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
 

相关内容

英语专业函授本科毕业论文模板

   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 betwe ...

外语学院英语专业2006级本科毕业论文备选题目

   外语学院英语专业 本科毕业论文 选题目 毕业论文备 外语学院英语专业 2006 级本科毕业论文备选题目 (按分类排列) 按分类排列) 特别提醒: 以下各论文题目仅提供写作方向和思路, 请各位同学在选题时对论文题目进行细 化,并与指导教师商量后拟定最终标题。 一. 法律英语 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. ...

外语学院英语专业2005级本科毕业论文备选题目

   外语学院英语专业 本科毕业论文 选题目 毕业论文备 外语学院英语专业 2005 级本科毕业论文备选题目 (按分类排列) 按分类排列) 一. 法律英语 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. Relationship of Age to Legal English Learn ...

英语专业本科毕业论文

   英语专业本科毕业论文 On English Ambiguity Zhao Banghong Outline 1. Introduction 【标题中实词都要大写】 标题中实词都要大写】 2. Theoretical Background 3. Classification of Ambiguity 3.1 Phonological Ambiguity 3.1.1 Intonation 3.1.2 Liaison 3.1.3 Homophony 3.2 Lexical Ambiguity 3. ...

英语专业本科毕业论文选题

   序 号 1 2 3 4 5 6 7 8 9 10 11 12 13 毕业论文(设计) 毕业论文(设计)题目 On the Influence of Bible Culture on the Translation between English and Chinese The Proper Use of Foreignization and Domestication Synesthesia and Synesthetic Metaphor Culture Gaps and Untransl ...

英语专业本科毕业论文题目范例

   四川外语学院成都学院本科毕业生论文参考题目(一) 论文参考题目 一 论文参考题目(一) 题目 1. 《红字》中海丝特 ? 白兰不理智的一面(The Irrational Side of Hester Prynne of The Scarlet Letter) 2. 《董贝父子》中的矛盾冲突(The Conflict in Donbey and Son) 3. 论文化不同对联想意义及翻译的影响(On Influence of Cultural Differences on Associativ ...

英语本科毕业论文

   浅谈初中生英语口语能力的培养 [摘要 英国学者威尔金斯认为外语教学的目的在于培养学生不仅能用 摘要] 摘要 正确的外语语音和语法结构来表达思想,而且还要能在各种不同的语言环 境正确使用外语。因此,课堂教学的任务就不仅仅是教会学生正确的发音, 正确的语法知识,而是要培养学生的口头表达和交际能力。口语是语言输 出的重要途径之一。但由于多年来中考考试中主要是侧重考查听力,阅读, 写作等能力。没有涉及到口语。出现了轻视甚至完全忽视初中生英语口语 能力培养的现象。致使学生口语能力水平较差。甚至最简单的 ...

英语本科毕业论文(文化类)

   XXXX 本科毕业论文 An Analysis of the Music and Painting Characteristics in The Mark on the Wall Abstract: Virginia Woolf stands firmly among the best writers of stream of consciousness in the 20th century for her unique and penetrating ideas as well as h ...

英语本科毕业论文(教学类)

   XXXXX 本科毕业论文 跨文化意识培养与中学英语教学 Development of Intercultural Communication Awareness in Middle School English Teaching Abstract: Language and culture share a common lot as lips and teeth do. Language is the carrier of culture, and is the reflection of ...

英语系本科毕业论文格式规范实施细则

   目录中内容:不加粗,小四号 字,二级和三级标题依次向右 缩进.所有标题仅第一个单词 的首字母大写. (专有名词除 外. 目录页最多包括 4 级标题 论文中所有英语使用 Times New Roman,汉 语使用宋体. 加粗,小三号字,居中 排版,段前空一行. CONTENTS Abstract...……………………………………………………………………………………….i 摘要……………………………………………………………………………………………ii 1 2 Introduction……………… ...

热门内容

三年级英语U2

   【课题】Unit 2 My family 【重点】 1.句型:Who’s that man(boy)? He’s my…Who’s that woman(girl)? She’s my… 2.词汇:father, mother, mom, woman, man 【难点】 he 和 she 的意义区分及发音。 【教具准备】 1.教师及学生的家庭照片 2.教材相配套的教学课件 3.教材相配套的教学录音带 【教学过程】 一 热身/复习(Warm-up/Revision) 1.播放 Unit 1 B ...

黑英语

   黑英语?一种挺有意思的背单词手段 1999 年春天,在北京大学的未名湖畔,我在编写一部趣味记忆英语单词的书《亲切回归》 时,把几个结构相似的单词用故事情节串起来,写下了这么一个“词串” : -猫和老鼠有一个 rat(老鼠)* 非常地 fat(肥胖) 跳进了 vat(缸) 偷吃了 salt(盐) 变成了 bat(蝙蝠) 气坏了 cat(猫) 咬破了 hat(帽子) 当成了 mat(垫子)* 写完以后,当时没有觉得有什么特别的,就把它收录到书里,连同我编写的其他几 部趣味学英语的著作一起,在 2 ...

2011中考英语_作文预测及范文参考(10大分类)

   2011 年中考英语作文预测及范文参考(10 大分类) 2011 年中考英语作文预测及范文参考(10 大分类) 10 大分类 1.突发事件(自然灾害、流行疾病等) 2.身心健康 3.环境保护(水、土、大气等资源保护) 4.语言学习 5.兴趣爱好 6.写人记事 7.旅游和介绍地方 8.新生事物评价(互联网,网上购物,手机等) 9.梦想和未来 10.烦恼 【一、突发事件问题(热点)】 突发事件问题(热点) 突发事件问题是中考书面表达的热点话题, 从非典到雪灾, 从地震到甲型 HINI 流感病例( ...

大学英语六级听力词汇阅读冲刺--词汇语法篇学习啊

   学英语简单吗?肯定会有许多学生说: 难死了 难死了”。 学英语简单吗?肯定会有许多学生说:“难死了 。 为什么有好多学生对英语的学习都感到头疼呢?答案只有一个: 不得法 不得法。 为什么有好多学生对英语的学习都感到头疼呢?答案只有一个:“不得法。” 英 语与汉语一样都是一种语言,为什么你说汉语会如此流利? 语与汉语一样都是一种语言,为什么你说汉语会如此流利?那是因为你置身于 一个汉语环境中,如果你在伦敦呆上半年,保准说起英语来会非常流利。 一个汉语环境中,如果你在伦敦呆上半年,保准说起英语来 ...

动感英语151-200

   Action English(151) 动感英语(151) Movie dictionary 电影词典 property manager 道具管理员 American slang 美国俚语 chasing the skirt 追求女性 例:He never did well at university, because he was always out drinking beer and chasing the skirt. 他在大学里总是不好好学习,因为他总出去喝啤酒,还追女孩子。 Cla ...