英語專業(yè)函授本科畢業(yè)論文

1、浙江師范大學(xué)外國語學(xué)院英語專業(yè)函授本科畢業(yè)論文（ 屆）論文題目Promoting Dynamic Interplay between Study and（英文）Research in ELT Practice論文題目在英語教學(xué)中力求學(xué)習(xí)與研究的相互促進(jìn)（中文）姓 名學(xué) 號(hào)年 級(jí)教 學(xué) 點(diǎn)指導(dǎo)老師(由學(xué)院填寫)聯(lián)系地址聯(lián)系電話電子郵箱頁眉居中， Georgia小五號(hào)，正體。目 錄Abstractii摘要iiOutlineiii提綱iv1. Introduction12. Three sources of knowledge12.1 Experience12.2 Reasoning22.3 Res

2、earch33. Four types of study43.1 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 resear

3、ch in ELT75. Conclusion7Works Cited8A4紙打印，兩端對(duì)齊，行間距1.25倍頁：2行間距的設(shè)置：選“格式”“段落”在“段落”的“行距”中選“多倍行距”并在其右邊框內(nèi)輸入“1.25”。，左邊距3厘米，右邊距2.5厘米，上下邊距2.5厘米。Promoting Dynamic Interplay between Studyand Research in ELT Practice左頂格，Times New Roman小四號(hào)，黑正體。居中，Times New Roman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。Wu Benhu居中，Times New Roman

4、四號(hào)，正體。左頂格，Times New Roman小四號(hào)，正體。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

5、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-orien

6、ted research as two potential approaches to mutual stimulation between study and research in ELT practice in China.Key words: study; research; English language teachingTimes New Roman小四號(hào)，正體。關(guān)鍵詞以24個(gè)為宜，中間以分號(hào)隔開左頂格，Times New Roman小四號(hào)，黑正體。居中，宋體三號(hào)，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號(hào)。在英語教學(xué)中力求學(xué)習(xí)與研究的相互促進(jìn)居中，宋體四號(hào)，正體。吳本虎摘要

7、: 本文首先結(jié)合中國英語教學(xué)實(shí)際探討了研究在教學(xué)中的重大作用，指出它是人類知識(shí)三大來源中最重要的一項(xiàng)；然后闡述了學(xué)習(xí)的四個(gè)層次，即接受性學(xué)習(xí)、運(yùn)用性學(xué)習(xí)、評(píng)析性學(xué)習(xí)和創(chuàng)造性學(xué)習(xí)，還提出英語學(xué)習(xí)的全過程應(yīng)當(dāng)是一個(gè)在學(xué)習(xí)層次上包容性不斷提高的實(shí)踐，即能夠融匯越來越多高層次學(xué)習(xí)的過程；最后討論了學(xué)習(xí)與研究間的關(guān)系，并提出了在英語教學(xué)中實(shí)現(xiàn)學(xué)習(xí)研究相互促進(jìn)的兩種途徑，即以研究為基點(diǎn)的學(xué)習(xí)和以學(xué)習(xí)為前導(dǎo)的研究。宋體小四號(hào)，正體。關(guān)鍵詞以2-4個(gè)為宜，中間以分號(hào)隔開關(guān)鍵詞：學(xué)習(xí)；研究；英語教學(xué) 左頂格，宋體小四號(hào)，黑正體。Promoting Dynamic Interplay between Study

8、and Research in ELT Practice居中，Times New Roman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。居中，Times New Roman小三號(hào)，黑正體。Outline一級(jí)綱目左頂格1. IntroductionTimes New Roman小四號(hào)，正體。一級(jí)綱目左頂格；二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板）；三級(jí)綱目比上一級(jí)綱目再向右縮進(jìn)（縮進(jìn)距離參見模板）；依此類推。注意：同一級(jí)綱目序號(hào)標(biāo)注所用的數(shù)字或字母應(yīng)統(tǒng)一。（參見論文格式要求）2. Three sources of knowledge2.1 Experience二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板

9、）2.2 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 research4.2 Two approaches to mutual stimulation between stu

10、dy and research in ELT5. Conclusion在英語教學(xué)中力求學(xué)習(xí)與研究的相互促進(jìn)居中，宋體三號(hào)，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號(hào)。居中，宋體小三號(hào)，黑正體。提綱一級(jí)綱目左頂格1. 引言2. 知識(shí)的三大來源二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板）2.1 經(jīng)驗(yàn)宋體小四號(hào)，正體。一級(jí)綱目左頂格；二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板）；三級(jí)綱目比上一級(jí)綱目再向右縮進(jìn)（縮進(jìn)距離參見模板）；依此類推。注意：同一級(jí)綱目序號(hào)標(biāo)注所用的數(shù)字或字母應(yīng)統(tǒng)一。（參見論文格式要求）2.2 推理 2.3 研究 3. 學(xué)習(xí)的四種方式3.1 接受性學(xué)習(xí)3.2 運(yùn)用性學(xué)習(xí)3.3 評(píng)析性學(xué)習(xí)3.

11、4 創(chuàng)造性學(xué)習(xí)4. 促進(jìn)學(xué)習(xí)與研究之間相互作用的動(dòng)態(tài)過程4.1 既涉及學(xué)習(xí)又重視研究的若干英語教學(xué)方式4.2 英語教學(xué)中實(shí)現(xiàn)學(xué)習(xí)與研究相互促進(jìn)的兩條途徑5. 結(jié)語Promoting Dynamic Interplay between Study居中，Times New Roman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。and Research in ELT Practice居中，Times New Roman四號(hào)，正體。FLC 2001 (04) (English) Wu Benhu章節(jié)標(biāo)題或一級(jí)小標(biāo)題單獨(dú)占一行，左頂格，Times New Roman小四號(hào)，黑正體。Tutor: P

12、rofessor Chen Changyi1. Introduction兩端對(duì)齊，Times New Roman小四號(hào)，正體。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, “Were doing

13、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 interpret

14、ed 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 continuing their study of what they are teaching in further education. In order to

15、 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 pr

16、actice in ELT settings.2. Three sources of knowledge二級(jí)及以下各級(jí)小標(biāo)題單獨(dú)占一行，左頂格，Times New Roman小四號(hào)，正體。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

17、Manion 1)頁：1夾注的格式要求：所引文獻(xiàn)的作者在正文中不出現(xiàn)的情形：根據(jù)MLA格式，“作者的姓”加上“引文出現(xiàn)的頁碼”，不加文獻(xiàn)的出版年份。所有夾注必須跟“參考文獻(xiàn)目錄”中的文獻(xiàn)篇目完全對(duì)應(yīng)。（見MLA科研論文寫作規(guī)范第212-213頁。）. 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 pur

18、pose 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 kind of development of personal knowledge of the world. It is regarded as an individually accumulated body of knowledge (Cohen and Manio

19、n 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. In the case of foreign language learning, the learners native lan

20、guage 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 experience in his or her first language. It is arguable that the personal experience is by no means reliable although it is sometimes

21、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

22、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 ReasoningReasoning is the act of forming con

23、clusions, 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

24、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 t

25、o 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)頁：2夾注的格式要求：所引文獻(xiàn)的作者在正文中不出現(xiàn)的情形：根據(jù)MLA格式，“作者的姓”加上“引文出現(xiàn)的頁碼

26、”，不加文獻(xiàn)的出版年份。所有夾注必須跟“參考文獻(xiàn)目錄”中的文獻(xiàn)篇目完全對(duì)應(yīng)。（見MLA科研論文寫作規(guī)范第212-213頁。）. 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, accord

27、ing 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. Accor

28、ding to Cohen and Manion, “it reasoning was no longer related to observation and experience and became merely a mental exercise” (3).頁：2夾注的格式要求：所引文獻(xiàn)的作者在正文中出現(xiàn)的情形：根據(jù)MLA格式，只要列出“引文出現(xiàn)的頁碼”就可，不用加文獻(xiàn)的出版年份，也不用再列上作者的姓。（見MLA科研論文寫作規(guī)范第212-213，64頁。） That is to say, the credibility of reasoning, whether inductive o

29、r 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 more” again. As noted by Quirk and his co-authors, “unlike some languages where plural implies two or more, English makes t

30、he division after more than one: one half day, one day But: one and a half days, two days, one or two days” (297).頁：3夾注的格式要求：所引文獻(xiàn)的作者在正文中出現(xiàn)的情形：根據(jù)MLA格式，只要列出“引文出現(xiàn)的頁碼”就可，不用加文獻(xiàn)的出版年份，也不用再列上作者的姓。（見MLA科研論文寫作規(guī)范第212-213頁。） Here, it is clear that reasoning itself cannot guarantee its self-correction. Similarly

31、, 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 considered as cases of overgeneralization reflecting the limitation of inductive reasoning.Although re

32、asoning 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 hypotheses; 2) the logical development of these hypotheses; and 3) the clarification and interp

33、retation 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 knowledge, including our knowledge of language and language learning and teaching.2.3 ResearchResea

34、rch 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 design features, research “has been defined by Kerlinger as the systematic, controlled, empirical a

35、nd 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 to experience and reasoning: First, research is systematic and controlled because its operations

36、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 validation whereas reasoning is not empirical because of its subjective nature. Third, only

37、 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 examination by fellow p

38、rofessionals (Cohen and Manion 4). (See Table 1)頁：3在正文中引述表格應(yīng)稱為“Table 1”、“Table 2”等，應(yīng)避免用“this table”、“the following table”等說法。 Cohen and Manions elaboration reveals that research combines the strengths of both experience and reasoning while avoiding their weaknesses. Therefore, research can be regard

39、ed 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.Table 1.頁：4把表格保持在同一頁：先選中表格標(biāo)題和表格本身，用“格式”“段落” “換行和分頁”勾選“與下一段同頁”即可。（注意：表格的標(biāo)題在表格的上面，而插圖的標(biāo)題在插圖的下面。） A Comparison between Experience, Reaso

40、ning and ResearchExperienceReasoningResearchSystematic and controlledEmpiricalSelf-correctingWhen 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 mo

41、dify the hypotheses derived from reasoning. For example, when a learner first resorts 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 o

42、f the existing hypothesis and get the corrective feedback from the teacher. With such 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 ge

43、nerally accepted sense, study refers to the mental activities in acquiring knowledge. 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).頁：4詞典詞條的夾注

44、：將詞條在雙引號(hào)中列出，后加 “def.”，再加頁碼。（參見詞條的參考文獻(xiàn)條目。） From this definition, we can identify two kinds of study: one is receptive study mainly through 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

45、 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 Snowman 438). “Creative study” can be a potential direction in education when we accept Sternberg and Williamss advice “You can learn

46、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 tentatively developed in the ELT context.3.1 Receptive studyReceptive study occurs when you receive information from the outside wor

47、ld. 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

48、 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 pat

49、terns as well as the plot of the story. In receptive study, you may try some informed wise guesses with the help of the context of communication. However, guessing techniques are of little use in language production.In foreign language learning, there is a kind of special production for memorisation

50、 rather than for communication: it occurs when you recite a new text by repeating it again and again silently or aloud to yourself or when you write it for several times.Productive study can help learners consolidate the knowledge of the target language and develop fluency and accuracy. However, it

51、is not very helpful for the development of learners analytical skills and creative potentials if the learners are satisfied with such reproductive fluency and accuracy. In the classrooms of many middle schools, it is not difficult to see a student flip through the pages to find out the answer to the

52、 teachers question and read it aloud. Table 2 Comparing the Components of Study Plans between Successful and Unsuccessful Learners of English (Adapted from 文秋芳 58頁：5中文參考文獻(xiàn)的夾注：用漢字列出作者的姓名，后面加上頁碼，以便跟后面的參考文獻(xiàn)篇目相對(duì)應(yīng)，不要用拼音形式，以便跟參考文獻(xiàn)中的篇目相對(duì)應(yīng)。)Components of a study planSuccessful learners (5)Unsuccessful learn

53、ers (5)What55When42How51Why51Answer:Difference between themspecific/concrete/cleargeneral/abstract/vague3.3 Critical studyCritical study comes from your analysis of what you have learned. Your analysis is essentially characterised by critical thinking. As elaborated by Wood, critical thinking does n

54、ot mean to criticise or find fault. It means “to use a variety of mental activities to acquire greater understanding and insight” and “these mental activities include asking why, making comparisons and contrasts, analyzing causes and effects, or looking for problems and solutions” (Wood 305). In a c

55、lass of study skill training, the teacher presented the research findings as shown in Table 2 and then asked the students to use a pair of adjectives opposite in meaning to describe the major difference between the successful learners study plans and those of unsuccessful learners. It was difficult

56、for the students to indicate the difference with antonymous adjectives. So the teacher had to give one adjective to elicit the other from the students. This shows the demanding nature of critical thinking.3.4 Creative studyCreative study leads you from the stage of receiving and using knowledge to t

57、he stage of discovering new knowledge by research started from critical thinking. It is characterised by creative thinking, a combination of divergent thinking and convergent thinking.According to Encyclopaedia Britannica, divergent thinking is “an activity that leads to new information, or previously undiscovered solutions, rather than to a predetermined, correct solution” (“Divergent Thinking”).頁：6百科全書條目的夾注：只要將百科全書的條目放入夾注中即可。（見MLA科研論文寫作規(guī)范第215-216頁。） It is a kind of mental activity considering different perspe