1. 毕业设计（论文）的内容和要求

1.认真查找和阅读参考文献，做好笔记。

2.按院系制定的日程安排按时完成写作提纲、开题报告和论文三稿。

3.论文需要用英语撰写（含开题报告），要求文字通顺，无语法错误。

2. 参考文献

[1] Auml;del, A. B. Erman. 2012. Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach[J]. English for Specific Purposes, 31(2): 81-92. [2] Alali, F. N. Schmitt. 2012. Teaching formulaic sequences: The same as or different from teaching single words?[J]. TESOL Journal, 3(2): 153-180. [3] Biber, D. F. Barbieri. 2007. Lexical bundles in university spoken and written registers[J]. English for Specific Purposes, 26(3): 263-286. [4] Biber, D., S. Conrad V. Cortes. 2004. If you look at...: Lexical bundles in university teaching and textbooks[J]. Applied Linguistics, 25(3): 371-405. [5] Biber, D., B. Gray K. Poonpon. 2011. Should we use characteristics of conversation to measure grammatical complexity in L2 writing development?[J]. TESOL Quarterly, 45(1): 5-35. [6] Biber, D., S. Johansson, G. Leech, S. Conrad E. Finegan. 1999. Longman Grammar of Spoken and Written English[M]. Beijing: Foreign Language Teaching and Research Press. [7] Chen, Y. P. Baker. 2010. Lexical bundles in L1 and L2 academic writing[J]. Language Learner and Technology, 14(2): 30-49. [8] Cortes, V. 2004. Lexical bundles in published and student disciplinary writing: Examples from history and biology[J]. English for Specific Purposes, 23(4): 397-423. [9] Ellis, N. C. 200. The associative-cognitive CREED[A]. In B. VanPatten J．Williams(ed.). Theories in second language acquisition[C]. Mahwah, N. J.: Lawrence Erlbaum Associates. 155-173. [10] Grabowski, L. 2015. Keywords and lexical bundles within English pharmaceutical discourse: A corpus-driven description[J]. English for Specific Purposes, 38: 23-33. [11] Hyland, K. 2008a. Academic clusters: Text patterning in published and postgraduate writing[J]. International Journal of Applied Linguistics, 18(1): 41-62. [12] Hyland, K. 2008b. As can be seen: Lexical bundles and disciplinary variation[J]. English for Specific Purposes, 27(1): 4-21. [13] Pan, F., R. Reppen D. Biber. 2016. Comparing patterns of L1 versus L2 English academic professionals: Lexical bundles in telecommunications research journals[J]. Journal of English for Academic Purposes, 21: 60-71. [14] P#233;rez-Llantada, C. 2014. Formulaic language in L1 and L2 expert academic writing: Convergent and divergent usage[J]. Journal of English for Academic Purposes, 14: 84-94. [15] Philip Durrant.2017. Lexical Bundles and Disciplinary Variation in University Students#8217;Writing: Mapping the Territories. Applied Linguistics, 38/2:165-193 [16] Rouml;mer, U. 2009. English in academia: Does nativeness matter[J]. Anglistik: International Journal of English Studies, (2): 89-100. [17] Staples, S., J. Egbert., D. Biber A. McClair. 2013. Formulaic sequences and EAP writing development: Lexical bundles in the TOEFL iBT writing section[J]. Journal of English for Academic Purposes, (3): 214-225. [18] Wray, A. 2002. Formulaic Language and the Lexicon[M]. Cambridge: CUP. [19] 曹宇 文秋芳 张钫炜. 2016. 中国英语学习者英语程式语表征方式研究#8212;#8212;来自听觉搭配成分词判断的证据[J]. 外语与外语教学, (4): 21-27. [20] 邓耀臣. 2013. 中国学习者英语口语产出中程式化序列使用型式研究[J]. 外语与外语教学, (3): 360-65. [21] 胡元江. 2011. 口语产出中的语块研究：回顾与展望[J]. 外语教学理论与实践, (2): 55-63. [22] 胡元江. 2015. 基于语料库的英语专业高年级学生口语词块结构特征研究[J]. 外语研究, (5): 26-30. [23] 胡元江 娄喜祥. 2011. 程式化语言的多视角、多维度研究#8212;#8212;#8212;《程式化语言》评介[J].外语教学与研究, (4): 626-632. [24] 李德俊. 2014. 短语及其自动识别研究评述[J]. 外语研究, (6): 8-13. [25] 马广惠. 2009. 英语专业学生二语限时写作中的词块研究[J]. 外语教学与研究, (1): 54-60. [26] 马广惠. 2011. 词块的界定，分类与识别[J]. 解放军外国语学院学报, (1): 1-4. [27] 潘璠. 2016. 语料库驱动的英语本族语和中国作者期刊论文词块结构和功能对比研究[J]. 外语与外语教学, (4): 115-123. [28] 文秋芳 梁茂成 晏小琴. 2008. 中国学生英语口笔语语料库[M]. 北京：外语教学与研究出版社.

3. 毕业设计（论文）进程安排

起讫日期 设计（论文）各阶段工作内容 备 注 2017.11.1#8212;2017.12.31 公布工作计划、确定指导教师、申报毕业设计（论文）题目，学生选题，任务书下达，指导学生查阅文献，做好开题前期工作。

启动阶段 2018.1.1#8212;2018.3.5 在广泛查阅资料的基础上，完善课题研究方案，完成外文翻译、文献综述和开题报告等工作，组织开题论证和初期检查工作。

开题阶段 2018.3.6#8212;2018.6.4 进行课题的实验、设计、调研及结果的处理与分析等，完成毕业设计说明书或论文写作，进行毕业设计（论文）的审阅和修改完善。