中原工学院息商务学院外语系英语本科毕业论文撰写模板

1、所填姓名，学生号，指导导 师姓名一律为小三times new romana constructive studya thesis submittedto foreign language departmentof college of information & business, zhongyuan university of technologyin partial fulfillment of the requirementsfor the degree of bachelor omay 29th ,2014性别是第二语言习得和外语学习中学习者差肺董要因素n一 性别差异的研究已经

2、越来越受到重视。该论文通过对七十二名以英语为外语的大 学生的调查问卷进行分析，研究性别差异对英语学习者的学习动机，策略运用， 以及淫习观念的彩响，基丁调查结果对英语教学捉出建议。分析结果表明英语学 习者在学习动机，策略运用，以及学习观念方面的确存在不同程度的性别弟异。该研究建议教师通过各种课堂活动激发学生对英语国家文化的兴趣，针对 男、女生性格差异，对其学习策略采取重点不同的培养和训练，并通过相互沟通円方法。的方式鼓励学生树立积极的学习态度，拓展适合丄；关键词：性别差异；学习动机；策略运用；学习观念小四宋体,1. 5 距，摘要以15（ 字为宜，一走 段、分层。小四号宋体加粗，关键词间以分号。关

3、键词以3-5个为宜。按词条的外延层次排列（外延大的 排在前而）此处空一行小四号 times new roman 体，1.5倍行距。ender is onenguage acquisitiondifferences related to英文段 首空两 个字符e learrieabstract此处空一行and foreign langto四号 imes new roman 体加粗居中，与中文对照in portant role in secondthat research on genderlanguage has attracted more and more attention. this pa

4、perexamines the self-reported study of 72 university students learning english as aforeign language in china, and focuses on the effects of gender differences on motivation, the use of language learning strategies and beliefs, and teaching implications are provided based on the result of the survey.

5、 the analysis reveals that gender differences do exist in motivation of learning language, the use of language learning strategies as well as beliefs about language learning.based on the result of the analysis, the study suggests that the teachers should try to arouse the interests of the students l

6、earning the culture of english-speaking countries, carry out the strategy training according to the differences of the characters of male and female students, and through communication with the students encourage them to develop positive attitude towards their study and explore the methods suitable

7、to theirown characteristics.此处空一行key words: gender differences; motivation; learii strategies; learners，beliefs小四号 times new roman 体 加粗，关键词间以分号隔开、 小写table of content亍二二四号 times new roman 体加粗居中abstract (chinese)一 级标题打二 级标题，二级与 三级标题之间空两个英 文字符空格一级标题times new roman小四号宁加黑：如：、 1. introduction二级标题、三级标题、四级标

8、题一律为times new roman 小四号字，如：ll.3.1 examples 二级标题不空格，三四级空有一格，如：1. introduction1.1 terminological review1.1.1 mutiple meaning1.1.2 mutiple meaning1.2 the study1.2 the study of ambiguity in chiriir1. intr1.1 terminological review.abstract (english)1 丄 1 mutiple meaning1.1.2 vagueness1.1.3 pun4579论文布局最:

9、五个部分，学 长度为5000二2. main types of ambiguity in english2.1 lexical ambiguity 102.2 grammatical ambiguity 123. a constructive study of ambiguity in chinese and english 183.1 lexical ambiguity in chinese and english 193.2 grammatical ambiguity in chinese 20214> a constructive study of ambiguity4.1 gra

10、mmatical ambiguity 22244.2 grammatical ambiguity 245. conclusionreferences27acknowledgements29注：一级标题：小四号times new roman体加粗二、三级标题：小四号times new roman体 正文页码插入居屮所有英文字体均为times new roman体! introduction（标题，左对齐，加粗times new roman,四号,以后所有章节各级标题都同此）一级标题，四号times new roman体加粗language is at the center of hu life.

11、 language learning and languageteaching are vital to the everyday lives of millions. all forms of language teachingcould be greatly improved if we had a better understanding of the language learnerand of the language learning process itself. in fact, many studies on english learners正文小四号 times new r

12、oman 体，1. 5倍行距。段首一律空 五个英文字 符have been conducted in china, which indeed provide teachers and researchers with adeep understanding of the actuality of english learning in this country. however,while individual differences have attracted more and more attention, the factors thatontribute to the relatio

13、nship between gender and motivation, language learningstrategics, and learnersbeliefs have not received adequate recognition.t is at the beginning of the 20lh century that scholars started to pay attention to不允许使用 任何缩介形 式，如：it'srelationship between gender and language. research on gender differe

14、nces relatedto language has focused on cognitive functions- for example, studies have beenconducted on a variety of differences among young school children (robinson,1996:78), college students, and adults as well as subjects with affective orcommunicative disorder. and other studies are related to l

15、anguage production as inconversation and addressed gender differences in spoken and written language output.examples include mulac and lundell (1994: 12) - written discourse.long (1991: 76) argues that without this, outcomes such as those fromimmersion education are likely to occur, with a lack of s

16、ustained development.perkins and gass (1996: 46) argue that, since proficiency is multidimensional, itdoes not always develop at the same rate in all domains.sanders et al. (1992:8991) studied coherence relations based on four criteria.lorenz voiced a very similar view that because in written commun

17、ication,coherence cannot be explicitly negotiated face-to-face between text producerand text receiver,"writers therefore have every reason for trying to be unequivocal and to make their ideas, intentions and arguments unmistakably clear one way of doing this is to carefully signal logical relat

18、ions and thereby 'signpost9 the path to coherence for the reader consequently, when looking at the fabrication of coherence in written discourse, we need to pay special attention to those explicit signposts of coherence, i.c. the text's cohesive ties". (lorenz, 1999: 26).patterns of byz

19、antine intrigue have long plagued the internal politics of community college administration in texas (douglas et al., 1997: 33).one validates not a test, but "a principle for making inferences9 (cronbach & meehl, 1955: 297).if construct validity is seen as an exhaustive process that can be

20、accomplished over a 50-year period, test developers may be inclined to think that any validity information is good enough in the short run (shepard 1993: 444, cited in chapelle 1998).in china, researches on gender language date back to the 1980s which are mainly about differences in men and women la

21、nguage forms. most scholars put the focus on language form as related to gender, either by introducing achievements made by researches abroad or by exploring gender and language according to their own experience and later, some researchers brought the study of gender and language to some differences

22、 in men and women language forms. most scholars put the focus on language form as related to gender, either by introducing achievements made by researches abroad or by exploring gender and language according to their own experience and later, some researchers brought the study of gender and language

23、 to a broader scope. from then on, there was an obvious shift from examining language form to exploringxnmmiinicatidrlstmtesiesjinq speech style一级标题，四号times new roman 体加粗2. theoretical founaaan-r二级标题，小四号times new roman体加2.1 motteatiez二二二订the important involvement ofmotivation in learning english as

24、a foreignlanguage has been established for some time. there can be little doubt that motivation is a powerful factor in foreign language learning: most studies investigating the effect of motivation have found a relatively strong correlation between motivation and language learning success, with man

25、y finding motivation to be the most significant predictor of achievement. motivation has also been found to affect the use ofcontexts, there is little agreement as to the roman 体加粗。researchlanguage learning strategies, with highly motivated students generally employing strategies more frequently tha

26、n less motivated students in many types of foreign language programs (ehrman & oxford, 1989: 21).termhas a number of different interpretations, and it tfas come to be used in different ways by different people.a simple definition is provided by keller (1983: 20) in current psychology: "moti

27、vation refers to the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect952.2 the studyalthough motivation is a term frequently used in both educational and research contexts, there is little agreement as to the ex

28、act meaning of this concept. the term has a number of different interpretations, and it has come to be used in different ways by different people.a simple definition is provided by keller (1983: 20) in current psychology: "motivation refers to the choices people make as to what experiences or g

29、oals they will approach or avoid, and the degree of effort they will exert in that respect (crookes & schmidt, 1991: 481). this definition gives readers an initial idea about what motivation is. by this definition, motivation includes making choices and exerting efforts.kanfer (1992: 22) develop

30、ed the definition of motivation by indicating that motivation refers to（省略）四号timesnewreference二二二斷讪黑体 k)alverez, a. (1970). the savage god: a study of suicide new york: random house, pp. 32-50.christie, john s. (1993). fathers and virgins: garcia marque/s faulknerian. chronicle of a death'文献引用五f

31、oretold. latin american literary review j 3, 21-29.号 timesnewroman, 1.5 倍行距hsiung ping-chen, “the relationship between women and children in early modern china'； paper presented at the seventh annual convention of national women's studies association, seattle, june 1-3, 1985.” an introductio

32、n to literature lecture at capital community college on april 14, 2004, professor charles darling described william carlos williams1 poem as a bamyard snapshot (c.w. darling, eng 102 lecture, april 14, 2004).lake, f l(author and speaker). (1989). bias and organizational decision making cassette.gain

33、esville: edwards.nadeau, b. m. & darling, j. m. (eds.). (1994-2003). studies in the history of cutlery (vols. 4-6). utica, ny: mohican valley-river pressnatarajan, r., & chaturvedi, r. (2003). geology of the indian ocean floor. hartford, ct: merganser university pressnational institute of mental health. (1982). television and behavior: ten years of scientific progress (dhhs publication no. a 82-1195). washington, d