特别提醒：
（1）论文页眉与页脚按照此模板体例编写，需注意的是：正文中奇数页页眉为“2009届英语专业学士学位论文”，偶数页页眉为“学生姓名（中文名） 论文题目名（英文名）”。其他非正文部分应该有相应内容的页眉，具体内容见后模板示例。
（2）论文正文除有特殊字体字号要求的大小标题之外，一律用Times New Roman小四号，首行缩进4字符，行间距为固定值20磅。
（3）论文一律用A4纵向打印，上边距为2.5cm，左边距为 3cm，右边距为2cm，下边距为2cm，正文页码居中。
（2）参考文献以作者的字母排序。按照先英文，后中文的顺序排列。中文的期刊杂志名不必翻译成英文。
（3）毕业论文引用注释和参考文献采用APA和MLA两种格式。APA格式适用于非文学类学术论文，MLA格式适用于文学类学术论文。
（4）引用注释格式：
——APA格式，引用注释采用夹注（又称“文中注或段中注或行中注”）方式，即在引用或要注释的文字之后，加括号，括号内容为（作者，日期：页码），具体范例见范文批注。
——MLA格式，引用注释采用尾注（又称“篇末注”）方式，即将要注释引用的部分全部集中于文章的末尾，但一定要在被引用注释对象的后面用序号标记注明，以与尾注序号对应，具体范例见后范文批注。
（5）参考文献格式：
——APA格式，参考文献格式用References列出，各文献具体格式见后范文批注。
——MLA格式，参考文献格式用Works Cited列出，各文献具体格式见后范文批注。
（6）翻译实践的同学不采用此格式，具体模板见文件“外国语学院本科毕业翻译实践格式及模板”。
单位代码 10642 密 级 公 开 学 号
学士学位论文
中文题目
论文作者：
指导教师：
学科专业：英语专业（ ）
提交论文日期： 年 月 日
论文答辩日期： 年 月 日
学位授予单位：重庆文理学院
中 国 ? 重 庆
20xx年 4 /5 月
BA Thesis
Chongqing University of Arts and Sciences
English Title
——Subtitle [如有必要，小二号加粗居中]
BA Candidate:
Supervisor:
Major:
SchooL of Foreign Languages
Chongqing University of Arts and Sciences
April/ May 2011
2011届英语专业学士学位论文 Table of Contents
Table of Contents
Ⅰ
................................................................................................................ Ⅱ ....................................................................................................... 1 .................................................................................... 2 ............................................................................................ 2 2.1.1XXXXXXXXXX .............................................................................................. 3 2.1.2XXXXXXXXXX .............................................................................................. 4 ....................................................................................... 4 2.2.1 Culture Is Based on Symbols ................................................................................ 5 2.2.2 Culture Is Shared .............................................................................................. 6 ........................................................... 7
2.3.1 XXXXXXXX .................................................................................................. 8
2.3.2 XXXXXXXXX ................................................................................................ 9 3 XXXXXXXXXXX ............................................................................................ 10
3.1 XXXXXXXX ...................................................................................................... 11
3.2 XXXXXXXXX .................................................................................................... 12
3.2.1 XXXXXXX ................................................................................................... 13
3.2.2 XXXXXXXXXXXX ........................................................................................ 14
3.2.3 XXXXXXXXXXXXXX .................................................................................... 15
3.3 XXXXXXXXXXXXX ......................................................................................... 16
3.3.1 XXXXXXXXXXXXXX .................................................................................... 17
3.3.2 XXXXXXXXXXXXXXXX ............................................................................... 17
3.3.3 XXXXXXXXXXXXX ...................................................................................... 18
3.3.4 XXXXXXXXXXXXXX .................................................................................... 19
3.3.5 XXXXXXXXXXXXXX .................................................................................... 20
3.3.6 XXXXXXXXXXXXXX .................................................................................... 21 4 Conclusion ......................................................................................................... 33 References/Works Cited ..................................................................................... 35 Acknowledgements .............................................................................................. 36 Appendix（如有必要） .......................................................................................... 37
2011届英语专业学士学位论文 中文摘要
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摘
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随着翻译研究的深入发展, 语言转换活动，更是一种跨文化的交流活动。如功能派的汉斯·威密尔就把翻译看成是跨文化交流活动的一种特殊形式，玛丽·斯内尔—霍恩比进一步认为翻译活动不再是两种语言间的转换，而是两种文化间的交流活动；克里斯蒂安·诺德认为翻译就是不同文化的比较；作为翻译研究派主要代表的苏珊·巴斯奈特和勒菲弗尔甚至把文化视为翻译的基本单位，主张文化研究应该转向注重翻译现象的研究。[首行缩进2字符，字数：200左右，行间距固定值20磅]
小四号黑体 [中文关键词之间用分号]
小四号楷体
I
2011届英语专业学士学位论文 Abstract
Abstract[Times New Roman 3号加粗居中]
Teaching methodology never stops developing. And the past two decades witnessed the maturity of TBLT in the world around. Originally developed by Prabhu in Bangladore, southern India in 1979, Task-based Language Teaching turned to be the focus of language teaching research. Under this trend, TBLT now is also one of the hottest issues in China’s English teaching. The most striking characteristic of Revised National English Teaching Curriculum (RNEC) is the advocation of TBLT from goals of teaching to evaluation of teaching. It is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using.
After three or more years of English learning, senior middle school students in China are at intermediate level of English as a foreign language. And it is quite suitable for them now to learn English under the task-based model. Therefore, the author of this thesis perceives that it is necessary to study the application of TBLT for senior middle school, in the hope of obtaining a better understanding of TBLT, attracting more English teachers to adopt TBLT more reasonably and efficiently, and to explore practical implementation of TBLT in English language teaching.
Hence, this thesis will introduce some basic concepts of TBLT such as the definition of “task”, the types of tasks and the principles of designing tasks for senior middle school students, teaching procedures with plenty of examples in detail from Senior English for China (SEFC). Then, after the task-based teaching plan, it is obvious to see the advantages of TBLT, comparing to the traditional “PPP” model. The last part of this thesis will also discuss the problems and difficulties in terms of operating TBLT, as well as trying to give some solutions. And finally comes the natural conclusion that though some problems exist and even will be solved in a long time, as a comprehensible and realizable approach, the future of TBLT is expectable and promising.
[首行缩进4字符，Times New Roman小四号，行间距固定值20磅]
Key Words: Collaborative Learning, Application, teacher’s roles, English Classroom
teaching
[英文关键词之间用逗号]
II
2011届英语专业学士学位论文
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American Psychological Association (APA) Style
1 Introduction
1.1 APA for Academic Writing: Essentials
Academic writing may use American Psychological Association (APA) Style, Modern Language Association (MLA) Style, the Chicago Style, and so on. But APA and MLA are two commonly used ones. Both can be found in "style manuals" bearing their names，for example, APA's Publication Manual of the American Psychological Association (2001) and MLA's MLA Handbook for Writers of Research Papers (1999).
The choice as to which style is appropriate for a given paper may be determined by three factors: the requirements of the particular course, the standard for the discipline in which you are studying, or your individual preference. A safe way is to consider which style will be most appropriate for your area of specialization. If you are pursuing a major in the humanities, consider learning the MLA style. If behavioral or social sciences are likely to be your interest, then the APA style may be most appropriate. Generally, humanities disciplines may include literary, philosophical, cultural, historical, translation studies, and the like. Social sciences may include applied linguistics, psycholinguistics, foreign language teaching, second language acquisition studies, and the like, which are mostly empirical studies involving statistic analyses. [Times New Roman,小四号，行间距为固定值20磅]
1.1.1 Text Citations (间接引用)
Source material must be documented in the body of the paper by citing the author(s) and date(s) of the sources. The reader can obtain the full source citation from the list of references that follows the body of the paper.
A. When the names of the authors of a source are part of the formal structure of the sentence, the year of publication appears in parentheses following the identification of the authors. The word "and" is used before the last author when multiple authors are identified as part of the formal structure of the sentence. Commas are only used to separate the names of three or more (but not two) authors for a source, for example,
Wirth and Mitchell (1994) found that . . . .
B. When the authors of a source are not part of the formal structure of the sentence, both the authors and years of publication appear in parentheses. The ampersand & is used before the last author when multiple authors for a source are identified and commas are only used to separate the names of three or more (but not two) authors for a source. And when more than
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XXX[学生姓名] XXX[论文题目名（中文名） two sources are cited parenthetically, they are ordered alphabetically by first authors' surnames and separated and joined by semicolons in the parentheses, for example,
Reviews of research on religion and health have concluded that at least some types of religious behaviors are related to higher levels of physical and mental health (Gartner, Larson, & Allen, 1991; Koenig, 1990; Levin & Vanderpool, 1991; Maton & Pargament, 1987; Paloma & Pendleton, 1991; Payne, Bergin, Bielema, & Jenkins, 1991).
C. If publications by two or more primary authors with the same surname are cited, include the first authors' initials in all text citations, even if the publication dates differ, for example,
R. D. Luce (1959) and P. A. Luce (1986) also found.....
J. M. Goldberg and Neff (1961) and M. E. Goldberg and Wurtz (1972) studied......
D. Identify works by the same author (or by the same two or more authors in the same order) with the same publication date by the suffixes a, b, c, and so forth after the year; repeat the year; separate the year-plus-suffixes with commas, for example,
Several studies (Johnson, 1991a, 1991b, 1991c; Singh, 1983, in press-a, in press-b) indicated that . . . .
E. A major citation is separated from other citations within parentheses by the phrase "see also" used after a semicolon and before the first of the remaining citations, which are arranged in alphabetical order, for example,
(Minor, 2001; see also Adams, 1999; Storandt, 1997)
F. Every effort should be made to cite only sources that you have actually read. When it is necessary to cite a source that you have not read ("Grayson" in the following example) but is cited in a source that you have read ("Murzynski & Degelman" in the following example), use the following format for the text citation and list only the source you have read in the References list, for example,
Grayson (as cited in Murzynski & Degelman, 1996) suggested ...
G. When a source has two authors, both authors are included every time the source is cited.
H. When a source has three, four, or five authors, cite all authors the first time the source is cited; in subsequent citations, include only the first author's surname and "et al." and the year if it is the first citation of the reference within a paragraph, for example,
Payne, Bergin, Bielema, and Jenkins (1991) showed that ... [Use as first citation in text.] Payne et al. (1991) showed that ... [Use as subsequent first citation per paragraph thereafter.]
Payne et al. showed that ... [Omit year from subsequent citations after first citation
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2011届英语专业学士学位论文
within a paragraph.]
I. When a source has six or more authors, cite only the first author's surname followed by "et al." and the year for the first and subsequent citations.
K. If the English translation of a non-English work is used as the source, cite the original publication date and the date of the translation, for example,
Laplace (1814/1951)...
L. To cite a personal communication (including letters, emails, and telephone interviews), include initials, surname, and as exact a date as possible. As a personal communication is not "recoverable" information, it is not included in the References section, for example,
B. F. Skinner (personal communication, February 12, 1978) claimed . . . .
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2. QuotationsTimes New Roman三号加黑 （直接引用）
When a direct quotation is used, always include the author, year, and page number as part of the citation.
A. A quotation of fewer than 40 words should be enclosed in double quotation marks and should be incorporated into the formal structure of the sentence, for example,
Patients receiving prayer had "less congestive heart failure, required less diuretic and antibiotic therapy, had fewer episodes of pneumonia, had fewer cardiac arrests, and were less frequently intubated and ventilated" (Byrd, 1988, p.829).
B. A lengthier quotation of 40 or more words should appear (without quotation marks) apart from the surrounding text, in double-spaced block format, with each line indented five spaces from the left margin but without the usual opening paragraph indent. But with more than one paragraph, indent the first line of second and additional paragraphs five to seven spaces from the new margin.
C. Enclose direct quotations within a block quotation in double quotation marks. For a quotation in running text that is already enclosed in double quotation marks, use single quotation marks to enclose quoted material.
D. Type three periods with a space before and after each period to indicate an omission within a sentence. Type four periods to indicate an omission between two sentences (a period for the sentence followed by three spaced periods).
E. When a period or comma occurs with closing quotation marks, place the period or comma before rather than after the quotation marks. Put other punctuation marks (e.g., colon, semicolon) outside quotation marks unless they are part of the quoted material.
2.1 Definitions of Culture Times New Roman小三号加黑
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XXX[学生姓名] XXX[论文题目名（中文名）
共 14 页 Times New Roman四号加黑 第 4 页 2.1.1 XXXXXXXXXX
2011届英语专业学士学位论文 References
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References[Times New Roman三号加粗居中]
[空一行]
Alleyne, R. L., & Evans, A. J. (1999). The title of the book. Boston: Allyn and Bacon. （以上为Book by two authors的文献格式，论文提交时请删除此行）
Baheti, J. R. (2001a). The title of the book. Boston: Allyn and Bacon.
Baheti, J. R. (2001b). Roles of . . .
（以上为Book by the same authur in the same year的文献格式，论文提交时请删除此行）
Hewlett, L. S. (1996).
Hewlett, L. S. (1999).
（以上为Book by the same authur in different years的文献格式，论文提交时请删除此行）
Murzynski, J., & Degelman, D. (1996). Body language of women and judgments of
vulnerability to sexual assault. Journal of Applied Social Psychology, 26, 1617-1626. （以上为Article by two authors的文献格式，论文提交时请删除此行）
Paloutzian, R. F. (1996). Invitation to the psychology of religion (2nd ed.). Boston: Allyn and
Bacon.
（以上为Book by one author的文献格式，论文提交时请删除此行）
Wolchik, S. A., West, S. G., Sandler, I. N., Tein, J., Coatsworth, D., Lengua, L., et al. (2000).
An experimental evaluation . . . .
Wilcox, R. V. (1991). Shifting roles and synthetic women in Star Trek: The Next
Generation. Studies in Popular Culture, 13(2), 53-65.
（以上为Article by more than two authors的文献格式，论文提交时请删除此行）
Merriam-Webster's collegiate dictionary (10th ed.). (1993). Springfield, MA:
Merriam-Webster.
（以上为Book with no author or editor的文献格式，论文提交时请删除此行）
James, N. E. (1988). Two sides of paradise: The Eden myth according to Kirk and Spock. In
D. Palumbo (Ed.), Spectrum of the fantastic (pp. 219-223). Westport, CT: Greenwood. （以上为Article or chapter in an edited book的文献格式，论文提交时请删除此行）
Di Rado, A. (1995, March 15). Trekking through college: Classes explore modern society
using the world of Star Trek. Los Angeles Times, p. A3.
（以上为Newspaper Article的文献格式，论文提交时请删除此行）
Degelman, D., & Harris, M. L. (2000). APA style essentials. Retrieved May 18, 2000, from
Vanguard University, Department of Psychology Web site: http://www.vanguard.edu/faculty/ddegelman/index.cfm?doc_id=796
（以上为Web document on Web site的文献格式，论文提交时请删除此行）
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2011届英语专业学士学位论文 References Hien, D., & Honeyman, T. (2000). A closer look at the drug abuse-maternal aggression link.
Journal of Interpersonal Violence, 15, 503-522. Retrieved May 20, 2000, from ProQuest database.
（以上为Journal article from database 的文献格式，论文提交时请删除此行）
Wilfley, D.E. (1989). Interpersonal analyses of bulimia: Normal-weight and obese.
Unpublished doctoral dissertation, University of Missouri, Columbia.
高 军、戴炜华，2000，语码转换和社会语言学因素，《外国语》第6期，16-21页。
郭林花, 2006，大学校园英汉语码转换的形态句法特征，《现代外语》第2期，21-28页。 何自然、于国栋，2001，语码转换研究述评，《现代外语》第1期，85-95页。
蒋金运，2003，关联理论与语码转换研究，《 广西社会科学》第7期，38－38页。
李经纬、陈力平，2004，多维视角中的语码转换，《外语教学与研究》第5期，337－344页。 梁晓波、李勇忠，2006，原型理论对外语教学的启示，《外语教学》第4期，67－71页。
吕黛蓉、黄国文、王瑾，2003，从功能语言学角度看语码转换，《外语与外语教学》第12期，6-10
页。
张丽萍，2003，大学校园语码转换动机研究，华东师范大学硕士论文。
宋体五号
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2011届英语专业学士学位论文 Acknowledgements
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Acknowledgements[Times New Roman三号加粗居中]
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First, I express my sincere thanks to my supervisor, Li Lian, who offered valuable advice as well as great encouragement in writing the paper. She has assisted considerably in sharpening and strengthening the focus and in pointing out errors and inaccuracies. This paper would not have been possible without her help. I am also grateful to my junior high school teacher at Jiangjin No.1 Middle School, who helped me with the analysis of the teaching examples. In addition, I should be also grateful to the authors whose books and articles I read and cited in my paper.
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2011届英语专业学士学位论文 Appendix
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Appendix[Times New Roman三号加粗居中]
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2011届英语专业学士学位论文
说明：
以下为文学类论文格式 MLA，论文的封面、目录、摘要、正文的一般格式和致谢都与外语教学类和语言学类相同，主要是引用和参考文献的格式与前面的格式不同，因此只列出这两项。
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学生姓名 论文题目 （空一行）
The Modern Language Association (MLA) Style
Based on Robert W. Lewis research, Peter L. Hays in his essay "Hemmgway's Use of a Natural Resource: Indians" (1999) considered Hemingway's use of Indians as a natural resource. He found out all the Indian images in Hemingway's fiction and gave a detailed analysis one by one. He draw his conclusion that Hemingway frequently used stereotypes to depict Indians, and they usually portrayed one of two things in his writing, promiscuity or loss. The promiscuity put them, in line with primitivism, more in touch with their feelings and a natural lifestyle. He farther asserted that the Indians were in all that Nick has lost: youth, health, innocence, and confidence. Indians, for Hemingway, meant carefree youth at Wallon Lake, freedom of the out-of-doors, and open, unrestrained sexuality, whether real or imagined.1 In this sense, Hays indicated that Hemingway was ahead of his time in anticipating the present ecological movement, just as he stated in Green Hills in Africa (1935) where he wrote of immigrants to America that "It had been a good country and we had made a bloody mess of it." 2
However, it is regrettable that debates about race, minority identities, representations of ethnicity and cognate questions are almost about Afro-Americans, Hispanics and other immigrant people of colour within the United States or about histories of colonialism in other regions. In US journals, racism and colonial conflicts elsewhere-in South Africa or Britain, are given much more attentiomthan Native American struggles. 3 If this is readily explicable on the grounds of the limited presence of Native Americans in the academy, it is in other ways puzzling: Native Americans and narratives of conquest are prominent in major popular genres such as Hollywood Westerns, but scarcely enter into the literature on colonial discourse and the "presentation of the other." 4
In this story, Nick's recalling of his interracial sex relationship takes a small portion of the whole story. It begins with a “gendered imagery.”5 As Hemingway described,
But there was still much forest then, virgin forest where the trees grew high before there were ariy branches and you walked on the brown, clean, springy-needled ground with no undergrowth and it was cool on the hottest days and they three lay against the trunk of a hemlock wider than two beds are long, with the breeze high in the tops and the cool light that came in patches, and Billy said:
"You want Trudy again?"6
As Paul Smith noted, there is a ``gendered imagery" in this sentence, with the virgin forest is the parallel of the willing Indian girl, is "classically American, classically Edenic, and
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2011届英语专业学士学位论文
classical exploitative."7 Annette Kolodny explains in The Lay of the Land, the Indian woman in white, Euro-American literature becomes "a kind of emblem for a land that was . .. entertaining the Europeans `with all love and kindness... and as much bounty'." 8 Nick Adams' sexual enjoyment of Trudy partakes of the same "excitement that greeted John Rolfe's marriage to Pocahontas, in April of 1614...serving in some symbolic sense, as a kind of objective correlative for the possibility of Europeans' actually possessing the charms inherent in the virgin continent."9 In this story, both the virgin forest and its vast bedstead hemlock have been raped and exploited before they are visited in retrospect. That Trudy's fate will be no different from the fate of the generous land she embodies.
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2011届英语专业学士学位论文 Notes
Notes:
（统一在文章最后附上注释，也就是尾注。重新一页。”Notes”不需要居中。）
1 Peter L. Hays, "Hemingway's Use of a Natural Resource: Indians," Hemingway and the Natural World, ed. Robert Fleming (Idaho: University of Idaho Press, 1999) 45.
2
3Ernest Hemingway, Green Hills ofAfrica (New York: Seribner's, 1935) 284-5. Nicholas Thomas, "The Primitivist and the Postcolonial," Postcolontalism Concepts in Literary and Cultural Studies, vol. 2, ed. Diana Brydon (London and New York: Routledge 2001) 776.
4 Ibid., 776.
（与前一个引用同一出处用Ibid加上页码。）
5 There is the same narrative in "The Last Good Country." See Paul Smith "Second Growth: The
Ecology of Loss of `Fathers and Sons,"' New Essay on Hemingway's Short Stories (Cambridge:
Cambridge University Press, 1998) 86.
6 Hemingway 372.
7 Paul Smith "Second Growth: The Ecology of Loss of `Fathers and Sons,"' New Essay on
Hemingway's Short Stories (Cambridge: Cambridge University Press, 1998) 87.
8 Annette Kolodny, The Lay of the Land: Metaphor as Experience and History in American Life and Letters (Chapel Hill: University of North Carolina Press, 1975) 5.
9 Ibid, 11.
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2011届英语专业学士学位论文 Works Cited
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Works Cited [Times New Roman三号加粗居中]
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Atwood, Margaret. Toronto: Anansi,
1972.
（以上为A book by a single author的文献格式） （以上为A book by two or three authors的文献格式）
Gilman, Sander, et al.
（以上为A book by four or more authors的文献格式） New York: Columbia UP, 1957.
（以上为Two or more books by the same author的文献格式）
Calvino, Italo. "Cybernetics and Ghosts." Trans. Patrick
Creagh. Sandiego: Harcourt, 1982. 2-27.
（以上为A work (article, short story or poem) in an anthology的文献格式）
American Medical Association.
（以上为A book by a corporate author的文献格式，即没有具体作者）
Lenneberg, Eric H., and Elizabeth Lenneberg, eds.
New York: Academic, 1975.
（以上为Editors的文献格式） New York: Washington Square, 1959.
（以上为Author with an editor的文献格式，注意与之前的一项不同的地方。） Trans. Constance Garnett. Indianapolis: Bobbs, 1978. （以上为A translation的文献格式）
Spatt, Brenda. nd ed. New York: St. Martin's , 1987.
（以上为An edition other than the first的文献格式）
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2011届英语专业学士学位论文 Works Cited （以上为Multi-volume work的文献格式）
（以上为An article in an encyclopedia的文献格式） th ed. New York: New York Times, 1975.
（以上为An anonymous book的文献格式） vii-xvii. （以上为An introduction, a preface, a foreword, or an afterword的文献格式） 25 (1991): 303-13.
（以上为An article in a scholarly journal的文献格式）
（以上为An article in a newspaper的文献格式） 6 June 1998: 17-19.
（以上为An article in a magazine的文献格式）
Austen, Jane. Pride and Prejudice. Ed. Henry Churchyard. 1996. 10 Sept. 1998 <http: //www.
Pemberley.com/janeinfo/prideprej.html>.
（以上为An online book的文献格式）
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