1、浙江师范大学外国语学院英语专业函授本科毕业论文（ 届）论文题目 Promoting Dynamic Interplay between Study and（英文） 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）姓 名学 号年 级教 学 点指导老师 (由学院填写)联系地址联系电话电子邮箱成 绩Promoting Dynamic Interplay between Study and Research in ELT Practicei目 录Abstract ii摘要 iiOutline iii提纲 .iv1. Introduction 12.
2、 Three sources of knowledge.12.1 Experience 12.2 Reasoning .22.3 Research33. Four types of study.43.1 Receptive study.43.2 Productive study .43.3 Critical study.53.4 Creative study .54. Promoting dynamic interplay between study and research74.1 Some possible ways of ELT practice concerning study and
3、 research 74.2 Two approaches to mutual stimulation between study and research in ELT .75. Conclusion7Works Cited .8页眉居中， Georgia小五号，正体。Comment wbh1: 页：2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” 。Promoting Dynamic Interplay between Study and Research in ELT PracticeiiA4纸打印，两端对齐，行间距 1.25倍，左边距
4、 3厘米，右边距 2.5厘米，上下边距 2.5厘米 。Promoting Dynamic Interplay between Studyand Research in ELT PracticeWu BenhuAbstract: 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.
5、It 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 betw
6、een 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 teaching在英语教学中力求学习与研究的相互促进吴本虎摘要: 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
7、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。关键词：学习；研究；英语教学 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。居中，Times New Roman四号，正体。左顶格，Times New Roman小四号，黑正体。左顶格，Times New Roman小四号，黑正体
8、。左顶格，Times New Roman小四号，正体。Times New Roman小四号，正体。关键词以 24个为宜，中间以分号隔开居中，宋体三号，黑正体。如有副标题，另起一行，居中，前加破折号。居中，宋体四号，正体。左顶格，宋体小四号，黑正体。宋体小四号，正体。关键词以 2-4个为宜，中间以分号隔开Promoting Dynamic Interplay between Study and Research in ELT PracticeiiiPromoting Dynamic Interplay between Study and Research in ELT PracticeOutli
9、ne1. Introduction2. Three sources of knowledge2.1 Experience2.2 Reasoning2.3 Research3. Four types of study3.1 Receptive study3.2 Productive study3.3 Critical study3.4 Creative study4. Promoting dynamic interplay between study and research4.1 Some possible ways of ELT practice concerning study and r
10、esearch4.2 Two approaches to mutual stimulation between study and research in ELT5. Conclusion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。居中，Times New Roman 小三号，黑正体。一级纲目左顶格二级纲目向右缩进（缩进距离参见模板）Times New Roman 小四号，正体。一级纲目左顶格；二级纲目向右缩进（缩进距离参见模板） ；三级纲目比上一级纲目再向右缩进（缩进距离参见模板） ；依此类推。注意：同一级纲目序号标注所用的数字或字母应统一。 （参
11、见论文格式要求）Promoting Dynamic Interplay between Study and Research in ELT Practiceiv在英语教学中力求学习与研究的相互促进提纲1. 引言2. 知识的三大来源2.1 经验2.2 推理 2.3 研究 3. 学习的四种方式3.1 接受性学习3.2 运用性学习3.3 评析性学习3.4 创造性学习4. 促进学习与研究之间相互作用的动态过程4.1 既涉及学习又重视研究的若干英语教学方式4.2 英语教学中实现学习与研究相互促进的两条途径5. 结语居中，宋体三号，黑正体。如有副标题，另起一行，居中，前加破折号。居中，宋体小三号，黑正体。
12、一级纲目左顶格二级纲目向右缩进（缩进距离参见模板） 宋体小四号，正体。一级纲目左顶格；二级纲目向右缩进（缩进距离参见模板）；三级纲目比上一级纲目再向右缩进（缩进距离参见模板） ；依此类推。注意：同一级纲目序号标注所用的数字或字母应统一。 （参见论文格式要求）Comment wbh2: 页：1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。 ）Promoting Dynamic Interplay between
13、 Study and Research in ELT Practice1Promoting Dynamic Interplay between Studyand Research in ELT PracticeFLC 2001 (04) (English) Wu BenhuTutor: Professor Chen Changyi1. IntroductionStudy and research are two of the most confusing terms used in educational settings because they can sometimes use quit
14、e interchangeably while on other occasions they may refer 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 s
15、chool, he successfully entered Zhejiang University at the 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,
16、 they should do some research 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
17、of study, and finally explore 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
18、our human society. The other two are “experience” and “reasoning”(Cohen and 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 understandin
19、g 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 an individually accumulated body of knowledge (Cohen and Manion 1). In a problem-solving situation, p
20、eople 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. 居中，Times New Roman四号，正体。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。居中，Times New Roman三号，黑正体。如有副标题，用冒号将主、副
21、标题隔开。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。两端对齐，Times New Roman小四号，正体。Comment wbh3: 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。 ）Comment wbh4: 页：2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
22、。 （见MLA 科研论文写作规范第 212-213，64 页。 ）Promoting Dynamic Interplay between Study and Research in ELT Practice2In 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
23、 learners reliance on the personal experience in his or her first language. It is arguable that the personal 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
24、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 resort to our previous personal experience when we are facing the problem of how to motivate middle school students in communica
25、tive 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 of forming conclusions, judgements or inferences by thinking in a logical manner. There are two basic types of reasoning: one is inductive reason
26、ing and the other is deductive reasoning.Inductive reasoning begins with observations and evidence of empirical 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 expre
27、ssions such as “three books”, “many ships”, “two minutes”, he or she may form a hypothesis that “-s” is used 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 bas
28、ic beliefs, theories, assumptions, propositions, and so on, the validity of which is assumed and untested (Howard 8). 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 to make
29、 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”.There is an
30、 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). That is to say, the credibility of reasoning, whether inductive or deductive, will be questionable once reasonin
31、g is not connected to the reality. Now consider the hypothesis that “-s” used with a countable noun indicates the idea of Comment wbh5: 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页。 ）Comment wbh6: 页：3在正文中引述表格应称为“Table 1”、“Table 2”等，应避免用“this ta
32、ble” 、“the following table”等说法。 Promoting Dynamic Interplay between Study and Research in ELT Practice3“two or more” again. As noted by Quirk and his co-authors, “unlike some languages where plural implies two or more, English makes the division after more than one: one half day, one day But: one an
33、d a half days, two days, one or two days” (297). Here, it is clear that reasoning 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”.
34、 When such errors occur, they are considered as cases of overgeneralization 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 know
35、ledge is threefold: 1) the suggestion of hypotheses; 2) the logical development 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
36、 constructs the development of human knowledge, including our knowledge of 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 (Hitc
37、hcock and Hughes 5). Considering its design features, research “has been defined 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 thre
38、e advantages of research in comparison to experience and reasoning: First, 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 em
39、pirical because it resorts to experience for validation whereas reasoning 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
40、 to protect researchers from error. On the other hand, the researchers procedures and results are open to public examination by fellow professionals (Cohen and Manion 4). (See Table 1)Cohen and Manions elaboration reveals that research combines the strengths of both experience and reasoning while av
41、oiding 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.Comment wbh7: 页：4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
42、格的标题在表格的上面，而插图的标题在插图的下面。 ）Comment wbh8: 页：4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。 ）Promoting Dynamic Interplay between Study and Research in ELT Practice4Table 1. A Comparison between Experience, Reasoning and ResearchExperience Reasoning ResearchSystematic and controlled Empirical Self-co
43、rrecting When we combine experience and reasoning through research, we can reflect on experience to form hypotheses through reasoning 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 resort
44、s 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 “*one and a half hour” through deductive reasoning on the basis of the existing hypothesis and get the corrective feedback from the teacher. With suc
45、h feedback as negative empirical evidence, he or she would modify the existing hypothesis to reach the conclusion that “English makes the division after more than one” (Quirk et al. 297).3. Four types of studyIn a generally accepted sense, study refers to the mental activities in acquiring knowledge
46、. According to The Random House Dictionary of the English Language, “study” means “application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection” (“Study,” def. 1888). From this definition, we can identify two kinds of study: one is receptive study mainly throu
47、gh reading and the other is critical study through investigation or reflection. More types of study can 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 yo
48、u have just read” (Biehler and Snowman 438). “Creative study” can be a potential direction in education 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 t
49、his section, these ideas will be tentatively developed in the ELT context.3.1 Receptive studyReceptive 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 key to success. In receptive study, you select and take in what is new and meaningful to you.3.2 Productive stu
