国外写作APA详细模板
英语论文格式APA(附：论文模板)
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。
APA格式reference_写法【范本模板】
一.Reference的三种类型：从书上引用,从杂志里的文章中引用,从网站引用1, 从书上引用的ref，格式:作者名字.年代。
书名(斜体）。
出版社地址：出版社名Example：Davidson，M。
and Cooper, C。
(1992). Shattering The Glass Ceiling：The Woman Manger.London：Paul Chapman.2, 从杂志里的文章中引用的ref,格式：作者名字.年代。
文章名。
杂志名（斜体): 第几期，页数Example：Pringle，J。
（2004）. Women Senior Managers: Successful Individuals Or Markers Of Collective Change. Women’s Studies Journal，18, (2），79—963,从网站引用的ref, 格式作者名字.年代.书名（斜体）.Retrieved on年月日. from：网站Example：Adler，M. （2005）。
Women’s Employm ent Concentrated In Service Industries。
Retrieved on 20th September，2005 from：http://www。
t。
nz.(注意: 网站另起一行）二, reference 的注意事项:1, 如果reference有两行或两行以上，从第二行起，向内缩进五到七个字符Example:Rosener, J. （1995）。
America’s competitive secret: Utilizing women as a management strategy。
USA: Oxford University Press。
2, reference与reference中间要隔一行3文章名和杂志名：每个单词的首字母大写，虚词除外4，文章后面列出的所有reference必须与加进文章中的reference一一对应5, reference做完以后，以作者的首字为准，按字母顺序进行排列6,一般情况下,1000字，四个reference。
apa格式英文范文举例
apa格式英文范文举例APA格式是一种常用的学术写作格式，本文将为您提供一篇APA格式的英文范文，以便您了解如何按照APA格式撰写学术论文。
Title: The Effects of Mindfulness Meditation on Stress ReductionAbstract:This study examines the effects of mindfulness meditation on stress reduction in college students. A sample of 100 participants was recruited and randomly assigned to either a mindfulness meditation group or a control group. The mindfulness meditation group participated in a four-week meditation program, while the control group did not receive any intervention. Pre- and post-intervention measures of stress level were collected using the Perceived Stress Scale. Results indicated that the mindfulness meditation group had a significant reduction in perceived stress levels compared to the control group. These findings suggest that mindfulness meditation may be an effective technique for reducing stress among college students.Introduction:Stress is a common issue among college students and has been linked to various negative outcomes, including decreased academic performance and mental health problems. Mindfulness meditation has emerged as a potential technique for reducing stress, as it involves the use of focused attention on present-moment experiences. However, little research has been conductedon the effects of mindfulness meditation on stress reduction among college students. The purpose of this study is to examine the effects of mindfulness meditation on stress reduction in college students.Method:Participants:A total of 100 college students (50 female, 50 male) were recruited from a university in the United States. Participants were between the ages of 18 and 25 and were not currently receiving any treatment for anxiety or depression.Procedure:Participants were randomly assigned to either a mindfulness meditation group or a control group. The mindfulness meditation group participated in a four-week meditation program consisting of weekly group sessions led by a trained mindfulness meditation instructor. Participants were also instructed to practice mindfulness meditation at home for at least 15 minutes per day. The control group did not receive any intervention.Measures:Pre- and post-intervention measures of stress were collected using the Perceived Stress Scale (PSS). The PSS is a self-report questionnaire that assesses the extent to which individuals perceive their life as unpredictable, uncontrollable, and overloaded.Data Analysis:Data were analyzed using repeated-measures analysis of variance (ANOVA)with one factor (group) and two levels (mindfulness meditation and control). Post-hoc analyses were conducted using paired-samples t-tests.Results:Results indicated that there was a significant interaction between group and time (F(1, 98) = 9.23, p < .05). Post-hoc analyses revealed that the mindfulness meditation group had a significant reduction in perceived stress levels from pre- to post-intervention (t(49) = 7.82, p < .001), whereas the control group did not show any significant change in perceived stress levels (t(49) = 1.14, p > .05).Discussion:The results of this study suggest that mindfulness meditation may be an effective technique for reducing stress among college students. The finding that the mindfulness meditation group had a significant reduction in perceived stress levels compared to the control group is consistent with previous research on mindfulness meditation and stress reduction. However, this study has several limitations, including the lack of a follow-up assessment and the use of self-report measures. Future research should address these limitations and further explore the potential benefits of mindfulness meditation for stress reduction among college students.。
apa第七版格式英文范文举例
apa第七版格式英文范文举例Living in the digital age has revolutionized the way we communicate and interact with one another. Social media platforms such as Facebook, Twitter, and Instagram have become integral parts of our daily lives, allowing us to connect with friends and family, share our thoughts and experiences, and stay up-to-date on the latest news and trends. However, the widespread use of social media has also raised concerns about privacy, cyberbullying, and the impact of excessive screen time on our mental and physical health.Privacy has become a major issue in the digital age, as personal information shared on social media can easily be accessed by third parties without our knowledge or consent. Companies use our data to target us with personalized advertisements, while hackers can steal our information for malicious purposes. In response to these threats, many peoplehave become more cautious about what they share online, adjusting their privacy settings and using encryption tools to protect their data.Cyberbullying is another significant concern in the digital age, as people can hide behind the anonymity of the internet to harass, intimidate, or threaten others. Social media platforms have taken steps to combat cyberbullying, such as implementing reporting tools and algorithms to identify and remove harmful content. However, cyberbullying remains a pervasive issue, particularly among teenagers and young adults who are more likely to experience online harassment.Excessive screen time has also emerged as a health concern in the digital age, as many people spend hours each day staring at their devices. This sedentary lifestyle can lead to physical health problems such as obesity, eye strain, and poor posture. Additionally, constant exposure to screenshas been linked to mental health issues such as anxiety, depression, and sleep disturbances. To mitigate these risks, health experts recommend taking breaks from screens, limiting screen time before bedtime, and engaging in physicalactivities to maintain a healthy lifestyle.Despite these challenges, the digital age has brought about many positive changes, such as greater access to information, increased connectivity, and new opportunitiesfor creativity and expression. Social media platforms have allowed marginalized groups to amplify their voices, mobilize for social justice causes, and build supportive communities. Online education platforms have made learning more accessible and flexible, enabling people to acquire new skills and knowledge from the comfort of their own homes.In conclusion, the digital age has fundamentally transformed the way we live, work, and communicate. While it has brought about many benefits, such as increasedconnectivity and access to information, it has also raised concerns about privacy, cyberbullying, and the impact of excessive screen time on our health. As we navigate this new digital landscape, it is important to remain vigilant about our online behavior, prioritize our mental and physical well-being, and use technology responsibly to create a safer and more inclusive digital environment.。
apa英文范文
apa英文范文The APA (American Psychological Association) style is a widely recognized and accepted format for academic and professional writing. It is commonly used in the fields of social sciences, including psychology, education, and business. The APA style provides a standardized set of guidelines for the structure, organization, and presentation of research papers, articles, and other written works. Adhering to these guidelines ensures consistency, clarity, and professionalism in academic and scholarly communication.One of the primary purposes of the APA style is to establish a common framework for the organization and formatting of research papers. This includes the structure of the paper, the citation of sources, and the presentation of tables and figures. By following the APA guidelines, authors can ensure that their work is easily readable, well-structured, and properly referenced, making it more accessible and understandable to the reader.The APA style typically includes the following key components in a research paper or article:1. Title Page: The title page should include the title of the paper, the author's name, and the institutional affiliation. It should also include a running head, which is a shortened version of the title that appears at the top of each page.2. Abstract: The abstract is a concise summary of the paper, typically ranging from 150 to 250 words. It should provide an overview of the study's purpose, methodology, results, and conclusions.3. Introduction: The introduction section should provide background information on the topic, clearly state the research question or hypothesis, and outline the purpose of the study.4. Method: This section describes the research design, participants, materials, and procedures used in the study. It should be detailed enough for the reader to understand and potentially replicate the study.5. Results: The results section presents the findings of the study, including any statistical analyses or data that were collected.6. Discussion: The discussion section interprets the results of the study, explains their significance, and addresses any limitations or implications of the research.7. References: The references section lists all the sources cited in the paper, formatted according to APA style guidelines.In addition to these core components, the APA style also provides guidelines for the formatting of in-text citations, the use of headings and subheadings, the presentation of tables and figures, and the overall layout of the paper.Adhering to the APA style is not only important for ensuring the quality and consistency of academic writing but also for demonstrating the author's attention to detail and commitment to professional standards. By following the APA guidelines, writers can effectively communicate their research findings, ideas, and arguments in a clear and organized manner, making their work more accessible and impactful to the academic community.Furthermore, the APA style is widely recognized and used across various disciplines, making it a valuable skill for students, researchers, and professionals to develop. Mastering the APA style can not only improve the quality of one's own writing but also facilitate the peer review and publication process, as many academic journals and publishers require submissions to be formatted according to APA guidelines.In conclusion, the APA style is a crucial component of academic and professional writing, providing a standardized framework for the organization, formatting, and presentation of research papers and articles. By following the APA guidelines, writers can ensure the clarity, consistency, and professionalism of their work, ultimately enhancing its impact and accessibility within the scholarly community.。
【精品】APA格式范文
【精品】APA格式范文Title: The Effect of Mindfulness Meditation on Stress Reduction in College StudentsAbstract:Stress among college students is a growing concern, as it can significantly impact their physical and mental health. This study examined the effect of mindfulness meditation on stress reduction in 50 college students. Participants were randomly assigned to a mindfulness meditation group or a control group. The mindfulness meditation group received eight weeks of guided meditation sessions, while the control group received no intervention. Results show that the mindfulness meditation group had significantly lower levels of perceived stress compared to the control group (t= -3.09, p=0.002). These findings suggest that mindfulness meditation may be an effective intervention to reduce stress among college students.Keywords: mindfulness meditation, stress, college studentsThe Effect of Mindfulness Meditation on Stress Reduction in College StudentsCollege students are a population that is particularly prone to experiencing high levels of stress. According to the National College Health Assessment survey conducted in 2019, more than 85% of college students reported feeling overwhelmed by their workload, while nearly 60% reported feeling overwhelminganxi ety. Stress can negatively impact students’ academic performance, physical and mental health, and overall quality of life. Therefore, it is important to explore effective strategies to manage stress among college students.Mindfulness meditation, a technique that involves paying attention to the present moment without judgement, has gained attention as a possible tool for stress reduction. Previous research has shown that mindfulness meditation can reduce stress, anxiety, and depression in both clinical and non-clinical populations (Khoury et al., 2015). However, few studies have examined the effect of mindfulness meditation on stress reduction specifically in college students.The purpose of this study is to examine the effect of mindfulness meditation on stress reduction in college students. We hypothesize that participants who receive guided mindfulness meditation sessions will report lower levels of perceived stress compared to those who do not receive any intervention.MethodsParticipantsThe participants were 50 undergraduate students from a large Midwestern university. Participants were recruited via fliers and email invitations. Inclusion criteria were at least 18 years old, currently enrolled in the university, and experiencing moderate to high levels of stress. Participants were excluded if they had a history of mental health disorders or were currently receiving any psychological treatment. The mean age of the participants was 20.3 years, with 60% female and 40% male.ProcedureAfter obtaining informed consent, participants were randomly assigned to either the mindfulness meditation group or the control group using a computer-generated randomization program. Participants in the mindfulness meditation group received eight weeks of guided meditation sessions, while those in the control group received no intervention.The guided mindfulness meditation sessions were led by a trained meditation instructor. Each session lasted for 30 minutes and was held once per week on campus. Participants were also encouraged to practice mindfulness meditation at home using an audio recording provided by the meditation instructor. Participants in the control group were asked to maintain their usual activities during the study period.MeasuresPerceived Stress Scale (Cohen et al., 1983). The Perceived Stress Scale (PSS) is a 10-item self-report questionnaire that assesses the degree to which individuals perceive their lives to be stressful. Items are rated on a 5-point scale, ranging from 0 (never) to 4 (very often). The PSS has been widely used in research and has good reliability and validity.Statistical AnalysisData were analyzed using SPSS version 25. Descriptive statistics were used to summarize the demographic characteristics of the participants. Independent samples t-tests were conducted to compare the mean scores of the PSS between the mindfulness meditation group and the control group. The level of statistical significance was set at p<0.05.ResultsThe mean PSS scores for the mindfulness meditation group and the control group at baseline were 23.4 (SD=3.5) and 22.8 (SD=3.2), respectively. After eight weeks, the mean PSS score for the mindfulness meditation group decreased to 18.2 (SD=2.9), while the mean PSS score for the control group remained stable at 22.9 (SD=3.4).Independent samples t-test revealed that the mean PSS score for the mindfulness meditation group was significantly lower than that of the control group (t= -3.09, p=0.002). These results suggest that the guided mindfulness meditation sessions were effective in reducing perceived stress in college students.DiscussionThe results of this study provide support for the use of mindfulness meditation as an effective intervention to reduce stress among college students. Participants who received eight weeks of guided meditation sessions reported significantly lower levels of perceived stress compared to those in the control group who received no intervention.These findings are consistent with previous research that has shown the effectiveness of mindfulness meditation in reducing stress, anxiety, and depression (Khoury et al., 2015). This study extends this research by demonstrating the potential benefits of mindfulness meditation specifically for college students. Limitations of this study include a relatively small sample size and a lack of long-term follow-up. Future research should aim to replicate these findings with a larger and more diverse sample, as well as to examine the long-term effects of mindfulness meditation on stress reduction.Overall, this study provides support for the use of mindfulness meditation as a potential tool for stress reduction among college students. Further research examining the specific mechanisms through which mindfulness meditation can reduce stress and improve well-being is needed.。
APA格式文献综述写作模板
Running head: LANGUAGE AND GENDERLanguage and genderName: 张三(in Chinese)Student ID: 20103456English Class: 102Department: Foreign languages and Literatures, School of HumanitiesAbstractDifferent approaches to the issue of language and gender can lead to different understandings of it. Research on the issue can focus on either dominance or difference, but not necessarily mutually exclusive. Understanding how men and women use language differently involves gathering empirical data of both men’s and women’s speech, a complex understanding of power and gender relationships and other related issues.Keywords: language, gender,difference, relationshipLanguage and GenderIntroductionWith the general growth of feminist work in many academic fields, it is hardly surprising that the relationship between language and gender has attracted considerable attention in recent years. In an attempt to go beyond "folklinguistic" assumptions about how men and women use language (the assumption that women are "talkative", for example), studies have focused on anything from different syntactical, phonological or lexical uses of language to aspects of conversation analysis, such as topic nomination and control, interruptions and other interactional features. While some research has focused only on the description of differences, other work has sought to show how linguistic differences both reflect and reproduce social difference. Accordingly, Coates (1988) suggests that research on language and gender can be divided into studies that focus on dominance and those that focus on difference.Literature ReviewMuch of the earlier work emphasized dominance. Lakoff’s (1975) pioneering work suggested i that women’s speech typically displayed a range of features, such as tag questions, which marked it as inferior and weak. Thus, she argued that the type of subordinate speech learned by a young girl "will later be an excuse others use to keep her in a demeaning position, to refuse to treat her seriously as a human being" (1975, p.5). While there are clearly some problems with Lakoff’s work - her analysis was notbased on empirical research, for example, and the automatic equation of subordinate with `weak’ is problematic - the emphasis on dominance has understandably remained at the Centre of much of this work. Research has shown how men nominated topics more, interrupted more often, held the floor for longer, and so on (see, for example, Zimmerman and West, 1975). The chief focus of this approach, then, has been to show how patterns of interaction between men and women reflect the dominant position of men in society.Some studies, however, have taken a different approach by looking not so much at power in mixed-sex interactions as at how same-sex groups produce certain types of interaction. In a typical study of this type, Maltz and Borker (1982) developed lists of what they described as men’s and women’s features of language. They argued that these norms of interaction were acquired in same-sex groups rather thanmixed-sex groups and that the issue is therefore one of (sub-)cultural miscommunication rather than social inequality. Much of this research has focused on comparisons between, for example, the competitive conversational style of men and the cooperative conversational style of women.While some of the more popular work of this type, such as Tannen (1987), lacks a critical dimension, the emphasis on difference has nevertheless been valuable in fostering research into gender subgroup interactions and in emphasizing the need to see women’s language use not only as ‘subordinate’ but also as a significantsubcultural domain.Although Coates’ (1988) distinction is clearly a useful one, it also seems evident that these two approaches are by no means mutually exclusive. While it is important on the one hand, therefore, not to operate with a simplistic version of power and to consider language and gender only in mixed-group dynamics, it is also important not to treat women’s linguistic behaviour as if it existed outside social relations of power.Conclusion and Future StudyAs Cameron, McAlinden and O’Leary (1988) ask, "Can it be coincidence that men are aggressive and hierarchically-organized conversationalists, whereas women are expected to provide conversational support?" (p.80). Clearly, there is scope here fora great deal more research that●is based on empirical data of men’s and women’s speech;●operates with a complex understanding of power and gender relationships (sothat women’s silence, for example, can be seen both as a site of oppressionand as a site of possible resistance);●looks specifically at the contexts of language use, rather than assuming broadgendered differences;●involves more work by men on language and gender, since attempts tounderstand male uses of language in terms of difference have been few (thusrunning the danger of constructing men’s speech as the ‘norm’ and women’s speech as ‘different’);aims not only to describe and explain but also to change language and social relationships.ReferencesCameron, D., McAlinden F. and O’Leary K. (1988). Lakoff in context: the social and linguistic function of tag questions. In J. Coates and D. Cameron (op. cit.). pp.74-93.Coates, J. & Cameron D. (Eds.) (1988). Women in their speech communities. Harlow: Longman.Coates, J. (1988). Chapter 6: Introduction. In J. Coates and D. Cameron (op. cit.) pp.63-73.Lakoff, R. (1975). Language and Woman’s Place. New York: Harper and Row Maltz, D. N. & Borker R. A. (1982). A cultural approach to male-female miscommunication. In J. Gumperz (Ed.), Language and social identity.Cambridge: Cambridge University Press.Tannen, D. (1987). That’s not what I meant. London: Dent.Zimmerman, D. & West C. (1975). Sex roles, interruptions and silences in conversation. In B. Thorne & N. Henley (Eds.) Language and sex: differenceand dominance. Rowley, Mass: Newbury House.i Example of a literature review is adapted fromSource: http://ecdev.hku.hk/acadgrammar/litrev/examples/litex3.htm。
APA简单参考文献格式
APA简单参考文献格式APA格式一．英语原版材料引用英语著作:Rossi (姓), P. H. （名的首字母缩写）(1989) （出版年）. Down and out in America: The origins of homelessness. （著作名）Chicago （出版地）: University of Chicago Press. （出版商）引用编撰的著作：Campbell, J. P., Campbell, R. J., & Associates. (Eds.). (1988). Productivity in organizations. San Francisco, CA: Jossey-Bass.引用翻译的著作：Michotte, A. E. (1963). The perception of causality (T. R. Miles & E. Miles, Trans.). （翻译者的名和姓不需要改变次序）London: Methuen. (Original work published 1946)引用重版书：Ebbinghaus, H. (1964). Memory: A contribution to experimental psychology. New York: Dover.(Original work published 1885; translated 1913)引用收集在英语著作中的文章：Wilson, S. F. (1990). Community support and integration: New directions for outcome research. In S. Rose (Ed.) （代表“编”）, Case management: An overview and assessment (pp. 13-42).White Plains, NY: Longman.引用英语期刊文章：Roediger, H. L. (1990). Implicit memory: A commentary. Bulletin of the Psychonomic Society （文章名）, 28 （第几期）, 373-380. （文章页码）引用英语硕博士论文:Thompson, L. (1988). Social perception in negotiation. （论文名）Unpublished doctoraldissertation, Northwestern University, Evanston, IL. （大学；大学所在地）引用学术会议上的报告：Hogan, R., Raskin, R., & Fazzini, D. (1988, October). （报告时间）The dark side of charisma.Paper presented at the Conference on Psychological Measures and Leadership（会议名）, San Antonio, TX. （会议地点）二．中文材料英文撰写的论文中引用中文著作：Wen, Q. F. [文秋芳]，2003，英语学习者的成功之路. 上海：上海外语教育出版社。
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