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院系：外语系专业名称：英语年级：级普本/成本姓名：张三指导教师：李四年月日河南教育学院本科毕业论文（设计）An Analysis of the Narrative Point of Viewin The Great GatsbyA ThesisSubmitted in Partial Fulfillment of the Requirements For the Degree of Bachelor of Arts in EnglishByZhang SanForeign Languages Department Henan Institute of EducationSupervisor: Li SiSignature: _________Date ：论文标题：二号、Times NewRoman 、加粗、居中 小三、Times New Roman 、居中，斜体，1.5倍行距 小三、Times New Roman 、居中，1.5倍行距 亲笔签名河南教育学院本科毕业论文（设计）i AcknowledgementsUpon the completion of this thesis, I ’d like to express my gratitude to all those who have helped me generously.…Times New Roman 小四、1.5倍行距,其它格式同正文Times New Roman 、 3号，加粗，居中，下空一行ii 内 容 摘 要 叙事视角对于作者叙述故事，给予信息以及读者接受信息至关重要，它直接关系着故事进展及读者反应的顺利积极与否。
菲次杰拉德的代表作《了不起的盖茨比》的叙事视角独特，新颖。
整个故事都是尼克根据回忆用第一人称“我”写出。
尼克在故事中具有双重视角，有时作者根据需要把视角进行了转换。
本文从视角转移，视角越界和第一人称见证人这三个方面论述了作者独特的叙事技巧。
英文系本科毕业论文格式一、格式论文依次包括封面、目录、英文摘要(Abstract)与关键词(Key words)、中文摘要与关键词、引言(Introduction)、正文、结语(Conclusion)和文献目录(Works Cited)等部分。
二、封面具体样式参照论文样本页A，封面格式可到外国语学院网站下载。
三、标题居中。
如果有副标题，用冒号把英文主、副标题隔开，例如：The Human Nature Motif in William Golding’s Lord of the FliesInvisible Colour versus Visible Wall: Hanif Kureishi’s “Strangers When We Meet”中文副标题须在主标题后另起一行，前面加破折号, 例如：论威廉•戈尔丁《蝇王》中的人性母题看不见的颜色与看得见的墙——评哈尼夫•库雷西的“相逢不相识”四、英文摘要与关键词Abstract左顶格，字体为Times New Roman 小四号，黑正体，与摘要内容部分以冒号隔开。
摘要内容部分长度为150词以内，字体为Times New Roman 小四号正体，从第二行开始到结束均为左顶格。
关键词部分另起一行，以Key words为标题，关键词标题左顶格，字体为Times New Roman 小四号，黑正体，与所列关键词以冒号隔开，关键词以3至5个为宜，字体为Times New Roman 小四号正体，除少数专有名词外一律小写，关键词之间以分号隔开。
五、中文摘要与关键词摘要左顶格，字体为宋体小四号，黑正体，与摘要内容部分以冒号隔开。
摘要内容部分长度为200字以内，字体为宋体小四号正体，从第二行开始到结束均为左顶格。
关键词部分另起一行，以关键词为标题，关键词标题左顶格，字体为宋体小四号，黑正体，与所列关键词以冒号隔开，关键词字体为宋体小四号正体，关键词之间以分号隔开。
外国语学院本科生英语专业毕业论文装订顺序（APA格式）（注：此格式用于文学、翻译方向之外的所有论文）1.毕业论文封面（汉语）2.毕业论文首页（英语）3.致谢（英文）4.毕业论文中文摘要及关键词5.毕业论文英文摘要及关键词6.目录7.正文8.尾注（可选）9.参考文献（英语文献在前，汉语文献在后）10.附录（可选）附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写）学号：0305114000使用情况调查学 院 名 称： 外 国 语 学 院 专 业 名 称： 英 语 教 育 年 级 班 别： 2002 级 5 班 姓 名： 刘 海 涛 指 导 教 师： 李 庆 东年 月The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submittedto Faculty of International Studies ofHenan Normal Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByLiu HiataoSupervisor：Li Qingdong英文年月日enthusiasm, which have been the major driving force to complete the current paper. …无论在口语还是在写作中，中国大学英语学习者在连接副词的使用上都有过多使用的倾向。
影响中国大学英语学习者使用连接副词的因素是多方面的，如母 (linking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It is found that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials in their speaking and writing. The results have shown that the factors which contributing to Chinese EFL learners’ use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations.Key Words: Linking Adverbials; Chinese EFL learners; Use; TeachingTimes New Roman五号粗体Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. II Chapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 52.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.3.1 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter Three Some Critical Issues in Primary EFL Instruction in Chinese Context. . . . . . . . . . . . . .253.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 3.2 The Debate about the Inclusion of English in the Primary Curriculum. . . .25 3.3 The Contents of Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . 27 3.4 Approaches to Primary Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 3.5 Assessment in Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . . 34 Chapter Four Research Design – A Survey Study. . . . . . . . . . . . . . . . . . . . . . . . . . . .374.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.2 The Survey Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.3 Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4.5 Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455.2 The Overview of Primary EFL Program in Henan Province. . . . . . . . . . . .455.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82河南师范大学本科毕业论文Chapter One Introduction1.1 Research BackgroundIn the first decade 1 or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A.1, and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, 363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.1.2 Motivations and Objectives Times New Roman 五号，1.5倍行距Times New Roman 三号，粗体，居中Times New Roman , 小四号，粗体全文每段首行缩进3-5个字符2.Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica, 38 (pp.20-69).Halliday, M. A. K., & Husan, R. (1988). An Introduction to Functional Grammar: Edward Arnorld.Halliday, M. A. K., & Husan, R. (1970). Language Structure and Language Function. In Lyons (Ed.), Peguin Books (pp. 221-224).Hatch, E. (1992). Discourse and Language Education. London: Cambridge University Press. Quirk, R. et al (1972). A Grammar of Contemporary English. London: Longman.罗瑞球. (2002). 英语习语翻译教学. 湖南师范大学教育科学学报(3).徐其画 & 王乃文. (1989). 实用英译汉教程. 上海: 上海外语教育出版社.杨慧中(主编). (2002).语料库语言学导论. 上海：上海外语教育出版社。
外语系本科生毕业论文格式要求一、论文一律采用A4纸纵向打印, 字数不少于5000字。
采用缩进式格式，各级标题一律左对齐，各项下内容左右(两端)对齐。
只在论文正文中加页码（居中）页边距：上（3CM）、下（2.5CM）、左(3.5CM) 、右(2CM)。
行间距：（段落）间距：前段0行，后段0行；行距：1.5倍行距；设置值：空白第一部分：中文“内容摘要”格式内容摘要三号黑体加粗居中空一行□□正文楷体GB2312四号，中文字数不超过500字XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX。
空一行关键词：□××××××□××××××□××××××□×××××□××××××楷体GB2312四号，不加粗，关键词3-5个四号黑体加粗左对齐注意检查页边距以下所有文字都用：Times New Roman第二部分：英文“内容摘要”格式 (另起一页，与中文摘要放置同一文件)各字母大写，3号Times New Roman 加粗、居中（空一行）□□Under the domestic and international pressure, Chinese government had to manage its currency appreciated in a 2% level, which affected foreign investment much indeed (内容4号, 1.5倍行距（Not more than 300 words ）,每段开头缩进4个字母。
英语毕业论文格式英语毕业论文一般采用APA格式。
以下是一个700字左右的英语毕业论文格式范例：Title of Your PaperYour NameYour Affiliation (University Name)Date of SubmissionAbstract:The abstract should summarize the main points of your paper in a concise and clear manner. It should be around 150 to 200 words, and should include a brief introduction, statement of the problem, methodology, major findings, and conclusion.Keywords: keyword 1, keyword 2, keyword 3Introduction:The introduction should provide the background information of the topic and present the research question or objective of your paper. It should also highlight the significance of the research and provide an overview of the structure.Literature Review:In this section, you will review the relevant literature on your topic. You should discuss previous studies and research findings related to your research question. It is important to provide a critique of the existing literature and identify any gaps that your study aims to address.Methodology:In the methodology section, you will explain the research design, sample size, data collection methods, and analysis techniques used in your study. Make sure to provide enough details for readers to understand and replicate your study if necessary.Results:Present the findings of your study in a clear and organized manner. Use graphs, tables, or other visuals to enhance the presentation of your results. Describe the major findings and discuss their implications.Discussion:In the discussion section, interpret your results and relate them back to your research question. Analyze the strengths and limitations of your study. Discuss the implications of your findings, suggest future research directions, and provide recommendations for practitioners.Conclusion:Summarize the main points of your paper and restate the significance of your research. Emphasize the contributions of your study and highlight the implications for theory and practice. References:List all the sources cited in your paper in APA format. Make sure to follow the proper citation style guidelines.Appendices:Include any supporting materials, such as survey instruments, interview questions, or additional data tables, in the appendices. Note: The word count for each section may vary depending on the requirements of your paper. Adjust the length accordingly while ensuring a balanced and coherent structure.。
TitleByA Thesis Presented toThe School of Foreign LanguagesChina West Normal UniversityIn Partial Fulfillment of the Requirement for The Degree of Bachelor of ArtsUnder The Supervision of Prof.May 2011Outline Thesis Statement:I. IntroductionA.B.II.A.B.C.III.A.B.IV.A.B.C.V. Conclusion****School of Foreign Languages, CWNU, Nanchong, China, 637002Abstract:Key words:I. IntroductionThe institution is…(正文部分小四字体，Times New Roman，1.5倍行距，两端对齐)…As Lawrence proceeded in writing and rewriting the novel, it became a serious novel about relationships. “Lawrence rewrote it in the autumn of 1913, when it turned into a very long and complex novel indeed: and one which we k now very little about” (Worthen 12). (此处为注释格式，参考文献中的条目须在文中找到相应的引用地方)。
Jiang Chengyong [ 蒋承勇] （此处为引用中文的著作，此时后面不用引号。
因为这里已经交代了作者，所以括号里不再出现作者的姓氏，暂时把中文名字用[]号交代出来）argues that Adam and Eve’s commission of original sin represents human beings’ inherent aspiration to pursue wisdom, culture and civilization, while the culture they create does not only serve for the benefit of mankind but also serve as fetters upon man’s freedom and his healthy relationship with the natural world (7-17). Thus, Leavis points out that “The novel has for theme the urgency, and the difficult struggle, of the higher human possibilities to realize themselves…”(117).II. AlabamaWith no wonder…The pastoral Marsh Farm reminds the reader of the Garden of Eden, in which the Brangwen men and women, likeAdam and Eve in the Old Testament, live an unconscious life according to the rhythmic pattern of nature.Oh my heart, what a wetness in the night!T here’ll be no volcanoes after this. Hey,Jack, my beautiful young slender feller,which o f us is Noah? It seems as thoughthe water-worksis bursted. Ducks andayquatic fowl’ll be king o’ the castle atthis rate, dove an’ olive branch an’ all.(Lawrence 204)（此处为引用作品中的一段，整个引用部分要悬挂缩进，也就是要往后缩进六个字符左右）III. ConclusionLawrence...（参考文献参考下一页）ReferencesAusten, Jane. Sense and Sensibility.Beijing: Foreign Language Teaching and Research Press, 1994.Bochman, Svetlana. Less than ideal husbands and wives: Satiric and serious marriage themes in the works of Jane Austen and Oscar Wilde. Ph. D. Diss. City University of New Y ork, 2005.Brownstein, Rachel M. Northanger Abbey, Sense and Sensibility, Pride and Prejudice.In Edward Copeland and Juliet Mcmaster, ed. The Cambridge Campanion to Jane Austen. Shanghai: Shanghai Foreign Language Education Press, 2001. Buss, Jessica. Challenging authority through narration: a study of the works of Jane Austen and Kate Chopin. Diss. Truman State University, 2004.Copeland, Edward. Money. In Edward Copeland and Juliet Mcmaster, ed. The Cambridge Campanion to Jane Austen. Shanghai: Shanghai Foreign Language Education Press, 2001.Smith, LeRoy W. Jane Austen and the Drama of Woman. London: The Macmillan Press, 1983.F. R. 利维斯. 伟大的传统. 袁伟译. 北京：生活·读书·新知三联书店，2002.伊恩·P·瓦特. 小说的兴起. 高原, 董红钧译. 北京：生活·读书·新知三联书店，1992.吴伟仁. 英国文学史及选读（第二册）. 北京：外语教学与研究出版社，1988.MLA FormatA BookBlotner, J. Faulkner: A Biography. New York: Random, 1974.Popping, Roel. Computer-Assisted TextAnalysis. London: Sage, 2000. Thornborrow, Joanna and Shan Wareing.Patterns in Language: Stylistics forStudents of Language and Literature.London: Routledge, 1998.Utley, F., L. Z. Bloom and A. F. Kinney.Bear, Man and God. New York:Random, 1964.Montgomery, Martin, et al. Ways of Learning.London: Routledge, 1992.Faulkner, William. Faulkner in the University.Ed. Frederick L. Gwynn, and Joseph L.Blotner. Charlottesville: U of Virginia P,1959.Gilbert, Sandra M., and Susan Gubar, eds. The Norton Anthology of Literature byWomen: The Tradition in English. 2nd ed.New York: Norton, 1996.Doyle, Arthur Conan. The Oxford Sherlock Holms. Ed. Owen Dudley Edwards. Vol.II. New York: Oxford UP, 1993. Lefebvre, Henri. The Production of Space.Trans. Donald Nicholson-Smith. Oxford:Blackwell, 1991.Hughes, Richard. Introduction. The Sound and the Fury. By William Faulkner.Middlesex: Punguin, 1964. 7-9.夏洛蒂·勃朗特. 简·爱. 范纯海等译. 武汉:长江文艺出版社, 2007.Valentine, Mary-Blair Truesdell. An Investigation of Gender-Based LeadshipStyles. Diss. George Mason University,1993. (注：Ph. D. Diss.博士论文) An Article in JournalToolan, M. “Analysing Conversation in Fiction: The Christmas Dinner Scene inJoyce’s Portrait of the Artist as a YoungMan.” Poetics Today 8.2 (1987): 393-416.(注：8.2 中8指第8卷（Vol）,2指1987年第2期)何畅, 陈娇娥. “由《献给爱米丽的玫瑰花》中的“缺失”看其历史意识”. 外国文学研究, 5 (2006): 57-64.Electronic PublicationTice-Deering, Becerly. English as a Second Language. 15 Sept. 1999</~ticedeer/> Mythology. Homepage. <http://en.wikipedia.org/wiki/Mythology/>APA FormatBlotner, J. Faulkner: A Biography. New York: Random, 1974.Popping, R. Computer-Assisted Text Analysis.London: Sage, 2000.Thornborrow, J. and S. Wareing. Patterns in Language: Stylistics for Students ofLanguage and Literature. London:Routledge, 1998.Utley, F., L. Z. Bloom and A. F. Kinney. Bear, Man and God. New York: Random, 1964. Montgomery, M., et al. Ways of Learning.London: Routledge, 1992.Faulkner, W. Faulkner in the University. Ed.Frederick L. Gwynn, and Joseph L.Blotner. Charlottesville: U of Virginia P,1959.Gilbert, S. M., and S. Gubar, eds. The Norton Anthology of Literature by Women: TheTradition in English. 2nd ed. New York:Norton, 1996.Doyle, A. C. The Oxford Sherlock Holms. Ed.Owen Dudley Edwards. Vol. II. NewYork: Oxford UP, 1993.Lefebvre, H. The Production of Space. Trans.D. Nicholson-Smith. Oxford: Blackwell,1991.Hughes, R. Introduction. The Sound and the Fury. By William Faulkner. Middlesex:Punguin, 1964. 7-9.夏洛蒂·勃朗特. 《简·爱》. 范纯海等译. 武汉:长江文艺出版社, 2007. Valentine, M. T. An Investigation of Gender-Based Leadship Styles. Diss.George Mason university, 1993. (注：Ph. D. Diss.博士论文)An Article in JournalToolan, M. “Analysing Conversation in Fiction: The Christmas Dinner Scene inJoyce’s Portrait of the Artist as a Y oungMan.”Poetics Today.V ol. 8. 1987, (2):393-416. (注: 8指第8卷（Vol）,2指1987年第2期)何畅, 陈娇娥. “由《献给爱米丽的玫瑰花》中的“缺失”看其历史意识”. 《外国文学研究》2006, (5): 57-64.Electronic PublicationTice-Deering, B. English as a Second Language. 15 Sept. 1999</~ticedeer/> Mythology. Homepage. <http://en.wikipedia.org/wiki/Mythology/>。
英语专业本科毕业论文格式英语专业本科毕业论文文本格式一、论文文本结构1.封面（由学校统一制作）2.论文英文扉页（见模版及模版说明）3.论文中文扉页（见模版及模版说明）4.致谢（可选项）5.毕业论文英文摘要6.毕业论文中文摘要7.毕业论文英文目录8.毕业论文正文9.注释（可选项）10.参考文献11.附录（可选项）二、论文打印规范1.使用A4纸，单面打印。
2.页边距：上边距3.6厘米，下边距2.5厘米，左边距2.8厘米，右边距2.5厘米。
3.装订线：0厘米。
4.距边界：页眉2.7厘米，页脚1.7厘米。
如下图所示：5.页眉内容：统一为“XX大学XXXX届本科生毕业论文”，使用宋体小五号、居中，（如：XX大学2008届本科生毕业论文）。
6.页码：选用阿拉伯数字，页面底端居中。
第1页为正文第一章的第一页。
目录页和摘要页不标页码和页眉。
三、论文各部分具体格式及要求1．摘要●摘要内容英文采用Times New Roman，12磅，中文采用宋体，小四号；1.5倍行距。
段落首行缩进4个英文字符或2个汉字字符。
●长度：英文约为150词。
中文摘要内容要与英文摘要内容一致。
英文、中文摘要各占一页。
●英文“ABSTRACT”一词字母大写，中文“摘要”之间空两格、加粗、居中，并与内容文字之间空一行（见图1.1 和图1.2）。
●中英文摘要均要求有能反映论文主要内容的关键词2—4个。
“Key words：” 及“关键词：”字样须加粗，顶格。
各关键词之间有分号及一个空格，移行后须与第一个关键词的首字母对齐，英文采用Times New Roman，12磅，中文采用宋体小四号。
图1.1图1.22．目录页●目录页另页编排，置于摘要页的后面。
一级标题加粗，序号采用阿拉伯数字，数字后面加一圆点，如1.、2.、3.等。
二级标题及二级以下标题使用阿拉伯数字编排序号，如3.1、3.1.1 等。
●目录中的各级标题及页码均须与正文中的标题及页码一致。
上海大学外国语学院本科毕业论文格式（可参考论文模板）一、论文基本构件及装订顺序（论文材料袋可在C305领取）：1．封面（中文）2、英文标题页（单独用一页）3．谢辞(Acknowledgements)4．英、中文摘要和关键词(Abstract, Key words)5．目录（Table of Contents）6．正文7. 参考文献（References）（采用APA格式）。
8．附录(Appendix，如语言学类毕业论文中所分析的大段语料及其来源，应用语言学类毕业论文中实证研究所使用的调查问卷、访谈提纲、测试试卷，翻译作品的原著，等。
)二、基本要求1．根据《上海大学毕业设计（论文）工作条例》规定，我校学生毕业论文一律用计算机打印，一律在左边装订成册。
2.论文长度不得少于5000词（只计算正文长度，页码从论文正文即Introduction标起，一律标在正下方）。
3．打印及纸张：毕业论文统一在word 格式下排版打印文本。
使用A4规格的纸张，双面打印，上下左右边距为A4纸标准边距，论文正文为1.5倍行距，Times New Roman 12 字体。
4．论文初稿必须至少修改三遍，最后经指导老师同意后方可定稿。
论文打印一式2份，提交答辩小组。
答辩后，提交修改稿（纸制和电子文档）存档。
三、具体要求1．封面封面可下载(封面中文页用中文标题，英文页用英文标题)。
参考论文模板的格式。
2．论文题目(Title)英文题目Times New Roman，26号字体，黑体，中文标题宋体，小二号，黑体；英文实词首字母一律大写，书名要斜体。
论文题目是用概括性强的语言恰当地反映论文的内容，字数（或单词数）一般不超过20个，用词组的形式表述。
3．谢辞（Acknowledgements）谢辞单独成页，置于英语封面之后。
谢辞是对论文写作过程中获得的各种帮助表示感谢，这些帮助可以是导师的指导和批阅、老师和同学的支持或是原著作者对引文的授权许可等等。
英语学院毕业论文模板(DOC)毕 业 论 文（2017届）English Title中文题目学 院 英语学院 专 业 英语 班 级 英语1301班学 号 全号 学生姓名 指导教师日 期2017年5月×日页面设置：A4纸，上边距和左边距2.5cm ，下边距和右边距2cm ，页眉1.5cm ，页脚2cm 。
中文字体默认宋体，英文字体默认Times News Roman 。
段前段后设置为0，行距1.5倍。
所有文本框注释在使用后删除。
中文字体：宋体，英文数字字体：Times New Roman ，三号，加粗，居中，单倍行距，段前段后0中文字体：黑体，英文数字字体：Times New Roman ，小一，加粗，居中，单倍行距，段前段后0I摘 要《京华烟云》作为著名学者林语堂的代表性作品，成功地向西方读者介绍了博大精深的中国文化。
作为文化的具象载体，文化负载词生动形象地反映了一个民族的文化。
翻译是一项复杂的活动，它不仅是语言的转化更是文化的传递，因此语言之间的成功转化要求精通语言及其代表的文化。
本文试图从Bassnett (1990, 2010) 的文化翻译论角度出发，采用文献研究法和比较分析法，以《京华烟云》为例，比较两中文译本中文化负载词的不同译本及其采用的翻译技巧。
通过理论联系实际，本文得出的结论是：直译和替换是翻译负载词时最常用的翻译技巧。
文化和翻译密不可分，文化翻译论对文化负载词的翻译有重要的指导意义。
此外，本文还发现：张振玉（2013）对文化负载词多采用直译，语言偏向现代化，而郁飞（1991）多采用替换法，多采用习语，语言古朴。
关键词 京华烟云; 文化负载词; 翻译技巧中文字体：宋体，英文数字字体：Times New Roman ，小四，首行缩进2字符，行距1.5倍，段前段后0，两端对齐空一行，格式采用上一段落空一行，格式采用上一段落。
黑体，加粗，小四，顶格左对齐；后空一个全角空格，行距1.5倍，段前段后0中文字体：宋体，英文数字字体：Times New Roman ，小四，行距1.5倍，段前段后0，各关键词之间用中文分号“；”隔开。
英语学士论文格式【篇一：英语专业毕业论文格式要求及范本】外语外贸学院英语专业毕业论文格式要求与格式样本一、毕业论文格式要求：1、毕业论文应依次包括如下页面：1）中文封面2）英文封面3）作者声明4）致谢5）英文摘要和关键词6）中文摘要和关键词7）正文8）注释（如无尾注，可省略）9）参考文献10）附录2、页码标号：正文前页码用罗马数字如 i, ii, iii, iv，从正文开始用阿拉伯数字1，2，3标明页码。
页码一律居中打印。
3、摘要、关键词：英文(1) abstract：三号；“abstract”粗体, 居中；(2) keywords：3-5个用“；”分隔；小四号；最后一个关键词后不用标点符号；除专有名词，单词首字母不大写；“keywords” 粗体汉语参照论文格式范本。
行距为1.5倍。
4、正文格式：1）文章题目不必出现在正文页。
2）各级标题一般要求左对齐打印。
标题一律用粗体。
一级标题：粗体四号字；二级标题：粗体小四号字；三级标题：粗体小四号字。
3）英文一律采用times new roman小四号，全文双倍行距；如有汉字（参考文献部分），一律用五号宋体。
4）正文中如每一段开头缩进两个汉字（或四个英文）字符的位置，则段与段之间不空行；如每一段开头不缩进，段与段之间必须空一行。
5）正文中一级标题间的段落空一行。
5、引用：1）文中引用人名应与参考文献保持一致，即参考文献部分为英文的用英文，汉语的则用汉语拼音；2）文中直接引用成段文字时，该段文字用五号，第一行缩进6个字符，其余行两端缩进4个字符。
6．注释：（1）除了文学类毕业论文可以使用尾注注释方式，其余要求使用夹注注释方式。
（2）夹注中所列指的文献，必须在参考文献中列出。
如作者及作品为中文，夹注中书写作者姓氏时必须使用拼音。
）例如：1) 直接引用——rees said, “as key aspects of …in the process”(1986:241).——the underlying assumption is that language “bound upwith culture in multiple and compl ex ways”(elli, 1968: 3).2 ) 间接引用—— according to alun rees (1986)〔也可位于引语的最后〕, the writers focus on the unique contribution that each individual learner brings to the learning situation 〔(1986〕. —— it maybe true that in the appreciation of medieval art the attitude ofthe observer is of primary importance ( robertson,1987).3 ) 互联网资料：格式：编号例：“a deconstructive reading is a reading which analysesthe specificity of a text’s critical difference from itself” (net. 2).(注：net. 1, net. 2, net. 3,??只是为了便于注明文内引语的出处，具体格式见下文参考文献中的相关内容)7．参考文献：1）参考文献须另起一页。
长治学院 2012届学士学位毕业论文从文化角度看英语习语翻译学 号： 08403303姓 名： 丁璐指导教师： 李砚霞专 业： 英语系 别： 外语系完成时间：2012年5月 中文封面无页眉页脚 宋体二号字加粗，居中宋体小二号字体加粗并居中英文封面无页眉页脚PERSPECTIVEA THESISSUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FORTHE DEGREE OF BACHELOR英文论文封面格式：字体均为四号字ByDING LUSupervised byLi YanxiaCHANGZHI COLLEDECHANGZHI, SHANXI, P. R. CHINAMay, 2012On The Translation of English Idioms from a CulturalPerspective小二加粗，居中，首字母和实词大写，下行空一行Discipline: English Name: Ding Lu Class: 2008-3 Matriculation Number: 08403303 Supervisor: Li Yanxia空一行Abstract:Language is the carrier of culture, bearing the national cultural information. English is a global language. Learning and mastering English is helpful to understand and grasp culture differences, and thus broaden the knowledge of the world. As the bridge connecting diverse cultures, translation plays a major role in the process of cultural exchange. With the depth and breadth of Sino-western communication, it has become an important topic to study English and its translation from the cultural perspective.Cultural factors take a great part in translating English idioms. We should be more concern about translation attitudes, strategies and approaches in dealing with the cultural information of English idioms. Based on the current cultural studies of English idioms home and abroad, the thesis explores cultural factors of English idioms and their translation strategies. It starts with the analysis of English idioms, and makes an investigation of cultural features affecting idiom translation. Based on these analyses, the thesis proposes the cultural translation principles and strategies focusing on cultural connotations of idioms so as to eliminate the language level translation and promote the cultural level translation.Key words: English idioms; cultural studies of idioms; idiom translation strategies英语摘要：内容用五号字，摘要的开头要缩进四个字符；Abstract一词为小四号字加粗英语关键词：内容用五号字；词数3-5个；Keywords一词为小四号字加粗注意标点符号，末尾处不加标点。
本页无页眉页脚1. Introduction2. English idioms and Their Cultural Features2.1 Definition of English Idioms2.2 Range of English Idioms2.2.1 Idiomatic phrases2.2.3 Proverbs2.2.4 Slang2.3 Characteristics of English Idioms2.3.1 Opacity2.3.2 Comprehensiveness2.3.3 Stability2.4 Sources of Idioms 2.5 Cultural Features of Idioms3. Translation Methods of English Idioms3.1 Literal Translation3.2 Literal Translation with Notes3.3 Free Translation3.4 Free Translation with Note 3.5 Free Translation —Replacement with Similar Chinese Idioms3.6 Combination of Literal and Free Translation3.7 Rhetorical DevicesNotesAppendixcolloquial ，frequently and forcible in conveying a particular meaning that speakers of bothlanguages use them. If one does not know the culture background, one may misunderstandsome idioms. So knowing the culture interpreting the English idioms. reflects those cultural aspects. As the Now translation is not only a communication. The reason why we discuss the translation of idioms only lies in that idiomstake on terse cultural characters. Idioms have much cultural information and background,Broadly speaking, idioms has beenIdioms best mirror the national always rich in cultural connotations embedded in idioms. In some sense,spoken and written. That is why the extent to which a person familiarizes himself with idioms is a mark of his or her command of language. English and Chinese are abundant in idioms. It is difficult to give a clear-cut definition to the word “idiom”, for it possesses several meanings which might get us completely at sea.2.1 Definitions of English IdiomsBefore further steps are taken, it is imperative to give a concise and proper definition to the term “idiom”, whose etymology can be traced back to the Latin word idiom, referring to individual peculiarity of language.According to Oxford Advanced Learner’s English—Chinese Dictionary (Fourth Edition), the term “idiom’’ covers a wide range of meanings:1. phrase or sentence whose meaning is not clear from the meaning of its individual words and which must be learnt as a whole unit: give way, a change of heart2. (a) language or dialect of a people or country: the French idiom(b) use of language that is typical of or natural to speakers of a particular language(c) use of language peculiar to a period or an individual: Shakespeare’s idiomObviously, the first of t he definitions above is the commonest meaning of “idiom”. For instance, when such expressions as carry coal to New Castle, in order to, once and again, and the man in the street are considered idioms, we, consciously or unconsciously, apply the term “idiom” in its specific sense, which is the target of study in this thesis.In Longman Dictionary of English Idioms (1979), an idiom is a fixed group of words with a special different meaning from the meanings of the separate words.In fact, the difference between an idiom and a non-idiom lies in whether the meaning of the expression can be predicted from its separate units. Despite differences in wording, the definitions above reach a unanimous agreement that the meaning of an idiom is different from the sum of the literal meanings of its component words.Idioms can also be words. To judge whether a word is an idiom or not, we have two standards: first, whether the word include two or more morphemes; second, whether the separate meanings of the morphemes reveal the whole meaning of the word made up of themorphemes. Take the word “blackboard” for example. Understanding the meanings of black and board is very little help in knowing that a blackboard is a slate-like surface of any dark color used for writing on with chalk. The compound has two parts that suggest its meaning but do not wholly account for it, in that the morpheme “black” only suggests the color (although a blackboard is not necessarily black) and “board” the shape, but there is no knowing what a blackb oard is used for from the separate meanings of “black” and “board” because the two morphemes do not reveal its functions. In this sense, a blackboard is different from astitch in time saves nine.expressions likethat in to take an umbrella,the literal meaning of the verb.English idioms, in a broad sense, include idiomatic phrases, proverbial sayings and a number of slang expressions, whereas Chinese idioms fall into such broad categories as set phrases(成语), common sayings(俗语), proverbs(谚语), a two-part allegorical saying(歇后语)and what is termed as vulgar expressions(粗俗语). This is of course only a rough classification, for there must be some overlaps among them. Here the author will mainly introduce the classification of English idioms.2.2.1 Idiomatic PhrasesEnglish is abunda nt in idiomatic phrases. “Idiomatic phrases can be further classified into the following three units according to the degree of closeness within the components of an idiomatic phrase: (1) phraseological collocations; (2) phraseological unities; (3) phraseo logical fusions.”(骆, 2006: 79) (1) Phraseogical collocations are free syntactical groups, in which variability of member words is strictly limited. The meaning of the phraseological collocation is evident, for the components retain their full semantic independence. For instance: to bear a grudge may be changed into to bear malice , but not into to bear a fancy or liking . We can say take a liking(fancy ) but not take hatred (disgust ). Similar idioms are as busy as a bee , to render assistance and to hear with half an ear(心不在焉地听着)，in which the structure is loose, but the meaningis evident.(2) Phraseological unities are comparatively tight in internal structure. However the meaning of the whole unit is not the sum of the meaning of its components, but is based upon them. It may be perceived through the metaphoric meaning of the whole phraseological unit. But no element can be changed in such units without destroying the sense as a whole. For example, to show one’s colors , the metaphoric meaning of the whole unit readily suggests to show what one is really like or to make known what one thinks or plans to do . No element in this phrase can be varied and the meaning is not the sum of the meaning of its components. Similar idioms are, see red and sweep off one’s feet . Phraseological unities are as a rule marked by a high degree of stability of the lexical components.(3) Phraseological fusions are the most fixed in structure among the three kinds of idiomatic phrases under discussion. Their total meaning can never be derived from the conjoined meanings of their elements. On the house , for example, has nothing to do with house. In contrast to its literal counterpart meaning “on the roof of the house”，a non-literal meaning is imposed on the idiom as a whole: “paid for by the owner”. Here are some examples of effective phraseological fusions whose structure cannot be changed and whose meaning can never be derived from the conjoined meanings of their elements: diamond in the rough means “a person or thing of fine quality but lacking polish”; a mountain out of a molehill means “a trivial matter seem important”.正文中引用别人的观点或引用文学作品原文时，要标明出处，并在参考文献中列出该文献。
