Promoting Dynamic Interplay between Study and Research in ELT Practice在英语教学中力求学习与研究的相互促进.docx

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1、Promoting Dynamic Interplay between Study and Research in ELT Practice广东外语外贸大学商务英语本科毕业论文页： 论文的组成部分：共10个基本部分：1）封面、2）目录、3）英文摘要(Abstract)与关键词(Key words)、4）中文摘要与关键词、5）英文提纲(Outline)、6）中文提纲、7）英文引言(Introduction)、8）正文、9）结语、10）文献目录(Works Cited)。页： 页码设置：页码需分两部分设置。第一部分（即正文之前部分）用罗马数字（即i, ii, iii, iv 等）第二部分（即正文及

2、以后部分）用阿拉伯数字（即1, 2, 3, 4 等）。第一部分的页码设置：用“插入”“页码”“对齐方式”选“居中” “首页显示页码”撤选在“格式”中“数字格式”选“i, ii, iii”在“页码格式”中“确定” 再在“页码”中“确定” 设置完成。第二部分的页码设置：先在正文的起始处用“插入”“分隔符”在“分节符类型”中选“下一页”，然后用“插入”“页码”“对齐方式”选“居中” 勾选“首页显示页码”在“格式”中“数字格式”选“1, 2, 3”在“页码格式”中“确定” 再在“页码”中“确定” 设置完成。( 200 届 )论文题目Promoting Dynamic Interplay between

3、 Study （英文） and Research in ELT Practice论文题目在英语教学中力求学习与研究的相互促进（中文） 专 业学院 继教（公开）学院商务英语班级作者姓名指导老师 完稿时间 成绩 A4纸打印，两端对齐，行间距1.25倍页：1行间距的设置：选“格式”“段落”在“段落”的“行距”中选“多倍行距”并在其右边框内输入“1.25”。，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 Study and Research in ELT Practice左顶格，Times New Roman小四号，黑正体。

4、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。Wu Benhu居中，Times New Roman四号，正体。左顶格，Times New Roman小四号，正体。Abstract: This paper first explores the significance of research in comparison to the other two sources of human knowledge (i.e. experience and reasoning) in the context of ELT practice in China. It

5、then elaborates the four kinds of study: receptive study, productive study, critical study and creative study, and proposes a practice of ever-advancing integration of various types of study with different levels of depth of information processing. It finally discusses possible relationships between

6、 study and research and suggests research-based study and study-oriented research as two potential approaches to mutual stimulation between study and research in ELT practice in China.Key words: study; research; English language teachingTimes New Roman小四号，正体。关键词以35个为宜，中间以分号隔开左顶格，Times New Roman小四号，黑

7、正体。居中，宋体三号，黑正体。如有副标题，另起一行，居中，前加破折号。在英语教学中力求学习与研究的相互促进居中，宋体四号，正体。吴本虎摘要: 本文首先结合中国英语教学实际探讨了研究在教学中的重大作用，指出它是人类知识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、评析性学习和创造性学习，还提出英语学习的全过程应当是一个在学习层次上包容性不断提高的实践，即能够融汇越来越多高层次学习的过程；最后讨论了学习与研究间的关系，并提出了在英语教学中实现学习研究相互促进的两种途径，即以研究为基点的学习和以学习为前导的研究。宋体小四号，正体。关键词以3-5个为宜，中间以分号隔开关键

8、词：学习；研究；英语教学 左顶格，宋体小四号，黑正体。Contents页：2目录的生成步骤：1、在正文中对各级标题根据级别设置章节目录：先选定一个标题，然后在“样式”中选定相应级别的“标题”。2、在目录页选定位置上生成论文目录：在“插入”中选“索引和目录”，再在其中选“目录”后确定即可。（注意：1、在生成目录之前，“Abstract” 和 “摘要”必须单独占一行，否则所有的摘要内容都会出现在目录中）。2、如果生成的目录中的字体、字号等跟规定不符，只要将所有目录项目选中后作相应调整即可。）页：2页眉的设置：先在“视图”中选“页眉和页脚”，然后输入论文题目，输入完了之后“关闭”。居中，Times

9、New Roman 三号，黑正体。1. Introduction22. Three sources of knowledge22.1 Experience22.2 Reasoning32.3 Research43. Four types of study53.1 Receptive study53.2 Productive study53.3 Critical study63.4 Creative study64. Promoting dynamic interplay between study and research84.1 Some possible ways of ELT pract

10、ice concerning study and research84.2 Two approaches to mutual stimulation between study and research in ELT85. Conclusion8Works Cited9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。Promoting Dynamic Interplay between Study and Research in ELT Practice居中，Times New Roman四号，正体。Guangdong University of Fore

11、ign Studies 2001 XXX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。Tutor: Professor YYY1. Introduction两端对齐，Times New Roman小四号，正体。Study and research are two of the most confusing terms used in educational settings because they can sometimes use quite interchangeably while on other occasions they may refe

12、r to something remarkably different. When we say, “Were doing a study into how much time middle school students spend learning English”, we mean that we are doing research into this issue. However, in the sentence “After six years of study in school, he successfully entered Zhejiang University at th

13、e age of 17”, the “study” used here is generally not interpreted as “research”.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 research while continuing their stu

14、dy 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 finally explore the dynamic interaction be

15、tween study and research in terms of educational theory and practice in ELT settings.2. Three sources of knowledge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。Research is one of the three major means for human beings to acquire knowledge of the environment including the natural world and our human soci

16、ety. The other two are “experience” and “reasoning”(Cohen and Manion 1)页：2夹注的格式要求：所引文献的作者在正文中不出现的情形：根据MLA格式，“作者的姓”加上“引文出现的页码”，不加文献的出版年份。所有夹注必须跟“参考文献目录”中的文献篇目完全对应。（见MLA科研论文写作规范第212-213页。）. The role of research in the acquisition of human knowledge can hardly be understood fully without being studied

17、in connection to that of experience and reasoning. For the purpose of achieving a better understanding of research, the role of experience and reasoning will be considered before that of research.2.1 ExperienceExperience is a kind of development of personal knowledge of the world. It is regarded as

18、an individually accumulated body of knowledge (Cohen and Manion 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

19、the case of foreign language learning, the learners native language often interferes with or facilitates the learning of the target language. This can be considered as a clear indication of the learners reliance on the personal experience in his or her first language. It is arguable that the persona

20、l experience is by no means reliable although it is sometimes helpful 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 ent

21、rance examination of English. However, it is difficult for us to resort 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 speake

22、rs of English.2.2 ReasoningReasoning is the act of forming conclusions, 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.Inductive reasoning begins with observations and evidence of empir

23、ical regularities or empirical relationships (Howard 8). This is a mental process from a number of specific cases to a general idea underlying them. When a learner of English comes across expressions such as “three books”, “many ships”, “two minutes”, he or she may form a hypothesis that “-s” is use

24、d to indicate the idea of “two or more”. It is not difficult to see that inductive reasoning in foreign language learning often leads to hypothesis formation.Deductive reasoning begins with basic beliefs, theories, assumptions, propositions, and so on, the validity of which is assumed and untested (

25、Howard 8)页：3夹注的格式要求：所引文献的作者在正文中不出现的情形：根据MLA格式，“作者的姓”加上“引文出现的页码”，不加文献的出版年份。所有夹注必须跟“参考文献目录”中的文献篇目完全对应。（见MLA科研论文写作规范第212-213页。）. This is a mental activity from a general idea to specific cases. In foreign language learning, if we learn a grammatical rule or a word-formation rule first, then we apply it

26、 to make a sentence or to coin a new word. For example, according to the English word-formation rule that the prefix “un-” and an adjective may combine to form another adjective with negative or opposite force in it: “un-” and “happy” go together to form “unhappy” with the meaning of “not happy”.The

27、re is an obvious limitation in reasoning as an activity. According to Cohen and Manion, “it reasoning was no longer related to observation and experience and became merely a mental exercise” (3).页：3夹注的格式要求：所引文献的作者在正文中出现的情形：根据MLA格式，只要列出“引文出现的页码”就可，不用加文献的出版年份，也不用再列上作者的姓。（见MLA科研论文写作规范第212-213，64页。） Tha

28、t 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 “two or more” again. As noted by Quirk and his co-authors, “unlike so

29、me languages where plural implies two or more, English makes the division after more than one: one half day, one day But: one and a half days, two days, one or two days” (297).页：4夹注的格式要求：所引文献的作者在正文中出现的情形：根据MLA格式，只要列出“引文出现的页码”就可，不用加文献的出版年份，也不用再列上作者的姓。（见MLA科研论文写作规范第212-213页。） Here, it is clear that re

30、asoning itself cannot guarantee its self-correction. Similarly, the application of the word-formation rule in the previous paragraph cannot prevent learners from making unacceptable adjectives such as “*unhonest”, “*unactive”. When such errors occur, they are considered as cases of overgeneralizatio

31、n reflecting the limitation of inductive reasoning.Although reasoning has its weaknesses, 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 develo

32、pment of these hypotheses; and 3) the clarification and interpretation of scientific findings and their synthesis into a conceptual framework (4). The implication of their remarks hints that reasoning not only directs but also constructs the development of human knowledge, including our knowledge of

33、 language and language learning and teaching.2.3 ResearchResearch can be defined from different perspectives. From the view of information processing, research refers to the process of obtaining and analysing information (Hitchcock and Hughes 5). Considering its design features, research “has been d

34、efined by Kerlinger as the systematic, controlled, empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena (Cohen and Manion 4).Cohen and Manion elaborate the three advantages of research in comparison to experience and reasoning: First,

35、 research is systematic and controlled because its operations are based on reasoning whereas experience cannot 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

36、is not empirical because of its subjective nature. Third, only research is self-corrective. This self-corrective functioning is guaranteed in two ways. On the one hand, the scientific method of research has built-in mechanisms to protect researchers from error. On the other hand, the researchers pro

37、cedures and results are open to public examination by fellow professionals (Cohen and Manion 4). (See Table 1)页：4在正文中引述表格应称为“Table 1”、“Table 2”等，应避免用“this table”、“the following table”等说法。 Cohen and Manions elaboration reveals that research combines the strengths of both experience and reasoning whil

38、e avoiding their weaknesses. Therefore, research can be regarded as the most powerful means to acquire new knowledge. It is beneficial for both teachers and students to integrate research into their study and teaching of English.Table 1.页：5把表格保持在同一页：先选中表格标题和表格本身，用“格式”“段落” “换行和分页”勾选“与下一段同页”即可。（注意：表格的

39、标题在表格的上面，而插图的标题在插图的下面。） 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 reasoning and, at the same tim

40、e, obtain empirical evidence through experience to test and modify the hypotheses derived from reasoning. For example, when a learner first resorts to inductive reasoning to form the hypothesis that “-s” indicates the idea of “two or more”. Later, the learner may happen to produce output such as “*o

41、ne and a half hour” through deductive reasoning 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 modify the existing hypothesis to reach the conclusion that “English makes the division after m

42、ore than one” (Quirk et al. 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 knowledge, as by reading,

43、 investigation, or reflection” (“Study,” def. 1888).页：5词典词条的夹注：将词条在双引号中列出，后加 “def.”，再加页码。（参见词条的参考文献条目。） From this definition, we can identify two 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

44、 be recognised when we make reference to different educational theoretical sources. “Productive study” is proposed here to develop the educational idea “Use what you have just read to learn what you have just read” (Biehler and Snowman 438). “Creative study” can be a potential direction in education

45、 when we accept Sternberg and Williamss advice “You can learn and teach creative thinking” and “develop creativity in yourself, in your students, and in your colleagues and staff members” (1). In this section, these ideas will be tentatively developed in the ELT context.3.1 Receptive studyReceptive

46、study occurs when you receive information from the outside world. In the case of foreign language learning, successful receptive study is expected to be based on Krashens “more comprehensible input” (39) and Ausubels “meaningful reception learning” (Hohn 224). Here, meaningful communication is the k

47、ey to success. In receptive study, you select and take in what is new and meaningful to you.3.2 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

48、in English, you have to memorise enough words and sentence patterns as well as the plot of the story. In receptive study, you may try some informed wise guesses with the help of the context of communication. However, guessing techniques are of little use in language production.In foreign language learning, there is a kind of special production for memorisation rathe