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Unit5摘引与注释参考文献Format（美国）现代语言协会格式（ModernLanguageAssociationStyle)•MLA科研论文写作规范（5thedition.JasephGibaldi,上海外育教育出版社，2001）•芝加哥手册格式（ChicagoManualStyle)•美国心理学协会格式（AmericanPsychologicalAssociationStyle)APA•APA(AmericanPsychologicalAssociation)FormattingandStyleGuide.•APA(AmericanPsychologicalAssociation)styleismostcommonlyusedtocitesourceswithinthesocialsciences.•ParentheticalReferenceCitationsintext•(thesourceofinformation)•References•Allsourcesthatarecitedinthetextmustappearinthereferencelistattheendofthethesis.•WhenusingAPAformat,followtheauthor-datemethodofin-textcitation.•Quotedirectly•Quoteindirectly•AccordingtoJones(1998),StudentsoftenhaddifficultyusingAPAstyle,especiallywhenitwastheirfirsttime(p.199).•Jones(1998)foundstudentsoftenhaddifficultyusingAPAstyle(p.199);whatimplicationsdoesthishaveforteachers?•Shestated,StudentsoftenhaddifficultyusingAPAstyle(Jones,1998,p.199),butshedidnotofferanexplanationastowhy.•AccordingtoSmith(1973,p.13),'Whereconflictbetweendatabetweenmodalitiesoccurs,interpretationintermsofoneofthemodalitiesmaydominate'.•Youcanalsodothis:•AccordingtoSmith(1973),'Whereconflictbetweendatabetweenmodalitiesoccurs,interpretationintermsofoneofthemodalitiesmaydominate'(p.13).直接引用a.直接摘引必须正确无误，对原文不可改动（甚至原文中的错误），但在不歪曲原文的前提下可省去一些词语或句子，如：•“…personalexperience…mayentailmakingajudgmentaboutthecorrespondencebetweenthenewinformationandtheexperience…”(Widdowson,1999,p.342).（夹注放在句末、引号的后面，句号的前面）•Cf.Politenessisauniversalphenomenon.“Itisoneoftheconstraintsonhumaninteraction,whosepurposeistoconsiderothers’feelings,establishlevelsofmutualcomfort,andpromoterapport”.(Hill,1986,p.349)Thoughpolitenessexistsineverylanguage,itiscultural-bound.Differentcultureshavedifferentcriteria.•Pp.90-91[Sic]•注意：英文标点符号后面有一空格(括号、前引号除外）•采用“夹注”的方式（文中出现的夹注，一定要在参考文献中查到，即夹注和参考文献要一致。）•夹注内容一般放在句末、引号后边、最后的标点前面。•b.Longquotations摘引内容40words,orlonger要求左边缩进4个字母，右边不缩，下面每一行跟上面的对齐，隔行排印，不加引号。•例如：Veblen(2000)suggests,Thedoghasadvantagesinthewayofuselessnessaswellasinspecialgiftsoftemperature.Heisoftenspokenof…asthefriendofman,andhisintelligenceandfidelityarepraised.Themeaningofthisisthatthedogisman’sservantandthathewasthegiftofanunquestioningsubservience.(p.210)诗歌引语•P.92Thebest:自然嵌入•Oneofthecriticismofusingparallelcorpora,mentionedbyMauranen(1998)hasbeenthat“translatedlanguageisdifferentfromoriginallanguage”(p.160).Mauranenstatesthatthisisrelatedto“asearchfortranslationuniversals,i.e.featuresthatmaketranslatedtextsspecial…wehavegroundsforhypothesizingsuchstrategiesasforinstancesimplification,explicitization,overcompensationwithtarget-likefeatures,etc”.•Thecognitiveschoolalsoproposesthetermschema,“aclusterofknowledgethatdescribesthetypicalpropertiesoftheconceptitrepresents”(Silver&Marshall,1990,p.270).Summaryorparaphrase间接引用•Ifyouareparaphrasinganideafromanotherwork,youonlyhavetomakereferencetotheauthorandyearofpublicationinyourin-textreference,butAPAguidelinesencourageyoutoalsoprovidethepagenumber(althoughitisnotrequired.)•AccordingtoJones(1998),APAstyleisadifficultcitationformatforfirst-timelearners.•APAstyleisadifficultcitationformatforfirst-timelearners(Jones,1998,p.199).•e.g.•Thirdly,withrespecttootherteachingapproaches,Wildner-Bassett(1984;1986)foundthatboththeeclectivelytaughtstudentsandthesuggestopedicgroupimprovedtheiruseofconversationalroutinesconsiderably,howevertheeclecticgroupoutperformedthesuggestopedicgroup.Kubota(1995)reportedanadvantageforstudentsreceivingeitherdeductiveorinductiveinstructionovertheuninstructedgroup,withasuperioreffectfortheinductiveapproach,thisinitialdifferencehadevaporatedbythetimeadelayedpost-testwasadministered.•(Kasper,1997)CitinganAuthororAuthors•a.一个作者•b.两个作者•ResearchbyWegenerandPetty(1994)supports...•(Wegener&Petty,1994)•Thecognitiveschoolalsoproposesthetermschema,“aclusterofknowledgethatdescribesthetypicalpropertiesoftheconceptitrepresents”(Silver&Marshall,1990,p.270).•TanakaandKawadeconductedtwostudiestoinvestigate“thenotionofpolitenessasperceivedbynativespeakersofEnglishandadvancedlearnersofEnglish”“withspecialreferencetothespeechactofrequesting”(Tanaka&Kawade,1982,p.18,originalstress).•Thefindingsofthisstudy“suggestthatsecondlanguagelearnersacquirenotonlylinguisticcompetencebutalsopragmaticknowledgeinthetargetlanguageaslearningprogresses”(ibid.p.23).c.AWorkbyThreetoFiveAuthors:Listalltheauthorsinthesignalphraseorinparenthesesthefirsttimeyoucitethesource.•(Kernis,Cornell,Sun,Berry,&Harlow,1993)•Insubsequentcitations,onlyusethefirstauthor'slastnamefollowedbyetal.inthesignalphraseorinparentheses.•(Kernisetal.,1993)•researchbyWestetal.(1996),•Ofalltheabundantresearchintointerlanguagepragmatic(ILP)speechacts,requestshaveobviouslyoccupiedadominantposition,forithasbeenundoubtedlydemonstratedthatthisillocutionrevealscross-culturalandlearner-specificdifferences,representingproblematicareasforlearnersofallculturalbackgrounds,evenforadvancedlearners(Blum-Kulka,House&Kasper,1989).•D.SixorMoreAuthors:Usethefirstauthor'snamefollowedby