语言学与应用语言学 学术论文英文摘要的写作 How to Write an Abstract for a Research Paper in Linguistics and Applied Linguistics,中山大学 黄国文 ,中国外语（双月刊），CSSCI来源期刊,感谢各位专家、同行过去5年多来对中国外语的大力支持！ 希望专家、同行继续支持、帮助我们！ 中国外语宗旨：立足改革、高扬创新 www.cflo.edu.cn / flcpub.hep.cn 感谢上海海事大学提供这次学术交流的机会！,几本参考书,黄国文、M. Ghadessy（2008）英语学位论文写作教程，高等教育出版社（普通高等教育“十一五”国家级规划教材）。 黄国文、张美芳、 M. Ghadessy（2006）英语学术论文写作，重庆大学出版社（普通高等教育“十一五”国家级规划教材）。 黄国文、王宾、林裕音（出版中/2011）英语专业毕业论文写作手册，上海外语教育出版社。,Outline,1 Introduction 2 Structure of an Abstract 3 Questions on the Abstract 4 Elements of structure in an Abstract 5 The language of an Abstract 6 Summary,1 Introduction,An essay may be based on what is termed as common knowledge or the personal experiences of a student, but a research paper should draw upon a number of other primary and secondary sources of information to complete the project. Writing a research paper is a complex and demanding task. It requires a lot of planning and preparation before the final copy is produced. A research paper can be written on any topic/subject under the sun. The level of required research for a paper depends on many factors.,Because of its importance in academic writing, a research paper has a special form/format that has to be followed if one is to get a good grade from the instructor marking the paper or have the paper published/accepted. Each section and sub-section should be clearly marked. This is done by using different names/labels for the sections and sub-sections of the paper.,For example, the paper has a Method section that is further sub-divided into Data Collection and Methodology. Experts on the subject have proposed slightly different formats for the paper but a general format may consist of Abstract, Introduction, Background, Previous Studies, Method, Results, Discussion, Conclusions, and References.,2 Structure of an Abstract,An Abstract of a research paper is the first source of information for a would-be reader. Of course the title of the research paper would provide information about the topic of investigation but it is the Abstract that provides a birds eye view of the subject matter, the purpose of the study, the way the research is carried out, some important findings, the implications, and a conclusion. The Abstract summarizes the study for people who would like to spend no more than a few minutes on the paper.,An important issue here is the time for the writing of the Abstract. Usually it is written after the study/research is completed but this is not always the case as, for example, people send abstracts of unfinished papers to conferences they would like to participate in. Such abstracts are not totally different from those written for finished papers; they may include less information in some parts like in the Results and Implications sections.,Because of its importance, the Abstract has acquired a very rigid structure used by most writers. In order to find out what this structure is, we look at an Abstract of a research paper from the Journal of Asian Pacific Communication and then ask a number of questions. Here is the title of the paper and the Abstract; the questions follow. (Numbers have been added to the sentences for ease of reference.),George Braine, From a teacher-centred to a student-centred approach: A study of peer feedback in Hong Kong writing classes, Journal of Asian Pacific Communication 12/2, 2003.,(1) There is a common belief that, owing to the highly teacher-centred form of education, Chinese students are passive learners. (2) As a result, a student-centred approach such as process writing is believed to be difficult to implement in classes that consist mainly of Chinese students. (3) This study tested these beliefs by introducing peer feedback, the backbone of process writing, to Chinese students enrolled in university writing classes and by measuring the effectiveness of the feedback both quantitatively and qualitatively. (4) The study showed that, with proper training, Chinese students could quickly adapt to a student-centred approach, and also provide rich and useful feedback on the writing of their peers. (5) This study has promising implications for educational contexts where students are considered passive learners, teacher-centred learning is the norm, or the process approach to writing faces daunting challenges to its implementation.,(1) There is a common belief that, owing to the highly teacher-centred form of education, Chinese students are passive learners. (2) As a result, a student-centred approach such as process writing is believed to be difficult to implement in classes that consist mainly of Chinese students. (3) This study tested these beliefs by introducing peer feedback, the backbone of process writing, to Chinese students enrolled in university writing classes and by measuring the effectiveness of the feedback both quantitatively and qualitatively.,(4) The study showed that, with proper training, Chinese students could quickly adapt to a student-centred