社会调查参考书目格式.doc

附录15：参考书目 [文本内参考标注] QUOTATIONS 直接引语 This is followed by constructive feedback, and discussion: ‘The aim of the observation is to help improve the skills of the observed, therefore quality feedback is essenyial.’ (Fullerton 1993:82) (Cosh 1999:24) 三行以上的直接引语 It has generally been assumed in the field of second language (L2) learning and teaching that there are various factors, external and internal, which affect language learning. These factors include the role of the first language, setting differences and the role of instruction, age differences, individual learner differences, and gender differences. The importance of examining these factors is that they might enable us, for instance, to specify the nature of the input that best suits L2 learners’ comprehension, and the nature of the output which they produce at a particular stage of their learning. For example, Larsen-Freeman writes: In input studies, the more we know about the learnernot only his or her L1, but also his or her age, socioeconomic status, target language proficiency, sex, opportunities for interaction with target language speakers, conditions under which the learning took place, etc.the more we will know about the nature of the input the leaner is likely to receive. (1985:434) Knowing the extent to which these factors, gender included, affect L2 learning and teaching may provide us with insights which help L2 teachers make language learning more effective. (Shehadeh 1999: 256) c. 同一位作者在同年发表的论著 Several studies have shown that it is not only markedly different cultures that vary in rhetorical style, but also languages and culture that seem very similar (Mauranen 1993a). However, there is strong evidence that these differences are much less pronounced in academic writing. Taylor and Chen (1991), for example, found that there was no ‘Chinese way’ of writing science. Mauranen (1993b:170) comments that academic writers ‘primarily wish to be members of a disciplinary culture, an