篇一：毕业论文引用及参考文献格式(重点注意)
引用格式及参考文献说明
为了便于大家熟悉引用及参考文献格式，我们假设在下面论文中会引用到四大天王刘德华、张学友、黎明、郭富城的著作或文章内容如下（纯属虚构）。 刘德华：“随着改革开放的推进以及全球化步伐的加快，中国已经超越日本成文世界第二大经济体，且10年内有望成为第一大经济体。”（引自《中国经济展望》，南阳世纪龙出版社，2016年，第99页。）
张学友：“随着中国经济发展取得耀眼成功，中国尤其是南阳在英语教育领域所取得的成绩丝毫不逊色。” （引自“南阳英语教育：历史、现状与未来”《南阳万德隆大学学报》，2016年，20卷第3期，第99-100页。）
黎明：“英语几乎贯穿于各个级别的教育，从小学直至大学，说它关系每一个中国学生毫不为过。” （引自《变化中的英语教育：英语在中国教育体系中的地位》，许文虎译，南阳卧龙岗出版社, 2019，第250页。）
郭富城：“南阳师范学院已向社会输送数万名双语人才，很多毕业生奋斗在促进南阳和外界合作与交流的第一线；因此，荣誉属于所有为促进南阳英语教育而辛勤耕耘的英语老师们，没有他们的辛劳，以上成绩难以为继。” （引自“南阳英语教育的成就”，南阳万德隆大学硕士论文，2016年，第10-12页。）
格式一：直接引用型（带双引号，必须注明[序号: 页码]，标注于作者姓之后或引用原话之后皆可）
1. Introduction
1.1 Background of the Present Study
English Language Education
1.1.1.1 English Language Education in Nanyang
“With the furtherance of China’s reform and opening-up and with globalization quickening its pace, China has overtaken Japan as the second largest economy in the world and is en route to becoming the largest one in about a decade”, says Liu [1: 99](均位于句号以内). Meanwhile, as Zhang observes, “In parallel with the glittering success of China’s economic boom, the development of English language education in China, especially that in Nanyang, is no less impressive” [2: 99-100]. It is fitting and proper to say that “English is of close concern to every Chinese
student given its omnipresence at virtually all levels of Chinese education ranging from primary schools all the way to universities” [3: 250]. Since the inception of English education in Nanyang Normal University, “thousands of bilingual talents have been churned out thus far, many of whom have been playing an active role in the forefront of enhancing exchanges and cooperation between Nanyang and the rest of the world using English as the main communicative tool, and therefore in this sense, credit should be given ad hoc to all the English teachers for their painstaking efforts in promoting English education in Nanyang, without whose toil and moil the above-mentioned achievements would have been barely possible” [4: 10-12]. (Authored by Xu Wenhu and not intended for any reproduction or distribution! For reference only…)
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格式二：间接引用型（不带双引号，即将所引用原句用自己的话paraphrase或recapitulate，此时页码为可选项，[序号]标注于作者姓之后或引用原话之后皆可）
1. Introduction
1.2 Background of the Present Study
English Language Education
1.1.1.1 English Language Education in Nanyang
With the furtherance of China’s reform and opening-up and with globalization quickening its pace, China has overtaken Japan as the second largest economy in the world and is en route to becoming the largest one in about a decade, says Liu [1]. Meanwhile, as Zhang [2: 99-100] observes, in parallel with the glittering success of China’s economic boom, the development of English language education in China,
especially that in Nanyang, is no less impressive. It is fitting and proper to say that English is of close concern to every Chinese student given its omnipresence at virtually all levels of Chinese education ranging from primary schools all the way to universities [3]. Since the inception of English education in Nanyang Normal University, thousands of bilingual talents have been churned out thus far, many of whom have been playing an active role in the forefront of enhancing exchanges and cooperation between Nanyang and the rest of the world using English as the main communicative tool, and therefore in this sense, credit should be given ad hoc to all the English teachers for their painstaking efforts in promoting English education in Nanyang, without whose toil and moil the above-mentioned achievements would have been barely possible [4: 10-12]. (Authored by Xu Wenhu and not intended for any reproduction or distribution! For reference only…)
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Bibliography
为方便大家比较，这里列出英、汉语两种版本参考文献格式(注意：这里的序号必须与上文中出现的引用顺序精确对应)：
[1] 刘德华. 中国经济展望[M]. 南阳: 南阳世纪龙出版社, 2016.
Liu, D. H. The Prospect of China’s Economic Development [M]. Nanyang: Nanyang Century Dragon Press, 2016.
[2] 张学友. 南阳英语教育：历史、现状与未来[J]. 南阳万德隆大学学报, 2016,
20(3): 99-100.
Zhang, X. Y. English Education in Nanyang: Past, Present and Future [J].
Journal of Nanyang Wandron University, 2016, 20(3): 99-100.
[3] 黎明. 变化中的英语教育：英语在中国教育体系中的地位[M]. 许文虎译.
南阳: 卧龙岗出版社, 2019.
Li, M. Changing English Education: The Role of English in China’s Educational System [M]. Trans. by W. H. Xu. Nanyang: Wolonggang Publishing House, 2019.
[4] 郭富城. 南阳英语教育的成就[D]. 南阳万德隆大学硕士论文, 2016.
Guo F. C. On the Achievements of English Education in Nanyang [D]. MA thesis, Nanyang Wandron University, 2016.
【[1]为专著写法；[2]为期刊文章写法；[3]为译著写法；[4]为硕博论文写法】
$$$$$$$$ 有关参考文献的说明 $$$$$$$$$
详见下文
$$$$$$$$ 有关参考文献的说明 $$$$$$$$$
Bibliography
[1] 束定芳. 现代语义学[M]. 上海: 上海外语教育出版社, 2000.【我们发现：所有
文献除了汉字为仿宋、小4号字体外，其它均为Times New Roman、小4号字体(如标点、数字以及字母M, J, D等)】
[2] Shu, D. F. Modern Semantics [M]. Shanghai: Shanghai Foreign Language
Education Press, 2000.【此条专著文献是第一条的英译，通过比较发现：1、英文专著书名斜体，中文书名不斜体；2、汉语书名与[M]之间不空格，而英语书名与[M]之间空一格；3、写作者英文名时，全写姓而缩写名，例如：用Shu, D. F.代替Shu Dingfang；用Lewis, M.代替Michael Lewis（注意汉英人名的surname差异）。】
[3] Lewis, M. Pedagogical Implications of the Lexical Approach [M]. Cambridge
UP, 1997.【凡是大学出版社，一律用缩写，例如：用Cambridge UP 代替Cambridge University Press；用The U of Georgia P 代替The University of Georgia Press】
[4] Nattinger, J. R. & DeCarrico, J. S. Lexical Phrases and Language Teaching [M].
Oxford: Oxford UP, 1992.【1、2、3、4为专著写法】
[5] 邓慧君. 文类及题型对英语听力测验之影响[J]. 英语教学, 1998, 23(1):
12-15.
[6] Deng, H. J. The Effect of Text Type and Item Format on English Listening Test
Performance [J]. English Teaching, 1998, 23(1): 12-15. 【此条期刊文献是第五条的英译，通过比较发现：1、英文期刊名称(English Teaching)斜体，中文期刊名称(英语教学)不斜体；2、中文期刊文章名与[J]之间不空格，而英语文章名称与[J]之间空一格。】
[7] Brewer, B. W., Scherzer, C. B., Van Raalte, J. L., Petipas, A. J., & Andersen, M.
B. The Elements of (APA) Style: A Survey of Psychology Journal Editors [J]. American Psychologist, 2001, 56(2): 266-267. 【我们发现：1、当作者为两名以上时，逗号分开，最后一位作者前加&；2、尾部数字意思2001为出版年，56为卷(volume)，
篇二：文献引用使用标准
综合性期刊文献引证技术规范
篇三：引用文献的格式要求
引用文献的格式要求
（一）引用文献的基本格式
这里我们分两种情况来介绍引文的基本格式：第一种情况是把文献作者作为句子的一部分（通常作主语），我们把它叫做“格式1”；第二情况是把作者的姓放在括弧里，我们把它叫做“格式2”。在同一篇论文中，以上两种格式可以同时使用。
格式1的基本做法是，把作者的姓（Family name）作为句子的一部分（通常作主语），随后用括弧标出所引用文献的出版年代。比如：
Long (1991) argues that without this, outcomes such as those from immersion education are likely to occur, with a lack of sustained development.
如果文献有两个作者，则要将两个作者的姓都写出来，并用and连接(不能用&符号连接)。比如：
Perkins and Gass (1996) argue that, since proficiency is multidimensional, it does not always develop at the same rate in all domains.
如果文献有三个或三个以上（六个以下）的作者，论文中第一次引用时必须把所有作者的姓都写出来，用逗号隔开，最后一个作者的姓用and连接。
Sanders, Spooren and Noordman (1992) presents a useful taxonomy of coherence relations.
在第二次及以后再引用该文献时，只需写出第一个作者的姓，再加上 et al.，比如：
Sanders et al. (1992) studied coherence relations based on four criteria.
如果文献有六个或六个以上的作者，论文中第一次引用时只需写出第一个作者的姓，再加上 et al.和年代。
使用格式1时，如有必要（如直接引用整句或句子的一部分），可以在年代后面再加上所文献的具体页码。出版年代与页码之间用冒号隔开。比如：
Messick (1989:20) presents what he calls a ?progressive matrix?.
另外，页码也可以放在所引用文献的末尾，比如：
Gould (1989) explains that Darwin used the metaphor of the tree of life “to express
the other form of interconnectedness – genealogical rather than ecological – and to
illustrate both success and failure in the history of life” (p. 14).
如果所引用的内容在原文献中跨页（直接引用时一般应该只跨两页），则要标出页码范围，比如：
Hu (1994:5~6) points out that text studies in the 1960s and early 1970s are more or
less concerned with “text grammar” and textual “grammaticality”.
或
Hu (1994) points out that text studies in the 1960s and early 1970s are more or less
concerned with “text grammar” and textual “grammaticality” (pp. 5~6).
使用格式1中时，页码还可以用另外一种方法标出，即在年代之后不用冒号而用逗号，然后用p.（所引文献跨页时用pp.），再加页码，比如：
Messick (1989, p. 20) presents what he calls a ?progressive matrix?.
Hu (1994, pp. 5~6) points out that text studies in the 1960s and early 1970s are more
or less concerned with “text grammar” and textual “grammaticality”.
注意，在同一篇论文中格式要统一。要么都采用冒号加页码的格式，要么都使用p./pp.的格式，不能交替使用。
在直接引用文献时，如所引用的内容较长（一般超过50单词），则应该另起一段，左右缩进。比如：
Lorenz (1999) voiced a very similar view that because in written communication,
coherence cannot be explicitly negotiated face-to-face between text producer and text
receiver,
“writers therefore have every reason for trying to be unequivocal and to
make their ideas, intentions and arguments unmistakably clear. One way of
doing this is to carefully signal logical relations and thereby ?signpost? the
path to coherence for the reader. Consequently, when looking at the
fabrication of coherence in written discourse, we need to pay special
attention to those explicit signposts of coherence, i.e. the text?s cohesive
ties” (p. 55).
格式2的基本做法是，把作者的姓、出版年代以及页码均放在括弧里，出版年代紧随作者的姓，之后是页码。比如：
This approach tends to assume an automatisation or practice view of learning (Bruton
2002).
The first criticism is that the text-based researchers choose to study the text itself for
“methodological convenience” (Givón 1995:59).
使用格式2时，作者的姓与出版年代之间也可以用逗号隔开，比如
This approach tends to assume an automatisation or practice view of learning (Bruton, 2002).
The first criticism is that the text-based researchers choose to study the text itself for
“methodological convenience” (Givón, 1995:59).
注意，在同一篇论文中，格式要统一，如果姓与年代之间用逗号，则都要用，不能有时用，有时不用。
使用格式2时，如果文献有两位作者，则必须把两位作者的姓都写出来，用&连接（不能用and），比如：
During the 1970s there were considerable moves within language teaching to
embrace the communicative approach (Brumfit & Johnson 1979).
One validates not a test, but ?a principle for making inferences? (Cronbach & Meehl,
1955:297).
（二）转引的格式
所谓转引，是指论文作者并没有看到某个文献的原始出版物，而是在另外一个文献中看到的。比如Chapelle在其1998年的某个文献中引用了Shepard在1993年发表的文章中的内容。现在论文作者看到的是Chapelle的文献，而不是Shepard的原始文献。如果论文作者希望引用Shepard的话，则应该用下面的格式：
If construct validity is seen as an exhaustive process that can be accomplished over a
50-year period, test developers may be inclined to think that any validity information
is good enough in the short run (Shepard 1993: 444, cited in Chapelle 1998).
上例中的cited in表示“转引自”。注意，学位论文中不能有过多的转引的内容（参见有关文献综述的要求）。
（三）如何引用论文集的文献
论文集是指各章节由不同作者撰写并由一位或几位作者编辑出版的著作。负责编辑出版
的作者称为editor(s)，封面和扉页一般会注明edited by，或在编辑者后面用括弧注明(Editor(s))。在论文集中，前言（Preface）、导论（ Introduction）及每篇文章（或每章）都单独署名。引用论文集的内容时，要根据文献作者进行引用，不能用编辑者的姓名进行引用。 比如，M. A. Gernsbacher和 T. Givón在1995年编辑出版了一本名为Coherence in Spontaneous Text的论文集。其中有A. Sanford和L. Moxey写的一篇文章Aspects of coherence in written language: a psychological perspective。如果要引用这篇文章的内容，则应该按以下格式：
Obviously Reinhart?s criterion of relevance is in fact obviously psychological, since
“relevance can only be defined with respect to background knowledge, and reasoning
processes” (Sanford & Moxey 1995:163).
在这种情况下，论文后面的参考文献的写法是：
Sanford, A. & Moxey, L. 1995. Aspects of coherence in written language: a
psychological perspective. In Gernsbacher, M. A. & Givon, T. (Eds.), Coherence
in Spontaneous Text. pp. 161-187. Amsterdam/Philadelphia: John Benjamins
Publishing Company.
（四）如何引用中文文献
在用英文撰写论文的过程中，如果要引用中文文献，要将引用的中文部分、作者以及出版物的信息翻译成英文，然后按英文论文的引文格式引用。比如：
For example, text studies in the 1960s and early 1970s were more or less concerned
with “text grammar” and textual “grammaticality” (Hu, 1994:5~6).
These scholars chose to study coherence as a social phenomenon, rather than a
mental phenomenon (Zhu & Yan, 2001).
与以上两例对应的参考书目为：
Hu, Z. 1994. Discourse Cohesion and Coherence (In Chinese). Shanghai: Shanghai
Foreign Language Education Press.（胡壮麟，《语篇的衔接与连贯》，上海
外语教育出版社。）
Zhu, Y. & Yan, S. 2001. Reflections on Systemic-Functional Linguistics (In Chinese).
Shanghai: Shanghai Foreign Language Education Press.（朱永生, 严世清，《系
统功能语言学多维思考》，上海外语教育出版社）。
注意，在英文论文中引用中文文献时不能写作者的全名（如Hu Zhuanglin, 1994），也不能直接用中文（如胡壮麟，1994或胡，1994）。在参考书目中，首先提供英文信息，并在文献名称后面加上(In Chinese)，表示该文献是用中文写的。一般的学术期刊都会提供期刊名称及文献题目的英文翻译，作者不要自己随便翻译。也有一种用汉语拼音来转写文献名称的做法，但这一做法并不流行。
（五）关于引文的其他注意事项
1．关于重复引用。在同一段落中，连续两次或两次以上引用同一文献时（中间没有引用其他的文献），从第二次开始，不重复文献作者的姓和出版年代，而是用ibid.代替。如所引内容在不同页码，可以在ibid.之后加上页码。比如：
A principle of text sequencing is that “without overt indications to the contrary, the
order of mention of certain items may be assumed to reflect the order of these items
in reality or in our conceptualization of reality” (Dik, 1997:435). This equals to say
that textual description of events or states-of-affairs should follow either the order
which actually exists in the worlds described or the order in which we perceive the
worlds. As Dik (ibid.:436) further points out, “as long as the ordering within the
discourse is in accordance with these natural defaults, this adds to the overall
coherence. Where such orders are shifted around, overt markers must warn the
interpreter of this marked situation”.
2．有时论文中不是直接或间接引用文献，而只是为了描述或介绍研究现状而提及某些文献，往往同时提及多种文献。在这种情况下可以采用如下格式（注意使用e.g.,）：
The situation with accuracy is not so clear. Some studies (e.g., Foster & Skehan 1996; Skehan & Foster 1997; Mehnert 1998) do suggest that accuracy is raised when there is planning, but other studies (e.g., Crookes 1989; Ortega 1999; Wigglesworth 1997, 2001) do not support this claim.
在这种情况下，可以用两种方法来安排文献的顺序。一是按文献的年代排列，较早的排在前面（如上例）；二是按作者的姓氏的字母顺序排列。
3．在同一处提及一个作者不同年代的文献时，可在括弧中列出若干个年代，用逗号隔开，按时间顺序排列。比如：
According to Halliday (1973, 1978, 1985, 1994), language has three main
metafunctions, namely, ideational metafunction, interpersonal metafunction and
textual metafunction.
4．如果需要同时引用某个作者在其独立完成的某个著作中的观点以及这个作者与其他作者合作的著作中的观点，可以采用下列两种格式：
However, McNamara (1995; McNamara & Lumley, 1997) has challenged the Bachman model.
However, researchers have challenged the Bachman model (McNamara, 1995;
McNamara & Lumley, 1997).
《间接引用文献》
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