………………………………………………………………………………………………… Methods, materials, procedures ……………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Results, data, observations, discussion………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Conclusions…………………………………………………………………………………… …………………………………………………………………………………………………

图 会议论文摘要结构

Title Author(s) Address(es) Background, previous studies, present situation, problems that need to be solved:…………………………………………………………………… ……………………………………………………………………………… Objectives of this study, hypothesis:………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… Method, Materials, procedures:……………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… Results, data, observations, discussion:…………………………………… ……………………………………………………………………………… ……………………………………………………………………………… Conclusions:………………………………………………………………… ……………………………………………………………………………… ………………………………………………………………………………

图 学位论文摘要结构布局

Abstract Background, problems that need to be solved, rationale for the present study ……………………………………………………………………………… ……………………………………………………………………………… Objects and scope of this study……………………………………………… ……………………………………………………………………………… ………………………………………………………………………………… Outline of the main contents and results……………………………………… ………………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… Conclusions:…………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………

<范例>：硕士论文摘要

Abstract:

The present study intends to investigate, from a cognitive and crosslinguistic perspective, the inferring strategy use in L1 and L2 text comprehension by the Chinese EFL college students. The writer attempts to answer the following research questions, i.e.:

(1) Do Chinese EFL learners make use of inferring strategies in their L2 reading just as they

do in their L1 reading?

(2) Do good and poor Chinese EFL learners differ in their inferring strategy use in L2 reading?

If yes, how do good and poor Chinese EFL learners differ in their L2 inferring strategy use?

The learners’ use of inferring strategies was explored through two experimental inferring comprehension tests, a survey and a think-aloud protocol. The two experimental inferring comprehension tests, in L1 and L2, were conducted to know the different inferring performance of both good and poor students. A survey was conducted to elicit a written report of the inferring strategy use while a think-aloud reading task in both L1 and L2 was used to trigger off an oral self-report of the inferring strategy use. 60 Chinese EFL college undergraduates were sampled —half as good learners and half as poor learners based on the range of their scores from CET—Band 4.

This study has revealed the characteristics of good and poor Chinese EFL learners in both L1 and L2 inferring strategy use:

(1) The two learner groups were similar. (a) They used same types of inferring strategies while inferring reading, that is, both good learners and poor learners employed text-based strategies, schema-based strategies and metacognitive strategies. (b) The two groups did not differ significantly in the quantity of their inferring strategy use in terms of inferring strategy types. So there exists transfer of inferring strategy.

(2) On the other hand, the two learner groups differed significantly in the quality of their

inferring strategy use. Namely, the good learners, compared with the poor learners, were able to (a) choose more right clues; (b) reason more effectively, given that they had the same types of clues; (c) adapt themselves, to a greater extent, to the various task demand by using different inferring strategy patterns whereas the poor learners tend to apply the fixed patterns, disregarding task variations and consequently infer more effectively.

3. 摘要的注意事项

英文摘要一般不超过250个实词，撰写和发表文章时应按照杂志稿约的具体要求写。摘要篇幅一般为论文的3——5%，若论文有2000-5000字（词），那么其摘要可用200字（词）左右。报道性摘要的篇幅稍长，一般的研究论文或实验报告的摘要为100-250个英文单词，内容很多、很充实的论文摘要可达到500个英文单词。指示性摘要的篇幅比报道性摘要的短，一般在150个英文单词以内。当然，这些都不是绝对的。例如，国际学术会议征稿一般要求先寄500-800词的英文摘要以决定是否采取其论文。中文期刊为了让不懂中文的外国学者了解其详细内容，也要求把英文摘要写得长一点 （刘洪泉，2001：185）。

摘要应该使用第三人称，不加注释和评论，不宜举例，不用引文，要采用规范化的名词术语，不宜与其它研究工作比较，不应该用图表、公式、化学结构式，不得使用一次文献中列出的章节号及参考文献号，避免使用缩略词，尤其是非通用的缩略词，而且在摘要中一般不使用疑问句和感叹句。不要有在本学科领域方面已成为常识的或科普知识的内容，不得简单地重复论文篇名中已经表述过的信息。要客观如实地反映原文的内容，要着重反映论文的新内容和作者特别强调的观点。要求结构严谨、语义确切、表述简明、一般不分段落；切忌发空洞的评语，不作模棱两可的结论

注意摘要中的时态：关于本项研究的内容和目的一般现在时；对实验部分的叙述，包括材料、方法和结果用一般过去时；本项研究的背景情况，包括前人的结论或作者以前的发现，用过去完成时；关于本研究的结论用一般现在时或现在完成时；表示讨论或建议时用一般将来时( 张玉娟等, 2003：264)。

4. 摘要常用句型

论文摘要作为一种比较严肃的文体，在内容的安排上有一定的规律，结构有比较固定的格式。例如温哥华格式（Vancouver Format）是撰写医学英语论文摘要的基本格式，撰写其他研究领域的英语论文摘要时也可以参照( 张玉娟等, 2003：265-266)。

Part Ⅰ To state the purpose of the experiments It is the purpose of this article to …

The primary purpose of this review/investigation is to … The objectives of this study were to … This report is intended to …

In this study, an attempt was made to …

explore analyzed evaluate studied In order to compare …, we/the authors performed

Investigate surveyed

in/among …

Part Ⅱ To state the background of the experiments

We/The authors have confirmed the previous observation that … It has been reported that …

Previous studies have shown that … … has /have been associated with …

A few comparisons have been made between … and … Part Ⅲ To state the methods of the experiments

The present study has been carried out … using … isolated…

… was / were analyzed using …

measured

investigated by the method of / the use of/ … was / were diagnosed measurement of … /with the … test/ performed by … techniques Using … . we demonstrated … Using … , we found that …

shows A recent indicates study by X demonstrates that … proves provides information concerning… Part Ⅳ To state the results of the experiments It was found that … … failed to show …

… was / were significantly associated with / related to / correlated with … … was / were in inverse proportion to … … was / were directly proportional to …

relationship There was no strong / inverse association between… and … correlation The results showed / revealed / indicated / presented that …

details The results of … are presented.

Part Ⅴ To state the discussion and conclusion

We suggest / believe /conclude/recommend that …

We propose … to do …