篇一：英文 小论文 格式模板
ABC2013 Paper Format Template
LAST-NAME1 First-name, LAST-NAME2 First-name
(Capitalize last name or family name, followed by first name; list all authors)
1 Associate Professor, Rocky Mountain Research Institute, Department of
Information Systems and Safety, Street Address, City, Province, Zip Code; PH 21-
43691234; FAX 21-77228611; email: author1@rmr.edu.cn
2 Senior Engineer, TechTrans Associates, Street Address, City, Province, Zip Code,
PH 21-35902622; FAX 21-67894236; email: author2@TTran.com.cn
ABSTRACT
The abstract should be about 150 words long; it must never exceed the first
page and should not contain any artwork or references. The abstract should present a
concise statement of the scope, principal findings, and conclusions of the paper.
FORMAT
Length. Paper length is limited to 6 pages, including all text, graphics, and
appendices.
Point size and font. Only and one font including Italics, bold, and bold italics) can be used in the paper. Layout. All text must be single-spaced between lines. Page design should be
consistent throughout the paper.
Margin settings (see below) must contain all elements of the paper that will
be reproduced (text, figures, tables, captions). A simple way is to input the margins
Figures and tables. All graphics (photos, line art, and tables) must fit within
the above margin settings, and should be understandable when printed in black and
white. Do not use single color as a distinguishing feature. Use symbols or patterns to
Illustrations should be numbered consecutively as they are presented. Each figure should be mentioned or called out in the text before it appears. More than one figure may appear on a page.
Captions and legends. A descriptive caption, including figure number, should be placed directly A descriptive legend, including table number, should be placed immediately Style. The paper must be written in the best possible technical and grammatical English. Titles should be concise and should describe the content of the paper.
Mathematics. All mathematics must be embedded in the text. Equations need to be numbered.
System of units. Please refer to the internationally used units.
References. All references should appear together at the end of the paper (see REFERENCES). References are listed alphabetically by last name of the first author. When two or more references by the same author are listed, year of publication is taken into account, and the earliest work is listed first.
Wherever reference is made in the text to an author’s work, the author’s last name and year of publication should appear in parentheses. Superscripts should not be used to denote references, as these numbers often appear too small to be read easily.
CONCLUSION
With thanks for your efforts, we look forward to providing a record of this conference that will be useful to you and your colleagues for many years to come.
REFERENCES
Burka, L. P. (1993). “A hypertext history of multi-user dimensions.” MUD history, > (Dec. 5, 1994). Fisher, J. W., and Struik, J. H. A. (1974), Guide to design criteria for bolted and
riveted joints,Pennoni, C.R. (1992). “Visioning: the future of civil engineering.” Transportation
Engineering,
篇二：英语论文格式范文
Idiom Translation under the Chinese
and English Cultures
Class XXX
Student’s Number XXX
Name XXX
(说明：关键词Key Words为加粗。冒号后加空格再接关键词，相邻词间用逗号分隔。每个关键词的首字母大写。
从“摘要”开始到“参考文献”结束，所有正文的字体均为Times New Roman，12磅；两端对齐。均采用1.5倍行距)
Abstract: Nida, a famous translator, says, "For truly successful translation, it is much more important to familiarize two cultures than master two languages, because words are assigned meanings in its particular cultures."(Background information) This is to say, translation is closely related with not only languages but also cultures. Studies of the cultural distinction in idiom translation are still relatively weak in the field of translation in China. Exclusive research on the translation of Chinese and English idioms is still incomplete. In the last twenty years, idiom translation has mostly emphasized the level of inter-lingual communication, but cultural differences were rarely involved in it.(Identify problem) This thesis analyses the cultural differences in Chinese and English idioms, then studies English-Chinese\Chinese-English idiom translation methods(Research subject) from the angle of culture(Method) and points out some warnings concerning idiom translation: pay attention to context and choose the right version in line with the style and meaning of the original passage(Results); culture is a whole way of life, when new culture emerges, new idioms also appear, therefore idiom translation should develop with the time.(Conclusion)
Key Words: idioms; culture; translation
1. Introduction
Idioms universally exist in every language. An Idiom is a word or an expression that cannot be literally translated from the source language into the target language because its idiomatic meaning cannot be understood by literally defining its component parts.(Background) In a broad sense, idioms contain set phrases, proverbs, colloquialisms, slangs, maxims, allusions, etc. (YinLi, 2007:9) In Chinese, they also include enigmatic folk similes. Newmark, a British translation theorist, in his work A Textbook of Translation, said, "I define as culture the way of life and his manifestation that are peculiar to a community that uses a peculiar language as its means of expression. "(Previous research) English Idioms derives from English cultures and daily life. In real context, idioms explain themselves: nine times out of ten they carry their own explanations. If we are unaware of these, we will find ourselves in a state of confusion since we will assign literal meaning to them. The Chinese Idioms, especially the four-character idioms, have their own unique origins which are closely correlative to the Chinese history and cultures. In view of the difficulties in understanding idioms, we should pay due attention and efforts to understand their cultures and customs. This thesis is designed to dig into the cultural differences between Chinese and English and then elaborates on the translation theories applied to idioms. (Subject + Method)
2. A Comparison Between English and Chinese Idioms
2.1 The Cultural Differences Between English and Chinese Idioms
2.1.1 Geographical Conditions
The formation of culture is closely related with natural geographical conditions. A specific geographical environment produces a specific culture, which also leads to a particular expression.
Great Britain covers islands including the Northern one-sixth of the island of Ireland between the North Atlantic Ocean and the North Sea, northwest of France. It has a moist climate with much rainfall. Rivers and lakes are numerous. No wonder that fishery is thriving and most important in Britain. Accordingly, idioms concerning fish and navigation constitute a great part in English idioms. (LiYuping,
2008:20)(Theory/Results of previous research)
For example, "like a fish out of water". If you feel like fish out of water, you feel awkward and uncomfortable because you are in an unusual and unfamiliar situation. Fish in the air 缘木求鱼
An odd fish怪人
Miss the boat错过机会
Trim the sails to the wind 顺势前进
A small leak will sink a great ship 小洞不补要沉大船 (Examples)
On the other hand, China is located in the Asian Continent and reputed as an agricultural country with a large population of peasants. It is not surprising to find many idioms relevant to farming, such as "骨瘦如柴，对牛弹琴, 众人拾柴火焰高,竹篮打水一场空......". Chinese people also have a mysterious and awe feeling for sea, so they have idioms like "海角天涯，海枯石烂，海阔天空，海底捞针，海市蜃楼......". (Analysis)
2.1.2 History
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2.2 The Similarities Between English and Chinese Idioms
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2.2.1 Colours
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2.2.2 Numbers
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3. Methods of Idiom Translation
Translation is far more than a science. It is also a skill, and at the ultimate analysis, fully satisfactory translation is always an art. (Nida, 1982:49) Translation is considered as the cultural bridge and media between two languages. As there are wide differences in vocabulary and syntax between English and Chinese, translation is no easy job. Therefore, in order to keep the flavor of the original as well as cater for both the Chinese and English languages, translation skills should be reasonably employed in the process of translating, such as the following translating methods:
3.1 Literal Translation
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3.2 Free Translation
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3.3 Translation with Notes
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3.4 Replacement with Similar Idioms
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3.5 The Translation of Corresponding Idioms with the Same Meaning
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3.6 A Combination of Literal and Free Translation
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4. Some Warnings Concerning Idiom Translation
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5. Conclusion
One of the major characteristics identifying us as human is our ability to use language. Language plays a very important role in people’s daily life; it enables people communicate with each other and understand others' feelings. Language has close relations with culture. It is impossible to separate language from culture. As the essence of language, idioms also have close relations with culture. The contents of them range from society, history, psychology to customs and other various social phenomena. So, in the process of translation, translators should pay more attention to the cultural factors, in doing this, he can dig up the implicit meanings. (Conclusion of research) Only the cultural factors are concerned, translators can have a satisfactory translation. Besides, people should get acquaintances with the cultural background when using idioms to avoid embarrassment in communication. (Suggestions)
References
[*] 作者. 书名（英语的斜体）. （出版地：）出版社，年份：参考内容页码
[*] 作者. 文章名（英语的斜体）. 刊物名称. （出版地：）出版社，年份
[1] Li Mei. Mother tongue and translation. Shanhai: Shanhai Foreign Language Education Press, 2008
[2] Li Qingming. A Comparison of the Cultures between the Chinese and English Language. Xi'an: Northwest University of technology Press, 2007
[3] Nida Eugene. The theory and Practice of Translation. Leiden: E. J. Brill, 1982
篇三：英语论文模板(格式)
On Extra-curricular Activities and Cultivation of English Communicative Ability of College Students
Applicant: XX Supervisor: XX Faculty:
XXX
May 10, 2008
XXX University
Contents
摘 要 ................................................................................................................................................ii Abstract ........................................................................................................................................... iii
1. Introduction ................................................................................................................................... 1
1.1 The Significance of Topic ................................................................................................... 1
1.2 Research Methods ............................................................................................................... 1
2. Theory Research ........................................................................................................................... 1
2.1 Linguistics Rationale ........................................................................................................... 1
2.1.1 Theory of Communicative Competence by D. H. Hymes ........................................ 1
2.1.2 Theory of Communicative Competence by Canale & Swain .................................. 2
2.1.3 Theory of Communicative Competence by Bachman.............................................. 2
2.2 Theoretical Basis of the Topic ............................................................................................. 2
2.2.1 Piaget's Theory ......................................................................................................... 2
2.2.2 American Scholar--Alan Andean &Weir about ―Role Play‖ ................................... 3
2.3 Related Studies .................................................................................................................... 3
2.3.1 Researches Abroad ................................................................................................... 3
2.3.2 Researches in China ................................................................................................. 3
3. Presentation of the English Teaching ............................................................................................ 4
3.1 The Drawbacks of Traditional Teaching Methods .............................................................. 4
3.2 Modern Interest Teaching——CLT .................................................................................... 4
3.2.1 Definition of CLT .................................................................................................... 4
3.2.2 The Content and Substance of CLT ......................................................................... 5
3.2.3 CLT in the Use of English Out-of-class Activities .................................................. 6
4. Out-of-class Activities and Cultivation of Communication Ability ............................................. 6
4.1 The Role of Out-of-class Activities in Training of Communication Ability ....................... 6
4.2 Current Situation of College Students’ Out-of-class Learning ............................................ 7
4.3 Analysis on the Causes for Problems .................................................................................. 8
4.4 Carrying Out the Out-of-class Activities in Scientific and Effective Way .......................... 9
4.5 A Suggested Framework for Strategy Study ..................................................................... 11
4.5.1 Introduction ............................................................................................................ 11
4.5.2 An Out-of-class English Learning Center .............................................................. 11
5. Conclusion .................................................................................................................................. 12
Bibliography ................................................................................................................................... 14
摘 要
美国社会语言学家Dwell Hymes认为,交际能力不仅包括对一种语言的语言形式的理解和掌握,而且还包括对在何时何地、以什么方式对谁恰当使用语言形式进行交际的知识体系的理解和掌握。作为课堂的延伸和补充,课外活动在提高大学生英语交际能力方面起着至关重要的作用。课外活动能创造交际活动情境,使学生充分发挥主体性、能动性和创造性,促使学生语言交际能力的和谐发展和学生素质的全面提高。本文从应用语言学的角度探讨大学生英语课外活动课程的实施理念与实践，其目的是培养学生运用英语交际的兴趣，提高英语语言能力，发挥个性特长，发展思维能力和交际能力。最后根据研究，本文提出旨在培养优化大学生课外学习的策略，并提出了建立课外英语学习中心的设想，用以配合策略培训，促进课外自主学习。
关键词：大学生 交际能力 英语课外活动 学习策略
Abstract
American society linguist Dwell Hymes thinks: Communicative competence not only includes the understanding and grasp to a form of language, but also includes the understanding and mastering in when and where, and how and to whom to use language appropriate form of the communication systems of knowledge. As an extension of the classroom, out-of-class activities play a vital role in improving the capacity of college English communication. It can create communication situation, so that students can bring full play with initiative and creativity. Improve the communicative ability and develop the quality of the students comprehensively. From the perspective of Applied Linguistics, this essay tries to study the idea and practice of English activity course in college school, for the purpose of fostering students’ interest in English communication，improving their English language ability, giving full play to their individuality and specialty and developing their thinking ability and communicating ability. Finally, in order to improve the college students' learning strategy, the essay will provide a suggested framework for strategy training based on the results of this investigation.
Key words: college students, communicative competence, learning strategies, out-of-class activities
1. Introduction
1.1 The Significance of Topic
English is the international language of the common. In order to learn advanced scientific knowledge in the developed countries, to strengthen economic trade with all countries, the importance of English is easily obvious. However, the teaching methods and teaching effectiveness of our schools in China are worrisome. In the recent years people usually think the English condition of Chinese students as ―mute English‖ or ―deaf English‖. Their English learning starts from the primary school, with a long period of seven years, eight years, or even 10 years, they still can not use English to make dialogue, can not understand when the Britain and the Americans speak. The reason is that the exam-oriented education can cultivate students who are only good at examinations, overlooking to raise their overall quality. Out-of-class English learning may enable them related knowledge, further their skills.
1.2 Research Methods
The main methods for the study are insisting on combining the theory with practice and widely referring to the domestic and foreign literature material. On the basis of this analysis and research, some regular understandings are to be summarized. Put forward proposals to improve.
2. Theory Research
2.1 Linguistics Rationale
2.1.1 Theory of Communicative Competence by D. H. Hymes
In 1972, Hymes delivered a speech entitled ―On communicative competence‖, put ―communicative competence‖ as a highly complex system of the knowledge and skills. It can be summarized as a person’s ability to use the language. It mainly