语言学与应用语言学学术论文英文摘要的写作

语言学与应用语言学学术论文英文摘要的写作HowtoWriteanAbstractforaResearchPaperinLinguisticsandAppliedLinguistics《中国外语》（双月刊），CSSCI来源期刊感谢各位专家、同行过去5年多来对《中国外语》的大力支持！希望专家、同行继续支持、帮助我们！《中国外语》宗旨：立足改革、高扬创新@pub.hep.cn感谢上海海事大学提供这次学术交流的机会！几本参考书黄国文、M.Ghadessy（2008）《英语学位论文写作教程》，高等教育出版社（普通高等教育“十一五”国家级规划教材）。黄国文、张美芳、M.Ghadessy（2006）《英语学术论文写作》，重庆大学出版社（普通高等教育“十一五”国家级规划教材）。黄国文、王宾、林裕音（出版中/2011）《英语专业毕业论文写作手册》，上海外语教育出版社。Outline1Introduction2StructureofanAbstract3QuestionsontheAbstract4ElementsofstructureinanAbstract5ThelanguageofanAbstract6Summary1IntroductionAnessaymaybebasedonwhatistermedascommonknowledgeorthepersonalexperiencesofastudent,butaresearchpapershoulddrawuponanumberofotherprimaryandsecondarysourcesofinformationtocompletetheproject.Writingaresearchpaperisacomplexanddemandingtask.Itrequiresalotofplanningandpreparationbeforethefinalcopyisproduced.Aresearchpapercanbewrittenonanytopic/subjectunderthesun.Thelevelofrequiredresearchforapaperdependsonmanyfactors.Becauseofitsimportanceinacademicwriting,aresearchpaperhasaspecialform/formatthathastobefollowedifoneistogetagoodgradefromtheinstructormarkingthepaperorhavethepaperpublished/accepted.Eachsectionandsub-sectionshouldbeclearlymarked.Thisisdonebyusingdifferentnames/labelsforthesectionsandsub-sectionsofthepaper.Forexample,thepaperhasaMethodsectionthatisfurthersub-dividedintoDataCollectionandMethodology.ExpertsonthesubjecthaveproposedslightlydifferentformatsforthepaperbutageneralformatmayconsistofAbstract,Introduction,Background,PreviousStudies,Method,Results,Discussion,Conclusions,andReferences.2StructureofanAbstractAnAbstractofaresearchpaperisthefirstsourceofinformationforawould-bereader.OfcoursethetitleoftheresearchpaperwouldprovideinformationaboutthetopicofinvestigationbutitistheAbstractthatprovidesabird’seyeviewofthesubjectmatter,thepurposeofthestudy,thewaytheresearchiscarriedout,someimportantfindings,theimplications,andaconclusion.TheAbstractsummarizesthestudyforpeoplewhowouldliketospendnomorethanafewminutesonthepaper.AnimportantissuehereisthetimeforthewritingoftheAbstract.Usuallyitiswrittenafterthestudy/researchiscompletedbutthisisnotalwaysthecaseas,forexample,peoplesendabstractsofunfinishedpaperstoconferencestheywouldliketoparticipatein.Suchabstractsarenottotallydifferentfromthosewrittenforfinishedpapers;theymayincludelessinformationinsomepartslikeintheResultsandImplicationssections.Becauseofitsimportance,theAbstracthasacquiredaveryrigidstructureusedbymostwriters.Inordertofindoutwhatthisstructureis,welookatanAbstractofaresearchpaperfromtheJournalofAsianPacificCommunicationandthenaskanumberofquestions.HereisthetitleofthepaperandtheAbstract;thequestionsfollow.(Numbershavebeenaddedtothesentencesforeaseofreference.)GeorgeBraine,‘Fromateacher-centredtoastudent-centredapproach:AstudyofpeerfeedbackinHongKongwritingclasses’,JournalofAsianPacificCommunication12/2,2003.(1)Thereisacommonbeliefthat,owingtothehighlyteacher-centredformofeducation,Chinesestudentsarepassivelearners.(2)Asaresult,astudent-centredapproachsuchasprocesswritingisbelievedtobedifficulttoimplementinclassesthatconsistmainlyofChinesestudents.(3)Thisstudytestedthesebeliefsbyintroducingpeerfeedback,thebackboneofprocesswriting,toChinesestudentsenrolledinuniversitywritingclassesandbymeasuringtheeffectivenessofthefeedbackbothquantitativelyandqualitatively.(4)Thestudyshowedthat,withpropertraining,Chinesestudentscouldquicklyadapttoastudent-centredapproach,andalsoproviderichandusefulfeedbackonthewritingoftheirpeers.(5)Thisstudyhaspromisingimplicationsforeducationalcontextswherestudentsareconsideredpassivelearners,teacher-centredlearningisthenorm,ortheprocessapproachtowritingfacesdauntingchallengestoitsimplementation.(1)Thereisacommonbeliefthat,owingtothehighlyteacher-centredformofeducation,Chinesestudentsarepassivelearners.(2)Asaresult,astudent-centredapproachsuchasprocesswritingisbelievedtobedifficulttoimplementinclassesthatconsistmainlyofChinesestudents.(3)Thisstudytestedthesebeliefsbyintroducingpeerfeedback,thebackboneofprocesswriting,toChinesestudentsenrolledinuniversitywritingclassesandbymeasuringtheeffectivenessofthefeedbackbothquantitativelyandqualitatively.(4)Thestudyshowedthat,withpropertraining,Chinesestudentscouldquicklyadapttoastudent-centredapproach,andalsoproviderichandusefulfeedbackonthewritingoftheirpeers.(5)Thisstudyhaspromisingimplicationsforeducationalcontextswherestudentsareconsideredpassivelearners,teacher-centredlearningisthenorm,ortheprocessapproachtowritingfacesdauntingchallengestoitsimplementation.1.Whatisthesubjectmatter/areatheresearchpaperisdealingwith?Thefollowingwordsandexpressionstellthereaderwhatthesubjectmatteris,i.e.answertoquestionconcerningthesubjectmatter:teacher-centred(S-1),student-centred(S-2),process-writing(S-2),peerfeedback,thebackboneofprocesswriting(S-3),writingclasses(S-3),theeffectivenessofthefeedback(S-3),astudent-centredapproach(S-4),usefulfeedbackonthewritingoftheirpeers(S-4),teacher-centredlearning(S-5),theprocessapproachtowriting