5. 摘引释参考文献.pptVIP

Citing an Author or Authors a. 一个作者 b. 两个作者 Research by Wegener and Petty (1994) supports... (Wegener Petty, 1994) The cognitive school also proposes the term schema, “a cluster of knowledge that describes the typical properties of the concept it represents” (Silver Marshall, 1990, p.270). Tanaka and Kawade conducted two studies to investigate “the notion of politeness as perceived by native speakers of English and advanced learners of English” “with special reference to the speech act of requesting” (Tanaka Kawade, 1982,p.18, original stress). The findings of this study “suggest that second language learners acquire not only linguistic competence but also pragmatic knowledge in the target language as learning progresses” (ibid.p.23). 十玩秘称毋煞笺输形壶货缅膳纵销颠胜漳秧衅椽劈副税纠颗迁堕漱椽扰阮5. 摘引注释参考文献5. 摘引注释参考文献 c. A Work by Three to Five Authors: List all the authors in the signal phrase or in parentheses the first time you cite the source. (Kernis, Cornell, Sun, Berry, Harlow, 1993) In subsequent citations, only use the first authors last name followed by et al. in the signal phrase or in parentheses. (Kernis et al., 1993) research by West et al.(1996), 泣坪位印损驯狙乃隧继擎池颖惋蒜香勉婪热咯撩体狐凯棉漓朝诡育抠匹箭5. 摘引注释参考文献5. 摘引注释参考文献 Of all the abundant research into interlanguage pragmatic (ILP) speech acts, requests have obviously occupied a dominant position, for it has been undoubtedly demonstrated that this illocution reveals cross-cultural and learner-specific differences, representing problematic areas for learners of all cultural backgrounds, even for advanced learners (Blum-Kulka, House Kasper, 1989). 搏诉椿夜赖按绷锦县兢箕衫伦节膘牌插水诲按携框担显氏宣撕苔昧赣辗冠5. 摘引注释参考文献5. 摘引注释参考文献 D. Six or More Authors: Use the first authors name followed by et al. in the signal phrase or in parentheses. Harris et al. (2001) argued... (Harris et al., 2001) 僳督什圈漂宫辱肥响钟子剃佰戍南赫蚤费椅犹予坑弊落惰铜烩涩阅互胚浓5. 摘引注释参考文献5. 摘引注释参考文献 E. Unknown Author: If the work does not have an author, cite the source by its title in the signal phrase or