1、英语专业函授本科毕业论文师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XX学 号年 级教 学 点指导教师(由学院填写) 联系电子Abstractii摘要iiOutlineiii提纲iv1. Introduction12. Three sources of knowledge12.1 Experience12.2 Reasoning22.3 Research33. Four types of study
2、43.1 Receptive study43.2 Productive study43.3 Critical study53.4 Creative study54. Promoting dynamic interplay between study and research74.1 Some possible ways of ELT practice concerning study and research74.2 Two approaches to mutual stimulation between study and research in ELT75. Conclusion7Work
3、s Cited8A4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 Studyand Researchin ELT PracticeWu BenhuAbstract: This paper first explores the significance of research in parison to the other two sources of human knowledge (i.e. experience and reasoning) in the context of
4、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 poss
5、ible 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
6、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，即承受性学习、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Promoting Dynamic Interplay between Study and Researchin ELT PracticeOutline1.Introduction2.Three
7、sources of knowledge2.1Experience2.2Reasoning2.3Research3.Four types of study3.1Receptive study3.2Productive study3.3Critical study3.4Creative study4.Promoting dynamic interplay between study and research4.1Some possible ways of ELT practice concerning study and research4.2Two approaches to mutual s
8、timulation between study and research in ELT5.Conclusion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经历2.2推理 2.3研究 3.学习的四种方式3.1承受性学习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假设干英语教学方式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Promoting Dynamic Interplay between Studyand Researchin ELT PracticeFLC 2001 (04)
9、(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 quite interchangeably while on other occasions they may refer to something remarkably different. When we say, “Were doing a
10、 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 a
11、s “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 study of what they are teaching in further education. In order to prom
12、ote 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 practic
13、e 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 acquisiti
14、on 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 ExperienceExperience is a
15、 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 pers
16、onal experience, it is often helpless 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 person
17、al 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 examinatio
18、ns 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 municative language teaching as many of t
19、hem can hardly see any chance to municate 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 reasoni
20、ng.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 es across expressions such as “three books, “many ships,
21、 “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, proposition
22、s, 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
23、, according to the English word-formation rule that the prefix “un- and an adjective may bine 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. Accor
24、ding 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 hyp
25、othesis that “-s used with a countable noun indicates the idea of “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
26、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 conside
27、red 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 of
28、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 know
29、ledge, 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 desig
30、n 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 parison to exp
31、erience 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 experience for
32、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 the other hand, the researchers procedures and results are open to public examinati
