submitted: 就是这篇文章已经提交给期刊，但还没有得到任何答复，还完全有被拒收的可能；under review: 就是文章进入评审阶段，一般提交给期刊的文章先要经过期刊助手对文章结构，字数等技术性检查，合格的话才送交主编，由主编邀请评审专家初审。under review 表明主编已经将论文送审了，结果仍未知；major revision: 文章需要大改，一般情况下如果（2-3位中）1位评审专家对文章提出一些尖锐、负面的意见，而另几位的意见比较正面，则主编往往会要求作者进行大改动；至此，文章还是有被接受的可能，但要看改动后的文章是否让评审专家或主编满意；minor revision: 小改动，至此文章被接受的可能已经达90%，只需要对文中小的差错进行修改即可接受；accepted：完全接受，但离出版印刷发行还有段时间；early online (or online ready):已经完全定型的文章还需要排队印刷发行，这个过程有的期刊会很长，1-2年，early online 或 online ready 就是先将文章在网上发布出来，供读者阅读。这时的文章 doi 号码已经有，也可以引用，但还没有正式的卷号，期号及页码；published: 最后印刷出版了
百度搜索一下
推荐用一般过去式（时） I published the paper/article/essay(推荐前2者) entitled(提名为) *** in the journal/periodical(2选1) ***. 其中,两部分***都需斜体表示（张伶俐无法显示） 供参
我在外企工作，英语专业，翻译如下项目经验：Project experience论文情况：（Relevant）Dissertation（“情况”属于虚词，无实际意义，不翻）专业技能：Expertise英语水平：English proficiency （用level也可，但没有proficiency “语域”高。多说一句：如果该简历是投给外企，给外国主管看的话，您英语水平的介绍要详细-specific，具体说你英语熟练到什么水平，不要说英语4/6级神马的，老外对中国的英语过级考试没什么概念。如果该英语简历给中国hr看，你写个4/6级的还可以。）
意思就是是否有论文在杂志上面刊登过的意思，如果没有就写无，如果有就写杂志名称期号。
问题一：简历中的论文情况怎么写 这个比较简单，因为论文这种东西多半是自己在网上到处找的资料，自己再处理过的。在简历上面，尽量写好点，只要不提到是否发表过论文就行，因为如果发表过的话，必须找到报社或者出版社。 问题二：论文发表情况怎么写 就写上你发表过的论文，包括别人发表的带上你名字的都行。 问题三：攻读学位期间论文发表情况怎么写 这里主要是把你在攻读学位期间发表的论文再论文的后面附录中罗列出来就可以。 注意需要按照文献的格式著名发表的期刊或杂志、日期等 问题四：论文发表情况怎么写 论文发表情况，写这个更干什么？ 问题五：招聘表中论文发表情况一栏怎么写 你有发表过期刊论文吗？没有的话，那就不用填写，有的话，你就可以填写你安排的刊物情况三 问题六：中级职称论文论著发表情况怎么填写 论文天堂网上说，专业论著――是指你对这个专业，或是这个研究，这个课题发表过的论文或是你写的著作， 也就是你有无发表过这些，我个人更倾向于理解为，你发表的论文，因为写一本书的难度相对太高。 问题七：论文评审表中国家认定收录情况怎么填 一种剖析事物、论述事理、发表意见、提出主张的文体。作者通过摆事实、讲道理、辨是非等方法，来确定其观点正确或错误，树立或否定某种主张。议论文应该观点明确、论据充分、语言精炼、论证合理、有严密的逻辑性。 问题八：论文索引情况怎么填 普刊一般是写 知网/万方/龙源/维普 如果有发表在核心期刊上的文章就写 中文核心/CSSCI 如果是被SCI、EI、ISTP检索的就写对应的检索就好 问题九：申请表如果没有发表论文,但是要求填,应该怎么写 5分 随着宏观经济环境的改善，中小企业面临着新一轮巨大的发展机遇。同时伴随经济开放程度的提高，中小企业面临的的竞争也迅速加剧。人才已成为企业确立竞争优势，把握发展机遇的关键。“重视人才，以人为本”的观念已颇受关注。因此，中小企业的管理者不仅依靠企业规章制度进行人力资源管理，也应该因地制宜、合理地运用激励机制，根据内外环境的实际情况不断的改进、完善和调整激励机制的方式，使企业在一个良好的轨道内运行。 对于刚迈出创业步伐的小企业来说，在起步时能够组建一支高素质的销售队伍是十分关键的，因为这支队伍是保证企业能够运营下去的根本因素。于是如何建立一支这样的队伍就显得尤为重要。管理者若能把握好激励机制运用的时效性和运用程度，将会吸引优秀的人才，将其智慧和力量为己所用，使其聪明才智为企业的发展和进步起到良好的促进作用。与此同时，管理者的精力也将从繁杂的日常事务中解脱出来，思考和解决更重要的问题 问题十：毕业推荐表写作或发表论文情况 论文的写法 1、时间 2、地点 3、人物 4、事件与事件背景 5、反映的道理（主题） 6、自己在这个事件中的顿悟，体会，感想。 这些都同样重要，如果少了其中任意一点，就不是论文了。
就是发表了多少篇论文，评职称或者评奖学金用的！~
就是是否有发表过论文或和别人合作发表过。有的话把发表的论文列上即可
意思就是是否有论文在杂志上面刊登过的意思，如果没有就写无，如果有就写杂志名称期号。
博士报名论文发表情况根据自己的实际情况，在相应的位置填上具体的真实信息就可以了。论文情况填写的第一步在于撰稿人和导师，写清楚自己的论文题目和作者基本情况。接着介绍自己的选题原因，主要是选择这个论文题目的主要依据。选题原因介绍完成后，就选题的理论依据即理论意义进行介绍，涉及相关理论。前置背景介绍完成后，就论文的研究目标进行介绍，论文最后得到什么样的结果进行前期展示。接着完成目标预测之后，就目标对研究内容进行分析，主要研究过程。展示了研究内容之后，就研究和原则和方法进行展示，突出重点原则。最后，就研究的基本进程进行计划和安排进行介绍，一步一步地完成论文研究。
就是是否有发表过论文或和别人合作发表过。有的话把发表的论文列上即可
论文的进展情况（1）提交开题报告，参加开题答辩。（2）编写调查问卷，进行调研活动。（3）撰写论文初稿。（4）修改论文初稿，完成正稿。进展情况：1.查阅了大量的相关资料，包括国内外有关文献，国内外众学者的相关论文、专著，以及国内外相关新闻报道等，对所要着手研究的课题作全面地了解与认识。2.在对所搜集资料认真研究的基础上，拟定论文题目，填写开题报告。3.对论文作初步构思，构建主体框架，写出论文提纲。4.在老师的指导下，完成论文的初稿。
网络上有很多论文发表网站，很多作者由于着急发表论文，而选择通过论文发表网站去发表论文。
但是由于利益的驱使网络上充斥着很多假刊，甚至一些论文发表网站还推荐假刊给作者发表，有的甚至取作者论文发表费用然后消失。
针对这种情况，发表论文前，作者一定要认真辨别期刊真伪，了解论文发表网站的信誉，口碑，不盲目轻信论文发表网站和假刊的一些过度宣传，避免上当。
选择发表期刊前，要去新闻出版总署查看期刊的备案情况，再去相关的数据库查看期刊的收录情况，确保期刊正规合法，同时具备国际刊号ISSN号和国内统一刊号CN号，而不要被那些打着香港刊号或者书丛号的期刊所蒙蔽。
论文发表的介绍：
1、论文发表的介绍
学术论文首先应当具有独创性。要在论题涉及的范围内，言他人所未言，提他人所来提。要有所创新，有所发现，要有独特的、合乎客观实际的看法。
只是重复、模仿别人的意见，称不上学术论文。如在社会科学领域内，独创性常见于这样三条途径：
（1）结合新的社会实践对以往理论加以继承和发展，如，在社会主义建设中，结合中国国情，对马克思主义的完善；
（2）对新发现的资料加以研究，史学、考古学的研究常常如此；
（3）通过搜集、整理前人已有的成就的途径获得新结沦，例如哲学史、语言史的研究。
论文条理清晰结构合理，具有较强的说服力和感染力，深刻揭示客观事物的内部联系和规律，也就是言之有理，言之有据，言之有序。
专业性是指论文从题目、选材到文字表达，都要具有某一学科、专业的特色，要摸透“行情”，用“行话”，如图书馆学的论文常常要运用款目、标注、二次文献、情报检索语言等专业词汇。
法学论文则常用法人、主体意志、仲裁、诉权、罪行法定主义等等。学术论文不必人人都看懂。好的学术论文是独创性、科学性、专业性高度的统一和结合。
2、论文发表的必要性
随着学习及工作的深入，学习者及从业者对本专业及行业会有深入的研究，而研究水平的衡量标准则体现在了论文发表上。
即，要求在公开发行的学术期刊或报纸上发表具有一定学术价值的论文。论文发表，成了考量从业者水平的一个不可或缺甚至尤为重要的标准。
发表论文，有哪些需要注意的问题，论文发表有2种方式，一种是直接向杂志社投稿，一种是通过论文代理或期刊采编中心投稿。这2种 方式，费用方面基本差不多，都是社里统一定的价格。
期刊采编中心或 论文代理的优点至于大体差不多的文章，都基本可以安排通过审核，而且 审核时间短，一般在2-5个工作日内就安排审核并给予答复了。
主要是采 编中心是采用的集中递稿方式，一般采编中心都有编辑，会事先对论文做 下初步审核，能帮修改完善的文章都会帮助修改完善。
再加上跟社里较熟 ，论文能通过的，社里一般不会为难。 而对于直接投稿杂志社，审核比较慢，通过率低些。很多核心期刊，稿件投递后基本就是石沉大海。
3、论文发表格式
撰写论文，一定要遵循一定的格式，这样看起来一目了然，条理清晰。
1.在实际写作职称论文的过程中，则灵活运用，根据实际情况。最好开头有个引言部分，说一下目前的形势啊什么必要性的，引启性的开个头，再展开下面的论述。
2.论文要分条目展开，要条理清晰，层次分明，比如上文中，大条目下面都有小条目，看上去非常清晰。大标题用加粗突出显示，大标题后面不能有标点符号。
摘要控制在220字符内即可，最好能概括下全文的内容，切忌把开头当摘要，把文章标题罗列出来当摘要。关键词，3-5个为宜。
问题一：简历中的论文情况怎么写 这个比较简单，因为论文这种东西多半是自己在网上到处找的资料，自己再处理过的。在简历上面，尽量写好点，只要不提到是否发表过论文就行，因为如果发表过的话，必须找到报社或者出版社。 问题二：论文发表情况怎么写 就写上你发表过的论文，包括别人发表的带上你名字的都行。 问题三：攻读学位期间论文发表情况怎么写 这里主要是把你在攻读学位期间发表的论文再论文的后面附录中罗列出来就可以。 注意需要按照文献的格式著名发表的期刊或杂志、日期等 问题四：论文发表情况怎么写 论文发表情况，写这个更干什么？ 问题五：招聘表中论文发表情况一栏怎么写 你有发表过期刊论文吗？没有的话，那就不用填写，有的话，你就可以填写你安排的刊物情况三 问题六：中级职称论文论著发表情况怎么填写 论文天堂网上说，专业论著――是指你对这个专业，或是这个研究，这个课题发表过的论文或是你写的著作， 也就是你有无发表过这些，我个人更倾向于理解为，你发表的论文，因为写一本书的难度相对太高。 问题七：论文评审表中国家认定收录情况怎么填 一种剖析事物、论述事理、发表意见、提出主张的文体。作者通过摆事实、讲道理、辨是非等方法，来确定其观点正确或错误，树立或否定某种主张。议论文应该观点明确、论据充分、语言精炼、论证合理、有严密的逻辑性。 问题八：论文索引情况怎么填 普刊一般是写 知网/万方/龙源/维普 如果有发表在核心期刊上的文章就写 中文核心/CSSCI 如果是被SCI、EI、ISTP检索的就写对应的检索就好 问题九：申请表如果没有发表论文,但是要求填,应该怎么写 5分 随着宏观经济环境的改善，中小企业面临着新一轮巨大的发展机遇。同时伴随经济开放程度的提高，中小企业面临的的竞争也迅速加剧。人才已成为企业确立竞争优势，把握发展机遇的关键。“重视人才，以人为本”的观念已颇受关注。因此，中小企业的管理者不仅依靠企业规章制度进行人力资源管理，也应该因地制宜、合理地运用激励机制，根据内外环境的实际情况不断的改进、完善和调整激励机制的方式，使企业在一个良好的轨道内运行。 对于刚迈出创业步伐的小企业来说，在起步时能够组建一支高素质的销售队伍是十分关键的，因为这支队伍是保证企业能够运营下去的根本因素。于是如何建立一支这样的队伍就显得尤为重要。管理者若能把握好激励机制运用的时效性和运用程度，将会吸引优秀的人才，将其智慧和力量为己所用，使其聪明才智为企业的发展和进步起到良好的促进作用。与此同时，管理者的精力也将从繁杂的日常事务中解脱出来，思考和解决更重要的问题 问题十：毕业推荐表写作或发表论文情况 论文的写法 1、时间 2、地点 3、人物 4、事件与事件背景 5、反映的道理（主题） 6、自己在这个事件中的顿悟，体会，感想。 这些都同样重要，如果少了其中任意一点，就不是论文了。
发表论文无非就两种方式：第一种就是自己投稿，买本杂志，根据版权页上的投稿方式去投稿（这种的弊端就是周期太长，对于着急的客户，不适用）当然，跟杂志社关系好能顺利发表的请无视我的话因为直投杂志社容易，能成功发表难，我认识的主编跟我说他们邮箱里的稿件基本上没有低于过1000篇，而且杂志社就那么几个人，根本不可能忙的过来，就算抽时间看下邮件也就是看个题目，题目不新颖没吸引力的直接略过，就算点开文章，也是先大概看下职称、单位、研究方向、摘要、关键词，没什么吸引人眼球的内容也直接pass掉。第二种就是找代理机构发表（这种的需要睁大眼，发表行业鱼龙混杂，必须得保证自己发的杂志是正刊，也不能是增刊）。找代理机构认准以下几点；一、首先选择国家新闻出版广电局能查到的正规杂志二、其次是某宝担保交易，更有保障三、最后录用通知下来后，亲自打版权页或者收录网站（知网、维普、万方、龙源）上查稿电话查稿确认录用后，再付款。第一， 选择杂志，根据自己的要求确定杂志，省级的国家级的价格不一样。然后看杂志的级别，在这里呢就可以一起验证了杂志的真假，新闻出版总署输入杂志名，看是否收录，如果没有的话就要小心了，千万不能发第二，看杂志的见刊时间。自己什么时候用杂志一定要确定，如果是7月要用，那就不要发9月才鞥收到的杂志，一旦发了到了要用的时候没有法子使用。第三，杂志收录的网站。如果您那没有特别的要求，那就知网，维普，万方都可以了，如要求必须知网收录，那就自己上网查一下看看，是否知网及时更新呢第四，看付款的流程，是不是先发表，录用了查稿确定后付费用，如果不能查稿就危险了，不能保证是不是真正发表成功了。
据学术堂介绍论文发表只需要六步。第一步：投稿。这是论文发表人员选择好投稿期刊之后，将自己的论文稿件通过邮箱、在线投稿窗口、QQ或者微信即时通讯软件这三大方式发送给编辑。第二步：审核即审稿。投稿之后，编辑会按照投稿顺序对论文进行审稿，有的期刊杂志收取审稿费，如果您的论文需要加急发表，请在投稿时标注清楚，可能会产生加急费用。审稿环节是整个论文发表过程中耗时最长的，影响了论文发表周期的长短，关于论文发表时间影响因素可以阅读《是什么影响论文发表时间长短》了解。这里需要注意的是论文审稿可能会反复进行。第三步：审稿结果。主要介绍通过审稿被录用的论文。通过杂志社论文三审的论文，杂志社会下发录用通知书，并注明预安排在某年某期发表，之所以是预安排，是因为还没交纳版面费。关于论文三审可以阅读《什么时候论文需要三审》，了解一些审稿知识。第四部：交费。这里的交费主要是版面费，交纳之后，论文才会正式进入安排刊期出版流程。第五步：安排发表。版面费到位之后，即可安排刊期，并按照日期出版见刊。少部分论文发表可能会延期，原因很多，例如：有人安排加急。第六步：寄送样刊。论文见刊之后，会给作者寄送一本样刊，作为用途上交的材料。到此整个的论文发表流程结束。
给主编的信的一般模式： Dear Editor: Here within enclosed is our paper for consideration to be published on "(Journal name)". The further information about the paper is in the following: The Title: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX The Authors: XXXXXXXXXX XXXXXXXXXXXX and XXXXXXXXXX The authors claim that none of the material in the paper has been published or is under consideration for publication elsewhere. I am the corresponding author and my address and other information is as follows: Address: Department of XXXXXXXXX, University of Science and Technology, Hefei, Anhui, 230026, P.R.China E-mail: Tel: 86-551-36XXXXX Fax: 86-551-36XXXXX Thank you very much for consideration! Sincerely Yours, Dr. XXXXXXXXXXX查尔斯沃思论文润色提供如有疑问请加公 众号：lunwen64希望解答能帮到您，祝您生活愉快！
首先我们来了解一下英语论文投稿信的内容：
投稿信是作者和编辑就文章内容沟通的好机会，因此应该避免形式和过场，为应付和合规而撰写投稿信。
如果不能更用心，至少应该像撰写论文内容一样用心。因为，投稿信会影响到期刊编辑能否将你的稿件送出进行同行评议。
那么投稿信都应该包含哪些内容呢？
1、介绍自己的基本情况
2、你的稿件为什么非常适合刊发于该目标期刊；
3、强调稿件中最重要的研究成果和发现；
4、说明你的稿件中不存在抄袭、二次发表、一稿多投等违反科研诚信的内容；
5、多作者情况需与编辑确认所有作者均同意投稿
6、希望对方对稿件提出宝贵意见等；
7、客套、祝福话语等
当然，如果论文质量过硬，被送外审的可能性依旧非常大，但是投稿信可以说是编辑在看到你论文前对你形成的第一印象，那么为什么不给编辑留下个好印象呢？
接着我们了解一下投稿信结构：
撰写投稿信类似于写标准的商业信函。正式称呼编辑的姓名（如果您知道编辑的名字）。同时也给出您的联系信息。目标期刊的在线提交系统中，可能会有您的联系信息，但是在投稿信中给出联系信息也很必要。
投稿信的起始段，应当说明稿件题目及作者姓名。您也可说明所提交稿件的类型（研究论文、综述、个例研究等）。在此第一段中及接下来的段落，说明您研究的基本原理及主要成果。如果您之前发表过的文章与本稿件直接相关，可以提及该文章。
然后，用一个短段落来解释您的稿件为什么非常适合该目标期刊。切忌笼统地说，自己的稿件“是对该领域有意义的”或“新颖的”。应强调该目标期刊的宗旨和范围声明中的具体方面。
如果目标期刊表示对临床应用研究感兴趣，则必须强调自己的文章在临床意义方面的重要性。如果目标期刊提到其专注于纳米结构材料，那么您应当说明自己的文章如何与此类材料相关。
即使您的文章并非绝对适合此目标期刊，也要确保提及宗旨和范围声明中的某些内容，并解释清楚您的文稿为何会让该期刊的读者感兴趣。
最后，用简短段落结束投稿信，其中应包括下列各点：
1、稿件的原创性（例如，您亲自撰写，没有抄袭）
2、稿件中不含已被发表过的任何内容，您也没有将任何部分同时投递给任何其他期刊
3、没有需要披露的利益冲突
4、列出可能的审稿人（仅在该期刊有要求的情况下提供）
5、提出不应审阅您稿件的任何研究人员
投稿信模板
所有信息结合起来，投稿信应当让编辑确信，您的稿件值得考虑在其期刊上发表，而且您对其期刊特别感兴趣。
最后再来了解一下其他注意事项：
1、投稿信的用语，可以比摘要或引言更文辞华丽、给人更深刻的印象，来更好地抓住编辑的注意力；
2、利用投稿信强调您文稿的亮点，并说明此文为什么会激发该期刊读者的兴趣；
3、切勿在投稿信中谈论有关您竞争对手的负面信息，或提到任何研究人员派系关系问题。应当专注于您文章的优势，以及其会吸引读者阅读的原因；
4、投稿信可能带来不同结果，可能是一开始就被退稿，也可能是稿件被发出进行同行评议。花些时间撰写投稿信，并在发出前让同事帮助校对检查。请记住，目标期刊名称和任何物种名称，应使用斜体字；
5、还应留意某些可能的错误，包括无关资料（比如引用某些您先前进行的与现在文稿不相关的研究）、干扰性细节（比如列出样本大小和 p 值）及信息重复等。
（以上内容来源于学术堂）
下面是关于学术论文英文摘要模板，希望对你们有帮助。
Abstract
Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.
According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS 19.0. And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.
Abstract
A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。
Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.
Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.
Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 1.26,witha 95% confidential interval of [0.86, 1.66])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = 9.22,p = 0,01 < 0.05)，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =0.61, g 二 2.14, g = 0.98 respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = 17.04, p =0.000 < 0.05)。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of 3.59,0.71 and 0.37 respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (i.e. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?
This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, i.e. thedemographic questionnaire, the Organizational Culture Assessment Instrument (i.e. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (i.e. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (i.e. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.
The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.
Abstract
Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.
This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.
To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.
There are three hypotheses:
1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?
Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS 19.0. And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.
Abstract
In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.
Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.
Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.
Abstract
Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.
With the aid of AntConc 3.4.lw and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc 3.4.lw is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.
The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.
Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.
Dear Editors:We would like to submit the enclosed manuscript entitled “Paper Title”, whichwe wish to be considered for publication in “Journal Name”. No conflict ofinterest exits in the submission of this manuscript, and manuscript is approvedby all authors for publication. I would like to declare on behalf of myco-authors that the work described was original research that has not beenpublished previously, and not under consideration for publication elsewhere, inwhole or in part. All the authors listed have approved the manuscript that isenclosed.In this work, we evaluated …… (简要介绍一下论文的创新性). I hope this paper issuitable for “Journal Name”.The following is a list of possible reviewers for your consideration:1) Name A E-mail: ××××@××××2) Name B E-mail: ××××@××××We deeply appreciate your consideration of our manuscript, and we look forwardto receiving comments from the reviewers. If you have any queries, please don’thesitate to contact me at the address below.Thank you and best regards.Yours sincerely,××××××Corresponding author: Name: ×××E-mail: ××××@××××参考：查尔斯沃思论文润色小贴士