2010级英语专业论文格式模板

36

北京第二外国语学院

题目：______ 中文题目

系 别： 英语系_______________ 专 业： 英语（酒店与商务方向）

姓 名： 张 三 __ 读 学 位： 学 士 _ 师： 李四五 ____________ 成 日 期：__2014年5月__________

A FOLLOW-UP STUDY ON TRANSFERRED TEACHERS’ ENGLISH PRONUNCIATION

By

A Thesis Submitted to the English Department in Partial Fulfillment of the Requirements

for the Degree of Bachelor of Arts

LI Siwu May 2014

Acknowledgements

I would like to thank the following people for their help and support during my research and writing of the thesis.

First of all, I want to thank Professor xxx xxx, my thesis advisor. She has patiently and insightfully directed me during the whole thesis-writing process, discussing my ideas and approaches and giving me excellent advice on how to ….

Secondly, my thanks go to ….

Finally, I would like to thank my parents for their unfailing support and loving care.

Responsibility for any remaining errors is mine.

英文撰写的论文摘要，字数

个左右实词，Times New Romans

Abstract

字体，小四号。

四号字，Times New Romans字体，加粗。居中，标题

与正文空一行。

Quality of teachers has always been paid great attention to, especially that of primary school teachers, who play the most influential role in students’ elementary learning. In 2001, as the new National English Curriculum requires that English should be taught from Grade 3 in primary schools, a new type of primary school English teachers named “transferred teachers” came into being. Transferred teachers are those non-English-major primary school teachers who shift to teach English after graduation from a training program called “In-service Training for Transferred Teachers”. ……………………

As time was limited, six transferred teachers were chosen as our subjects. The study was carried out on the basis of the analysis of the errors on the recorded material of the English utterance borne out by these transferred teachers.

Key Words：the first, the second, the third

Times New 字体，小四号，加粗，后带冒号。顶格，离上文空一行。

摘 要

教师素质一直都备受关注，特别是小学教师的素质更是如此，因为小学教师在学生初级阶段的学习起着举足轻重的作用。于2001年，应新英语课程标准的要求，英语要从小学三年级教起，因此，一种被称为“转岗教师”的小学英语教师产生了。“转岗教师”是指从在职转岗培训毕业后从事小学英语教学的非英语专业教师。至今为止，这些老师已经从事小学英语教育有四年多了，但很少关于这些转岗老师语音的后续调查。本研究基于转岗教师的语音情况，求证这些只受过三周英语专业培训和一年的在职培训的转岗教师是否有所进步且能胜任于小学英语教学。

由于时间有限，在1102名转岗教师中，6名被选为本研究的受试。本研究是通过给六位老师的英语口头表达录音，并对录音进行其错误分析。

关键词：关键词1，关键词2，关键词3

摘 要 .Abstract I . Introduction .1.1 Background1.2 Significance of the Empirical Study .................................................................... 3 1.3 Purpose of the Present Study .. ……………... .………..................... .. ..……… 4 1.4 Structure of the Present Study ............................................................................. 5 II. Literature Review ................................................................................................... 6 2.1 Definition of Teachers’ Beliefs ............................................................................ 7 2.2 Teachers’ Beliefs and Teaching Behavior ........................................................... 8 2.3 The Expected Teachers’ Beliefs of the New Curriculum .................................... 9 III. Method ................................................................................................................. 10 3.1 The participants .................................................................................................. 11 3.2 Procedures ......................................................................................................... 12 IV. Results and Discussion ........................................................................................ 13 4.1 Status Quo of the Teachers’ Beliefs ................................................................... 14 4.1.1 Mean and Std. Deviation of the TQ …………………………………… ..…15 4.2 The Relationship between Teachers’ Beliefs and Their Teaching

Behavior...................................................................................................................16 4.3 Teachers’ Most Concern in Course Planning ................................................... .17 V. Conclusion and Research Implications ............................................................... 18 5.1 The Importance of Teacher Training ................................................................. 19

5.2 Modification of the Assessment System ....................................................... …20 5.3 Offering Adequate Teaching Facilities .............................................................. 21 Works cited ................................................................................................................ 23 Appendix I .................................................................................................................. 24 Appendix II ................................................................................................................ 25

A FOLLOW-UP STUDY ON TRANSFERRED

of articulated………………………………. 1.2 Significance of the Empirical Study

As education promotion is inevitable in the new phase of education, ….....

„„

II. Literature Review

2.1 Definition of Teachers’ Beliefs

Definition of beliefs may vary according to different experts. ………. 2.2 Teachers’ Beliefs and Teaching Behavior

The western countries had gone through 3 decades …….; Breen et al 2001; Borg 2003; Burns 2005).

„„

III. Method

The survey consisted of 3 instruments: 3.1 The Participants

10 schools from 5 of the cities in GD Province participated in this study. ………… 3.2 Procedures

………………….

IV. Results and Discussion

4.1 Status Quo of the Teachers’ Beliefs 4.1.1 Mean and Std. Deviation of the TQ

................................................................................................................................

V. Conclusion and Research Implications

The present research carried out a survey of the status quo of teachers’ beliefs and their teaching behavior in the New Curriculum context in Guangdong Province by means of questionnaire, ………. 5.1 The Importance of Teacher Training

From the interviews, the author found......

Chopin, Kate. The Awakening. New York: Cambridge UP, 1996.

Nelles,William. “Edna Pontellier’s Revolt against Nature.” American Literature

Realism