1、摘要、关键词：摘要和关键词这两个词用宋体加粗，小四号，摘要内容和关键词内容用楷体四小号；英文(1) Abstract：小四号；“ Abstract”粗体；(2) Keywords：3-5 个用“；”分隔；小四号； 最后一个关键词后不用标点符号；除专有名词，单词首字母不大写；“Keywords ” 粗体汉语(1) 摘要：楷体小四号；“摘 要”宋体小四号粗体；(2) 关键词：3-5个用“ ；” 分隔；楷体小四号；最后一个关键词后不用标点符号；“关键词”宋体小四号粗体。4、目录：1) 目录部分最多保留到三级标题，注意不同层次的缩进。2)各级标题中的实词首字母大写，虚词小写。各级标题内容格式应与正文部
2、分相应标题保持一致。3) 一级标题：粗体小四号字；其余二级、三级标题为小四号字； 目录部分行间距为1.5倍。5、正文格式：1） 文章题目不必出现在正文页。2） 各级标题一般要求左对齐打印。标题一律用粗体。一级标题：粗体三号字；二级标题：粗体小三号字；三级标题：粗体四号字。3） 英文一律采用 Times New Roman 小四号，论文以 A4标准页面排版(21*29.7cm)，1.5倍行距；如有汉字（参考文献部分） ，一律用五号宋体。4） 正文中每一段开头缩进两个汉字（或四个英文）字符的位置，段与段之间不空行。5） 正文中一级标题间的段落空一行。6、参考文献：1）参考文献须另起一页。2） “B
3、ibliography”三号粗体，居中。3）英文参考文献在前，中文参考文献在后。英文参考文献按作者首字母顺序排列；同一作者按年排列。中文按照作者姓氏的拼音字母顺序，排到所有英文文献后。4）字体为英文小四号, 中文宋体五号。5） 参考文献（即引文出处）的类型以单字母方式标识，具体如下：M专著 C论文集 N报纸文章 J期刊文章D学位论文 R报告 P专利 A文章6） 作者姓名采用“ 姓在前名在后 ”原则，具体格式是： 姓，名字的首字母. 如： Malcolm Richard Cowley 应为：Cowley, M.R.，如果有两位作者，第一位作者方式不变， metalinguistic knowle
4、dge; linguistic forms摘 要：语言是（楷体小四号）关键词：语言；（楷体小四号）ContentsAbstract . i 摘要 .ii 1 Introduction.1 1.1 The background of the Study.1 1.2 The Significance of the Study .2 1.3 The Scope of the Study.31.4 The Research Questions.32 Literature review.42.1 Definitions of Reading Aloud42.2 Related Theories.53 R
5、esearch Methodology.63.1 Subjects .63.2 The Research Instruments73.3 Procedures and Data Collection.74 Findings and Data Analyses84.1 Findings84.1.1 Findings from Questionnaires.94.1.2 Findings from Interviews.104.1.3 Findings from Observation114.2 Data Analysis124.2.1 Data Analysis from Questionnai
6、res.134.2.2 Data Analysis from Interviews144.2.3 Data Analysis from Observation.155 Discussion .166 Conclusion .17BibliographyAcknowledgements1. IntroductionThe significance of the role of conscious and unconscious processes and the notion of interface in second language (L2) development has been th
7、e focus of much debate in the general field of cognitive psychology. One proposal is that put forward by Burka (1996), who offers a hypothesis related to conscious learning that focuses on what Skehan argues is “the crucial concept of noticing“ (Deleuze, 1986: 48). The purpose of this paper is to a)
8、 consider the theoretical constructs that underlie the role of noticing, and b) assess the validity of the assumption that noticing enhances language acquisition.2. The Theoretical Constructs That Underlie the Role of Noticing 2.1 Consciousness Raising and NoticingThe term “consciousness raising“ re
9、fers to the drawing of learners attention to the formal properties of language (Fee and Fox., 1988). However, a key difference between noticing and consciousness raising is that noticing has supposed implications for language processing and the actual acquisition of linguistic features.2.2 Noticing
10、and Language AcquisitionGeertz (1973) identifies three aspects of consciousness involved in language learning: awareness, intention and knowledge. Johnstone (1993) states that a) whether a learner deliberately attends to a linguistic form in the input or it is noticed purely unintentionally, if it i
11、s noticed it becomes intake. To help clarify Schmidts hypothesis and the place of noticing in L2 acquisition the following model, proposed by Ellis, is useful.3. Influences on NoticingJones (1978), in harmony with Schmidts discussion of memory processing above, comments that it is inside short-term
12、memory that noticing must in reality take place, since the “spotlight consciousness“ (Magistrale, 1992, p.142) provided by short-term memory is triggered by different influences on noticing. Schmidt (1990) claims that the following factors influence noticing in the input:3.1 Task DemandsInstruction
13、provides structured, differentiated input that assists noticing by focusing attention on and enhancing awareness of language features (Pikarsky and Christensen, 1976).3.2 FrequencyA language feature may become frequent due to repeated instruction or by way of teacher talk. As such, when the item doe
14、s appear more frequently in the input, the likelihood3.3 Perceptual SalienceThe more prominent a language form at input, the greater the chance it will be noticed (Skehan, 1998). It stands to reason, therefore, that the less salient a form, the less likely it is to4. ConclusionIt can be seen that th
15、ere are various views regarding the role of conscious and unconscious processes in L2 acquisition. An important contribution to this debate has been Schmidts “noticing hypothesis“ and its claims about how input becomes intake, and thisBibliography1Dobbs J M, Wong J M. Modification of supercritical f
16、luid phasebehavior using polor coselventJ. Ind Eng Chem Res, 1987,26:56 （Times New Roman, 小四）6刘仲能，金文清. 合成医药中间体4-甲基咪唑的研究 J. 精细化工，2002(2) ：103-105 （宋体， 5号）AcknowledgmentsThere are a number of people to whom this dissertation and its author owe a great deal over a long period of time.ProfessorXXX, my supervisor, spares no time and energy, out of his heavy load of office work, teaching and research commitments, to provide substantial guidance on my career as well as on this dissertation.
