泉州师范学院（二号黑体加粗）
毕业论文（小初黑体加粗）
Oral Language Anxiety and Solution
for English Majors (小二号黑体加粗)
英语专业学生口语焦虑及解决策略(小二号黑体加粗）
外国语学院英语教育专业05 级 2 班
学生姓名谢晓晴学号050201051
指导教师张云英职称讲师
完成日期2009年4月16日
（横线上内容用四号楷体＿GB2312，其余用四号宋体）
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Abstract: With the development of relevant researches, anxiety as one of the most important affective factors has gained a common concern not only in psychology but also in linguistics. Language anxiety pervasively affects the foreign language learning, especially the oral foreign language performance. And it influences the language learning processes according to individual differences.On the basis of the language researchers in the relevant studies of foreign language anxiety, the present paper aims at revealing a global outlook of English majors’ oral language anxiety, weighing oral foreign language anxiety against personality and proving the correlation between oral language anxiety and the oral performance. This survey is made to a subject of 128 sophomores from Quanzhou Normal University with following instruments: the Foreign Language Classroom Anxiety Scale, Niemann’s personality tests, related questionnaire, as well as marks of the oral exam. Based on the research, an analysis and empirical investigation will be made and the recommendations to reduce oral language anxiety will be displayed.
Key words: English major, oral language anxiety, affective factors, personality
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【摘要】
焦虑不仅是心理学界普遍关注与探讨的问题，也是语言学领域思考的重要课题。作为情感因素之一，焦虑对语言学习具有重要影响，特别是对外语学习者的口语表现，并且因个体差异的不同而有所不同。
本文在对外语焦虑进行的相关文献研究的基础上，以泉州师范学院外国语学院英语专业的 128名大二学生为研究对象，采用外语课堂焦虑量表,尼曼人格测试,开放性相关问题以及被试者的学期末英语口语成绩，对英语专业学生的口语现状进行实证调查，对口语焦虑与个性倾向，口语焦虑水平与口语表现的相关性进行研究、分析，并在实证调查的基础上提出减轻口语焦虑的建议及策略。
【关键词】
英语专业,口语焦虑,情感因素,性格
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Contents
Introductio n (1)
1. Literature Review (1)
1.1 Affective Factors and Anxiety (1)
1.1.1 Affective Filter Hypothesis (1)
1.1.2 About Anxiety (2)
1.2 Language Anxiety (3)
1.2.1 The Definition of Language Anxiety (3)
1.2.2 The Classification of Language Anxiety (3)
2. Oral Language Anxiety (4)
2.1 The Exhibition of Oral Language Anxiety (4)
2.1.1 Oral Language Anxiety in Classroom (4)
2.1.2 Oral language Anxiety in Test (4)
2.1.3 Oral language Anxiety in Communication (4)
2.2 The Cause of Oral Language Anxiety (5)
2.2.1 Communication Apprehension (5)
2.2.2 Test Anxiety (5)
2.2.3 Fear of Negative Evaluation (5)
2.3 The Influence Factors of Oral Language Anxi ety (5)
2.3.1 Intrinsic Factors (5)
2.3.2 External Factors (6)
3. Researches on Oral Language Anxiety for English Majors (6)
3.1 Objective (6)
3.2 Methodology (7)
3.2.1 About Samples (7)
3.2.2 About Measuring Instruments and Questionnaire Design (7)
3.2.3 About Method (8)
3.3 Date Analysis and Results (8)
4. Suggestions for Turning Ora l Language Anxiety to Facilitating Anxiety (11)
4.1 Treat Students Differently with Respect to Individual Difference (11)
4.2 Create a Harmonious Language Learning Environment (12)
4.3 Use Different Teaching Methods and Activities (12)
4.4 Improve Oral Language Teacher’s Ability (13)
4.5 Apply to On-line Resources (14)
Conclusion (14)
Bib lio graphy (15)
Appendixes I (16)
Appendixes II (18)
Acknowledgement (21)
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Introduction
Almost every student feels nervous when they studies foreign language. Krashen (1985) proposed in the Affective Filter Hypothesis that a number of “affective variables” play a facilitative but non-causal role in second language acquisition. These variables include motivation, self-confidence and anxiety. Then anxiety is considered to be one of the most important affective variables in the area of individual differences in second language acquisition. It poses many potential problems for the students of a foreign language because it is an obstacle to the acquisition. So language anxiety plays a prominent part in students’ oral performance.
Since 1970, the language scholars have taken note of the anxiety on the importance of foreign language learning, and carry out a number of empirical studies. But one problem that should be paid attention to is that all these studies are intended to explore the causes and the nature of anxiety, discuss the relationship between language anxiety and language acquisition, and show the correlation of language anxiety in listening, reading and writing. Then about the states of foreign language anxiety for Chinese college students in speaking and the relationships among oral language anxiety situation, oral language anxiety level and learners’individual differences are seldom mentioned.
Prior to enrolment to college, many Chinese students have studied English as their second language from junior high school to senior high school. Some students even began their English study from primary school to achieve the required level of English. The nature of language is communication, and learning a language is learning to communicate. However, after six or more years of English study, more often than not, many Chinese students still feel difficult to have a good command of foreign language and feel anxiety in foreign language classroom, especially in oral production. In spite of substantial advances in teaching methods and techniques, apprehension continues to exist in foreign language classroom.
Therefore, the aim of this thesis is to post the phenomenon of oral language anxiety, to investigate the relationship among students’personality, oral language anxiety level and oral English performances, then attempt to explore effective solutions to reduce the learners’ oral language anxiety.
1. Literature Review
1.1Affective Factors and Anxiety
1.1.1 Affective Filter Hypothesis
The concern of affective factors in education begins in the first part of 20th century. With the growth of humanistic psychology, effect in learning gained its importance. Among the affective factors, Oxford (1999) argued that the affective side
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of the learner was probably one of the most important influences on success or failure in language learning. The affective factors related to second language or foreign language learning were complex tasks that were susceptible to human anxiety. In Krashen’s Input Theory (1981:85), the famous Affective Filter Hypothesis was being discussed, and it explained the reason why not everyone is successful in learning a second language. In Krashen’s view, two conditions are necessary in order to be acquired: the first one is comprehensible input and the second is a low or weak affective filter to allow the input “I n”.
The following picture shows the procedure:
Chart1 Procedure of Affective Filter Hypothesis
The term “Affective Filter”is often used to describe a kind of barrier to acquisition that results from negative feelings or experiences. In the Affective Filter Hypothesis, Krashen points out that a number of “Affective V ariables”play an important role in second language acquisition. These variables include motivation, self-confidence and anxiety. He claims that language learners with high motivation and self-confidence, a good self-image and a low level of anxiety are better equipped for success in second language acquisition. Negative feelings of learning, like low motivation, low self-esteem and debilitating anxiety can combine to raise the affective filter and form a “mental block”that prevents comprehensible input from being used for acquisition. In other word, if the filter is “up”, comprehensible input cannot get through. If it is “d own”, the y can make effective of it.
After many researches, Krashen found that there might be an acquisition barrier even during the “optimum age”. If there is a strong element of unwillingness or embarrassment in attempting to produce the different sounds of other language, then it may override whatever physical and cognitive abilities. If this self-consciousness is combined with a lack of empathy with foreign culture, then the subtle effects of not wanting to sound like a foreigner may strongly inhibit the acquisition process. This type of emotional reaction or effect may even be occasioned by dull textbooks, unpleasant classroom surroundings, anxiety or an exhausting schedule and so on. Basically, if the learners are stressed, anxious, uncomfortable, or unmotivated, they are unlikely to learn anything.
In order to have an efficient input, both language teachers and learners should try to reduce the negative affect to the minimum. Krashen’s Affective Filter Hypothesis calls for low anxiety in language learning. Pedagogical awareness of
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reducing the anxiety level among learners should possibly help better their learning achievements.
1.1.2 About Anxiety
Anxiety is one of the important factors in the field of “Individual Difference” in the second language learning that inf luences learners’ language learning acquisition. As it is not easy to define anxiety, different scholars also provide different definitions of anxiety. Spielberger (cited in Scovel 1978:32) says that anxiety is “an unpleasant emotional state or condition that is characterized by subjective feeling of tension, apprehension, and worry, and by activation or arousal of the automatic nervous system”. According to Scovel (1978), anxiety is an emotional state of apprehension, a vague fear that is only indirectly associated with an object. This emotional state has both negative and positive effects that motivates or inhibits people’s cognitive actions, such as learning. H.D.Brown (1987) showed that the construct of anxiety was intricately intertwined with self-esteem, inhibition and risk-taking, and that it played an important affective role in second language acquisition.
No matter what the definitions are, the language scholars generally agree that anxiety is a physiological and psychological state of mind with uncomfortable feeling that is typically associated with uneasiness, apprehension, nervousness and fear when one can’t reach the goal or can’t overcome the threat of obstacles then one’s self-esteem and self-confidence decrease and the feeling of frustration and guilt increase.
1.2 Language anxiety
1.2.1 The Definition of Language Anxiety
Language anxiety is linked to perform in the target language. According to Gardner (1985), language anxiety has been one of the so-called personal factors that have been considered worth studying once a psychological theory of the process of second language learning started to develop. When a learner is expected to perform in a second or foreign language then the language anxiety (fear or apprehension) occurs. Horwitz et al define it as an obvious anxiety emotion. This kind of emotion includes the learner’s self-consciousness, belief, feeling and behavior which relate to classroom language learning environment. It is due to the uniqueness of language learning process.
1.2.2 The Classification of Language Anxiety
Second language theorists and researchers have long been aware of that anxiety is often related with language learning. According to the effect of anxiety, the following two types of classification are the most prominent.
1.2.2.1 Facilitating and Debilitating Anxiety
In light of the effects of anxiety on performance, anxiety is divided into
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facilitating anxiety and debilitating anxiety. As to foreign language learning, facilitating anxiety enhances language learning acquisition while debilitating anxiety hinders language learning acquisition.
Albert & Haber (1960) are pioneers to distinguish between facilitating anxiety and debilitating anxiety. They hold that the facilitating anxiety is considered to be an asset to performance. It is a positive sense that gives learners concern and apprehension to complete a task, motivates learners to fight the new learning task and makes the task accomplished. In contrast, the debilitating anxiety is considered to be detrimental to performance. It plays a negative role on learning that impedes the achievements, motivates the learner to flee the new learning task.
Williams (1991 cited in Ellis1994) suggests that the distinction between these two types of anxiety may correspond to the intensity of the anxiety, with a low-anxiety state having a facilitating function and a high–anxiety state having a debilitating effect. In Bailey’s (1983) study of competitiveness and anxiety in second language learning, facilitating anxiety was found to be one of the keys to success. Besides, Kleinmann’s (1977) study found that foreign language learners who scored high on facilitating anxiety were emotionally equipped to approach the very structures that their classmates tended to avoid.
In a word, the facilitating anxiety stimulates students to face difficulties, challenge the new learning tasks, try their best to overcome the feeling of anxiety ,while the debilitating anxiety lead students to escape from learning task by way of avoiding the root of anxiety.
1.2.2.2 Three Levels of Language Anxiety
According to the effects of anxiety on language efficiency, language anxiety can be divided into three levels. They are high level, moderate level and low level. Lazarus & Folkman found that the correlation between language anxiety and learning efficiency formed a shape of the inverted-u-model. With the high degree of anxiety, learners are always too nervous, worried, or even frightened while learning. With the low degree of anxiety, learners could not exclude those unrelated factors in learning environment. All of these result in slow response and less exactitude. While the moderate anxiety on language learning is a positive factor, learners can maintain a special status of activeness and agility.
While too much or too little anxiety could have a negative effect, a moderate amount of anxiety could produce positive results. This kind of mild and incompletely relaxed mood is most helpful in language learning to get an excellence result.
2. Oral Language Anxiety
Oral language anxiety is one of the most important parts in language anxiety. In the following section, the exhibition, cause and influence factors of oral language
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anxiety will be presented.
2.1 The Exhibition of Oral Language Anxiety
2.1.1 Oral Language Anxiety in Classroom
Language learning is an anxiety-breeding business. A negative classroom atmosphere will produce a sense of insecurity and suppression, and will have psychological alert. In this kind of classroom situation, students experience fairly high level of classroom anxiety, especially when they are called to respond orally in English. When asked to speak, students constantly feel they are representing themselves badly, showing only some of their real intelligence. So they do not have a strong sense of participation.
In addition, students express that performing in a foreign language class is somehow more stressful than performing in other subject classes. In language class, even if in a sense they get the answer right, the students may still fear of making mistakes in what they say, for example with imperfect pronunciation of individual sounds, wrong word stress or sentence stress, and so on. For this reason, the probability of being wrong in some way or other is vastly great in language learning. With large amount of anxiety existing in the classroom, language learning can be inhibited.
Therefore, something must be done to help the learners reduce the language anxiety so that efficient language learning can occur. With a safe and harmonious classroom atmosphere, students will contribute more and improve more of their oral performances.
2.1.2 Oral Language Anxiety in Test
Spoken English test for English majors is primarily a direct and subjective test. Some language learners tend to become alarmed about the consequences of inadequate performance on a test or other evolutions (Sarason 1984). There are two exhibitions in the test situation: direct indicators and indirect indicators. The former one includes physiological symptoms and psychological symptoms. The term “direct” means these indicators can be easily diagnosed by testees themselves as they can feel the plague of those “symptoms”, such as sudden strong skin response and heart rate, dizziness, nausea, panic and so on. The indirect indicators refer to those non-self-diagnosed indicators that also contribute to anxiety arousal, for example, lack of confidence, perception of difficulty level, low self-worth and so on.
2.1.3 Oral Language Anxiety in Communication
The biggest obstacle for foreign language learners is the sense of fear and tension. If the learners receive some negative responses to their attempts at communicating with their close environment throughout their lives, they may learn very soon that it is better to be silent than to be talkative. Negative experiences of a
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learner who attempts to speak a foreign language are met with contempt from his or her environment can cause language anxiety.
What’s more, the learners’helplessness is also an extensive psychological phenomenon. In the absence of an ordinary reinforcement pattern for verbal communication behaviors, the student may develop behavioral regression in the verbal field. It means the learners do not know what to expect when they trying to speak. This kind of problem might lead to apprehension over communication.
2.2 The Cause of Oral Language Anxiety
2.2.1 Communication Apprehension
Communication apprehension plays a significant role in foreign language anxiety. Horwitz et al (1986) describes communication apprehension as a type of shyness characterized by fear or anxiety bout communicating with people. Communication apprehension often occurs among the people with low self-evaluation in the communication who fear to explore the disfluency or inaccuracy while using the target language. People, sometimes even a talkative one is silent in the foreign language communication because they have difficulty in understanding others and making themselves understood. They will certainly experience greater oral language anxiety than people who do not feel such “audience fear”.
2.2.2 Test Anxiety
Test anxiety refers to a type of performance anxiety stemming from a fear of failure (Horwitz 1986). Sarason (1984) defined test anxiety as “the tendency to become alarmed about the consequences of inadequate performance on a test or other evaluation regardless of whether the fear is realistic”. Test anxious students often have high expectations and feel imperfect then failing in their test. They frequently experience cognitive interference and so have a difficult time focusing on the task at hand.
2.2.3 Fear of Negative Evaluation
Negative evaluation is defined by Horwitz (1986) as apprehension about other’s evaluation, avoidance of evaluation situation and the expectation that they will be evaluated negatively. This anxiety can be very extensive. It may occur in any social and evaluative situation such as interviewing for a job or speaking in public. As regards to foreign language studies, it means the fear of being laughed at or ridiculed in class. Although the language learners in classroom environment know that the only significant evaluation comes from the teacher, they are highly sensitive to how other people think of them.
2.3 The Influence Factors of Oral Language Anxiety
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According to the different orientations of the libido’s function, Swiss psychologist C. Jung firstly divided people into two types, introverted person and extroverted person. The person whose libido’s function points to the interior is called introverted person while the person whose libido’s function points to the exterior is called extroverted person.
After a great deal of measurement and analysis, the extrovert/ introvert of personality directly impacts on foreign language study. A major viewpoint regards that the extroverted learners will outperform their introverted counterparts in acquiring basic interpersonal communication skills. Extroverted learners are optimistic. They can learn more effectively through concrete experience, contacts with the outside world, and the relationships with others. But these students do not pay attention to learning lessons from the mistaken answers. Introverted learners learn more effectively individual, independent situations that are more involved with ideas and concepts. They are more sensitive to the mistaken answers and are much concerned with the examination results, and easily lose heart.
In order to validate the viewpoint, the research on the relationship between extroversion/ introversion and oral language anxiety will be one of the major concerns in the present study.
2.3.1.2 Self-confidence
Self-confidence is a self-evaluation of worth or value based on his/ her prior experiences, judgments from the important people around them.In foreign language study, self-confidence plays an active role. It is a person’s subjective assessment and awareness about the value and capabilities of his/her own, and the basis of psychology in successful learning.
Researchers and teachers agree that the learner’s degree of self-confidence is highly related to language anxiety (Gardner & MacIntyre 1993). The learners with self-confidence are likely to have high passion in study. This kind of learner does not feel embarrassed about errors. With high motivation to learn and low language anxiety, they are able to take the initiative to ask questions actively in foreign language classroom and communicate in English positively in extra-curricular. On the contrast, the learner who is low in self-confidence is likely to be more anxious. This kind of person often feels inferior and over-value of their shortcomings. As a result, they perform inefficiency in the classroom, such as dare not to take the initiative to speak. They feel very nervous, even though they know the answers, and rarely take part in the practice of spoken English. In this way, it is difficult to hold proficient oral English. The more disfluency their spoken English is, the lower level of their confidence is.
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In the language classroom, teacher as the only fluent users are often regarded as powerful and authoritative figures. Their harsh manner of error correction, ridicule and uncomfortable handing of mistakes in front of the class are the most frequent anxiety provoking issues. Another important aspect of teacher-learner interaction frequently being overlooked is the style conflicts. For instance, some students tend to say nothing in foreign language until they are able to say it correctly while language teachers believe fluency could only be attained through communication. Such conflicts can lead to students’ stress in the classroom and lower grades.
2.3.2.2 Learning Environment
For many language learners, speaking in foreign language in front of a class is the most anxiety-producing practice. Language classroom is viewed as a kind of social situations. From the view of social anxiety, these factors such as the anonymity of the performer and the size of the audience which increase the evaluative implications of a social performance and it would increase anxiety levels.
What’s more, the competition among the learners, the pressure from the parents, teacher’s evaluation and so on can influence the learner s’anxiety. In a word, a harmonious and relaxing environment will help learners maximize their oral performance.
3. Researches on Oral Language Anxiety for English Majors
This part will render complete delineation of the research design, including objective, methodology, data analysis and results.
3.1 Objective
The aim of the present study is to gain insight into the relationship of personality and oral language anxiety level through a correlation study. And the research intends to find out whether there is a correlation between students’ oral language anxiety level and their oral English performance, furthermore, to investigate students’ own understanding about oral language anxiety and to provide suggestion to reduce oral language anxiety.
3.2 Methodology
3.2.1 About Samples (Raw statistics are provided in Appendixes I)
The participants for this study are 128 sophomores of English education majors. All the students are from Quanzhou Normal University. The reason for the researcher to choose these students as samples is: they have had one-year regular oral English training and much more familiar with the process of oral language classes. So they
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should have their own understanding about oral language anxiety.
Out of these 128 students, 118 completed survey, which gave a response rate of 92.2%. Among the 118 samples, 104 are females (88.1%) and 14 are males (11.9%) with an average age of 21. The detail information is shown in Table1.
3.2.2 About Measuring Instruments and Questionnaire Design
3.2.2.1 Questionnaires
In the present research, the sample was required to complete one questionnaire (written in Chinese) which totally included three parts (shows in Appendixes I).
Part one: the extroverted/ introverted personality test, borrowed from Niemann. It is utilized to assess learners’personality type: introverted and extroverted. The personality test in the present research totally has nine items which are related to introverted personality. And there are only two choices “Y es” or “No”for each item. The more “Y es” the sample chose, the more introverted the person is. By using this instrument, it is possible to collect data and provide a overview of students’extroverted/ introverted personality.
Part two: the Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz et al in 1986 is to measure the students’ classroom anxiety. The FLCAS Questionnaire consisted of thirty-three items, but the present research abstracts 15 items from it with the aspects of communication apprehension, test anxiety and fear of negative evaluations. For convenience, each item scored on 5 point litker scale ranging from “strongly agree” (scale point 5) to “strongly disagree” (scale point 1) and the middle point being “partly agree” (scale point 3). The purpose of the scale is to examine the scope and severity of foreign language anxiety.
Part three: related questionnaire. There are totally nine items. All of the nine items are multiple choices questions. It is used to collect students’understanding about oral language anxiety and suggestions to reduce oral language anxiety.
3.2.2.2 Oral exam
The oral exam which is taken as students’ achievement in speaking is conducted to measure students’oral English proficiency. The scores obtained were used for statistical analysis of the relationship between language anxiety and their oral
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performance.
3.2.3 About Method
The questionnaire was administered to about 128 English majors. Before investigation, the subjects were told that all the information they provide would have nothing to do with their oral course scores or other possible influence. The information about the investigation is only for the purpose of the research.
The questionnaire was conducted in a regular class by the researcher with the help of the oral English teacher. It took about 15 minutes for everyone to finish the questionnaire. In the end, 128 forms of questionnaires are handed out, and 10 of them are regarded as invalid due to incompleteness or not hand in. As a result, 118 forms are valid. And the latest final term’ oral exam scores were picked up from their oral English teacher.
Finally, the questionnaire was completed and the statistics were collected. All the data were carried out with the software Excel 2003.
3.3 Data Analysis and Results
3.3.1 Learners’ Oral Language Anxiety and the Personality
In part 2.3.1.1, it was mentioned that the extroverted learners are better in acquiring basic interpersonal communication skills and their oral performance. In the following section, the association between personality and oral language anxiety will be further discussed and presented.
Chart 2 Oral Language Anxiety and Personality
Coordinate axis: X-axis represents the personality from extroverted to
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introverted with 3 is the cut-off point. Y-axis represents the level of oral language anxiety.
In Chart 1, X-axis represents the personality trait with number “3”is the cut off point. It means that number “0”--“3” in X-axis stands for the group of extroverted while “4”--“9” stands for the group of introverted. Y-axis represents the level of oral language anxiety. Each plots in Chart 1 stands for each student of the samples with the relevant scores reflect in X and Y axis. From Chart 2, it can be seen that the scores of personality ascend with the increasing standardized scores of oral language anxiety level.
In other word, there exists a positive correlation between extroversion-introversion and oral language level. And the result is corresponding to the viewpoint in 2.3.1.1: The extroverted learners are optimistic to contact with the outside world and talkative. And they suffer low oral language anxiety while the introverted ones are sensitive to the mistaken answers and much concerned with the examination results and other negative factors, so they are in a higher level of oral language anxiety.
3.3.2 Learners’ Oral Language Anxiety Level and the Oral Performance
According to the scores which gain from Part two of the questionnaire and the classification of Horwitz in FLCAS, the author divided the scores into three levels. There are high level (75-53), moderate level (52-35), low level (34-15).The detail information is shown in Table 2.
The term “the mean scores of the oral exam” stands for the average level of the oral performances. The higher the mean mark is, the higher average level of oral performance is. And the term “standard deviation of the oral exam scores” means the degree of differences among the scores. The lower the result is, the less degree of differences among the scores is, the more concentrated of the oral scores are.
From Table 2, 67(56.8%) of the learners are in moderate level of oral language anxiety .The mean mark of oral performance exam for moderate level is 77.522,
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much higher than the high level group (69.8)and the low level group (72.6). What’s more, the standard deviation of the oral exam scores for moderate level is 5.958. It means the marks of oral performance are relatively concentrated in an average level. Generally speaking, the moderate level of oral language anxiety corresponds with higher average marks of oral performance. In other word, the moderate level of oral language is the most effective on oral performance while high and low level is less effective in oral language performance. This result also reflects the shape of the inverted-u-model which was found by Lazarus & Folkman.
Generally speaking, higher level and lower level of oral language anxiety are unfavorable factors for language learners in oral performances. But in communication with some participants, it was found that the higher or lower oral language anxiety can become facilitating anxieties for some particular individuals in the particular situations. For these learners, the higher oral language anxiety can motivate them to pay more attention on their performances, such as avoiding some oral mistakes in oral practice, doing more practice to make progress in their performance. On the other hand, the lower oral language anxiety provides them a relaxing learning situation to maximize their oral performances. Therefore, the high or low level of oral language anxiety which is seen as the debilitating anxiety can be converted into the facilitating anxiety in some specific situations. After all, all of the participants call for turning the debilitating anxiety to facilitating anxiety.
3.3.3 Data from Part Three of the Questionnaire
The detail results for Part 3 are shown in Table 3.
From table 3, we can find that:
(1) In the four basic skills in foreign language learning, 61% of the learners feel
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anxious in speaking, 41.5% in listening, 12.7% in writing and only 8.4% in reading. So language anxiety is most evident in speaking.
(2) About 63.6% of the subjects feel anxious when they make a speech in class, but less anxious when they make a dialogue with partners, group- work and cooperative learning. It can be seen that oral language anxiety really exists in the procedure of individual oral performance, but less anxious in team/ cooperative work. For the environment of team/ cooperative work, the audience will divide their attention to different individuals instead of the only one performer. Therefore, the learners will feel more relaxed and easier to make their oral performances.
(3) The causes of anxiety come from many aspects. Only 7% thinks that the anxiety comes from the pressure of parents. 20.3% agree that the anxiety is caused by the corrections or criticisms of teachers. 30.5% say that the competition among learner is a major cause. 61%of the learners find the causes of anxiety from themselves: such as lack of preparation, lack of confidence, and the shortcomings of their oral English. It is found that the learners find the causes of oral language anxiety from both intrinsic and external factors while the intrinsic factor takes a major part. From this view, it is easier for the learners to adjust their own learning strategies to a suitable way for language learners and make better oral performances.
(4) Totally, there are 41.5% of the learners have a high self-expectation while 47.5% have no idea about it and 11.0% say no. Self-expectation is a kind of self-image. Learners with high self- expectation will force them to performance actively while low self-expectation ones have less motivation. It is better for learners to construct their self-image.
(5) About half of the subjects volunteer to answer questions in oral English class. But when they feel they are bad in pronouncing, fear to make mistakes, have no interested in the learning content or do not want to enjoy the limelight of the others, they will keep silence in the class. This item provides the reasons why some students keep silence in oral language class. Therefore, the teachers should try different solutions to make those students take an activated part in oral class.
(6) When asked the relationship between oral language anxiety level and oral performance, 50.8% of the subjects agree with the positive correlation. 31.3% agree that there exists a negative correlation, and 26.2% have no idea about the relationship. No matter what the answers are, the language learners should make a clear overview of their own oral language ability and find an effective way to maximize the perfection of oral language.
(7) This item is about “Man-machine”communication in oral language testing. Supposing that all the test takers are using “Man-machine” communication to record their oral test answer without the supervision of the teacher, will they feel less anxious? 61% of the subjects agree while 39% of them disagree it. “Man-machine”communication is a new attempt in oral language testing. This kind of oral testing
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allows a large number of test takers to do the oral test individually at the same time and record the answers for teachers to make the objective and justified scores. Since 61 % of the learners think that they will feel less anxious when using the “Man-machine” communication, this kind of testing can be promoted for forming a less-anxious testing environment.
(8) When asked what kind of classroom environment will reduce the oral language anxiety, 85.6% of the learners promote relax-various classroom activities, 44% agree with group-work/ cooperative learning. 6% dislike the teachers’ error correction in front of the whole class, only 1.6% of the learners choose D (others) but they didn’t give their own opinion. Item 8 shows that learners prefer to do their oral performances in a relaxing learning environment with various teaching and learning activities. These activities provide the learners with interesting and activated learning contents and motivate them to take part in the oral performances without the concentration of oral language anxiety.
(9) 58.5% of the learners dream of a harmonious relationship between teachers and students; 61.9% hope to have more chances to practice oral English to reduce the oral language anxiety. 50.8% promote the use of multimedia to assist English teaching; learning and testing while 37.2% pay attention to online-learning and Resource sharing. Teachers, as the leaders of the oral language classroom, should make full use of the teaching resources, design effectively teaching contents to reduce students’oral language anxiety. With the help of the harmonious teaching environment, the teachers should encourage the students to do much more practice and perfect the perfection of the oral performance.
4. Suggestions for Turning Oral Language Anxiety to Facilitating Anxiety
4.1 Treat Students Differently with Respect to Individual Difference
Because of differences among age, gender, intelligence level, personality, and cognitive learning styles, each student is an independent individual. As a teacher, he /she must have specific abilities to educate in accordance with individual differences. As the finding of the present study suggested, there is a positive relationship between people’s personality and the oral language anxiety level. The teacher must pay more attention to the introverted learners than the extroverted ones. For introverted learners, they are more negative and sensitive to the mistakes, other’s laugh and evolution, so teachers should try to reduce the negative evaluation. Even when there are some oral mistakes which should be corrected, the teachers had better do it with moderate tone and basically to be encouraged, to express the understanding, respect, hope and encouragement to students’ performances.
Foreign language classes are an ex tremely practical course to train students’ interpersonal skills. It needs learners to speak out with confidence. When the teacher asks learners to complete the task which is running counter to learners’ personality in
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learning situation, the learners will probably feel over-anxious and affect the improvement of the study. Teachers, as the guiders of the language learning classroom, should try their best to enable students to enhance the self-confidence and courage in speaking English and turn the debilitating anxiety to facilitating one.
4.2 Create a Harmonious Language Learning Environment
The finding also suggests that classroom anxiety may impair students’oral production because anxious students tend to have exaggerated self-awareness and can not concentrate fully on the task itself. What’s more, the teacher’s correction or criticism, their feedback and so on may affect the learner’ oral performance as their constant fear of making oral mistakes and fear of negative evaluation from the peers and the teachers diverts their attention and energy. Consequently, the more they engage in thinking over their poor language performance, the more anxiety they suffered, and the poorer the oral performance may occurs. Therefore, a more harmonious learning environment is needed. In that situation, students seem to be more confident and capable in talking. They are more likely to volunteer their answers in class. They participate actively in group discussion and other classroom activities, and are more concerned with the message they are trying to put across. Their success in conveying the meaning gives them a sense of achievement, bring them more confidence and less anxiety, and motivate them to speak out more in language class. It is also a process of raising students’ self-image.
Teachers must understand the negative effect that classroom anxiety influences the student’s oral performance. Hence, language teachers should spare no effort in reducing oral language anxiety in classroom situation and creating a less stressful, more comfortable and enjoyable learning environment for oral practice and building a more harmonious teacher-learner relationship. With a safe classroom atmosphere, learners will feel welcome and respected, and then contribute more. As a result, the learners will make much more improvement of their oral performance.
4.3 Use Different Teaching Methods and Activities
For the students who feel anxious in oral language classroom, a lot of methods can be used to help these students reduce oral language anxiety.
Cooperative learning is a special teaching method which advocates teaching speaking through interactive tasks and in practical terms. It leads the use of pair work and group work activities to stimulate the interdependence of the learners and promote their development of cognitive and social-awareness. Cooperative learning often creates student-centered climate in classroom. What’s more when students perform in groups, their audience will divide attention among the various to inferior performances. Students in such a situation will feel more relaxed and easy to perform, either learning or speaking.
Role play is a kind of situational playing. Prior to the class, the teacher will
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request the students to select some clips from their favorite movies, TV short sketches or even original works and perform them on their own approach in English in the class. If the students want to perform the scenes well, they must try to imitate, and do more exercises, including the way of speak, pronunciation, tone, speed, rhythm and so on .This kind of classroom activities can adjust the classroom anxiety atmosphere and stimulate the students’ desire of performance. Students can enjoy this kind of entertaining in the teaching process, improve the potential creativity, mobilize t he students’ enthusiasm of studying and cultivate the courage to stand and perform in front of the whole class.
Dub exercises are dub for the characters in the film for exercises in the condition of removing the soundtrack dialogue in the scene. It is a kind of imitation. In this kind of activities, students can imitate the features of people’s speech in the English speaking countries from the authentic dialogues between the characters in the films (for example, voice, tone, speed, rhythm, and so on). If the students want to do well in the dub exercises, they should do more practice. Practice makes perfect, and the perfect performance can reduce the fear of negative evaluation and build up a better self-image, lower the oral language anxiety.
Debating competition is a higher level of oral language classroom. This kind of debate is no longer rigidly adhered to the general form of the exchange information and chat. It is a more sensitive way of thinking, the changing of topics in conversion, as well as mastery of voice tone. The topic of debate can be close to life and hot in real life, so it can arouse students’ desire to talk, and mobilize their enthusiasm to participate. An appropriate level of competition can not only stimulate facilitating anxiety, improve the language skills but also improve the English communication ability.
Based on the above ways, with the creative thinking of the teachers, more entertaining teaching and learning activities can be derived from. For the group of low oral language anxiety, these activities can stimulate the learners’motivation to take part in these practices. If the learners of this group want to do well in the oral performance, they must exclude the unrelated factors in learning environment and make an active and exact response. For the group of high level of oral language anxiety, these activities can turn the high-anxious environment into a relaxing one and mobilize student’s enthusiasm to practice oral language in the entertaining activities. In a word, various teaching and learning activities are helpful for turning the debilitating anxiety into the facilitating anxiety.
4.4 Improve Oral Language Teacher’s Ability
In oral language classroom, language teachers play roles as guiders. They are not only required a solid business or experience but also to improve their own self-cultivation, especially the ability of insight and creative thinking. As the ability of insight, it is important for oral language teachers to observe students’behaviors
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浅谈大学生人文素质教育评价体系 2015秋教育管理（本）***（1562001254429） 摘要: 当前教育工作的首要任务就是要加强对当代大学生的科技教育和人文素质教育，促进大学生健康全面发展，为社会培养更多的现代化合格人才。分析大学生人文素质教育的基本内涵，及当代大学生人文素质教育的发展现状，解析构建大学生人文素质教育评价体系的方法、策略。 关键词: 大学生;人文素质;教育评价体系;建设 引言 随着时代的不断发展，我国的发展战略逐渐由科技强国转向人才强国，这是因为人才是一个国家持续发展的源头和动力。大学生是人才的前驱，是国家和社会最宝贵的人力资源，是推动未来经济发展和社会进步的主力军。重视大学生的人文素质水平，不仅是大学生自身发展的需要，也是当今社会的发展需要，只有提高大学生的人文素质水平，才能保证国家在未来的激烈竞争中占据不败之地。 1当代大学生人文素质教育的基本内涵
“人文”这个词语的含义在东西方文化中存在差异，在中国古代，人文主要是指社会中的一些文化现象，而在西方国家，人文则泛指人们在自然科学和精神文明中的一些现象［1］。素质的含义是指人类在先天的基础上，通过自身认识和社会实践，形成稳定的基本素养和个人品质。人文素质是由人文知识、人文精神和人文能力等方面综合而形成的一种素质，能够体现出一个人的道德情操、文化修养以及行为方式等。人文知识:指人类在社会生活领域中需要用到的一些基本知识，例如政治、法律、文学、艺术等，在培养社会接班人的时候，既要向学生传授相关专业知识，还要向学生传授人文知识，提升学生的人文素质水平。人文精神:是人文素质教育的核心内容，在以人为本的基础上正确处理人与社会、自然的关系，人文精神能够对社会价值导向产生影响，是塑造民族精神，增强民族凝聚力重要手段，在培养学生文化知识和专业技能的基础上，更要提高学生的爱国精神、奉献意识。人文能力:能够运用人文的方法去思考和解决生活中的问题，是人文素质的能力体现［2］。马克思主义中关于人的发展学说中曾经提出，人类的全面综合素质要素包含了道德、智力、情感、能力和意志等方面，对于当代大学生而言，在培养学生专业技术知识的同时，还要提高学生的与人交往能力、语言表述能力、社会应变能力等，才能推动学生全面健康发展。 2当代大学生人文素质教育的发展现状 (1)大学生对人文素质认知情况比较良好。
学术小论文格式范文 【篇一：学术论文_格式范文】 云南民族民间文学的伦理主题刍议摘要：鉴于伦理意蕴与云南民族 民间文学的深度关联，云南民族民间文学的伦理主题研究运用比较 文学的主题学和民间故事类型研究的思路和方法，以不同的伦理主 题为线索统摄、分析云南民族民间文学。本项研究既深度阐释民族 民间文学蕴涵的伦理观念，也探寻特定伦理主题产生与演变的民族 社会生活和文化思想渊源，同时还审视民族民间文学的伦理旨趣与 汉文化正统伦理观念的顺应和差异。本项研究在民间文学和伦理学 等诸多方面均具有一定的学术价值和现实意义。 关键词：云南；民族民间文学；伦理主题 作为民众生活文化和思想感情的直接再现，民间文学负载着民众丰 富的伦理观念与诉求。对于主要借助口头形式张扬、传承民族文化 的云南少数民族而言，民间文学的百科全书性质和道德教化功能尤 为突出，云南民族民间文学渗透着生动而厚重的伦理内涵。云南民 族民间文学的伦理主题研究正是基于云南民族民间文学和伦理意蕴 的深度关联而展开的分析与思考。 一种理论方法的自觉，主题学正是发端于19世纪的民俗学研究。伦 理主题在云南民族民间文学中积淀丰厚而且表现形态多样，具有整 体性与开放性视角的主题学理路无疑是审视这一研究对象的有效途径。云南民族民间文学的伦理主题研究即是从民间文学中反映最为 普遍而突出的社会伦理、家庭伦理、婚恋伦理与宗教伦理入手，多 层次、全方位地归纳与提炼作品中彰显这些伦理内容的不同伦理主题，然后依据特定的伦理主题展开研究。 以主题为线索系统地审视民间文学，需要运用“类型”和“母题”这两 种民间文学领域中常见的微观角度与宏观视野密切结合的分析手段。所谓“类型”，是鉴于民间文学在不同时空背景的流传过程中大体保 持其基本形态的特质而衍生的学术概念，“类型”即指以某种相同或 相似而又稳定的主干情节形成的独立、完整的系列故事。在云南民 族民间文学中，积淀着不同伦理旨趣的各类民间传说故事以庞大的 阵容在某一民族或多个民族之间广为流传，对其进行类型的审视与 把握是展开系统研究的基本手段。吸纳民间故事类型研究的思路和 方法，将类型不同而反映相同伦理主题的的民间叙事作品纳入特定 伦理主题的统一考察视野，既可以清楚地展示某一伦理主题在不同
附件2 论文参考格式范文 广西医科大学“未来学术之星”大学生课外科研课题 基础医学B类立项课题成果论文 南宁市市售淡水鱼华支睾吸虫感染 情况的调查分析 作者：马宇翔高勇马美刚覃星霖 学院、专业：临床医学院临床医学专业 年级、班别：03级4班 指导老师（部门）：胡文庆陈诚（寄生虫学教研室） 南宁市市售淡水鱼华支睾吸虫感染情况的调查分析 马宇翔1，高勇1，马美刚1，覃星霖1，陈诚 2 ，胡文庆2 （1广西医科大学临床医学2003级4班南宁530021； 2 广西医科大学寄生虫学教研室南宁530021） 摘要目的：了解南宁市售淡水鱼华支睾吸虫囊蚴的感染情况，为防治华支睾吸虫病提供科学依据。方法：收集南宁市内4个城区的10处主要农贸市场中销售的常见淡水鱼，用直接压片镜检法和胃蛋白酶消化镜检法查找鱼肉中的囊蚴，进行分类、记数和分析。结果：调查的7种淡水鱼（鲤鱼、银飘鱼、鲫鱼、鲢鱼、鲮鱼、鳙鱼、草鱼）样品中，压片法检查发现，南宁市售淡水鱼华支睾吸虫囊蚴的总感染率为9.41%，其中最高为鲤鱼23.30%(7/30)，其次为银飘鱼13.30%(4/30)、鲫鱼10.00%(3/30)、鲢鱼和鳙鱼各 5.00%（1/20）、鲮鱼和草鱼各0%（0/20）；消化法检查发现，上述7个鱼种均有华支睾吸虫囊蚴寄生，鱼肉中的华支睾吸虫囊蚴总感染度为9.89个/尾、0.14个/克，其中以鲤鱼肉最高,为17.56个/尾、0.65个/ 克，银飘鱼和鲫鱼次之,分别为16.93个/尾、0.24个/ 克和14.40个/尾、0.21个/ 克，其他鱼种相对较低。结论：南宁市售的7种淡水鱼均有华支睾吸虫囊蚴感染，以鲤鱼的感染率、感染度为高，人生吃半生吃可被感染。 关键词华支睾吸虫囊蚴；淡水鱼；感染；南宁市 中图分类号R383.22 Investigation on the Commercial Freshwater Fish Infection with Encysted Metacercaria of Clonorchis sinensis in Nanning
参考文献格式范本 M——专著，C——论文集，N——报纸文章，J——期刊文章，D——学位论文，R——报告，S——标准，P——专利；对于不属于上述的文献类型，采用字母“Z”标识。 参考文献的格式要求很多，一般来说参考文献的格式都要符合国标GB7714－87《文后参考文献著录规则》，但实际中很多出版社和期刊对论文的要求也不尽相同。发现周围的很多人对论文参考文献的规范格式不是很清楚，所以把规范格式贴出来。 参考文献著录格式及示例 1 专著著录格式 ［序号］著者.书名［Ｍ］.版本(第一版不写).出版地：出版者，出版年.起止页码 例: ［１］孙家广，杨长青.计算机图形学［Ｍ］.北京：清华大学出版社，1995.26~28 Sun Jiaguang, Yang Changqing. Computer graphics［Ｍ］.Beijing: Tsinghua Univ ersity Press,1995.26~28(in Chinese) 例: ［2］Skolink M I. Radar handbook［Ｍ］. New York: McGraw-Hill, 1990 2 期刊著录格式 ［序号］作者.题名［J］.刊名，出版年份，卷号(期号)：起止页码 例: ［3］李旭东，宗光华，毕树生，等.生物工程微操作机器人视觉系统的研究［Ｊ］.北京航空航天大学学报，2002，28(3)：249～252 Li Xudong, Zong Guanghua, Bi Shusheng, et al. Research on global vision syste m for bioengineering-oriented micromanipulation robot system［Ｊ］. Journal of Beiji ng University of Aeronautics and Astronautics, 2002,28(3):249～252(in Chinese) 3论文集著录格式 ［序号］作者.题名［A］.见(英文用In)：主编.论文集名［C］.出版地：出版者，出版年.起止页码
XX 学院 XXUNIVERSITY 题 目 院(系专业年级姓 学
Thesis: School or Department: Grade and Specialty: Name: Advisor: April20,2020 (说明：该页为扉页，在封二位置)
原创性声明 本人郑重声明：本人所呈交的毕业论文，是在指导老师的指导下独立进行研究所取得的成果。毕业论文中凡引用他人已经发表或未发表的成果、数据、观点等，均已明确注明出处。除文中已经注明引用的内容外，不包含任何其他个人或集体已经发表或撰写过的科研成果。对本文的研究成果做出重要贡献的个人和集体，均已在文中以明确方式标明。 本声明的法律责任由本人承担。 论文作者签名：日期：
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HPGe γ谱仪系统死时间校正方法的实验研究 摘 摘 要(200-250字) 给出了HPGe γ 谱仪系统死时间校正的一种实用方法。用强源干扰找到了HPGe γ 从而解决了放射性定量测量中的一些困难。 谱仪，死时间，校正因子 注意标题上边有一空行 小二号黑体，加粗，居中，段前1.5行，段后1.5行。 小四号宋体/ Times New Roman ，1.5倍行距。 四号黑体，加粗，居中，段前0行，段后1行。 小四号黑体，加粗 小五号宋体/ Times New Roman 小四号宋体/ Times New Roman
毕业论文 船舶置换压载水必要性与可行性分析 学生姓名：王辉 指导教师：王庸凯 合作指导教师： 专业名称：航海技术 所在学院：海洋工程学院 2011 年 6 月
目录 摘要 ...................................................................................................................................... I Abstract .............................................................................................................................. II 前言 ................................................................................................................................ - 1 - 第一章船舶压载理论 .................................................................................................... - 2 - 1.1 船舶稳性 ........................................................................................................... - 2 - 1.2 海水压载必然性 ............................................................................................... - 2 - 1.3 压载水的不利因素 ........................................................................................... - 2 - 第二章船舶压载水对海洋环境的影响 ........................................................................ - 3 - 2.1 船舶压载水对海洋生态的影响 ....................................................................... - 3 - 2.2 船舶压载水对海水盐度的影响 ....................................................................... - 3 - 2.3 船舶压载水对海洋物种的影响 ....................................................................... - 4 - 2.4 含油压载水对海水的污染 ............................................................................... - 4 - 第三章船舶置换压载水的处理方法及预防对策 ........................................................ - 5 - 3.1 处理船舶压载水的一般方法 ........................................................................... - 5 - 3.2 处理船舶压载水的特殊方法 ........................................................................... - 5 - 3.3 预防对策 ........................................................................................................... - 5 - 第四章结论 .................................................................................................................... - 7 - 致谢 .................................................................................................................................. - 8 - 参考文献 .......................................................................................................................... - 9 - 外文文献翻译 ................................................................................................................ - 10 - 外文文献（原文） .........................................................................................................- 11 -
NBER WORKING PAPER SERIES THE REAL EXCHANGE RATE, MERCANTILISM AND THE LEARNING BY DOING EXTERNALITY Joshua Aizenman Jaewoo Lee Working Paper 13853 https://www.doczj.com/doc/cc6974594.html,/papers/w13853 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 March 2008 Any views expressed herein are those of the authors and should not be attributed to the IMF, its Executive Board, or its management. The views expressed herein are those of the author(s) and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. ? 2008 by Joshua Aizenman and Jaewoo Lee. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including ? notice, is given to the source.
大学论文格式模板参考 1. 纸张为A4纸，页边距上 2.5cm，下2.5cm，左 3.0cm，右2.5cm 2论文由内容摘要与关键词、论文正文和参考文献组成。一级“标题一”、二级“标题二”、三级“标题三” 3. [内容摘要]和[关键词]均为宋体小四号加粗，内容宋体小四号，行距1.25cm 4.正文: (1)标题:黑体二号居中,上下各空一行 (2) 正文：小四号宋体，每段起首空两格，回行顶格，行距为多倍,1.25 (3)一级标题格式：一级标题：序号为“一、”，小三号黑体字，独占行，起首空两格，末尾不加标点 (4)二标题序号为“(一)”，四号宋体，加粗，独占行，起首空两格，末尾不加标点。 (5)三级标题：序号为“1.”，起首空两格，空一格后接排正文，小四号宋体，加粗。 (6)四、五级标题序号分别为“(1)”和“①”，与正文字体字号相同，可根据标题的长短确定是否独占行。若独占行，则末尾不使用标点，否则，标题后必须加句号。每级标题的下一级标题应各自连续编号。 (7)注释(根据需要)：正文中需注释的地方可在加注之处右上角加数码，形式为“①、②……”(即插入脚注)，并在该页底部脚注处对应注号续写注文。注号以页为单位排序，每个注文各占一段，用小5号宋体。 注释的格式要求： A、著作: [序号]作者.译者.书名.版本.出版地.出版社.出版时间.引用部分起止页
B、期刊：[序号]作者.译者.文章题目.期刊名.年份.卷号(期数). 引用部分起止页 C、会议论文集：[序号]作者.译者.文章名.文集名.会址.开会年.出版地.出版者.出版时间.引用部分起止页。 5. 参考文献: [参考文献] 五号宋体加粗;内容五号宋体;单起页。 参考文献应是论文作者亲自考察过的对毕业设计(论文)有参考价值的文献。参考文献应具有权威性，要注意引用最新的文献。毕业论文作者应在选题前后阅读大量有关文献，文献阅读量不少于3篇。 参考文献的表示格式为： 著作：[序号]作者.译者.书名.版本.出版地.出版社.出版时间。 期刊：[序号]作者.译者.文章题目.期刊名.年份.卷号(期数). 会议论文集：[序号]作者.译者.文章名.文集名.会址.开会年.出版地.出版者.出版时间。 6.页码：从正文起排，页面底端居中。 论文题目××××××标题:黑体二号居中,上下各空一行 [内容摘要]和[关键词]均宋体小四号加粗，内容宋体小四号
闽南理工学院 毕业设计（论文） 题目浅谈厦门兴光电子科技会计内部控制 学院财务与会计学院 专业会计电算化 班级1210431 学号121043101 姓名 指导教师 完成时间2016年6月8日 评定成绩 教务处制 2016年6月10日
摘要 企业内部会计控制是内部控制的重要组成部分，对于提高企业内部工作效率具有重要的作用。本文在论述建立企业内部会计控制制度必要性的基础探讨在我国建立企业内部会计控制体系的方法和对策。内部控制是指经济单位和各个组织在经济活动中建立的一种相互制约的业务组织形式和职责分工制度。内部控制的目的在于改善经营管理、提高经济效益。它是因加强经济管理的需要而产生的，是随着经济的发展而发展完善的。最早的控制主要着眼于保护财产的安全完整，会计信息资料的正确可靠，侧重于从钱物分管、严格手续、加强复核方面进行控制。随着商品经济的发展和生产规模的扩大，经济活动日趋复杂化，才逐步发展成近代的内部控制系统。 关键词：现代企业；内部控制；会计信息；对策
目录 引言 (1) 1.会计内部控制制度的定义和特征以及作用 (2) 1.1会计内部控制制度的定义和特征 (2) 1.1.1会计内部控制制度的定义 (2) 1.1.2会计内部控制制度的特征 (2) 1.2会计内部控制制度的作用 (2) 1.2.1建立健全会计内部的需要 (2) 1.2.2保证会计信息的真实性 (3) 1.2.3有效的防范现代企业经营风险 (3) 1.2.4能维护财产和资源的安全完整 (3) 2.当前厦门兴光电子科技有限公司会计内部控制存在的问题 (3) 2.1控制环境失效 (4) 2.2财务系统失效 (4) 2.3控制程序失效 (4) 3.厦门兴光电子科技有限公司会计内部控制对策 (4) 3.1组织结构控制需要解决的问题 (5) 3.2内部会计控制 (5) 3.3预算控制 (5) 3.4风险防范控制 (5) 3.5内部审计控制 (6) 4.厦门兴光电子科技有限公司会计内部控制的保障机制 (6) 4.1完善兴光电子会计内部控制环境 (6) 4.2健全组织机构及其责任 (6) 4.3建立风险评估机制和财务预警系统 (7)
毕业论文（设计） 题目 指导老师 专业班级电子商务20061 姓名 学号 20052021138 2009年 5月 30 日
都存在着一定的问题。本文通过对学院毕业论文选题、论文指导以及论文备份等工作流程的深入了解及进行了可行性分析后，对其作了需求分析、功能模块划分、数据库的设计以及界面设计，并完成了毕业论文选题系统的开发。本系统采用简单灵活的ASP 语言，并结合简单灵活的Access 数据库，实现在线毕业论文的选题工作，提供学生一个完全公正、开放的选题平台，同时在一定程度上方便了学生与指导教师间的相互交流，同时提供了论文电子稿的保存手段，提高了教务人员
(1) 1.1系统现状研究................................. 错误！未定义书签。 1.2系统开发方法 (1) (2) 2.1系统调研 (2) 2.2系统总体目标 (2) 2.3技术可行性分析 (2) (3) 3.1系统需求分析 (3) 3.1.1功能需求 (3) 3.1.2性能需求 (3) 3.2系统流程图 (4) 3.2.1数据流程图 (4) (4) 4.1概要设计 (4) 4.1.1功能模块结构图 (4) 4.1.2功能模块描述 (5) 4.2数据库设计 (6) 4.2.1表设计 (6) 4.3详细设计 (6) 4.3.1用户登录模块设计 (8) 4.3.2论题管理模块设计 (9) 4.3.3学生选题模块设计 (10) 4.3.4筛选学生模块设计 (11) 4.3.5留言联系模块设计 (12) 4.3.6上传论文模块设计 (13) 4.3.7查看论文模块设计 (13)
学号 本科学年小论文 题目 学院大连艺术学院音乐学院 专业名称音乐表演（声乐） 年级 2014级 学生姓名王鸿 指导教师 2014年7月3日
如何掌握表演中的信念感（小3号黑体） 摘要 ( “摘要”之间空两格，3号黑体，居中，不加页眉，单独页，单倍行距。) XXXXXXXXXXXXXXXXXXXXX ……(小四号宋体,1.25倍行距，内容300－500字为宜。) (空一行打关键词) 关键词： XXXX，XXXX，XXXX，XXXX （“关键词”且与内容为四号黑体，关键词一般为3－5个）
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绪论（三号黑体居中）XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX……（宋体小四号，1.25倍行距，不单独起一页）。 一、XXXXXXXXXXXXXXXXX (正文一级标题三号黑体居中。标题与正文行距为2倍行距。如果有副标题，加破折号，小四号黑体居中。) （一）XXXXX(二级标题和题序用小4号黑体) XXXXXXXXXXXXXXXXXXXXXXX[1],XXXXXXXXXX……(正文用宋体小四，行距为 1.25倍) …… （二）XXXXX …… 结论（与正文空一行，三号黑体居中）XXXXXXXXXXXXXXX（小四宋体，与正文要求一致） 注释：(小5号宋体)[1]作者，《书名》，出版社，第X页
聊城大学东昌学院 本科生毕业论文（设计） 题目：影响我国房价的因素分析 专业代码：020101 作者姓名：崔帅 学号：20080020732 单位：经法系08级经济学1 班
指导教师：沈红梅 年月日
文件四 本科毕业论文（设计）参考模板 说明：①毕业论文（设计）原则上采用计算机打印。使用A4纸张，边距为：上下各为2.5cm，左右各为2.8cm,装订线0.5cm（居左），页眉、页脚各 为1.5cm。页眉内容：“聊城大学本科毕业论文（设计）”，黑体，5号， 居中。 ②全文1.5倍行间距。 目录（标题用黑体3号，加粗，居中） 前言（宋体4号字，加粗） - - - - - - - - - - - - - - - - - 1 1．正文一级标题（宋体4号字，加粗）- - - - -- - - - - - - - - - - -- - -- 1 1．1 正文二级标题（宋体小4号字）-- - -- - - - - - - --- - - - - - -- - - - - - - 3 1．1．1正文三级标题（宋体小4号字）- -- -- - -- - - - - - - -- - - - - - 5 1．1．2正文三级标题（宋体小4号字）- - - - -- - - - - - - -- - - ---- - 7 2. 正文一级标题（宋体4号字，加粗）-- --- - - - - - - - - - - -- -- - -20 2．1正文二级标题（宋体小4号字）- - - - -- - - - -- - - - - ---- - -- - - - -20 2．2 正文二级标题（宋体小4号字）- - - - - - -- - - - - - - - - - - - - - - - 23 …… 结论（宋体4号字，加粗）-- - -- - - - - - - - - - - - - - - - - -- - - - --- -- - 50 注释（宋体4号字，加粗，采用尾注者设此节，采用脚注者不设此节）-- -- - - --- -- - 51 参考文献（宋体4号字，加粗）- - - - - - - - - -- - - - - - - - - - - - - - - - - 52
毕业答辩论文参考文献
计算机科学与技术专业2010级专升本毕业设计题目（指导教师）汇总 一. 1．《C语言程序设计》多媒体教学课件的制作 2．《成绩管理系统》设计（用C语言实现） 3．软件设计：超级商场进销存管理系统（可选：基于WEB网络版、基于COM+网络版、S/C网络版） 4．《数据结构》多媒体教学课件制作 5．供电部门用电计费系统的设计 6．计算机房管理系统的设 7．网上教学辅助系统的设计与实现 8．浅谈试卷智能生成系统的开发 9．多媒体教学课件制作 10．旅游酒店订单管理系统 11．网吧管理、计费 12．商场管理系统 13．智力竞赛抢答计分系统的设计与实现 14．学英语智力游戏开发 15．全Flash网站制作 16.基于网络的教材管理系统 17.石油工业仪器仪表质量监督检验中心网站设计
18.非线性流水线调度算法动态演示程序设计 19.存储体系地址映象及替换算法动态演示程序设计 20.医院药房管理系统 21.门诊划价收费系统 22.公交公司人事管理系统 23.固定资产管理系统 24.网上图书馆（在线浏览及在线查询） 25.工资计算系统 26.网上超市（电子商务网站的建设） 27.系管理系统 28.旅游资源研发网的开发与设计 29.《操作系统》试题库的设计 30.餐饮娱乐管理系统的开发与设计 31.换系统（下分：电子词料库，特殊符号处理，文本切换，语音拼接4个子题目） 32.远程数据服务平台（网站设计，数据管理系统） 33.境检测模拟平台（下分：控制台软件设计，网络传输程序，监测软件设计，硬件电路设计4个子题目） 34.别技术（计算特定物体的个数，图像检索技术） 35.检索系统设计与开发 36.会议系统设计与开发 37.多媒体毕业纪念册及播放系统设计开发 38.网络媒体播放器设计与实现 39.《数据结沟》算法的动态演示
会计信息是由会计工作者提供的关于企业生产经营活动的过程和结果的一切会 计资料。保证会计信息的内容真实、数据准确、资料可靠，不仅是会计信息客观性特 征的总要求，而且也是会计核 算的一个基本目的和重要基础。 在社会主义市场经济体制下，企业会计信息对外公开披露是引导社会资源配置的 重要信号。市场能否把有限的社会资源优化配置， 使社会福利最大化，关键是企业披 --------- 露的会计信息是否真实、客观 近年来，会计信息失真问题在各行各业的一些单位中时常发生， 并成为全社会的 热门话题。自2001年底，美国安然公司（Enm 轰然倒塌后，美国的世通公司 （Woridcom ）、施乐公司（Xerox ）、默克公司（Merck ）、蒂科国际公司（Tyco ）等大 公司的一系列会计丑闻也相继被曝光。 美国的各大会计公司可以为了咨询费而默认公 司做假或助其做假：律师可以为了拉到公司业务而搞伪证； 董事可以为了自己的利益 而不顾广大中小股东的死活，道德准则丧失殆尽。有人说，美国企业文化最缺乏的就 是“耻”字，以耻为荣。一系列会计造假丑闻摧毁了美国“大型会计公司和政府监督 机构为投资者创造了安全投资场所”这一脆弱的信念。日本的 OriX 公司也同样存在 着会计造假问题。而我国又相继出现银广夏、麦科特蓝田股份等会计造假事件。 如银 广厦通过虚构7. 62亿元利润，创造“中国第一蓝筹股”神话，其停牌时的流通市值 比1998年增加了至少70亿元。因此，对于造假者而言只要造假成本低于造假收益， 造假者就有“博奕”的理由和冲动。由此可见，会计造假己成为一个全球性的难题。 页边距： 上 2.5cm ，下 2.5cm ， 左 2.5cm ，右 2.5cm ， 装订线（左）0.5cm 注：页码，居中，底部，宋体， 五号，正文起始页页码为 1, 正文宋体， 小四号，1.5 倍行间距， 段前0,段 后0 假账、假报表、假成本、假利润、
学术论文写作格式（标题1、小二号字居中） 作者姓名（黑体五号字居中） 作者单位(学校所在系名城市邮编)（宋体五号字居中） 摘要（Abstract黑体五号）：本文介绍了学术论文各部分的写作要求与写作方法，以及学术交流会议上通用论文规范格式，初学者可按照本文所提供格式撰写论文。（楷体五号字） 关键词（Key words黑体五号）：学术论文；规范格式；写作要求（楷体五号字） 中图分类号（CLC number黑体五号）：O121.8;G558（楷体五号字） 0 引言（Introduction一级标题黑体小四号） 引言又称前言，属于整篇论文的引论部分。其写作内容包括：研究的理由、目的、背景、前人的工作和知识空白，理论依据和实验基础，预期的结果及其在相关领域里的地位、作用和意义。 引言的文字不可冗长，内容选择不必过于分散、琐碎，措词要精炼，要吸引读者读下去。引言的篇幅大小，并无硬性的统一规定，需视整篇论文篇幅的大小及论文内容的需要来确定，长的可达700~800字或1000字左右，短的可不到100字。 1 题名（Title,Topic一级标题黑体小四号） 题名又称题目或标题。题名是以最恰当、最简明的词语反映论文中最重要的特定内容的逻辑组合。论文题目是一篇论文给出的涉及论文范围与水平的第一个重要信息，也是必须考虑到有助于选定关键词不达意和编制题录、索引等二次文献可以提供检索的特定实用信息。 1．1主标题（Quot二级标题宋体五号字） 论文的主标题十分重要，必须用心斟酌选定。有人描述其重要性，用了下面的一句话：“论文题目是文章的一半”。对论文题目的要求是：准确得体，简短精炼；外延和内涵恰如其分，醒目。对这两方面的要求分述如下。 1．1．1准确得体，简短精炼（三级标题宋体五号） 要求论文题目能准确表达论文内容，恰当反映所研究的范围和深度。 常见毛病是：过于笼统，题不扣文。如：“不等式的应用”过于笼统，若改为针对研究的具体对象来命题。效果会好得多，例如“贝塞耳不等式的应用”，这样的题名就要贴切得多。再如：“中值定理在证明一类不等式中的应用”这样的论文题目不准确，题名中值定理是哪一个？，令人费解，何类不等式？请教不得而知，这就叫题目含混不清，解决的办法就是要站在读者的角度，清晰地点示出论文研究的内容。假如上面的题目中，指的是微分中值定理，何类不等式可放在内文中说明，不必写在标题中，标题中只需反映运用微分中值定理这一事实即可。可参考的修改方案为：“巧用微分中值定理”。 关键问题在于题目要紧扣论文内容，或论文内容与论文题目要互相匹配、紧扣，即题要扣文，文也要扣题。这是撰写论文的基本准则。 力求题目的字数要少，用词需要精选。至于多少字才算是合乎要求，并无统一的硬性规定，一般希望一篇论文题目不要超出20个字，不过，不能由于一味追求字数少而影响题目对内容的恰当反映，在遇到两者确有矛盾时，宁可多用几个字也要力求表达明确。
论文参考资料分析 Bibliographical information Source evaluation Book: Search stratcegy: searching room of the Foreign Language Instiute Bibliographication information: Author name:LiuShuYing Date of publication:2006.09 Title of the chapter:The second quarter: the English class to the role of teachers Name of the book: College English teaching research Name of the publisher: Defense industry Date of retrieval:2011.08.25 Source evaluation: Relevance:The English class to the role of teachers, "student-centered teaching idea of", pay attention to the classroom atmosphere, to guide the students to interactive learning. Authority:Book in college English teaching practice and teaching method based on the combination of theory, this paper briefly reviews the development of college English teaching in China, this paper systematically analyses the course in "to the students as the center of teaching" under the guidance of the concept, the teacher's three big role in college English teaching, the two-way sex principle, in the teaching of English language ability and communication ability, and the theory of involves respectively to listen, speak, read, and write four basic language skills teaching and vocabulary teaching a comprehensive and detailed studies. Listed in the book of the teaching examples and related analysis has strong typical and representative and practical. This book can be use as a higher college English teachers' and students' teaching and learning of the reference and also can be big English fans reading for reference. Accuracy: the article is supported by detailed analyses.it is reliable. Currency: it is published in 2006.09 Article: Search stratcegy:Bibliographication information Author name:many senior experts Date of publication:2011.03.09 Title of the article:Overseas English interactive platform Name of the journal:Overseas English(海外英语) Name of the publisher|database: Anhui science and technology press Date of retrieval: 2011.08.25 URL:https://www.doczj.com/doc/cc6974594.html,/v7017787.htm?pid=baike.box Source evaluation: Relevance:Classroom teaching is a communications system, teaching process is an information transfer process. In this process, the teaching goal through between the teachers and students of
毕业论文参考格式模板 1、毕业论文的写作顺序是：标题、作者班级、作者姓名、指导教师姓名、中文摘要及关键词、英文摘要及英文关键词、正文、参考文献。 2、附表的表头应写在表的上面，居中；附图的图题应写在图的下面，居中。按表、图、公式在论文中出现的先后顺序分别编号。 3、参考文献的书写格式严格按以下顺序：序号、作者姓名、书名（或文章名）、出版社（或期刊名）、出版或发表时间。 4、字体：各类标题（包括“参考文献”标题）用粗宋体；作者姓名、指导教师姓名、摘要、关键词、图表名、参考文献内容用楷体；正文、图表、页眉、页脚中的文字用宋体；英文用TimesNewRoman字体。 5、字号：论文题目用三号字体，居中；一级标题用四号字体；二级标题、三级标题用小四号字体；页眉、页脚用小五号字体；其它用五号字体；图、表名居中。 6、论文正文打印页码，下面居中。 7、打印纸张规格：A4210×297毫米。 8、在文件选项下的页面设置选项中，“字符数/行数”选使用默认字符数；页边距设为上：3厘米；下：2.5厘米；左：2.8厘米；右：2.8厘米；装订线：0.8厘米；装订线位置：左侧；页眉：1.8厘米；页脚1.8厘米。 9、在格式选项下的段落设置选项中，“缩进”选0厘米，“间距”选0磅，“行距”选1.5倍，“特殊格式”选（无），“调整右缩进”选项为空，“根据页面设置确定行高格线”选项为空。 10、页眉用小五号字体打印“湖北工业大学管理学院2002级XX 专业学年论文”字样，并左对齐。
11、使用软件：MicrosoftWord2000以上版本。 1.毕业论文格式模板参考 2.毕业论文（设计）格式参考 3.大学本科毕业论文格式模板参考 4.大学本科毕业论文格式模板参考规范 5.本科毕业论文格式模板参考 6.毕业论文提纲格式参考 7.大学毕业论文格式参考 8.毕业论文综述格式参考 9.2017年毕业论文格式参考要求 10.2017最新毕业论文格式参考