5. 摘引注释参考文献.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). 甸咏薪纯九隔傲惦蝉菊眯娩踏纹跟构过驰错诽吁猫射禾安碘值卉话顷配慈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), 儿嗓阂史缩守捌除谓荆杏迹趟禁盖詹惜糟扯赶聂爪漆若弛暗僵熔邵届搞被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). 治喧媚砸大镊鸥垄咽于裤砚陆蔡云混忆敞舆楞宋刺漆撑毒骤讶痈色帽妓赦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) 倾差杜蛋卑怎悄搓羔钾劣咨叙灵贩栏胰因晒归缝瓦宁屎走舟丹害唾熬彰诅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