【正文】 然后以括號把引文來源寫清楚：（作者名，年份，引文所在頁碼） 論文正文部分： 題目大寫，黑體 ， 三號字，新時代羅馬字，大寫下面可寫一個附標題， 4 號字； 作者名， 5 號字，班級，學號 摘要：用 200 詞， 5 號字 , 英文一頁 ,中文一頁 關鍵詞：不能用專有名詞，詞與詞之間空四格（或一個 Tab 鍵），不加標點符號 正文：用 小 4 號字 , 大部分標題用 4 號字黑體、小部分、小小部分。使用的語言： 英語。 he/she listens to only facts and ignores the ideas。它不僅是獲 取語言信息的主要途徑，還是提高其他技能的基礎。 山西廣播電視大學開放教育 畢業(yè)論文（設計） 晉中 分校 祁縣 輔導站 本 科 英語 專業(yè) 方向 題目 試論 發(fā)題日期 2020 年 6 月 20 日 撰寫期限 2020 年 7 月 21 日開始 2020 年 7 月 25 日結束 答辯日期 年 月 學生姓名 李姣姣 學號 1214001206342 指導教師 李繼紅 職稱 高級講師 Outline: Introduction 1. The reasons for students’ poor listening ability Inadequate English learning environment Old teaching beliefs and methods Barriers of listening prehension Barriers of phoics and phonology Barriers of tempo Barriers of lexicology and grammar Barriers of listening habits Barriers of cultural background Barriers of psychological factors 2. The strategies for improving students’ listening ability Prelistening activities Whilelistening activities Postlistening activities Conclusion： 初中生英語聽力薄弱的原因及對策 摘要： 現(xiàn)代語言教育理論高度重視“聽”在語言學習和語言使用中的作用。因此，許多初中生認為聽力能力的測試是所有測試中最難的部分。 he/she will fix his or her eyes on the teacher or the blackboard, then relax, or do something else, expecting to get the information out of the tape scripts later。 英語論文分 題目、引言 、 正文、 結論、 參考文獻、作者 簡介 等 5 個 部分。大部分用羅馬字，小不分用一般數(shù)字符號： Introduction （ 引言 ） ：引入正題，不超過 2 段 I. II. III. IV. V. VI. VII. VIII. IX. X. II. , , , , ... III. , , , , , / . … 結論 參考文獻 (References)：先英文 ,后中文作者 （按姓氏的順序排列） 作者名，文章名（不加書名號）， 期刊名或書名 . 地點：出版社，出版時間。直接引用要加引號，間接引文要以轉述的方式出現(xiàn)。 however the latter about the Thanksgiving day, students know little about it. It is not easy for them to understand, even very difficult for them to answer some questions about it. Listeners should base on their background knowledge about the topic and their experience of how talks on such themes are structured (as in the case of listening to news or weather reports) besides their understanding of language forms related to the subject area. Barriers of psychological factors It is very important that students should have a good state while listening. Students should know clearly that listening is the first step of any language learning, they should pay more attention to learning it well at the beginning. The process of listening prehension is a very plicated psychological one. Linguists tell us that it is easy for one to produce fears when he is at his nervousness. If students meet some words or sentences they don’t understand by chance, they’ll have the fidgets, even some students are afraid of listening at the very beginning. They have placed all sorts of obstacles on the important information invisibly and make them less effective, those lowered the degrees of listening prehension. On the other hand, eternal links, such as the noise made by inside or outside factors, the quality of the recorders, the loudness and the articulation of the sounds, etc, may all bee obstacles influencing the students’ listening well. Zhang (1996) claimed, psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings， and it is an analysis of the language signal perception. The process of the language perception is an activity of the shorttime memorization. [3] 2. The strategies for improving students’ listening ability If teachers want to train and improve students’ ability in listening prehension, they should bine daily teaching with following points. First of all, in English class, teachers should try to organize their classes in English, which’s the most effective way, students can concentrate their attention while listening to English. Teachers can also know from the expressions in students’ eyes if they understand. Second, using the first five minutes efficiently before the class, or the revision time, ask students to list