2022年商务英语本科毕业论文范文.docx

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1、精品学习资源附件 20：广东外语外贸高校欢迎下载精品学习资源商务英语本科毕业学位论文 20届 论文题目 Promoting Dynamic Interplay between Study英文and Research in ELT Practice论文题目 在英语教学中力求学习与争论的相互促进中文欢迎下载精品学习资源学院班级作者指导老师完稿时间继教公开学院自考专业准考证号商务英语欢迎下载精品学习资源成果欢迎下载精品学习资源A4 纸打印，两端对齐， ，左边距 3 厘米，右边距2.5 厘米，上下边距 2.5 厘米；Promoting Dynamic Interplay between Studyan

2、d Research in ELT Practice欢迎下载精品学习资源左顶格，Times New Roman小四号，黑正体；Wu Benhu居中， Times New Roman 三号， 黑正体；如有副标题，用冒号将主、副标题隔开；欢迎下载精品学习资源居中， Times New Roman 四号，正体；欢迎下载精品学习资源Abstract:This paper first explores the significance of research in comparison to the other two sources of human knowledge i.e. experience

3、 and reasoning in the context of ELT practice in China. It then elaborates the four kinds of study: receptive study, productive study, criticalstudy and creative study, and proposes a practice of ever-advancing integration of various types of study with different levels of depth of information proce

4、ssing. It finally discusses possible relationships between study and research and suggests research-based study and study-oriented research as two potential approaches to mutual stimulationbetween study and research in ELT practice in China.Key words: study; research; English language teaching左顶格， T

5、imes New Roman小四号，正体；欢迎下载精品学习资源欢迎下载精品学习资源左 顶 格 ， TimesNew Roman 小四号， 黑正体；Times New Roman 小四号，正体；关键词以 3 5 个为宜，中间以分号隔开欢迎下载精品学习资源在英语教学中力求学习与争论的相互促进居中，宋体三号，黑正体；如有副标题，欢迎下载精品学习资源居中，宋体四号，正体；吴本虎另起一行，居中，前加破折号；欢迎下载精品学习资源摘要: 本文第一结合中国英语教学实际探讨了争论在教学中的重大作用，指出它是人类学问三大来源中最重要的一项；然后阐述了学习的四个层次， 即接受性学习、运用性学习、 评析性学习和制造性

6、学习， 仍提出英语学习的全过程应当是一个在学习层次上包涵性不断提高的实践，即能够融汇越来越多高层次学习的过程；最终争论了学习与争论间的关系， 并提出了在英语教学中实现学习争论相互促进的两种途径，即以争论为基点的学习和以学习为前导的争论；关键词： 学习；争论；英语教学宋体小四号，正体；关键词以3-5个为宜，中间以分号隔开左顶格，宋体小四号，黑正体；欢迎下载精品学习资源Contents居中，Times New Roman 三号， 黑正体；1. Introduction8.2.2. Three sources of knowledge .8.2.2.1 Experience.8 2.2.2 Reas

7、oning .8.3.2.3 Research .8.4.3. Four types of study.8.5.3.1 Receptive study .8.6.3.2 Productive study.8 6.3.3 Critical study .8 7.3.4 Creative study.8 7.4. Promoting dynamic interplay between study and researc.h 8. 84.1 Some possible ways of ELT practice concerning study and research .8.8.4.2 Two ap

8、proaches to mutual stimulation between study and research in EL.T 895. Conclusion .8.9.Works Cited.9.0.欢迎下载精品学习资源Promoting Dynamic Interplay between Study居 中 ， TimesNew欢迎下载精品学习资源Roman 三号，黑正体；欢迎下载精品学习资源and Research in ELT PracticeGuangdong University of Foreign Studies 2001 XXX如有副标题，用冒号将主、副标题隔开；欢迎下载精

9、品学习资源居中， Times New Roman 四号，正体；1. IntroductionTutor: Professor YYY章节标题或一级小标题单独占一行，左顶格，Times New Roman 小四号，黑正体；欢迎下载精品学习资源Study and research are two of the most confusing terms used in educational settings because they can sometimes use quite interchangeably whileon other occasions they may refer to s

10、omething remarkably different. When we say, “ We redoing a study into how much time middle school students spend learning English”, wemean that we are doing research into this issue. However, in the sentence“ After years of study in school, he successfully entered Zhejiang University at the age of 1

11、7欢迎下载精品学习资源the“ study ” used here is generally not interpreted as两“端对re齐se，arTcimhes”Ne.w Roman 小四号，正欢迎下载精品学习资源Nowadays, it is reasonably acceptable to say that students can not only study but also research. Researchers need to study in the course of research. To be teachers, they should do some res

12、earch while continuing their study of what they are teaching in further education. In order to promote English language teaching ELT in schools and colleges in China, this paper will first discuss the role of research in the acquisition of knowledge, then examine the kinds of study, and finallyexplo

13、re the dynamic interaction between study and research in terms of educational theory and practice in ELT settings.2. Three sources of knowledgeResearch is one of the three major means for human beings to acquire knowledge of the environment including the natural world and our human society. The othe

14、r two are“ experience” and“ reaCsoohneinngan”d Manion 1. The role of research in the acquisition of human knowledge can hardly be understood fully without being studied in connection to that of experience and reasoning. For the purpose of achieving a better understanding ofresearch, the role ofexper

15、ience and reasoning willbeconsidered before that of research.欢迎下载精品学习资源2.1 Experience二级及以下各级小标题单独占一行，左顶格， Times New Roman 小四号，正体；欢迎下载精品学习资源Experience is a kind of development of personal knowledge of the world. It is欢迎下载精品学习资源regarded as an individually accumulated body of knowledge Cohen and Manion

16、 1. In a problem-solving situation, people tend to resort to personal experience first. However, where solutions to problems clearly lie beyond this body of personal experience, it is often helpless to resort to personal experience.In the case of foreign language learning, the learnernastive languag

17、e often interferes withor facilitatesthe learning of the target language. Thiscan be considered as a clear indication of the leanr er s reliance on the personal experience in his or her firstlanguage. It is arguable that the personal experience is by no means reliable although it is sometimes helpfu

18、l because it cannot guarantee smooth progress and success in foreign language learning.As for English language teaching, our experience of English examinations can be resorted to when we help our students prepare for the college entrance examination of English. However, it is difficult for us to res

19、ort to our previous personal experience when we are facing the problem of how to motivate middle school students in communicative language teaching as many of them can hardly see any chance to communicate directly with native speakers of English.2.2 ReasoningReasoning is the act offormingconclusions

20、, judgements or inferences by thinking in a logical manner. There are two basic types of reasoning: one is inductive reasoning and the other is deductive reasoning.Inductivereasoning begins withobservations andevidence ofempirical regularities or empirical relationships Howard 8. This is a mental pr

21、ocess from a number of specific cases to a general idea underlying them. When a learner of Englishcomes across expressions such as“ three books”,“ many ships ”,“ two minutes” she may form a hypothesis that“-s” is used to indicate the idea of“ two or more”. I is not difficult to see that inductive re

22、asoning in foreign language learning often leadsto hypothesis formation.Deductivereasoningbeginswithbasicbeliefs,theories,assumptions, propositions, and so on, the validity of which isassumed and untested Howard 8. This is a mental activity from a general idea to specific cases.In foreign language l

23、earning, if we learn a grammatical rule or a word-formation rule first, then we apply it to make a sentence or to coin a new word. For example, according to the Englishword-formation rule that the prefix “ u-n”and an adjective may combine to form欢迎下载精品学习资源another adjective with negative or opposite

24、force in it:-” and“ hap“pyu”ngo together欢迎下载精品学习资源to form“ unhappy ” with the meaning of“ not happy ”.欢迎下载精品学习资源There is an obvious limitation in reasoning asan activity. According to Cohen and Manion,“ it reasoning was no longer related to observation and experience andbecame merely a mental exerci

25、se”3. That is to say, the credibility of reasoning,whether inductive or deductive, will be questionable once reasoning is not connected to the reality. Now consider the hypothesis that “-s”used with a countable noun indicates the idea of “ twoor more”again. As noted by Quirk and his co-authors, “ un

26、likesome languages where plural implies twoor more ,English makes the division after more thanoonneehalf d:ay, one day But: one and a half days, twodays, one or two days” 297H. ere, it is clear that reasoning itself cannot guarantee itsself-correction. Similarly, the application of the word-formatio

27、n rule in the previous paragraph cannot prevent learners from making unacceptable adjectives such as欢迎下载精品学习资源“ *unhonest“”*,unactiveW”h.en such errors occur, they are considered as cases of欢迎下载精品学习资源overgeneralization reflecting the limitation of inductive reasoning.Although reasoning has its weakn

28、esses, its contributions to the human knowledge are enormous. As Cohen and Manion state, the role of reasoning in the acquisition of human knowledge is threefold: 1 the suggestion of hypotheses; 2 the logical development of these hypotheses; and 3 the clarificationand interpretation of scientificfin

29、dingsand theirsynthesis intoaconceptual framework4.The implication of their remarks hints that reasoning not only directs but also constructs the development of human knowledge, including our knowledge of language and language learning and teaching.2.3 ResearchResearch can be definedfromdifferentper

30、spectives. From theviewof information processing, research refers to the process of obtaining and analysinginformation Hitchcock and Hughes 5. Considering its design features, research“ has been defined by Kerlingeras the systematic, controlled, empirical and criticalinvestigation of hypothetical pr

31、opositions about the presumed relations among natural phenomena Cohen and Manion 4.Cohen and Manion elaborate the three advantages of research incomparison to experience and reasoning: First, research is systematic and controlled becauseits operations are based on reasoning whereas experience cannot

32、 be systematic and self-correcting because of its haphazard manner in dealing with a problem. Second, research is empirical because it resorts to experience for validation whereas reasoning is not empirical because of its subjective nature. Third, only research is self-corrective.欢迎下载精品学习资源This self

33、-corrective functioning is guaranteed in two ways. On the one hand, the scientific method of research has built-inmechanisms to protect researchersfromerror. On the other hand, the researcher s procedures and resultspuabrelicopen toexamination by fellow professionals Cohen and Manion 4. See Table 1C

34、ohen and Manion s elaboration reveals that research combines the strengths of both experience and reasoning while avoiding their weaknesses. Therefore, research can be regarded as the most powerful means to acquire new knowledge. Itis beneficial for both teachers and students to integrate research i

35、nto their study and teaching of English.Table 1. A Comparison between Experience, Reasoning and ResearchExperienceReasoningResearchSystematic and controlledEmpiricalSelf-correctingWhen we combine experience and reasoning through research, we can reflect on experience to form hypotheses through reaso

36、ning and, at the same time, obtain empirical evidence through experience to test and modify the hypotheses derived from reasoning. For example, when a learner first resorts to inductive reasoning toform the hypothesis that“-s” indicates the idea of“ two or more”. Later, the learner may happen to pro

37、duce output such as “ *oneand a half hour ”through deductivereasoning on the basis of the existing hypothesis and get the corrective feedback from the teacher. With such feedback as negative empirical evidence, he or she would modifythe existing hypothesis to reach the conclusion that “ Englishmakes

38、 the division after more thanQounirek et a”l. 297.3. Four types of studyIn a generally accepted sense,study refers to the mental activities in acquiring knowledge. According to The Random House Dictionary of the English Language, “ study ” means “ application of the mind to the acquisition of knowle

39、dge, as by reading, investigation, or reflection” “ StudyF,ro”m dtheisf. d1e8f8in8it.ion, we can identifytwo kinds of study: one is receptive study mainly through reading and the other is critical study through investigation or reflection.More types of study can be recognised when we make reference

40、to different educational theoretical sources. “ Productivestudy ”is proposed here to develop the educational idea “ Usewhat you have just read to learn what you have just read ” Biehler and Snowman 438. “ Creativestudy ”can be a potential directionin欢迎下载精品学习资源education when we accept Sternberg and W

41、illiams s advice“ You can learn and teach creative thinking” and“ develop creaytoivuitryseinlf, in your students, and in your colleagues and staff members” 1.In this section, these ideas will be tentatively developed in the ELT context.Receptive studyReceptive study occurs when you receive informati

42、on from the outside world. In the case of foreign language learning, successful receptive study is expected to be欢迎下载精品学习资源based on Krashen “smorecomprehensible input ”39 and Ausubel “smeaningufl欢迎下载精品学习资源reception learning”Hohn 224. Here, meaningful communication is the key to success. In receptive

43、 study, you select and take in what is new and meaningful to you.Productive studyProductive study occurs when you use what you have learned. This is more demanding because it results from your recalling what you have learned. For example, if you want to retell a story in English, you have to memorise enough words and sente