Charles2016
范文一：英语专业论文目录写法
Table of Contents
INDUCTION ..............................................................................................1
Chapter Ⅰ A BRIEF INTRODUCTION TO HARDY...............................2
Chapter Ⅱ AN ANALYSIS OF THE THREE CHARACTERS...............3
2.1MichaelHenchard ..........................................................................3
2.2Tess ..............................................................................................4
2.3 Jude Fawley.............. ..................................................................5
Chapter Ⅲ THE CAUSES OF THE CHARACTERS’ TRAGIC LIFE...6
3.1 The Injustice of Existence.........................................................6
3.2 Class Barriers and Changing Ideals of Social Class in Victorian
England . …………………………………………………………...8
3.3 Woman’s Position and Moral Convention...................... ...... 11
Chapte r Ⅳ The Significance of the Three Tragic Characters………....12
CONCLUSION ..................................................................................... 14
NOTES ...................................................................................................15
BIBLIOGRAPHY ..................................................................................16 i
范文二：英语专业毕业论文目录撰写研究
2010 年6 月 湖北第二师范学院学报 Jun( 2010
第27 卷第6 期 Journal of Hubei University of Education Vol( 27 No. 6
英语专业毕业论文目录撰写研究
杨明光
(湖北第二师范学院 外国语学院，武汉430205)
摘 要:针对英语专业毕业论文目录普遍存在比重失调、层次不清和结构混淆等问
题，提出明确格式、精简标题、统一体例
的解决对策，并举例说明。
关键词:毕业论文;目录;体例
收稿日期:2010 ,03 ,19
中图分类号:G633 文献标识码:A 文章编号:1674-344X(2010)6-0113-03
作者简介:杨明光(1955 , )，女，湖北武汉人，教授，研究方向为英语应用
语言学及英语写作。
英语专业毕业论文目录(Contents)是论文撰写的一
个有机组成部分，可视为论文的一扇窗口，它不仅映射
论文的主要内容，而且反映论文的学术质量甚至学术价
值。因此，切不可小看论文目录的撰写。然而，在指导
毕业论文的写作过程中，笔者发现不少学生撰写的目录
存在比重失调、层次不清、结构混乱等不规范现象。那
么如何才能撰写好英语专业毕业论文的目录呢,经分
析研究，笔者认为，明确格式是前提，理清层次是基础，
统一体例是保障。本文就此分述如下。
一、明确目录格式
英语论文目录格式尽管因学校要求有所不同，但大
同小异。总体说来，目录格式以分层次
,1,
均衡排列为
佳，否则会造成比重失调，下级标题项数要么不均衡，要
么欠完整。例如一篇题为“Difference Between Chinese
and Western Dietary Culture”的论文目录:
1( Introduction 1 …………………………………………………
2( Different Dietary History 2 ………………………………………
2( 1 History of American cooking 3 ……………………………
2( 1( 1 Food in American culuture 3 ………………………
2( 2 History of Chinese cooking 4 ………………………………
2( 2( 1 Food in Chinese culutre 4 …………………………
3( Different Dietary Concept 5 ……………………………………
3( 1Sumptuous and luxurious feasts vs( simple and plain meals
6 ……………………………………………………………
3( 2Collctivism vs. individualism 7 ……………………………
4( Different Table Etiquette 8 ……………………………………
4( 1 Attendance time 9 …………………………………………
4( 2 Table taboos 10 ……………………………………………
4( 3 Tableware 11 ………………………………………………
5( Conclusion 12 …………………………………………………
Bibliography 13 …………………………………………
此目录中尽管一级标题和二级标题格式正确，但三
级标题不当，即在2( Different Dietary History 下的2( 1 History
of American cooking 和2( 2 History of Chinese cooking 分别只有
一项三级标题:2( 1( 1 Food in American culture 和2( 2( 1 Food
in Chinese culture。按照《MLA 科研论文写作规范》，目录
中标题数字和字母标号应一致，若无项数2 就不应使
用项数1，若无项数 b 就不应使用项数 a。
,2,
上例中的
三级标题2( 1( 1 和2( 2( 1 恰恰与之相悖。当目录下级
标题出现一个时，应采用合并，将其整合归属于其上级
标题。
,3,
这样，不妨将该目录的2( 1( 1 和2( 2( 1 直接删
去。经此删改后，会使目录各级标题均衡得当。
再如一篇题为“Language Features of Advertising
English”的论文目录:
1( Introduction 1 …………………………………………………
1( 1 Rationale of the study 1 ……………………………………
1( 2 Definition of advertising 1 …………………………………
2( Lexical Features 1 ……………………………………………
2( 1 Classification of advertising and its audience 2 ……………
2( 2 Similarities at the lexical level 3 …………………………
2( 3 Differences at the lexical level 6 …………………………
3( Syntactical Features 8 …………………………………………
3( 1 Similarities 9 ………………………………………………
3( 2 Differences 10 ……………………………………………
4( Discourse Features 11 …………………………………………
5( Conclusion 12 …………………………………………………
Bibliography 13 …………………………………………
该目录一级标题中的2( Lexical Features 和3( Syntac-
tical Features 都有二级标题阐述其异同，但其中的 4(
Discourse Features 下的二级标题空缺，致使目录中二
级标题不完整。就此问题，《英语写作手册》一书中指
出:论述甲的项目多于论述乙的项目(如:I( A，B，C，
D;II( A，B)，这是比较与对照文章的一个常犯的错
误。
,4,
笔者认为，该目录中的这种二级标题完全空缺
? 3 1 1 ?
也可归属该类常犯错误。为使该目录完整，可再在其
4( Discourse Features 下增补4( 1 Similarities 和4( 2 Differences
两个二级标题即可。
二、理清层次关系
在撰写目录的同时，还应注重理清层次关系，即:
遵循同级标题表达同一层次相互并列内容的原则进行
排列各级标题，不然就会出现层次混淆、脉络不清等问
题。例如一篇题为 “Cultural Similarities and Differ-
ences of Connotations Between Chinese and English Ani-
mal Vocabulary”的论文目录:
1( Introduction 1 …………………………………………………
2( The Significance of Comparison and Contrast of Animal Words
Between English and Chinese 1 ………………………………
3( The Similarities and Differences of Animal Words Between
Englishand Chinese 2 …………………………………………
3( 1 The similarities of animal words between Enlgish and
Chinese 2 …………………………………………………
3( 1( 1 The same word in two languages expressing the
same meaning 3 …………………………………………
3( 1( 2 The same cultural connotation of different animal
words 4 …………………………………………………
3( 2 The differences of animal words between English and
Chinese 4 …………………………………………………
3( 2( 1 National cultural characters of animal words 5 …
3( 2( 2 Culutral differences of animal words between
Englishand Chinese 7 …………………………
3( 2( 2( 1 Good sense in English but bad in Chinese 7 …
3( 2( 2( 2 Good sense in Chinese but bad in English 8 …
3( 3 Losses of cultural connotations in different languages
9
…
…………………………………………………………
3( 3( 1 The word rich in English cultural denotative meaning
but poor in Chinese 9 ……………………………………
3( 3( 2 The word rich in Chinese cultural denotative
meaningbut poor in English 10 …………………………
4( The Importance of Knowlege About Cultuarl Similarities and
Differences 10 …………………………………………………
5( Conclusion 11 …………………………………………………
Bibliography 12 …………………………………………
本目录的问题在于层次多处混淆。一是3( The
Similarities and Differences of Animal Words Between English and
Chinese 这个一级标题与该论文题名大体相似，这与题
名应大于一级标题的观点
,5,
不相符。同样，3( 2( 2 Culu-
tral differences of animal words between English and Chinese 这个
三级标题与3( 2 The differences of animal words between Eng-
lish and Chinese 这个二级标题大体相同，也不规范。二
是 2( The Significance of Comparison and Contrast of Animal
Words Between English and Chinese 和 4( The Importance of
Knowledge About Cultuarl Similarities and Differences 这两个一
级标题意思相近，内容重叠，且无下级标题。三是3( 3
Losses of cultural connotations in different languages 这个二级标
题与另外两个同级标题3( 1 The similarities of animal words
between English and Chinese 和 3( 2 The differences of animal
words between English and Chinese 在内容上不属于相互并
列的同一层次，而从属于3( 2 The differences of animal words
between English and Chinese。3( 2( 1 National cultural characters
of animal words 这个三级标题与同级标题3( 2( 2 Culutral
differences of animal words between English and Chinese 也非并
列关系。
根据Gibaldi 的观点，目录标题之间的关系不是并
列关系就是从属关系。并列关系用于表达同等重要的
思想，从属关系则表述不同等级的思想。
,2,
为此，笔者
认为，可采用删减、整合和理顺等方法理清目录层次不
清的问题。
删减在此是指把与论文题名或与上级标题相同的
标题直接删去。这样删减一级标题3 和三级标题3(
2( 2 后，再对其下属各级标题分别作相应的提升，从而
避免了一级标题与论文题名的混淆，同时也避免了下
级标题与上级标题的混淆。
整合在此是指把两个同级关联的标题合并为一。
Marius 和Wiener 指出:一旦发现有重叠或重复就要删
减，或找出更佳表达方法。
,3,
此处可采用整合法，即将
原2. The Significance of Comparison and Contrast of Animal Words
Between English and Chinese 合并入 1( Introduction;将原
4. The Importance of Knowlege About Cultuarl Similarities and
Differences 合并入原5( Conclusion，并将序号作相应调整。
这样，在Introduction 中引出英汉动物词汇之比较对照的
重要性，在 Conclusion 中总结英汉动物词汇的文化异
同，引言和结论相互照应，既避免了同级标题的重叠，
又避免了比重失调的问题。
理顺在此是指理顺隶属关系或并列关系。从逻辑
上讲，原3( 3 Losses of cultural connotations in different languages
二级标题应从属于 The differences of animal words between
English and Chinese。原3( 2( 2( 1 Good sense in English but bad
in Chinese 和原3( 2( 2( 2 Good sense in Chinese but bad in Eng-
lish 应从属于原3( 2( 1 National cultural characters of animal
words 作此调整后，各级标题关系明确，层次清楚。经
修改后的目录如下:
1( Introduction 1 …………………………………………………
2( The Similarities of Animal Words Between Enlgish and Chinese
2 ………………………………………………………………
2( 1 The same word in two languages expressing the same
meaning 3 ………………………………………………………
2( 2 The same cultural connotation of different animal words
4
…
……………………………………………………………
3( The Differences of Animal Words Between English and Chinese
4 ………………………………………………………………
3( 1 National cultural characters of animal words 5 ……………
3( 1( 1 Good sense in English but bad in Chinese 7 ………
3( 1( 2 Good sense in Chinese but bad in English 8 ………
3( 2 Losses of cultural connotations in different languages 9 …
? 4 1 1 ?
3( 2( 1 The word rich in English cultural denotative meaning
but poor in Chinese 9 ……………………………………
3( 2( 2 The word rich in Chiese cultural denotative meaning
but poor in English 10 ……………………………………
4( Conclusion 11 …………………………………………………
Bibliography 12 …………………………………………
需说明的是:为使目录简洁明了，大多数论文目录
仅需二、三级标题即可。
,3,
三、统一标题体例
在理清层次关系的基础上，还要做到目录标题体
例一致，即结构相似。否则会出现短语句子混用、结构
不一等不规范现象。例如一篇题为“The Art of Asking
Questions in English Classes”的论文目录:
1( Introduction 1 …………………………………………………
2( The Functions of Questioning 1 ………………………………
2( 1 To achieve smooth transition and get information feedback
1 ……………………………………………………………
2( 2 To stimulate students’interest and inspire students to think
2 ……………………………………………………………
2( 3 To promote interactive learning and inquisitive awareness
2 ……………………………………………………………
2( 4 To develop the sense of participation and the ability of
expressingin class 2 ……………………………………………
3( Classification of the Questions 3 ………………………………
3( 1 Convergent questions and divergent questions 3 …………
3( 2 Prompting questions and probing questions 3 ……………
3( 3 Displaying questions and referential questions 4 …………
4( Problems Existing in Teachers’Questioning 6 …………………
4( 1 Questions are not related to teaching materials 6 …………
4( 2 Questions are shallow and dull 6 …………………………
4( 3 Teachers ’evaluation to students ’reply is not timely，
accurate，or positive 6 …………………………………………
5( Strategies of Questioning 7 ……………………………………
5( 1 Careful preparations for questioning 7 ……………………
5( 1( 1 Setting purpose of questioning 7 ……………………
5( 1( 2 Using the art of questioning 8 ……………………
5( 2 Grasp right opportunity to ask questions 9 …………………
5( 3 Handling the speed，density and angle of questioning
properly 10 …………………………………………………
6( Conclusion 11 …………………………………………………
Bibliography 12 …………………………………………
此目录中既有句子式，又有短语式，如:4( 1，4( 2
和4( 3 三个二级标题属句子式，除此之外，其他各级标
题均为短语式。而且，5( Strategies of Questioning 的下一
级标题5( 1，5( 2 和5( 3 的短语结构也不一致。5( 1 Careful
preparations for questioning 为名词短语，5( 2 Grasp right oppor-
tunity to ask questions 为动词短语 5( 3 Handling the speed，
density and angle of questioning properly 为分词短语。
丁往道等在提纲写作时强调:提纲的两种形
式———短语式和句子式，不能混合使用。
,4,
这一规则
同样适用于论文目录撰写。朱金花等也认为目录中的
标题应遵循提纲的写作原则。
,5,
因此，应避免在目录
中混合使用短语和句子。
丁往道等还进一步指出，同一等级的标题要用相
同的结构表示。大标题下的小标题不但应该同等重
要，而且要与大标题有关联，并按逻辑顺序排列。
,4,
石
坚和帅培天也指出:同级标题要用平行结构表示，使用
相同的完整句、从句、短语、或单个单词结构表示。
,6,
因此，上述目录的修改要么采用全短语式，要么使用全
句子式。笔者在此采用前者修改如下:
1( Introduction 1 …………………………………………………
2( The Functions of Questioning 1 ………………………………
2( 1 Making transition and getting feedback 1 …………………
2( 2 Stimulating students’interest and inspiring thoughts 2 …
2( 3 Promoting learning and causing inquisitive awareness 2 …
2( 4 Developing participation and enouraging speaking in class
2 ……………………………………………………………
3( Classification of the Questions 3 ………………………………
3( 1 Convergent questions and divergent questions 3 …………
3( 2 Prompting questions and probing questions 3 ……………
3( 3 Displaying questions and referential questions 4 …………
4( Problems Existing in Teachers’Questioning 6 …………………
4( 1 Irrelevant questions 6 ………………………………………
4( 2 Shallow and dull questions 6 ………………………………
4( 3 Untimely，inaccurate and negative evaluation 6 …………
5( Strategies of Questioning 7 ……………………………………
5( 1 Preparing questions carefully 7 ……………………………
5( 1( 1 Setting purpose of questioning 7 ……………………
5( 1( 2 Using the art of questioning 8 ………………………
5( 2 Catching questioning opportunities timely 9 ………………
5( 3 Handling questiones properly 10 ………………………
6( Conclusion 11 …………………………………………………
Bibliography 12 …………………………………………
值得一提的是:论文中的致谢(Acknowledge-
ments)、摘要(Abstract)等部分应列入目录中，尽管其
页码标记各校要求不一，但一般阿拉伯数字页码标记
从正文开始计数。
,7,
四、结语
目录在英语专业毕业论文撰写的实施过程中可谓
举足轻重。论文撰写前，它能帮助组织论文材料;论文
撰写中，它能检查落实论文进展;论文修改中，它能审
视推理论文逻辑。目录的撰写及修订应从目录格式、
层次关系、标题体例这三方面入手，着重核查目录中的
各级标题是否比重均衡、层次清晰、结构得当。只有这
样，才能确保论文的目录质量、乃至论文的学术水平。
参考文献:
,1,Hult，Christine A( and Thomas N( Huckin( The Brief New
Century Handbook,M,( 2nd ed( New York:Pearson Eudcation，
Inc，2004:21(
(下转第118 页)
? 5 1 1 ?
不同，西方世界追求的是“个人本位”和“自我中心”，
当然不会在亲属关系上做过细的区分，这样一来，称谓
语少而笼统也就在情理之中了。
3. 培养学生对文化的鉴别，欣赏和批判能力。在
跨文化语境下，学习英语的目的不仅仅是为了和英美
人打交道，而是和全球具有不同文化背景的人打交道，
是英语文化与母语文化和其他国家的文化兼容并举。
在英语教学中，教师要引导学生领会世界不同文化的
精髓，加强优秀汉文化的对外传播。比如，学校可定期
开办各国文化讲座或文化节，邀请研究不同文化的专
家教授发表他们在文化领域的见解，鼓励教师举办各
种跨文化交际方面的知识讲座，让学生领略世界文化
的魅力;互派留学生也是文化交流、学习借鉴其他文化
的好方式。学生在学英语的同时注意了文化差异，以
后就能更顺利地在学习、工作、贸易、旅游、生活中进行
交流。
在全球化语境下，培养文化生态观，传承和发展中
国传统文化精髓的同时，也学习和借鉴西方文化的先
进之处，互通有无，取长补短，只有这样，才能使学习者
在世界的舞台上与中国之外的人更有效地交流，世界
文化才能更健康地发展。
参考文献:
,1,杨平泽( 非英语国家的英语教学中的文化问题,J,( 国外
外语教学，1996，(1).
,2,胡壮麟( 语言文化差异的认识超越,M,( 北京:外语教学与
研究出版社，2000(
,3,黄长著( 网络时代的语言竞争，文化生态学的思考,J,( 国
外社会科学，2001，(1)
,4,严轶抡( 全球化浪潮下英语教学中的本土文化意识,J,(
四川外语学院学报，2002，(7)
,5,麦克辛 等( 英语的适应性，全球商业化英语语言教育的创
新,J,( 江苏外语教学研究，2003，(1)
责任编辑:郑诗锋
On the Sense of Culture Ecology in English Instruction
GAN Xiao , ya
(Foreign Language School，Wuhan University of Science and Technology，Wuhan 430081，China)
Abstract:The speeding globalization process of English language has brought about the
large , scale invasion of English
culture into China and other non , English speaking countries，and in addition，the phenomenon of China’s tradional
culture being declining while foreign one being booming( In view of this，the paper has put forward the concept of cul-
ture ecology，demonstrated its significance and lastly discussed the means of applying
culture ecology ideal in English in-
struction(
Key words:English instruction;culture;
檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵檵
ecology
(上接第115 页)
,2,Gibaldi，Joseph( MLA 科研论文写作规范(第5 版),M,.
上海:上海外语教育出版社，2001:128(
,3,Marius，Richard and Harvey S( Wiener( The McGraw-Hill
College Handbook,M,( 4th ed( New York:McGraw , Hill，Inc( ，
1994:477-479(
,4,丁往道，等( 英语写作手册(修订本),M,( 北京:外语教学
与研究出版社，1998:150-179(
,5,朱金华等( 商务英语写作,M,( 上海:复旦大学出版社，
2006:235(
,6,石坚，帅培天( 英语论文写作,M,( 成都:四川人民出版社，
2005:64(
,7,Hairston，Maxine and John J( Ruszkiewicz( The Scott，Fores-
man Handbook for Writers,M,( 3rd ed( New York:HarperCollins
College Publishers，1993:679(
责任编辑:风羽
Thesis Contents Writing for English Majors
YANG Ming-guang
(School of Foreign Languages，Hubei University of Education，Wuhan 430205，China)
Abstract:The entries of thesis contents by English majors often get out of proportion in
importance，confused in meaning
and mixed in structure( Solutions proposed by this paper are the basic construction，simplified entries and the consis-
tence of the style，and they are further illustrated with specific examples(
Key words:thesis;contents;style
? 8 1 1 ?
范文三：英语专业毕业论文目录撰写研究
２０１０年６月第２７卷第６期
湖北第二师范学院学报
ＪｏｕｒｎａｌｏｆＨｕｂｅｉＵｎｉｖｅｒｓｉｔｙｏｆＥｄｕｃａｔｉｏｎ
Ｊｕｎ．２０１０
Ｖ０１，２７
Ｎ仉６
英语专业毕业论文目录撰写研究
杨明光
（湖北第二师范学院外国语学院，武汉４３睨０５）
摘要：针对英语专业毕业论文目录普遍存在比重失调、层次不清和结构混淆等同题，提出明确格式、精简标题、统一体例的解决对策，并举例说明。关键词：毕业论文；目录；体例中图分类号：Ｇ６３３
文献标识码：Ａ
文章编号：１６７４．－３４４Ｘ（２０１０）６－０１１３－０３
作者简介：杨明光（１９５５一），女，湖北武汉人，教授，研究方向为英语应用语言学及英语写作。
英语专业毕业论文目录（ＣＱｎｔｅ出）是论文撰写的一
个有机组成部分，可视为论文的一扇窗口，它不仅映射论文的主要内容，而且反映论文的学术质量甚至学术价值。因此，切不可小看论文目录的撰写。然而，在指导毕业论文的写作过程中，笔者发现不少学生撰写的目录存在比重失调、层次不清、结构混乱等不规范现象。那么如何才能撰写好英语专业毕业论文的目录呢？经分析研究，笔者认为，明确格式是前提，理清层次是基础。统—体例是保障。本文就此分述如下。
一、明确目录格式
ｄ
ＡⅡｌｅｒｉ啪嗽和２．２岫正Ｃｈｉｎｅｓｅ幽分别只有
Ｆｏｏｄｉｎ
一项三级标题：２．１．１
ｉｎ
Ａｍｅｒｉｃ∞ｃｕｌｔｕｒｅ和２．２．１
Ｆｏｏｄ
Ｃｈｉｎｅ∞ｃｕｌｍｒｅ。按照（ＭＬＡ科研论文写作规范＞，目录
中标题数字和字母标号应一致，若无项数２就不应使用项数１，若无项数ｂ就不应使用项数ａ。［２１上例中的三级标题２．１．１和２．２．１恰恰与之相悖。当目录下级标题出现—个时，应采用合并，将其整合归属于其上级标题。［３１这样，不妨将该目录的２．１．１和２．２．１直接删去。经此删改后，会使目录各级标题均衡得当。
再如一篇题为“ＬａｎｇｕａｇｅＥｎｇｌｉｓｈ”的论文目录：
１．Ｉｎｔｒｏｄｕｃｔｉｏｎ
ＦｅａｔｕｒｅｓｏｆＡｄｖｅｒｔｉｓｉｎｇ
英语论文目录格式尽管因学校要求有所不同，但大同小异。总体说来，目录格式以分层次…均衡排列为佳，否则会造成比重失调，下级标题项数要么不均衡，要么欠完整。例如一篇题为“Ｄｉ矗ｅｒｅｉｉｃｅ
ａｎｄＷｅｓｔｅｒｎＤｉｅｔａｒｙ
ＢｅｔｗｅｅｎＣｈｉｎｅｓｅ
…………………………………………………ｌ
ｓｔｕｄｙ……………………………………１
１．１Ｒａｔｉｏｎａｌｅｏｆｔｈｅ１．２Ｄｅｆｉｎｉｄ。ｎｏｆ
ａｄｖｅｒｔｉｓｉｎｇ…………………………………１
Ｃｕｌｔｕｒｅ”的论文目录：
２．Ｉ捌ｃａｌ
２．１
Ｆｅａ舡ｌ＝ｒｅｓ……………………………………………ｌ
ｏｆａｄｖｅｒｔｉｓｉｎｇｔｈｅｌｅｘｉｃａｌ
１．Ｉｎｔｒｏｄｕｃｔｉｏｎ…………………………………………………ｌ
２．ＤｉｆｆｅｒｅｎｔＤｉｅｔａｒｙ２．１
Ｃｌａｓｓｉｆｉｃａｔｉｏｎ
ａｔａｔ
ａｎｄｉｔｓａｕｄｉｅｎｃｅ……………２
２．２Ｓｉｍｉｌａｒｉｔｉｅ８ｌｅｖｅｌ…………………………３
Ｈ蛔ａｆ
Ｉ－Ｉｉｓｔｏｔｙ………………………………………２
ｃｏｏｋｉｎｇ……………………………３
………………………３
Ａｍｅｒｉｃａｎ
２．１．１Ｆｏｏｄｉｎ
２．２Ｈｉｓｔｏｒｙ０ｆ
２．２．１
Ｃ‰∞出ｎｇ………………………………４
…………………………４
Ａｍ咀ｉ咖ｃｕｌｕｎｍ，
３．Ｓｙｎｔ酬Ｆｅａｔｕｒｅｓ…………………………………………８
３．１
３．２Ｄｉ矗ｅｒｅｎｃｅ８
２．３
Ｄ堪ｅｒｅＤＣ，ｅｆｌｔｈｅｌｅｘｌｃａｌｌｅｖｅｌ…………………………６
Ｓｉｍｉｌａｒｉｔｉｅｓ………………………………………………９
……………………………………………１０
ＦｏｏｄｉｎＣｈｉｎｅｓｅｃｕｌｕｔｍ
４．Ｄｉｓｃｏｕ鼬Ｆ劬Ⅱ留…………………………………………１ｌ
５．Ｃｏｎｃｌｕｓｉｏｎ…………………………………………………１２
３．ＤｉｆｆｅｒｅｎｔＤｉｅｔａｒｙＣｏｎｃｅｐｔ……………………………………５３．１ＳｕｍｐｍｏｕｓａｎｄｌｕｘｕｒｉｏｕｓｆｅａｓｔｓⅦ．ａｉｌ砷ｌｃａｎｄ
ｐ：妇ｍｅａｌｓ
……………………………………………………………６
Ｂｉｂｌｉｏｇｒａｐｈｙ…………………………………………１３
３．２ｃｏｌｌｃｔｉｖｉｓｍ强ｉｎｄｉｖｉｄｕａｌｉｓｍ……………………………７
４．Ｄｉｆｆｅｒｅｎｔ
４．１
该目录一级标题中的２．ＬｅｘｉｃａｌＦｅａｔｕｒｅｓ和３．Ｓｙｎｔａｃ－Ｆｅａｔｕｒｅｓ都有二级标题阐述其异同，但其中的４．ＤｉｓｃｏｕｒｓｅＦｅａｔｕｒｅｓ下的二级标题空缺，致使目录中二
ｔｉｃ国ｌ
ＴａｂｌｅＥ６ｑｕｅｔｔｅ……………………………………８
Ａｔｔｅｎｄａｎｃｅ６Ⅱ埒…………………………………………９
ｔａｂｏ∞……………………………………………ｌＯ
４．２Ｔａｂｌｅ４．３
级标题不完整。就此问题，《英语写作手册＞一书中指出：论述甲的项目多于论述乙的项目（如：Ｉ．Ａ，Ｂ，Ｃ，Ｄ；Ⅱ．Ａ，Ｂ），这是比较与对照文章的一个常犯的错误。【４３笔者认为，该目录中的这种二级标题完全空缺
收稿日期：２０１０—０３—１９
?１１３?
Ｔｓｂｌｅ黼………………………………………………１１
此目录中尽管一级标题和二级标题格式正确，但三
５．Ｃ加ｄ删Ｏｎ…………………………………………………１２
Ｂｉｂｌｉｏｇ呐…………………………………………１３
Ｄｉｅｔａｒｙ
级标题不当，即在２．Ｄｉｆｆｅｒｅｎｔ
Ｈｉｓｔｏｒｙ下的２．１蛳
万方数据
也可归属该类常犯错误。为使该目录完整，可再在其
４．Ｄｉ咖Ｆｅａｔｕｒｅｓ下增补４．１
Ｓｉｍｆｌａｒｉｔｉｅｓ和４．２
Ｄｉｆｆｅｒｅｎｃｅｓ
两个二级标题即可。
二、理清层次关系
在撰写目录的同时，还应注重理清层次关系，即：遵循同级标题表达同一层次相互并列内容的原则进行排列各级标题，不然就会出现层次混淆、脉络不清等问题。例如一篇题为“Ｃｕｌｔｕｒａｌ
Ｓｉｍｉｌａｒｉｔｉｅｓａｎｄ
Ｄｉｆｆｅｒ－
ｅｎｃｅｓ
ｏｆＣｏｎｎｏｔａｔｉｏｎｓＢｅｔｗｅｅｎＣｈｉｎｅｓｅａｎｄＥｎｇｌｉｓｈＡｎｉ．
ｒｅａｌ
Ｖｏｃａｂｕｌａｒｙ”的论文目录：
１．Ｉｎｔｒｏｄｕｃｔｉｏｎ?………………………………………………“ｌ２．ＴｈｅＳｉｇｎｉｆｉｃａｎｃｅｏｆＣｏｍｐａｒｉｓｏｎａｎｄＣｏｎｔｒａｓｔｏｆＡｎｉｍａｌＷｏｒｄｓ
Ｂｅｔｗｅｅｎ
ＥＩＩ幽ｈ
ａｎｄＣｈｉｎｅｓｅ………………………………１
３．’Ｉｋ
Ｓｉｍｉｌａｒｉｔｉｅｓ
ａｎｄ
Ｄｉ侬髓虹ｃ髓《山１ｉｍ丑ｌＷｏｒｄｓＢｅｔｗｅｅｎ
ＥｎｇｌｉＢｈａｎｄＣｈｉｎｅ８ｅ…………………………………………２３．１ＴｈｅＢｉｍｉｌａｒｉｔｉｅｓａｆａｎｉｍａｌ
ｗｏｒｄｓ
ｂｅｔｗｅｅｎ
Ｅ雌８ｈ
ａｎｄ
Ｃｈｉｎｅｓｅ…………………………………………………２
３．１．１
Ｔｈｅｓａｍｅ
ｗｏｒｄｉｎ
ｔｗｏ
Ｂ删ｍ饿ｍｉｌｌｇ…………………………………………３ｌａ删鹪ｅｘｐｒｅｓｓｉｎｇ
ｔｈｅ
３．Ｌ２．１１”８删ｃｕｌｔｕｒａｌｃｏｎｎｏｔａｔｉｏｎ０ｆｄｉｆｆｅｒｅｎｔａｎｉｍａｌ
ｗｏｒｄｓ…………………………?……………………??４３．２Ｔｈｅ
ｄｉ盛ｅｒｅｎｃｏｓｃＩｆａｎｉｍａｌ
ｗｏｒｄｓ
ｂｅｔｗｅｅｎ
Ｅｎｇｌｉｓｈ
ａｎｄ
Ｃｈｉｎｅｓｅ…………………………………………………４３．２．１ＮａｆｉｏｎａｌｃｕｌｔｕｒａｌｃｈａｒａｃｔｅｒｓｃＩｆａｎｉｍａｌｗｏｒｄｓ…５３．２．２Ｃｕｌｕｔｒａｌ
ｄｉｆｆｅｒｅｎｃｅｓ
ｃＩｆ
ａｎｉｍａｌ
ｗｏｒｄｓ
ｂｅｔｗｅｅｎ
Ｅｎ班ｓｈａｎｄＣｈｉｎｅｓｅ…………………………７
３．２．２．１Ｇｏｏｄ
ｓｅｎｓｅ
ｉｎＥｎｇｌｉｓｈｂｕｔｂａｄｉｎＣｈｉｎｅｓｅ…７
３．２．２．２Ｃ，ｃｏｄ
ｓｅｌｌｓｅ
ｉｎ
ＣｈｍｅｓｅｂｕｔｂａｄｉｎＥｎｇｌｉｓｈ…８
３．３Ｌｏｓｓｅｓ０ｆｃｕｌｔｕｒａｌｃｏｎｎｏｔａｔｉｏｎｓｉｎｄｉｆｆｅｒｅｎｔ
ｌａＩｌｇ哪…
…………………………………………………………９３．３．１ＴｈｅｗｏｒｄｒｉｃｈｉｎＥｎｇｌｉｓｈｃｕｌｔｕｒａｌｄｅｎｏｔａｔｉｖｅｍｅａ／ｌｉｎｇｂｕｔｐｏｏｒｉｎＣｈｉｎｅｓｅ……?…??…………………?…??…９３．３．２
Ｔｈｅ
ｗｏｒｄ
ｒｉｃｈｉｎＣｈｉｎｅｓｅｃｕｌｔｕｒａｌｄｅｎｏｔａｔｉｖｅ
ｍｅａｎｉｌｌｇｂｍｐｏｏｒｉｎ
Ｅｎｇｌｉｓｈ…………………………１０
４．Ｔｈｅ
Ｉｍｐｏｖ阻ｎｃｅｄＫｎｏｗｌｅｇｅＡｂｏｕｔＣｕｌｔｕａｄＳｉｍｉｌａｒｉｔｉｅｓａｎｄ
ｔＨ丑．ｅｒｅｎ嘲…………………………………………………ｌＯ
５．Ｃｃｏｄｔｍｉｏｎ…………………………………………：……“１１Ｂｉｂｌｉｏｇｒａｐｈｙ…………………………………………１２
本目录的问题在于层次多处混淆。一是３．Ｔｈｅ
ＳｉｍｉｌａｒｉｔｉｅｓａｎｄＤｉ矗ｅｒｅｎｃｅｓ０ｆ山１ｉｚｎａｌＷｏｒｄｓＢｅｔｗｅｅｎＥｒＩｇｌｉＢｈａｎｄ
ｃｈｉｎ啪这个一级标题与该论文题名大体相似，这与题名应大于一级标题的观点ＣＳ］不相符。同样，３．２．２Ｃｕｌｕ－ｔｒａｌｄ虢呦嗍ｄ锄ｉ瑚１ｗｏｒｄｓｂｅｔｗｅｅｎＥｎｇｌｉｓｈａｎｄＣｈｌｎｅ８ｅ这个三级标题与３．２Ｔｈｅｄｉ矗缸ｎｃｅ８
ｃＩｃａｎｉｍａ】ｗｏｒｄｓｂｅｔｗｅｅｎ
Ｅ畸
ｌｉｓｈａｎｄ
Ｃｈｉｎｅ８ｅ这个二级标题大体相同，也不规范。二
是２．Ｔｈｅ
Ｓｉｇｎｉｆｉｃａｎｃｅ
０ｆＣｏｍｐａｒｉｓｏｎａｎｄＣｏｎｔｒａｓｔ缸Ａｎｉｍａｌ
ｗｏｒｄ８ＢｅｔｗｅｅｎＥｎｇｌｉｓｈａｎｄ
Ｃｈｉ／ｌｅｓｅ和４．Ｔｈｅ
Ｉｍｐｏｒｔａｎｃｅ
ｏｆ
ＫｎｏｗｌｅｄｇｅＡｂｏｕｔＣｕｌｔｕａｒｌＳｉｍｉｌａｒｉｔｉｅｓａｎｄＤｉ伍ｅｒｅｎｃｅｓ这两个一级标题意思相近，内容重叠，且无下级标题。三是３．３
Ｌｏｓｓｅｓ
ｄｃｕｌｔｕｒａｌｃｏｎｎｏｔａｔｉｏｎｓｉｎｄｉｆｆｅｒｅｎｔ
ｌａｎｇＩｌａｇｅ８这个二级标
题与另外两个同级标题３．Ｉ
Ｔｈｅ
ｓｉｍｉｌａｒｉｔｉｅｓ０ｆａｎｉｍａｌｗｏｒｄｓ?ｌ】４?
万方数据
ｂｅｔｗｅｅｎ
ｗｏｒｄｓ‰ｎ
Ｅｎｇｌｉｓｈａｎｄ
Ｃｈｉｎｅｓｅ和３．２Ｔｈｅ
ｄｉｆｆｅｒｅｎｃｅｓ０ｆａｎｉｍａｌ
Ｅｎｇｌｉｓｈａｎｄ
Ｃｈｉｎｅｓｅ在内容上不属于相互并
列的同一层次，而从属于３．２Ｔｈｅ
ｄｉｆｆｅｒｅｎｃｅｓ
０ｆａｎｉｍａｌｗｏｒｄｓ
ｂｅｔｗｅｅｎＥＩｌｇｌｉ８ｈ
ａｎｄ
Ｃｈｉｎｅｓｅｏ３．２．１Ｎａｔｉｏｎａｌｃｕｌｔｕｒａｌｃｈａｒａｃｔｅｍ
０ｆａｎｉｍａｌ
ｗｏｒｄｓ这个三级标题与同级标题３．２．２
Ｃｕｌｕｔｒａｌ
ｄｆｌｔｅｒｅｎｅ魈ｏｆ
ａｎｉｍａｌｗｏｒｄｓ
ｂｅ№衄ＥＩｌｇｌ油ａｎｄＣｈｉｎｅｓｅ也非并
列关系。
根据Ｇｉｂａｌｄｉ的观点，目录标题之间的关系不是并列关系就是从属关系。并列关系用于表达同等重要的
思想，从属关系则表述不同等级的思想。［２１为此，笔者
认为，可采用删减、整合和理顺等方法理清目录层次不
清的问题。
删减在此是指把与论文题名或与上级标题相同的标题直接删去。这样删减一级标题３和三级标题３．２．２后，再对其下属各级标题分别作相应的提升，从而避免了一级标题与论文题名的混淆，同时也避免了下级标题与上级标题的混淆。
整合在此是指把两个同级关联的标题合并为一。Ｍａｒｉｕｓ和Ｗｉｅｎｅｒ指出：一旦发现有重叠或重复就要删减，或找出更佳表达方法。［３１此处可采用整合法，即将
原２．Ｔｈｅ
Ｓｉｇｎｉｆｉｃａｎｃｅ０ＩｆＣｏｍｐａｒｉｓｏｎａｎｄＣｏｎｔｒａｓｔｄＡｎｉｍａｌＷｏｒｄｓ
Ｂｅｔｗｅｅｎ
Ｅｎｇｌｉｓｈ
ａｎｄ
Ｃｈｉｎｅｓｅ合并入Ｉ．Ｉｎｔｒｏｄｕｃｔｉｏｎ；将原
４．Ｔｈｅ
Ｉｍｐｏｒｔａｎｃｅ
ｏｆ
Ｋｎｏｗ］ｅｇｅ
ＡｂｏｕｔＣｌ，ｌｔｕａｄＳｉｍｉｌａｒｉｔｉｅｓａｎｄ
Ｄ蕊蛐ｃ髓合并入原５．Ｃｏｎｃｌｕｓｉｏｎ，并将序号作相应调整。这样，在Ｉｎ缸ｏｄｕ甜品中引出英汉动物词汇之比较对照的重要性，在Ｃｏｎｃｌｕｓｉｏｎ中总结英汉动物词汇的文化异同，引言和结论相互照应，既避免了同级标题的重叠，
又避免了比重失调的问题。
理顺在此是指到顷隶属关系或并列关系。从逻辑
上讲，原３．３
Ｌｏｓｓｅｓ
０ｆｃｕｌｔｕｒａｌｃｏｎｎｏｔａｔｉｏｎｓｉｎｄｉｆｆｅｒｅｎｔ］ａｎｇｕａｇｅｌｌ
二级标题应从属于Ｔｈｅ
ｄｉｆｆｅｒｅｎｃｅｓ０ｆａｎｉｍａｌｗｏｒｄｓｂｅｔｗｅｅｎ
Ｅｎ幽ｈ
ａｎｄ
Ｃｈｉｎｅｓｅｏ原３．２．２．１
Ｇｏｏｄ
ｓｅｎＢｅｉｎＥｎｇｌｉｓｈｂｕｔｂａｄ
ｉｎ
Ｃｈｉｎｅｓｅ和原３．２．２．２
Ｇｏｏｄ
ｓｅｎｓｅ
ｉｎＣｈｉｎｅｓｅｂｕｔｂａｄｉｎＥｎｇ－
ｌｌｓｈ应从属于原３．２．１
Ｎａｔｉｏｎａｌｃｕｌｔｕｒａｌｃｈａｒａｃｔｅｍ０ｆａｎｉｍａｌ
ｗｏｒｄｓ作此调整后，各级标题关系明确，层次清楚。经修改后的目录如下：
１．Ｉｎｔｒｏｄｕｃｔｉｏｎ…………………………………………………ｌ
２．Ｔｈｅ
ＳｉｍｉｌａｒｉｔｉｅｓｃＩｆＡｎｉｍａｌＷｏｒｄｓＢｅｔｗｅｅｎＥｎｌｇｉｓｈａｎｄＣｈｉｎｅｓｅ
……………………………………………………?………??２
２．１
Ｔｈｅ
８峨ｗｏｒｄ
ｉｎ
ｔｗｏｌａｎｇｕａｇｅ坦ａ甲他聃ｉＩ埯ｔｈｅ
ｓａｍｅ
ｍｅ衄ｉｎｇ………………………………………………………３
２．２
１ｋ
ｓａｍｅｃｕｌｔｕｒａｌ
ｃｏｎｎｏｔａｔｉｏｎ缸ｄｉｆｆｅｒｅｎｔａｎｉｍａｌｗｏｒｄｓ…
……………?……………………………………………??４
３．Ｔｈｅ
ＤｉⅡｊ咒Ｉ嘲０ｆＡｎｉｍａｌ
ＷｏｒｄｓＢｅｔｗｅｅｎＥｎｇｌｉ８ｈａｎｄＣｈｉｎｅｓｅ
………………………………………………………………４３．１ＮａｌｉｏｎａｌｃｕｌｔｕＩａｌｃｈａｒａｃｔｅｒｓｏｆａｎｉｍａｌｗｏｒｄｓ……………５
３．１．１ＧｏｏｄｓｅｒｔｓｅｉｎＺｎｇｔｉｓｈｂｕｔｂａｄｉｎＣｈｉｎｅｓｅ………７３．１．２
ＧｏｏｄｓｅｎｓｅｉｎＣｈｉｎｅｓｅｂｕｔｂａｄｉｎＥｎｇｌｉｓｈ………８
３．２
Ｉ．棚ｅｓｃＩｆｃｕｌｔｕｒａｌ
ｃｏｎｎｏｔａｆｉｏｎａｉｎｄｉｆｆｅｒｅｎｔ
ｌａ／ｌｇｌｌａｇｅｓ
…９
３．２．ＩＴｉｍ
ｗｏｒｄｒｉｃｈｉｎＥＩＩｇｌｉｓｈｃ，ｄｍｍｌｄｅｎｏｔａｔｉｖｅｍｅａｎｉｎｇ
ｂｕｔｐｏｏｒｉｎＣｈｉｎｅｓｅ……………………………………９３．２．２ＴｈｅｗｏｒｄｒｉｃｈｉｎＣｈｉｅｓｅｃｕｌｔｕｒａｌｄｅｎｏｔａｔｉｖｅｍｅａＩｌｉｎｇｂｕｔｐｏｏｒｉｎＥｎｇｌｉｓｈ……………………………………１０
４．Ｃｏｎｄ珊ｉｏｎ…………………………………………………１１
Ｂｉｂｌｉｏｇｒａｐｈｙ…………………………………………１２
需说明的是：为使目录简洁明了，大多数论文目录仅需二、三级标题即可。【３】
三、统一标题体例
在理清层次关系的基础上，还要做到目录标题体例一致，即结构相似。否则会出现短语句子混用、结构不一等不规范现象。例如一篇题为“Ｔｈｅ
ＡｒｔｏｆＡｓｋｉｎｇ
Ｑｕｅｓｔｉｏｎｓ
ｉｎ
ＥｎｇｌｉｓｈＣｌａｓｓｅｓ”的论文目录：
１．Ｉｎｔｒｏｄｕｃｔｉｏｎ…………………………………………………１
２．ＴｈｅＦｌｌｎｃｌｉｏｍ０ｆ
Ｑ蛸６面ｎｇ＠ｔｔ
ｏ＠ｏｏ＠＠ｇｉ＠ｇＤ＠ｔ
ｏ………………１
２．Ｉ
ＴＯａｃｈｉｅｖｅ
ｓｍｉｔｈｔｒａｎｓｉｔｉｏｎａｎｄｇｅｔｉｎｆｏｒｍｍｉｏｎｆｅｅｄｂａｃｋ
……………………………………………………………１
２．２Ｔｏｓｔｉｍｕｌａｔｅ
ｓｔｕｄｅｎｔｓ’ｉｎｔｅｒｅｓｔａｎｄｉｎｓｐｉｒｅｓｔｕｄｅｎｔｓｔｏｔｈｉｎｋ
………………………………………＠ｏｏ＠ｔ
ｏ………………２
２．３Ｔｏｐｒｏｍｏｔｅｉｎｔｅｒａｃ６ｖｅｌｅａｒｎｉｎｇａｎｄｉｎｑｕｉｓｉｔｉｖｅａｗａｒｅｎｅｓｓ
ｏｌｔ＠………………………?………?……?………………２
２．４
Ｔｏ
ｄｅｖｄｏｐ
ｔｈｅ翻红雠缸ｐａｒｄｃｉｐａｔｌｏｎ
ａｎｄｔｈｅａｂｉｌｉｔｙｏｆ
ｅｘｐｒｅｓｓｉｎｇｉｎｃｌａｓｓ……………………………………………２
３．Ｃｌａｓｓｉｆｉｃａｔｉｏｎｏｆｔｈｅ
ＱＩ瑚６锄………………………………３
３．１Ｃｏｎｖｅｒｇｅｎｔｑｕｅｓ６０ｎｓａｎｄｄｉｖｅｒｇｅｎｔｑｕｅｓｔｉｏｎｓ…………３
’３．２Ｐｒｏｍｐｔｉｎｇｑｕｅｓｔｉｏｎｓ
ａｎｄｐｒｏｂｉｎｇｑｕｅｓｔｉｏｎｓ……………３
３．３
Ｄｉｓｐｈｙｉｎｇｑｕｅｓｔｉｏｎｓａｎｄｒｅｆｅｒｅｎｔｉａｌｑｕｅｓｔｉｏｎｓ…………４
４．ＰｒｏｂｌｅｍｓＥｘｉｓｔｉｎｇｉｎＴ眦ｈｅｍ’Ｑｕｅｓｔｉｏｎｉｎｇ…………………６
４．１Ｑｕｅｓｄｏｎｓａ弛ｎｏｔｒｅｌａｔｅｄ
ｔｏ
ｔｅａｃｈｉ丑ｇ
ｍａｔｅｒｉａｌｓ…………６
４．２Ｑｕｅｓｔｉｏｎｓａｍ
ｓｈａｌｌｏｗａｎｄ
ｄｕｌｌ…………………………６
４．３
Ｔｅａｃｈｅｒｓ’ｅｖａｌｕａｔｉｏｎ
ｔｏ
ｓｔｕｄｅｎｔｓ’卅坶ｉ８
ｎｏｔ蛐，
翻：ｃ缸ｒａｔｅ。ｏｒ
ｐｏｓｉｔｉｖｅ…………………………………………６
５．ＳｔｒａｔｅｇｉｅｓｏｆＱｕｅｓｔｌｏｎｉｎｇ……………………………………７
５．１Ｃａｒｅｆｕｌ
ｐｒｅＰ蒯锄ｆｏｒｑｕｅｓｔｉｏｎｉｎｇ……………………７
５．１．１ＳｅｔｔｉｎｇｐｕＩｐｏ靶０ｆｑｕ副ｏｍｎｇ……………………７
５．１．２Ｕ８ｉｎｇｔｈｅ
ａｒｔ
０ｆｑｕｅｓｔｉｏｎｉｎｇ
……………………８
５．２Ｇｒａｓｐｒｉｇｈｔｏｐｐｏｒｔｕｎｉｔｙｔｏａｓｋｑｕｅｓｔｉｏｎｓ…………………９
５．３Ｈ蚰田ｉｎｇｔｈｅ
ｓｐｅｅｄ，ｄｅｍｉ哆ａｎｄ咄０ｆ
ｑＩ】嘲ｄ∞ｉＩｌＩｇ
ｐｒｏｐｅｒｌｙ…………………………………………………１０
６．Ｃｏｎｄ岫ｉｏｎ…………………………………………………１１
４’ｔ
Ｂｉｂｌｉｏｇｒａｐｈｙ
ｔ＠ＱＤｔｔ
Ｏ＠＠＠ｔｔ＠ｔ
Ｏ…………………………１２
此目录中既有句子式，又有短语式，如：４．１，４．２和４．３三个二级标题属句子式，除此之外，其他各级标
题均为短语式。而且，５．Ｓｔｒａｔｅｇｉｅｓ缸嘶ｄｏｎｉＩｌｇ的下一
级标题５．１，５．２和５．３的短语结构也不一致。５．１
Ｃａｒｅｆｕｌ
ｐｒｅｐａｒａｔｉｏｎｓｆｏｒｑｌ】ｅ出佃ｉＩｌｇ为名词短语，５．２
Ｇｒａｓｐｒｉｇｈｔｏｐｐｏｒ－
ｔｕｎｌｔｙ
ｔｏ
ａｓｋ
ｑｕｅｓｆｉｏｍ为动词短语５．３Ｈ肌ｄｌｉｎｇｔｈｅ８ｐｅｅｄ，
ｄｅｎｓｉｔｙ
ａｎｄ咄０ｆ
ｑｕｅｓｔｉｏｎｉｎｇ
ｐｒｏｐｅｒｌｙ为分词短语。
丁往道等在提纲写作时强调：提纲的两种形
式——短语式和句子式，不能混合使用。【４１这一规则同样适用于论文目录撰写。朱金花等也认为目录中的
万方数据
标题应遵循提纲的写作原则。［５】因此，应避免在目录中混合使用短语和句子。
丁往道等还进一步指出，同一等级的标题要用相同的结构表示。大标题下的小标题不但应该同等重要，而且要与大标题有关联，并按逻辑顺序排列。［４１石坚和帅培天也指出：同级标题要用平行结构表示，使用相同的完整句、从句、短语、或单个单词结构表示。［６】因此，上述目录的修改要么采用全短语式，要么使用全
句子式。笔者在此采用前者修改如下：
１．Ｉｎｔｒｏｄｕｃｔｉｏｎ…………………………………………………ｌ
２．ＴｈｅＦｕｎｃｔｉｏｎｓｏｆＱｕ洲ｏＩＩｉ丑ｇ………………………………１
２．１
Ｍａｋｉｎｇｔｒａｎｓｉｔｉｏｎａｎｄｇｅｔｔｉｎｇ
ｆｅｅｄｂａｃｋ…………………１
２．２％ｍ蛳ＩＩｇ雠ｕｄｅｎｍ’ｉｎ：ｔｅ他８ｔ“ｉｍｐｉｒｉｎｇ
ｔｈｏｕｇｈｔｓ
…２２．３Ｐｒｏｍｏ血１９ｌｅａｒｎｉｎｇａｎｄｃ删ｉｒＩｇｉｎｑｕｉｓｉｔｉｖｅ舯旧弛嗍
…２
２．４Ｄｅｖｅ．１０ｐｉｎｇ
ｐａｒｔｉｃｉｐａｔｉｏｎ衄ｄｅｎｏｕｒａｇｉｎ８
８Ｆ蜘ｉｎ
ｃｌａｓｓ
……………………………………………………………２
３．Ｃｌａｓｓｉｆｉｃａｔｉｏｎ０ｆｔｉｍ
Ｑｕｅｓｔｉｏｎｓ
ｔ“＠ｏｔ…………………………３
３．１Ｃｏｎｖｅｒｇｅｎｔｑｕｅｓｔｉｏｎｓａｎｄｄｉｖｅｒｇｅｎｔｑｕｅｓｔｉｏｎｓ…………３
３．２Ｐｒｏｍｐ妇ｇｑｕｅｓｔｉｏｎｓａｎｄ
ｐｍｂｉｎｇｑｕ髑ｔｉｍｍ……………３
３．３
Ｄｉ８ｐｋ咖ｇｑｕ∞ｔｌｏｍ锄ｄｒｅｆｅ冲蚯ａｌｑｕｅｓｔｉｏ抛…………４
４．ＰｍｂｌｅａｍＥ】面她ｉｎＴ哪ｈｅｍ’Ｑｕ馏ｔｉｏｎｉｎｇ…………………６
４．１ｌ口Ｔｅｌｅｖａｎｔｑｕｅｓｔｉｏｎｓ………………………………………６
４．２Ｓｈａｌｌｏｗ
ａｎｄｄｕｌｌｑｕｅｓｔｉｏｎｓ………………………………６
４．３Ｕｎｆｉｍｄｙ，ｉｎ删ｘ札豫ｔｅａｎｄｎｅｇａｔｉｖｅｅｖａｌｕａｔｉｏｎ…………６
５．Ｓｔｒａｔｅｇｉｅｓ０ｆ
ＱＩｌ翻畦砌Ｉｌｇ…??：………………………………７
５．１
Ｐｒｅｐａｒｉｎｇｑｕｅｓｔｉｏｎｓ∞商１１ｌｙ……………………………７
５．１．１
Ｓｅ咖ｇ
ｐｕｒｐｏｓｅ
ｃＩｆ
ｑｌｌ蒯∞ｉｌｌｇ……………………７
５．１．２Ｕｓｉｎｇｔｈｅ
ａｒｔ
ｏｆ
ｑｕｅｓｔｉｏｎｉｎｇ………………………８
５．２ＣａｔｃｈｉｎｇｑｕｅｓｔｉｏｎｉｎｇｏＦｌｐｏｒｔｌｌＩＩｉ６∞ｔｉｍｄｙ………………９
５．３
Ｈ船衄ｇｑ∞８ｔｉ∞聃ｐｍＩ觉ｒｌｙ………………………１０
６．Ｃｏｎｃｌｕｓｉｏｎ…………………………………………………１ｌ
Ｂｉｂｌｉｏｇｒａｐｈｙ…………………………………………１２
值得一提的是：论文中的致谢（Ａｃｋｎｏｗｌｅｄｇｅ—ｍｅｎｔｓ）、摘要（Ａｂｓｔｒａｃｔ）等部分应列入目录中，尽管其页码标记各校要求不一，但一般阿拉伯数字页码标记从正文开始计数。【７】
四、结语
目录在英语专业毕业论文撰写的实施过程中可谓举足轻重。论文撰写前，它能帮助组织论文材料；论文撰写中，它能检查落实论文进展；论文修改中，它能审
视推理论文逻辑。目录的撰写及修订应从目录格式、
层次关系、标题体例这三方面入手，着重核查目录中的各级标题是否比重均衡、层次清晰、结构得当。只有这样，才能确保论文的目录质量、乃至论文的学术水平。
参考：文献：
［１］Ｈｕｌｔ，ＣｈｒｉｓｔｉｎｅＡ．ａｎｄＴｈｏｍａｓＮ．Ｈｕｃｋｉｎ．ＴｈｅＢｆｉｄＮｅｗＣ明ｔｍ７Ｈａｎｄｂｏｏｋ［Ｍ］．２ｎｄｅｄ．ＮｅｗＹｏｒｋ：ＰｅａｍｏｎＥｕｃｈｔｉｏｎ，
ｈｃ，２００４：２１．
（下转第１１８页）
?１１５?
不同，西方世界追求的是“个人本位”和“自我中心”，当然不会在亲属关系上做过细的区分，这样一来，称谓
语少而笼统也就在情理之中了。
国传统文化精髓的同时，也学习和借鉴西方文化的先进之处，互通有元，取长补短，只有这样，才能使学习者在世界的舞台上与中国之外的人更有效地交流，世界
文化才能更健康地发展。参考文献：
［１］杨平泽．非英语国家的英语教学中的文化问题［Ｊ］．国外外语教学，１９９６，（１）．
３．培养学生对文化的鉴别，欣赏和批判能力。在跨文化语境下，学习英语的目的不仅仅是为了和英美人打交道，而是和全球具有不同文化背景的人打交道，是英语文化与母语文化和其他国家的文化兼容并举。在英语教学中，教师要引导学生领会世界不同文化的精髓，加强优秀汉文化的对外传播。比如，学校可定期开办各国文化讲座或文化节，邀请研究不同文化的专家教授发表他们在文化领域的见解，鼓励教师举办各种跨文化交际方面的知识讲座，让学生领略世界文化的魅力；互派留学生也是文化交流、学习借鉴其他文化的好方式。学生在学英语的同时注意了文化差异，以后就能更顺利地在学习、工作、贸易、旅游、生活中进行
交流。
［２］胡壮麟．语言文化差异的认识超越［Ｍ］．北京：外语教学与
研究出版社，２０００．
［３］黄长著．网络时代的语言竞争，文化生态学的思考【Ｊ］．国外社会科学，２００１，（１）
［４］严轶抡．全球化浪潮下英语教学中的本土文化意识［Ｊ］．四川外语学院学报，２００２，（７）
【５］麦克辛等．英语的适应性，全球商业化英语语言教育的创新［Ｊ］．江苏外语教学研究，２００３，（１）
责任编辑：郑诗锋
在全球化语境下，培养文化生态观，传承和发展中
ＯｎｔｈｅＳｅｎｓｅｏｆＣｕｌｔｕｒｅＥｃｏｌｏｇｙｉｎＥｎｇｌｉｓｈＩｎｓｔｒｕｃｔｉｏｎ
ＧＡＮＸｉａｏ—ｖａ
（Ｆｏｒｅｉｇｎ
ＬａｎｇｕａｇｅＳｃｈｏｏｌ，ＷｕｈａｎＵｎｉｖｅｒｓｉｔｙｏｆＳｃｉｅｎｃｅａｎｄＴｅｃｈｎｏｌｏｇｙ，Ｗｕｈａｎ
４３００８１，Ｃｈｉｎａ）
ｉｎｖａｓｉｏｎｏｆＥｎｇｌｉｓｈ
Ａｂｓｔｒａｃｔ：ＴｈｅｓｐｅｅｄｉｎｇｇｌｏｂａｌｉｚａｔｉｏｎｐｒｏｃｅｓｓｏｆＥｎｇｌｉｓｈｌａｎｇｕａｇｅｈａｓｂｒｏｕｇｈｔａｂｏｕｔｔｈｅ
ｌ嘴ｅ—ｓｃａｌｅ
ｃｕｌｔｕｒｅｉｎｔｏＣｈｉｎａａｎｄｏｔｈｅｒｎｏｎ—Ｅｎｇｌｉｓｈｃｕｌｔｕｒｅｂｅｉｎｇｄｅｃｌｉｎｉｎｇｗｈｉｌｅｆｏｒｅｉｇｎ
ｔｌＬＴＯ
ｅｌｓｅ
ｓｐｅａｋｉｎｇｃｏｕｎｔｒｉｅｓ，ａｎｄ
ｉｎａｄｄｉｔｉｏｎ，ｔｈｅｐｈｅｎｏｍｅｎｏｎｏｆＣｈｉｎａ’ｓｔｒａｄｉｏｎａｌ
ｂｅｉＩ瞎ｂｏｏｍｉｎｇ．Ｉｎｖｉｅｗｏｆｔｈｉｓ，ｔｈｅｐａｐｅｒｈａｓｐｕｔｆｏｒｗａｒｄｔｈｅｅｏＩｌｃｅｐｔｏｆｃｕｌ－
ａｎｄｌａｓｔｌｙｄｉｓｃｕｓｓｅｄｔｈｅｍｅａｎｇｏｆａｐｐｌｙｉｎｇｃｕｌｔｕｒｅｅｃｏｌｏｇｙｉｄｅａｌｉｎＥｎｇｌｉｓｈｉｎ－
ｅｃｏｌｏｇｙ，ｄｅｍｏｎｓｔｒａｔｅｄｉｔｓｓｉｇｎｉｆｉｃａｎｃｅ
ｓｔｒｕｃｔｉｏｎ．
Ｋｅｙｗｏｒｄｓ：Ｅｎｇｌｉｓｈｉｎｓｔｒｕｃｔｉｏｎ；ｃｕｌｔｕｒｅ；ｅｃｄｏｇｙ
窖寄吧；矗吕＝吨＃矗Ｓ寄吧石ｖ彳矗ｇ穹
（上接第１１５页）
［２］Ｇｉｂａｌｄｉ，Ｊ∞ｅｐｈ。ＭＬＡ科研论文写作规范（第５版）［Ｍ］．
上海：上海外语教育出版社，２００１：１２８．［３］Ｍａｒｉｕｓ，Ｒｉｃｈａｒｄ
ａｎｄＨａｒｖｅｙ
２００６：２３５．
［６３石坚，帅培天．英语论文写作［Ｍ］．成都：四川人民出版社，
２００５：６４．
Ｓ．Ｗｉｅｎｅｒ．ＴｈｅＭｃＧｒａｗ－Ｈｉｌｌ
ＣｏｌｌｅｇｅＨａｎｄｂｏｏｋ［Ｍ］．４ｔｈｅｄ．ＮｅｗＹｏｒｋ：ＭｃＧｒａｗ—Ｈｉｌｌ，Ｉｎｃ．，
１９９４：４７７－４７９．
［７］Ｈａｉｒｓｔｏｎ，ＭａｘｉｎｅａｎｄＪｏｈｎＪ．Ｒｍｚｋｉｅｗｉｃｚ．Ｔｈｅ
ｍａｎ
Ｓｃｏｔｔ，Ｆｏｒｅｓ－
ＨａｎｄｂｏｏｋｆｏｒＷｒｉｔｅｒｓ［Ｍ］．３ｒｄｅｄ．ＮｅｗＹｏｒｋ：ＨａｒｐｅｉＣｏｌｌｉｍ
Ｐｕｂｌｉｓｈｅｒｓ，１９９３：６７９．
［４］丁往道，等．英语写作手册（修订本）【Ｍ］．北京：外语教学
与研究出版社，１９９８：１５０－１７９．
Ｃｏｌｌｅｇｅ
责任编辑：风羽
［５］朱金华等．商务英语写作［Ｍ］．上海：复旦大学出版社，
ＴｈｅｓｉｓＣｏｎｔｅｎｔｓＷｒｉｔｉｎｇｆｏｒＥｎｇｌｉｓｈ
ＹＡＮＧＭｉｎｇ—ｇｕａｎｇ
（Ｓｃｈｏｏｌ
ｏｆＦｏｒｅｉｇｎＬａｎｇｕａｇｅｓ，ＨｕｂｅｉＵｎｉｖｅｒｓｉｔｙｏｆＥｄｕｃａｔｉｏｎ，Ｗｕｈａｎ
Ｍａｊｏｒｓ
４３０２０５，Ｃｈｉｎａ）
ｉｍｐｏｒｔａｎｃｅ，ｃｏｎｆｕｓｅｄ
ｉｎｍｅａｎｉｎｇ
Ａｂｓｔｒａｃｔ：ＴｈｅｅｎⅡ＇／ｅｓｏｆｔｈｅｓｉｓｃｏｎｔｅｎｔｓｂｙＥｎｇｌｉｓｈｍａｊｏｒｓｏｆｔｅｎｇｅｔｏｕｔｏｆｐｒｏｐｏｒｔｉｏｎｉｎ
ａｒｅ
ａｎｄｍｉｘｅｄｉｎｓｔｒｕｃｔｕｒｅ．Ｓｏｌｕｔｉｏｎｓｐｒｏｐｏｓｅｄｂｙｔｈｉｓｐａｐｅｒ
ｔｅｎｃｅ
ｔｈｅｂａｓｉｃｃｏｎｓｔｒｕｃｔｉｏｎ，ｓｉｍｐｌｉｆｉｅｄｅｎｔｒｉｅｓａｎｄｔｈｅｃｏｎｓｉｓ－
ｏｆｔｈｅ
ｓｔｙｌｅ，ａｎｄ
ｔｈｅｙ
ａｒｅ
ｆｕｒｔｈｅｒｉｌｌｕｓｔｒａｔｅｄｗｉｔｈｓｐｅｃｉｆｉｃｅｘａｍｐｌｅｓ．
Ｋｅｙｗｏｒｄｓ：ｔｈｅｓｉｓ；ｃｏｎｔｅｎｔｓ；ｓｔｙｌｅ?１１８?
万方数据
英语专业毕业论文目录撰写研究
作者：作者单位：刊名：英文刊名：年，卷(期)：
杨明光， YANG Ming-guang
湖北第二师范学院,外国语学院,武汉,430205湖北第二师范学院学报
JOURNAL OF HUBEI UNIVERSITY OF EDUCATION2010,27(6)
参考文献(7条)
1.Hairston,Maxine;John J.Rnszkiewicz The Scott,Foresman Handbook for Wrlters 19932.石坚;帅培天 英语论文写作 20053.朱金华 商务英语写作 20064.丁往道 英语写作手册(修订本) 1998
5.Marius,Richard;Harvey S.Wiener The McGraw-Hill College Handbook 19946.Gibaldi;Joseph MLA科研论文写作规范 2001
7.Hult,Chrlmlne A;Thomas N.Huckin The Brief New Century Handbook 2004
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2. 韦萍.纪福银 英语专业毕业论文中文标题英译的原则探究[期刊论文]-时代教育（教育教学版）2008(5)3. 赵萌 分析高校英语专业毕业论文常见失误[期刊论文]-硅谷2010(6)
4. 任舒翼 英语专业毕业论文两个重要的行文方式[期刊论文]-考试周刊2009(36)5. 刘继安 推理对口译效果的影响[学位论文]2006
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7. 郭骞.李旋.GUO Qian.LI Xuan 影响英语专业毕业论文资料搜集的因素[期刊论文]-内江师范学院学报2006,21(5)
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本文链接：http://d.g.wanfangdata.com.cn/Periodical_pxyyj-hbjyxyxb201006037.aspx
范文四：金山英语专业毕业论文目录范例
Contents(三号Times New Roman字体,居中,加粗;不加页眉;页码另编为i, ii 等) (空一行, 小四号, 单倍行距; 正文英文均用Times New Roman,中文用宋体) Abstract(小三号, Times New Roman, 加粗)…………………………….….………....................1 1. Introduction(小三号, Times New Roman, 加粗).........................………............…................1 2. The symbolic meanings of colors……………………………………………....…...2
2.1 White — the symbol of Tess’ purity, innocence and vulnerability(四号)…….2
2.2 Black — the symbol of death, evil and threatening force(破折号以“—”为规范)...3
2.3 Red — the vigor and life in Tess and outside force crushing her…………….4 3. The symbolic meanings of objects………….……………………………......….....6
3.1 Rose and Strawberry foreshadowing Tess’ early ruin.............................….........6
3.2 Lords and Ladies indicating Tess’ future predicament.……..…………….........7
3.3 The horse — the incarnation of Tess……………..…………..……..……...........7
3.4 The bird — the reflection of Tess mental states and physical condition......8 4. The symbolic meanings of places………………………………………...…..…….9
4.1 The Vale of Blakemore showing sadness of Tess’ fate……...………....……….9
4.2 The Vale of Froom — the place where the beautiful tale is broken….…......10
4.3 Flintcomb-Ash — Tess reaching her lowest point of life………..…..….........10
4.4 Sandbourne — Alec’s physical death and Tess’ spiritual death……………...11
4.5 Stonehenge — the place of sacrifice………………………...……………...........12 5. Conclusion……………….…… ……………………………………...………………….12 6. References…………….…… ……………………………………...……………………14 Acknowledgements(小三号, Times New Roman, 加粗)………………….…………….........15 简析《德伯家的苔丝》中意象的象征中文摘要、关键词……………….………...……………….16 (题目小四号宋体中文摘要、关键词五号，不空格;“……”及页码标记小四号Times New Roman,
i
不加粗。页面对齐。目录最多编到1.;1.1;1.1.1)
ii
范文五：英语专业论文
系 别:
专 业:
班 级:
姓 名:
指导老师:
Abstract: With the continual reform of language teaching and learning Abstract:
methods, teachers are in demand to organize the class in English and create English-learning circumstances. However, many students both in primary school and middle school are not interested in English. They don?t feel like to learn English; the main problem is that they are not interested in English. As it commonly accepted, interest is the key to success, interest is the best teacher. Students had better develop their interest in English at the beginning of the study.
Key words: arouse, middle school students, interest, learning English Key words:
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Outline Outline Outline
I. Introduction………………………………………………… (4) II. The application of how to arouse students' interest in learning
English……………………………………………………… (5) 2.1 Teach vocabulary by communication …………………… (5) 2.2 Integrate word categories study into imagination……… (7) 2.3 Use cards ………………………………………………… (8) 2.4 Competition in teaching process ……………………… (9)
(11) 2.5 Design appropriate exercises and teaching methods …
2.6 Ask students often to speak to people in English ……… (11) III. Problems to be noticed while arousing students’ interest in
learning English ……………………………………… (12) 3.1 The students’ anxiety…………………………………… (12) 3.2 Build up the sense of their English language ………… (12) 3.3 Be equal to students and don’t speak to them with language
of discrimination and threat………………………… (13) IV. Conclusion……………………………………………… (13)
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How to Arouse Students' Interest in Learning English How to Arouse Students' Interest in Learning English How to Arouse Students' Interest in Learning English
I. Introduction
As everyone knows, the classroom teaching is one of the most important ways that the students learn English. As far as the English teaching in the Primary Schools is concerned, teachers have to arouse the students? interest so that they may learn. With
the continual reform of language teaching and learning methods, teachers are in great demand to organize the classes in English and create English-learning circumstances.
Some poor students complain that they lack of vocabulary so that they cannot follow the teacher in class and many times they cannot complete the tasks. Some good students reported that vocabulary instruction tends to be so mechanical that the students were asked to read and re-read, write new words and expressions that makes them lose their interest. And quite a number of students reported that they are afraid of being criticized and thus withdraw from classroom activities. It is a typically problem happening to students so that when they are practicing listening and speaking, they feel anxious and nervous. On the other side, the teachers? methods lack variety and they didn?t create the language environment properly; they only taught English
without communication with students. If they use good methods and more encouragement instead of criticism, students would have more confidence and interest to learn English. As teachers, they have the responsibility to make students realize that making mistakes in learning English is normal and acceptable. And the teacher should make students realize that there are no so called easy or difficult questions and not afraid of making mistakes in front of other classmates or other people. Because it means students have more opportunities to learn more knowledge than others. To some extent, students? confidence and belief can arouse their interest in learning English better .Considering many middle school students are not good at English, how to arouse their interest is the first, “Interest refers to a state of longitude and emotional
which leads to a conscious decision to act, and which give rise to a pried of sustained intellectual and physical effort in order to attain a previously set goal, interest is one
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of the most important factors in learning a foreign language. As prawn said just as eating without liking does harm to one?s health, learning without liking harms memory and retains nothing it takes in former experiments show that among the factors contributing to success of students. Interest accounts for about 50%.(Williams
M, & R. Burden，1997:125)
From what mentioned above, interest can lead students to learn English happily and can help students understand teaching materials easily and happily, and then students? English will be improved.
II. The application of how to arouse students' interest in learning
English
2.1 Teach vocabulary by communication
Vocabulary is the basic unit of language, and mastering vocabulary is the basic of learning language. The progress of learning foreign languages depends largely on the expansion of vocabulary except for mastering the basic voice, grammar. Therefore, people often characterize the level of a person's mastery of foreign languages according to whose vocabulary. However, a large number of foreign language learners complain that the major difficulty they have lies in vocabulary memorization. The reason for this is rote, not only high school students, college students are no exception.
It turned out that the vocabulary teaching during the English teaching have not been paid attention. Teachers generally agreed that there is no special skill to learn vocabulary except for spelling, reading and learning by heart. Therefore, after
confirming that students? spelling in accordance with the phonetic alphabets is correct, the task of vocabulary learning has always been assigned to the students ever since.
However, the students may recite the words in isolated and repeated way, the result is recorded times of forgetting, then recite again, then forget again. This boring and low efficiency of the vocabulary memorizing sufficiently enable them to lose confidence and the interest in foreign language. Without a strong foundation of vocabulary and an
effective method, further learning of foreign language may be quite difficult.
Nowadays some teachers are trying to teaching vocabulary with the
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communication-oriented way in the classroom so that vocabulary teaching has been greatly improved. The communicative vocabulary teaching is that guiding students to begin to talk as much as possible with the learned vocabulary effectively combine the vocabulary teaching with the practicing activities of language such as listening and speaking of teaching and listening. For example:
Teacher: Do you enjoy yourself on the National day?
Student: yes!
Teacher: What did you do on National day?
Student: My father brought me to Beijing and that was the first time I traveled by plane. It?s very, very…
Teacher: Is it very exciting and pleasant?
Student: yes, yes, it?s very exciting and pleasant.
From the communication, students consciously or unconsciously feel the relationship between “enjoy”, “the National Day (holiday)”, “go to Beijing (travel)”, “exciting” and “pleasant”. And since he really has experienced the travel and urgently wants to express his happy feeling, with the teacher?s prompting, he would remember
the verb “enjoy” and the adjective “exciting” and “pleasant” well, When students meet difficulty in communication, they will try to remember the word he want to express so that next time he would not be awkward when speaking out.
Communicative vocabulary teaching is virtually kind of deeply study about the vocabulary by the students who are under the teachers? guiding. Discussing a topic based on the vocabulary what are going to be grasped, thus the students will pay more attention to these words and phrase, and get a deep impression of them. During the conversation, the connection of the vocabulary and the students? learning experience, emotional experience or the real life could be well set up, so the students could comprehend the words and phrases deeply. Learning when using, using when learning, this is quite effective, and thus students could not only grasp the words, but also know how to use vocabulary with facility. It proved that teaching vocabulary with the method of communication could help the students to improve the efficiency and
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quality of vocabulary learning and enhance the interest and confidence of English learning.
2.2 Integrate word categories study into imagination
In teaching practice, combining with the different characteristics such as students? individual thinking, personality, behaviors, learning habits, a different memory method could be used. They are specifically summarized as follows:
2.2.1 Associative Memorizing
Associative memory is to memorize by choosing the words which are interrelated or opposite on meanings, similar or same on spelling and on pronunciation, related on the characteristic or property of a certain word.
(1) Meaning Association
The words such as “woods” and “football”, these two words can be studied with a few words to link them to the conscious mind, such as: wood, woods, field, football. Or to compile a story to string the above words together in mind, it?s comparatively not easy to be forgotten.
(2) Pronunciation Association
To memorize the English words that have same or similar pronunciation by comparison, thus students can get special results. For example: idol ? idle, Mary ?
marry and so on.
(3) The Word Form Association
Observing ball, bell, bill, boll, bull this group of words, which have the same consonants, but different vowels, they can be memorized into a group , not only expand the memory capacity, but also reduce the difficulty.
(4) Semantic Association
According to words? synonyms, antonyms then take some other related associations of the vocabulary, it can not only increase the memory capacity, but also can be remembered firmly. For example: make up one's mind ? be determined; decide.
2.2.2 Classification Memorizing
Cohen?s experiments proved that it can enhance memory effect and improve
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memory efficiency if students memorize the words after the words are classified.
(1) Classifications of Different Sorts
Divide English words into different classifications such as politics, economy, professions, transportation tools, animals and subjects to memorize. For example: according to subjects, the words Chinese, math, English, physics, chemistry, biology can be classified as a category; by professions, the words teacher, lawyer, doctor, engineer, etc. can be classified as a category.
(2) Classification of the Same-Root-Words
In English, root of words with prefix, suffix, or compounded words is one of the most important specialty in English word structure. In English learning, comparing category to category and associating the words logically can make students learn more words, expand vocabulary capacity and remember firmly.
For example: the words product, produce, producer, productive, productivity, production etc. They have the same root, so it can improve the comprehension when memorizing if students classify the words as a class.
2.3 Use Cards
It is an interesting activity that can reach the teacher?s goals. Not only could it
helps students memory the new words, but also helps them learn cultural information in a very easy and relaxing way. Interesting pictures and cards make them learn interest in English voluntarily and arouse their interest to search for more new words, and to speak more to each other. And train students not to memorize single English words. If the students learn the sentences and phrases that contain the new words by heart, they may know how to use the words.
Card is a kind of teaching aids that teachers often use in teaching activities, the same as in English teaching. So how to make the card get adequately used in teaching is very important. It is very convenient to make a set of overturning cards; use an old calendar will be made. Load a small see-through pocket within different picture in accordance with the course on each page. Here are the applications:
2.3.1 The Use of A Single Card
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In the new course, teachers should insert the same card on each page, for example: when teaching the new word "cat", let the child to play a "card turning" game, practicing the pronunciation of this word one by one, again and again. Thus, the students have their pronunciation adequately trained for being interested in the game. And insert different cards when reviewing the learned words.
2.3.2 The Use of Dual Cards
Insert different cards on the same page, such as: "pen" "pencil" "marker", and ask students play "who Is Missing" game or "Run And Touch" game, let them identify the words. This is a kind of method.
Another method is to divide each page into two parts, use two cards of words to form a phrase. For example: put colorful cards on the left side, and put an immobile card of “jacket” on the right side, let students overturn the cards, changing the composition of the phrase such as "Red Jacket "," Blue Jacket "," Yellow Jacket "and so on. It can also to form a color card, and change the cards of objects, such as: "Red Shirt", "Red flower", "Red Car" and so on.
2.4 Competition in teaching process
“Competition is also a kind of means to excite students? enthusiasm.”(龚春燕，
林允舒,杨勇.2004:60)
In the competition, when students get achievements, they are very happy to learn English, at the same time they will overcome all kinds of difficulties. The teacher can utilize modern students? characteristic needs to give them various kinds of competitions which can not only promote them to study knowledge but also give performances in classroom. And contests can divide the whole class into one or two groups to carry performance match, the teacher and the students are judges, the winner can be given a phrase or a gift. The classroom atmosphere will be active, the teaching result will be better. Dividing students into groups is an effective way for the competition during learning English; it can not only arouse students? interest but
also raise the teachers? teaching quality and makes everyone get good effect. During teaching, teachers should pay attention to several key points for constructing the
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atmosphere of competition, which listed as follows:
2.4.1 Focus on making self-learning and cooperative learning combined
Students are independent unities, if there is no students? self-involving learning,
teaching activities can not be carried out. Study is a kind of blending of collective wisdom, there would be no intrinsic study without cooperation. Therefore, teachers should pay attention to making students? independent thinking and mutual assistance combined. During class time teachers should provide students condign time to think about the problems and solve these problems, give students the chance to raise a question and comprehend it with cooperative communication, so as to achieve that they can learn consciously, cooperate effectively. Based on these, competitive atmosphere could be made.
2.4.2 Make students get progress together in the competition
Competition and cooperation are mutually promoting, the pressure of competition will not only temper their perseverance, but also promote motivation to learn. Students learn from each other in competition and get development in competition, what?s more, it foster their sense of self-confidence, self-reliance,
self-improvement. Therefore, to do a good job of teaching, it is quite necessary to design a variety of competitive activities.
2.4.3 Focus on the incentive evaluation to every group
Suitable encouragement will be given in class, thus it could create a cooperative, competitive learning atmosphere. Such as "your team got a tacit understanding in the cooperation," "your team added a really key opinion," "the idea of your team is really special, this is your wisdom, it is really terrific." Such kind of words can fully mobilize students? enthusiasm and enhance the collective consciousness when
learning English.
As a kind of ability, group-cooperate learning need teachers to be patient to train,
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teachers should create a fully democratic, equal, respectful learning environment, give full play to the role of the organization and guide, according to the teaching reality, update the teaching methods, applying the group-cooperate learning activities into teaching practice.
2.5 Design appropriate exercises and teaching methods
The teacher could try to speak briefly and gave students more practice, so they were asked to do the most in English and the tasks could be finished in class mostly. As teachers, they have many things to do. In this situation, teacher and students? efficiency got improved .The teacher also encourage them to do some interesting activities in English out of class and gave them more chances to practice. Based on the character of English, assigning schoolwork appropriately not only means let students grasp and strengthen the knowledge in the textbook but also they were asked to do most of the tasks in English , the lessons went smoothly following the teaching plan with a little change occasionally. Moreover, students are the center and principal part of teaching process language drills; the students must pay more attention to what they were asked to do. Therefore, the teachers teaching methods should suit the needs of students. And teachers could do their best to do everything well about students who do not feel like learning English. Proper training of students? spoken English will
surely achieve good results.
2.6 Ask students often to speak to people in English
This is a very simple method, but it is very effective, here is how it works: First, find a friend or a good-relationship classmate who is learning English and is on a similar level of skill, it will be in an excellent situation, and have someone to talk about English with. These conversations will increase their interest in English and learning English will be easier, because students will be able to discuss their own problems with friends. Second, try to encourage them to use English whenever possible. The more they use English, the better they learn it. Because English is so popular, they can use it everywhere, they can watch the cartoons, and read interesting books in English or they can do other things that write about, then they will have fun
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and learn more. As they want to be better than their friends. They usually talk about things which interest them. Third, often communicating with students in English and make them imagine themselves in the future can talk to native speakers just like talk their mother language. Imagine other people wanting to speak English as well as they do. Imagine the possibility to learn English well just look at other people who have done it. Remember that they are good they already know some English (they?re
reading an article in English right now). That?s a big success.
III. Problems to be noticed while arousing students’ interest in
learning English
3.1 The students’ anxiety
Anxiety during the study process is caused by the fears and upsets when students doing English expressing. The appearance of anxiety is concerned with the threats to people themselves or their self-respects, English learning is always in a special circumstance which involves self-threatening and challenging, apparently it is easy to cause to anxiety. What?s more, mistakes can be frequently caused when people use a new language, and such kind of activities is always under the cover of people?s
evaluation, thus the language learners are often confused with this, blush, panting, cold sweat, shiver, stammering…, all kinds of symptoms will appear in this
circumstance. Facing this, teachers should pay more attention to students psychological features and take special measures to make students act without anxiety, such as, build up harmonious relationship between teachers themselves and the students, and make the atmosphere get quite easy; do not point out the mistakes when students practice with English, and expound the keynotes and difficult parts in coming lessons; use cooperative learning to reduce students? sense of anxiety. These may be
useful to solve the problems of students? psychological bars.
3.2 Build up the sense of their English language
Studying English for several years, students will probably wonder how to further improve their English. “When you speak, don't always translate what you want to say
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from Chinese into English. If you do, you'll get mixed up in some usages. For instance, you'll consider "wait" as a transitive verb, you will never add "to" after "listen", but you might write "sheep?s" for the plural form. Though you know you are wrong when the mistakes are pointed out”. (载1994年9月21日《中学生知识报》) Therefore,
to improve students' English, building up the sense of English is important. Teachers should ask students to read all kind of English materials as many as they can, which they are interested in. By a long-time reading, students could get a sense to speak English immediately, without thinking over the contents with Chinese before speaking out.
3.3 Be equal to students and don’t speak to them with language
of discrimination and threat
Students will feel hopeless about the study of English when failing in the English exams, .As English teachers，they should make a good relationship with them
and try our best to arouse their confidence in learning English. Making them realize that failure in the English exams is a normal thing, they still have a long way to go, and will be success in the future on condition of overcoming present difficulties. We also have to be patient with students and help them with the correction of mistakes in a discrete way.
IV. Conclusion
All these are very helpful and useful in teaching, even though some of the tasks are not easy to do. The result shows: The methods of English teaching assignment are feasible and effective. In teaching, teachers have to love their students just as they love their sons and daughters. The students should be taken good care of what teachers should care about their study and lives patiently. Not only should teachers be helpful and warm hearted, but they also should be strict with themselves and their students. They ought to become motherly and fatherly teachers. If teachers can do these things, students will believe in them, and students are willing to be taught by them. Students will study English very actively. All in all, teachers should love their students with their heart and soul!
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References:
[1] Williams M, and R. Burden, Psychology for Language Teachers a Social Constructive Approach Cambridge University Press 1997 [2] 丁家永《现代教育心理学》广东高等教育出版社.2003.10
[3] 傅建明《教育原理与教学技术》广东教育出版社2005.1
[4] 龚春燕 林允舒，杨勇《魏书生教育教学艺术》第一卷(课堂教学)
漓江出版社 2004.4
[5]《中学生知识报》1994.9.21
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