【正文】 e factors involved. In foreign language learning, when the learner wants to find out the relationship between forms and function of the target language, he or she will be engaged in discovering how a linguistic form can be used to perform different municative functions or how a municative function can be performed with different linguistic forms. Convergent thinking is an activity which resorts to “one’s abilities to assemble and organize information” and tries to reach “a defined goal in the achievement of an effective solution to a problem” by making use of “the ponents of one’s past and present experience in organizing or directing one’s response” (“Convergent Thinking”). In the case of using the target language, the learner may select the most appropriate linguistic means from his or her interlinguistic repertoire to perform a certain munication task such as organising his or her arguments in a challenging debate.Receptive studyProductive studyCritical studyCreative studyJunior 1 Junior 2Junior 3Senior 1Senior 2Senior 3College 1College 2Figure 1. The Everadvancing Integration of Different Types of Study頁：6插圖的標(biāo)題置于插圖的下面。[7] 何修玲. 讀顧誠. 南明史 [J]. 中國史研究，1998，(3)：167－173. [8] 劉潤清. 決定語言學(xué)習(xí)的幾個(gè)因素[J].外語教學(xué)與研究，1990，（2）.[9] 文秋芳. 英語學(xué)習(xí)策略論 [M]. 上海: 上海外語教育出版社, 1996.[10]肖占時(shí). 英語語言、文學(xué)工具書及其使用[M]. 北京:學(xué)苑出版社, 1990.需參考8篇以上文獻(xiàn)。Finally, I want to thank my parents who gave me unselfish support during the four years39。f) 參考文獻(xiàn)g) 致謝頁(Acknowledgements)致謝頁應(yīng)包括對論文寫作過程中提供幫助的人的感謝，其中包括導(dǎo)師及其他老師、個(gè)別提供幫助的同學(xué)、某些專家等畢業(yè)論文一律用A4紙打印，兩端對齊，左邊距3厘米，右邊距2厘米。封面標(biāo)題及封面其他文字字體參見模板。（1）外文參考文獻(xiàn)編排格式：［2］Olsen, Mari Broman. Translated texts and relevance theory [J]. Northwestern University Working Papers in Linguistics. 1992, (4):125163.（2）中文參考文獻(xiàn)編排格式：張韻斐. 現(xiàn)代英語詞匯學(xué)概論[M].　北京：北京師范大學(xué)出版社, 1986.He, Gang, 2003. Grammaticalization: Construction and slot. 參考文獻(xiàn)類型參考文獻(xiàn)類型專著論文集報(bào)紙文章期刊文章學(xué)位論文報(bào)告報(bào)告專利文獻(xiàn)類型標(biāo)識MCNJDRSP寧可累死在路上，也不能閑死在家里！寧可去碰壁，也不能面壁。能干的人，不在情緒上計(jì)較，只在做事上認(rèn)真；無能的人！不在做事上認(rèn)真，只在情緒上計(jì)較。什么是奮斗？奮斗就是每天很難，可一年一年卻越來越容易。[N].人民日報(bào)，19981225(10).［6］Grice, . Logic and conversation [A]. In Syntax and Semantics: Speech Acts [C]. ed. Cole amp。附:參考文獻(xiàn)的格式(1) 要求全部參考文獻(xiàn)采用國際通用的著錄符號，著錄項(xiàng)目依次為：序號、主要著述者姓名、書名、出版地、出版社、出版年、頁碼；(2) 參考文獻(xiàn)類型標(biāo)識方法為：專著[M]，論文集[C]，報(bào)紙文章[N]，期刊文章[J]，學(xué)位論文[D]，專著論文集析出文獻(xiàn)[A]，其它未說明的文獻(xiàn)[Z]；(3) 中外文分別排列，外文文獻(xiàn)在前，中文文獻(xiàn)在后；(4) 英文文獻(xiàn)按第一作者姓氏的英文字母順序排列；(5) 中文文獻(xiàn)按第一作者漢語拼音順序排列；(6) 同一作者不同時(shí)期的文獻(xiàn)按出版時(shí)間的先后順序排列。封面，摘要、目錄、正文、致謝等的標(biāo)題字體參見模板。d) 目錄e) 正文 (about 4000words)正文的一般格式ⅰ. 第一部分講述前人所做的工作，存在問題，本課題研究的意義，理論依據(jù)，擬采取的方法和步驟。居中，Times New Roman四號，黑正體。References[1] Biehler, . Psychology Applied to Teaching [M]. Boston: Houghton Mifflin, 1986.[2] Cohen, L. Research Methods in Education [M]. London: Routledge, 1994.[3] Olsen, Mari Broman. Translated texts and relevance theory [J]. Northwestern University Working Papers in Linguistics. 4 (1992): 125163.[4] Searle, J. Speech Acts [M]. Cambridge: Cambridge University Press, 1975.[5] Wood, . Strategies for College Reading and Thinking [M].New York: McGrawHill, 1991.（注意：表格的標(biāo)題在表格的上面，而插圖的標(biāo)題在插圖的下面。 Research is one of the three major means for human beings to acquire knowledge of the environment including the natural world and our human society. The other two are “experience” and “reasoning”(Cohen and Manion 1). The role of research in the acquisition of human knowledge can hardly be understood fully without being studied in connection to that of experience and reasoning. For the purpose of achieving a better understanding of research, the role of experience and reasoning will be considered before that of research. Experience Experience is a kind of development of personal knowledge of the world. It is regarded as an individually accumulated body of knowledge (Cohen and Manion 1).In a problemsolving situation, people tend to resort to personal experience first. However, where solutions to problems clearly lie beyond this body of personal experience, it is often helpless to resort to personal experience. In the case of foreign language learning, the learner’s native language often interferes with or facilitates the learning of the target language. This can be considered as a clear indication of the learner’s reliance on the personal experience in his or her first language. It is arguable that the personal experience is by no means reliable although it is sometimes helpful because it cannot guarantee smooth progress and success in foreign language learning. As for English language teaching, our experience of English examinations can be resorted to when we help our students prepare for the college entrance examination of English. However, it is difficult for us to resort to our previous personal experience when we are facing the problem of how to motivate middle school students in municative language teaching a