開題報告內(nèi)容及格式要求

1、<p>　　開題報告內(nèi)容及格式要求</p><p><b>　　一、封面</b></p><p><b>　　二、內(nèi)容</b></p><p>　　論文背景與要解決的問題 (Background and Research Plan)（不少于300詞）</p><p>　　寫作提綱 (Out

2、line)</p><p>　　主要參考書目(References)</p><p><b>　　三、要求</b></p><p>　　1．全部內(nèi)容用英文撰寫。</p><p><b>　　2．紙型：A4</b></p><p><b>　　四、格式</b&g

3、t;</p><p>　　●Thesis Proposal（三號Arial體加粗居中）</p><p>　　●I. Background and Research Plan（四號Times New Roman體加粗體）</p><p>　　內(nèi)容（每段第一行縮進(jìn)3-5個字母。小四號Times New Roman體）</p><p>　　●Out

4、line（四號Times New Roman體加粗）</p><p>　　題目（四號Times New Roman體加粗）</p><p>　　●III. References（四號Times New Roman體加粗）</p><p>　　內(nèi)容（英文：五號Times New Roman體；中文：五號宋體）</p><p>　　五、開題報告模

5、式如下：</p><p>　　本科畢業(yè)論文(設(shè)計)</p><p><b>　　開題報告</b></p><p>　　Thesis Proposal</p><p>　　I. Background and Research Plan</p><p>　　This research investig

6、ates gender differences in second-language learning in terms of motivation, learning strategies, and learners’ beliefs in an attempt to work out the possible causes of differences and several useful suggestions to teache

7、rs and students of second-language learning.</p><p>　　Although the study of gender as a variable in language learning is still at an early stage, studies of individual language learner differences related to

8、 sex (biological) or gender (socially constructed) have shown that females tend to show greater integrative motivation, to use a wider range of learning strategies, particularly social strategies and global/synthetic rat

9、her than local/analytic comprehension strategies, express more concerns about the practical use of the language, have more posi</p><p><b>　?。ㄊ÷裕?lt;/b></p><p>　　II. Outline</p>&

10、lt;p>　　Gender Differences in Second-language Learning</p><p>　　Chapter One Introduction</p><p>　　Chapter Two Gender and Motivation</p><p>　　Chapter Three Gender and Learning Stra

11、tegies</p><p><b>　　（省略）</b></p><p>　　Chapter Five Gender and Learners’ Beliefs</p><p>　　III. References</p><p>　　Bacon, S. M. & Finneman, M. D. Sex diff

12、erences in self-reported beliefs about foreign language learning and authentic oral and written input. Language Learning. 1992, 4: 471-495.</p><p>　　Boyle, J.P. Sex differences in listening vocabulary. Langu

13、age Learning. 1985. 2: 273-284. </p><p>　　Brown, H.D. Breaking the Language Barrier. Intercultural Press, Inc. 1991.</p><p>　　Deci, E. L. & R. M. Ryan. Intrinsic Motivation and Self-Determin

14、ation in Human Behavior. New York: Plenum. 1985.</p><p>　　Ellis, R. Understanding Second Language Acquisition. Oxford: Oxford University Press. 1985.</p><p>　　Halpern, D. F. & Wright, T. M.

15、A process-oriented model of cognitive sex differences. Learning and Individual Differences. 1996, 1: 3-24.</p><p><b>　?。ㄊ÷裕?lt;/b></p><p>　　胡文仲，《跨文化交際與英語學(xué)習(xí)》。上海:上海譯文出版社，1988。</p>

16、<p>　　劉潤清，吳一安，俞涓，高校英語教育調(diào)查報告（四），《外語教學(xué)與研究》1990(3):54-60。</p><p>　　李長忠，語篇銜接、連貫與大學(xué)英語寫作，《外語與外語教學(xué)》2002(11):25-28。</p><p>　　束定芳，《現(xiàn)代外語教學(xué)——理論、實踐與方法》。上海：上海外語教育出版，1996。</p><p>　　趙俊華，《中學(xué)生英