomgettherealindependentout-of-classlearning，mostoftheout-of-clning，thelearnersareusuallyledbytheirteachersanddon’thavlly，thelearnersbegantodependontheteachersforeverythinginlearning；asaresult，ndtodependononeortwobooksandtheteachers，ntly，thiskindoflearningexperienceleadstothelackofthelearningstrategies.Wefind，theydonothavethenecessarymeta-cognitivestrategies，uationinevitablyleadstonoplans，whymanystudentsclaimthattheygetusedtoconstantcompulsion，supervisionandassignmentdeadlines，fortheyfeelunabletotimetablethem，theyhavenoappropriatecognitivestrategiestoapproachtheirult，eventhoughsomestudentsshowtheiroppositiontodependingontheteachers；theyareatalossonhowtodealwiththem，d，thelackofstrategiesgetsitswaytotheirdependentlanguagelearning.4.4CarryingOuttheOut-of-classActivitiesinScientificandEffectiveWayHowtocarryouttheout-of-classactivitiesscientificallyandeffectively？Ithinkwehavetopayattentiontothefollowingthreeaspects：First，nguageistheface-to-facecommunication，tsandteachers(orstudents)opicsoftencanleadtogreatinterestinstudents，suchas：lovevalues，theprosandconsofcomputersandtelevision，populationgrowth，fakeandshoddy，consumption，theincreaseoftuition，familyrelations，oftentalkaboutthemwithhighlyinterest，pracrsalsocanorganizethelanguagepractice，forexample：weekendexcursions，shopping，picnics，andsoon，organizingstudentstolistenEnglishnews，watchingfilms，videosandtelevision，becausethtion，theorganizationofspecializedforeignlanguageactivitiesisaprettygoodchoiceforstudentswithvariousformsofEnglishreadingcontest，speechcontest，Englishcorner，extra-curricularstudygroup，Englishtheatricalperformances，foreignlanguagebroadcasts…studentstoconsolidateEnglishinavarietyofactivitiesandenhancetheforeignlanguagecommunicationskills.Secondly，tainsense，tedoutbyBrown：Whenyouteachalanguage，youhavetotransferacomplexculture，practices，values，andwaysofthinking，emotionalandbehavioralsystems.Thisiswhytodayforenificanceofintroducingtherealtextis：makingstudentscontactwithforeignculturedirectly，trainingstudent’sculturalawareness；requiringthestudentstoparticipateinthemeaningfulcommunicationinthewayoflearningmothertongue，tion，thedesignoflearningtasksshouldprovideclearandreallanguageinformation，sothatstudentscanstudyEnglishinanatural，authenticcontext，-of-clacreateanenvironmentsimilartorealsociety；cultivatestudentsabilitytouseEnglishinworkandinthereallife.Thirdly，-of-classactivitiesaretheexchangesofemotions，ideas，chercounselsstudenttoinquesttheteachingprocess，’sforlayingafoundationofcultivatingself-confidence，eofteachersinextra-curricularactinantpositionintheout-of–classactivitiesisstudents；reefromclassroomenvironment，teacherandtime，mentalityofstudentswillalwaysbeinstablecondition，longerfeelthatlearore，theinitiativewillbeenhancedgreatlywithenthusiasticunprecedentedupsurge，andEnglishstudyisnolongeraburdenbutapleasure.4.5ASuggestedFrameworkforStrategyStudy4.5.1IntroductionAspointedoutabove，noempiricalevidencehasyetbeenprovidedtodeterminethebestmethodforconductingstrategytraining，vebeendesigned1)toraisestudents’awarenessastothepurposeandrationaleofstrategyuse.2)togivestudentsopportunitiestopracticethestrategiesthattheyarebeingtaught.3)tohhreecomponentsarenecessaryforeachapproachinconductingstrategytraining.4.5.2AnOut-of-classEnglishLearningCenterrtoimproveout-of-classlearning，Ihaveasuggestionindetail.Accordingtotheoriesonsecondlanguagelearningacquisition，languagelearningenvironmentiscrucialforcollegestudents’Englishlearning，especially，hinvestigation，wefindthatonlyasmallpercentageofthe400participantsreadEnglishnewspapersregularly，orwatchEnglishprogramonTV，orlistentoEnglish；mostoftheparticipantsareonlyusedtoreadingEnglishbooksbythemselvesrhindividualinterviews，wefindtworeasonsforthisresult：oneisthatcollegesdon’tprovidelearnerswithappropriateout-of-classlearningenvironment；theotheristhatmostlearnersfeelthattheylackproperlearningatmosphere，learningfacilities，learningresources，andnecessaryguidanceandtechnicwhymanylearnersfeelthattheysimplydonotse，thecollegestudent’sfailureinout-of-classlearningcanbeattributedtwoaspects：oneisthelackoflearningstrategies；theotheristhelackofnecessaryenvironment.Fromthepointsmentionedabove，wecansummarizethatlanguagelearningenvironmentandlearningstrategiesarethetwofactors，whichinfluencecollegestudents’ghinmostcollegesoruniversities，facilitiesavailableincludemultimediarooms，videoroomsandcomputernetwork，ontheonehand，thesefacilitiesarefarfrombeingenough，