浙江师范大学外国语学院 浙江师范大学外国语学院 英语专业函授本科毕业论文 英语专业函授本科毕业论文
( 届)
论文题目
(英文)
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
论文题目
(中文)
姓 学 年
名 号 级
(由学院填写)
教 学 点 指导老师 联系地址 联系电话 电子邮箱 成 绩
Promoting Dynamic Interplay between Study and Research in ELT Practice 页 眉 居 中, Georgia 小五号,正体。


Abstract .................................................................................................................................. ii 摘要 ....................................................................................................................................... ii Outline .................................................................................................................................. iii 提纲 ...................................................................................................................................... iv
  1. Introduction ....................................................................................................................... 1
  2. Three sources of knowledge .............................................................................................. 1
  2.1 Experience .................................................................................................................... 1
  2.2 Reasoning ..................................................................................................................... 2
  2.3 Research ....................................................................................................................... 3
  3. Four types of study ............................................................................................................ 4
  3.1 Receptive study ............................................................................................................ 4
  3.2 Productive study........................................................................................................... 4
  3.3 Critical study ................................................................................................................ 5
  3.4 Creative study .............................................................................................................. 5
  4. Promoting dynamic interplay between study and research ............................................... 7
  4.1 Some possible ways of ELT practice concerning study and research .......................... 7
  4.2 Two approaches to mutual stimulation between study and research in ELT ............... 7
  5. Conclusion ......................................................................................................................... 7 Works Cited ........................................................................................................................... 8
i
Promoting Dynamic Interplay between Study and Research in ELT Practice
A4 纸打印,两端对齐,行间距
  1.25 倍,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。
Wu Benhu
居中,Times New Roman 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。
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 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 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
左 顶 格 , Times New Roman 小四号, 黑正体。 Times New Roman 小四号,正体。关键词 以 2?4 个为宜,中间以分号隔开 左顶格, Times New Roman 小四号, 正体。
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
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。
摘要: 指出它是人 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, 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。 关键词: 关键词:学习;研究;英语教学
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
ii
Promoting Dynamic Interplay between Study and Research in ELT Practice
Promoting Dynamic Interplay between Study and Research in ELT Practice
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。
Outline

  1. Introduction
  2.1 Experience
  2.2 Reasoning
  2.3 Research
  3. Four types of study
  3.1 Receptive study
  3.2 Productive study
  3.3 Critical study
  3.4 Creative study
一级纲目左顶格 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。 (参见论文格式要求)

  2. Three sources of knowledge
二级纲目向右缩进(缩进距离参见模 板)

  4. Promoting dynamic interplay between study and research
  4.1 Some possible ways of ELT practice concerning study and research
  4.2 Two approaches to mutual stimulation between study and research in ELT
  5. Conclusion
iii
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
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。
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
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)
iv
Promoting Dynamic Interplay between Study and Research in ELT Practice
Promoting Dynamic Interplay between Study and Research in ELT Practice
居 中 , Times New Roman 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。
FLC 2001 (
  04) (English) Wu Benhu Tutor: Professor Chen Changyi

  1. Introduction
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。
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 refer to something remarkably different. When we say, “We’re 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 the age of 17”, the “study” used here is generally not interpreted as “research”.
两端对齐,Times New Roman 小四号,正体。
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 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 dynamic interaction between study and research in terms of educational theory and practice in ELT settings.
  2. Three sources of knowledge Research 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 “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 understanding of research, the role of experience and reasoning will be considered before that of research.
  2.1 Experience Experience 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 experience first. However, where solutions to problems clearly lie beyond this body of personal experience, it is often helpless to resort to personal experience.
1 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。
Promoting Dynamic Interplay between Study and Research in ELT Practice
In the case of foreign language learning, the learner’s native language often interferes with or facilitates the learning of the target language. This can be considered as a clear indication of the learner’s 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 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 communicative language teaching as many of them can hardly see any chance to communicate directly with native speakers of English.
  2.2 Reasoning Reasoning 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 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 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 basic 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 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 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 reasoning is not connected to the reality. Now consider the hypothesis that “-s” used with a countable noun indicates the idea of “two or
2
Promoting Dynamic Interplay between Study and Research in ELT Practice
more” again. As noted by Quirk and his co-authors, “unlike some languages where plural implies ‘tw
 

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