1、Comment wbh1: 页：1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)。Comment wbh2: 页：1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
2、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。Promoting Dynamic Interplay between Study and Research in ELT Practice广东外语外贸大学英语本科学位论文( 201 届 )论文题目 Pr
3、omoting 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研究的相互促进（中文） 继教（公开）学院 英语自考成绩作者姓名专 业学院班级指导老师完稿时间准考证号Comment wbh3: 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” 。Promoting Dynamic Interplay between Study and Research in ELT PracticeIA4纸打印，两端对齐，行间距 1.25倍，左边
4、距 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 35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 3-5个为宜，中间以分号隔开Comment wbh4: 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， “Abstra
9、ct” 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。 ）Comment wbh5: 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” 。Promoting Dynamic Interplay between Study and Research in ELT PracticeIIContents1. Introduction42. Three sources of knowledge.42.1 Experience42.2 Reasoning.
10、52.3 Research63. Four types of study.73.1 Receptive study.73.2 Productive study.73.3 Critical study.83.4 Creative study.84. Promoting dynamic interplay between study and research104.1 Some possible ways of ELT practice concerning study and research104.2 Two approaches to mutual stimulation between s
11、tudy and research in ELT.105. Conclusion10Works Cited.11居中，Times New Roman 三号，黑正体。Comment wbh6: 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 Study and Research in ELT Practice1Promoting D
12、ynamic Interplay between Study and Research in ELT PracticeGuangdong University of Foreign Studies 2001 XXXTutor: Professor YYY1. IntroductionStudy and research are two of the most confusing terms used in educational settings because they can sometimes use quite interchangeably while on other occasi
13、ons 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 school, he successfully entered Zhejiang
14、 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, they should do some research while con
15、tinuing 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 finally explore the dynam
16、ic 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 other two are “e
17、xperience” 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 understanding of research, the role of experience a
18、nd 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, people tend to resort to personal experi
19、ence first. However, where solutions to problems clearly lie beyond this body of personal experience, it is often 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。Commen
20、t wbh7: 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 wbh8: 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。 （见MLA 科研论文写作规范第 212-213，64 页。 ）Promoting Dynamic Interplay between Study and Res
21、earch in ELT Practice2helpless to resort to personal experience. In 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 expe
22、rience 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 experience of English examinations can
23、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 communicative language teaching as many of them
24、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 reasoning and the other is deductive reasonin
25、g.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 expressions such as “three books”, “many shi
26、ps”, “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 basic beliefs, theories, assumptions, prop
27、ositions, 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 a sentence or to coin a new word. For
28、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 obvious limitation in reasoning as an
29、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 reasoning is not connected to the reality. Now
30、consider the hypothesis that “-s” used with a countable noun indicates the idea of Comment wbh9: 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 wbh10: 页：3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。 Promot
31、ing 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 and a half days, two days, one or two da
32、ys” (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”. When such errors occur, they are cons
33、idered 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 knowledge is threefold: 1) the suggestion
34、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 constructs the development of human k
35、nowledge, 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 (Hitchcock and Hughes 5). Considering its d
36、esign 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 three advantages of research in comparison
37、 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 empirical because it resorts to experien
38、ce 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 to protect researchers from error. On
39、 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 avoiding their weaknesses. Therefore, re
40、search 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 wbh11: 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：表格的标题在表格的上面，而插图的标题在插图的下面。 ）Comment wbh
41、12: 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-correcting When we combine experience
42、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 resorts to inductive reasoning to form the
43、 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 such feedback as negative empirical evi
44、dence, 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. According to The Random House Dict
45、ionary 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 through reading and the other is critical
46、 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 you have just read” (Biehler and Snowm
47、an 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 this section, these ideas will be ten
48、tatively 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 rece
49、ption 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 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 sentence patterns as well Comment wbh13: 页：5中文参考文献的夹注：用汉字列出作者的姓名，后面加上页码，
