英語專業(yè)函授本科畢業(yè)論文

PromotingDynamicInterplaybetweenStudyandResearchinELTPracticePAGEPAGEi浙江師范大學外國語學院英語專業(yè)函授本科畢業(yè)論文（屆）論文題目PromotingDynamicInterplaybetweenStudyand（英文）ResearchinELTPractice論文題目在英語教學中力求學習與研究的相互促進（中文）姓名學號年級教學點指導老師(由學院填寫)聯(lián)系地址聯(lián)系電話電子郵箱頁眉頁眉居中，Georgia小五號，正體。目錄Abstract ii摘要 iiOutline iii提綱 iv1.Introduction 12.Threesourcesofknowledge 12.1Experience 12.2Reasoning 22.3Research 33.Fourtypesofstudy 43.1Receptivestudy 43.2Productivestudy 43.3Criticalstudy 53.4Creativestudy 54.Promotingdynamicinterplaybetweenstudyandresearch 74.1SomepossiblewaysofELTpracticeconcerningstudyandresearch 74.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT 75.Conclusion 7WorksCited 8

A4紙打印，兩端對齊，行間距1.25倍PAGE\#"'頁：'#'

'"行間距的設(shè)置：選PAGE\#"'頁：'#'

'"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”。PromotingDynamicInterplaybetweenStudyandResearchinELTPractice左頂格，TimesNewRoman小四號，黑正體。居中，TimesNewRoman三號，黑正體。如有副標題，用冒號將主、副標題隔開。WuBenhu左頂格，TimesNewRoman小四號，黑正體。居中，TimesNewRoman三號，黑正體。如有副標題，用冒號將主、副標題隔開。居中，TimesNewRoman四號，正體。居中，TimesNewRoman四號，正體。左頂格，TimesNewRoman小四號，正體。Abstract:Thispaperfirstexploresthesignificanceofresearchincomparisontotheothertwosourcesofhumanknowledge(i.e.experienceandreasoning)inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthofinformationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.左頂格，TimesNewRoman小四號，正體。Keywords:study;research;EnglishlanguageteachingTimesNewRoman小四號，正體。關(guān)鍵詞以2—TimesNewRoman小四號，正體。關(guān)鍵詞以2—4個為宜，中間以分號隔開左頂格，TimesNewRoman小四號，黑正體。居中，宋體三號，黑正體。如有副標題，另起一行，居中，前加破折號。在英語教學中力求學習與研究的相互促進居中，宋體三號，黑正體。如有副標題，另起一行，居中，前加破折號。居中，宋體四號，正體。吳本虎居中，宋體四號，正體。摘要:本文首先結(jié)合中國英語教學實際探討了研究在教學中的重大作用，指出它是人類知識三大來源中最重要的一項；然后闡述了學習的四個層次，即接受性學習、運用性學習、評析性學習和創(chuàng)造性學習，還提出英語學習的全過程應(yīng)當是一個在學習層次上包容性不斷提高的實踐，即能夠融匯越來越多高層次學習的過程；最后討論了學習與研究間的關(guān)系，并提出了在英語教學中實現(xiàn)學習研究相互促進的兩種途徑，即以研究為基點的學習和以學習為前導的研究。宋體小四號，正體。關(guān)鍵詞以2-4個為宜，中間以分號隔開關(guān)鍵詞：學習；研究；英語教學宋體小四號，正體。關(guān)鍵詞以2-4個為宜，中間以分號隔開左頂格，宋體小四號，黑正體。

PromotingDynamicInterplaybetweenStudy左頂格，宋體小四號，黑正體。andResearchinELTPractice居中，TimesNewRoman三號，黑正體。如有副標題，用冒號將主、副標題隔開。居中，TimesNewRoman三號，黑正體。如有副標題，用冒號將主、副標題隔開。居中，TimesNewRoman小三號，黑正體。Outline居中，TimesNewRoman小三號，黑正體。一級綱目左頂格一級綱目左頂格IntroductionTimesNewRoman小四號，正體。一級綱目左頂格；TimesNewRoman小四號，正體。一級綱目左頂格；二級綱目向右縮進（縮進距離參見模板）；三級綱目比上一級綱目再向右縮進（縮進距離參見模板）；依此類推。注意：同一級綱目序號標注所用的數(shù)字或字母應(yīng)統(tǒng)一。（參見論文格式要求）Experience二級綱目向右縮進（縮進距離參見模板）Reasoning二級綱目向右縮進（縮進距離參見模板）ResearchFourtypesofstudyReceptivestudyProductivestudyCriticalstudyCreativestudyPromotingdynamicinterplaybetweenstudyandresearchSomepossiblewaysofELTpracticeconcerningstudyandresearchTwoapproachestomutualstimulationbetweenstudyandresearchinELTConclusion

在英語教學中力求學習與研究的相互促進居中，宋體三號，黑正體。如有副標題，另起一行，居中，前加破折號。居中，宋體三號，黑正體。如有副標題，另起一行，居中，前加破折號。居中，宋體小三號，黑正體。居中，宋體小三號，黑正體。提綱一級綱目左頂格引言一級綱目左頂格知識的三大來源二級綱目向右縮進（縮進距離參見模板）經(jīng)驗二級綱目向右縮進（縮進距離參見模板）宋體小四號，正體。一級綱目左頂格；宋體小四號，正體。一級綱目左頂格；二級綱目向右縮進（縮進距離參見模板）；三級綱目比上一級綱目再向右縮進（縮進距離參見模板）；依此類推。注意：同一級綱目序號標注所用的數(shù)字或字母應(yīng)統(tǒng)一。（參見論文格式要求）研究學習的四種方式接受性學習運用性學習評析性學習創(chuàng)造性學習促進學習與研究之間相互作用的動態(tài)過程既涉及學習又重視研究的若干英語教學方式英語教學中實現(xiàn)學習與研究相互促進的兩條途徑結(jié)語PromotingDynamicInterplaybetweenStudy居中，TimesNewRoman三號，黑正體。如有副標題，用冒號將主、副標題隔開。andResearchinELTPractice居中，TimesNewRoman三號，黑正體。如有副標題，用冒號將主、副標題隔開。居中，TimesNewRoman四號，正體。FLC2001(04)(English)WuBenhu居中，TimesNewRoman四號，正體。章節(jié)標題或一級小標題單獨占一行，左頂格，TimesNewRoman小四號，黑正體。Tutor:ProfessorChenChangyi章節(jié)標題或一級小標題單獨占一行，左頂格，TimesNewRoman小四號，黑正體。1.Introduction兩端對齊，TimesNewRoman小四號，正體。Studyandresearcharetwoofthemostconfusingtermsusedineducationalsettingsbecausetheycansometimesusequiteinterchangeablywhileonotheroccasionstheymayrefertosomethingremarkablydifferent.Whenwesay,“We’redoingastudyintohowmuchtimemiddleschoolstudentsspendlearningEnglish”,wemeanthatwearedoingresearchintothisissue.However,inthesentence“Aftersixyearsofstudyinschool,hesuccessfullyenteredZhejiang兩端對齊，TimesNewRoman小四號，正體。Nowadays,itisreasonablyacceptabletosaythatstudentscannotonlystudybutalsoresearch.Researchersneedtostudyinthecourseofresearch.Tobeteachers,theyshoulddosomeresearchwhilecontinuingtheirstudyofwhattheyareteachinginfurthereducation.InordertopromoteEnglishlanguageteaching(ELT)inschoolsandcollegesinChina,thispaperwillfirstdiscusstheroleofresearchintheacquisitionofknowledge,thenexaminethekindsofstudy,andfinallyexplorethedynamicinteractionbetweenstudyandresearchintermsofeducationaltheoryandpracticeinELTsettings.2.Threesourcesofknowledge二級及以下各級小標題單獨占一行，左頂格，TimesNewRoman小四號，正體。 Researchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmentincludingthenaturalworldandourhumansociety.Theothertwoare“experience”and“reasoning”(CohenandManion1)PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻的作者在正文中不出現(xiàn)的情形：根據(jù)MLA格式，“二級及以下各級小標題單獨占一行，左頂格，TimesNewRoman小四號，正體。PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻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”，不加文獻的出版年份。所有夾注必須跟“參考文獻目錄”中的文獻篇目完全對應(yīng)。（見《MLA科研論文寫作規(guī)范》第212-213頁。）2.1ExperienceExperienceisakindofdevelopmentofpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge(CohenandManion1).Inaproblem-solvingsituation,peopletendtoresorttopersonalexperiencefirst.However,wheresolutionstoproblemsclearlyliebeyondthisbodyofpersonalexperience,itisoftenhelplesstoresorttopersonalexperience.Inthecaseofforeignlanguagelearning,thelearner’snativelanguageofteninterfereswithorfacilitatesthelearningofthetargetlanguage.Thiscanbeconsideredasaclearindicationofthelearner’srelianceonthepersonalexperienceinhisorherfirstlanguage.Itisarguablethatthepersonalexperienceisbynomeansreliablealthoughitissometimeshelpfulbecauseitcannotguaranteesmoothprogressandsuccessinforeignlanguagelearning.AsforEnglishlanguageteaching,ourexperienceofEnglishexaminationscanberesortedtowhenwehelpourstudentsprepareforthecollegeentranceexaminationofEnglish.However,itisdifficultforustoresorttoourpreviouspersonalexperiencewhenwearefacingtheproblemofhowtomotivatemiddleschoolstudentsincommunicativelanguageteachingasmanyofthemcanhardlyseeanychancetocommunicatedirectlywithnativespeakersofEnglish.2.2ReasoningReasoningistheactofformingconclusions,judgementsorinferencesbythinkinginalogicalmanner.Therearetwobasictypesofreasoning:oneisinductivereasoningandtheotherisdeductivereasoning.Inductivereasoningbeginswithobservationsandevidenceofempiricalregularitiesorempiricalrelationships(Howard8).Thisisamentalprocessfromanumberofspecificcasestoageneralideaunderlyingthem.WhenalearnerofEnglishcomesacrossexpressionssuchas“threebooks”,“manyships”,“twominutes”,heorshemayformahypothesisthat“-s”isusedtoindicatetheideaof“twoormore”.Itisnotdifficulttoseethatinductivereasoninginforeignlanguagelearningoftenleadstohypothesisformation.Deductivereasoningbeginswithbasicbeliefs,theories,assumptions,propositions,andsoon,thevalidityofwhichisassumedanduntested(Howard8)PAGE\#"'頁：'#'

'"夾注的格式要求PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻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”，不加文獻的出版年份。所有夾注必須跟“參考文獻目錄”中的文獻篇目完全對應(yīng)。（見《MLA科研論文寫作規(guī)范》第212-213頁。）Thereisanobviouslimitationinreasoningasanactivity.AccordingtoCohenandManion,“it[reasoning]wasnolongerrelatedtoobservationandexperienceandbecamemerelyamentalexercise”(3).PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻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。）Thatistosay,thecredibilityofreasoning,whetherinductiveordeductive,willbequestionableoncereasoningisnotconnectedtothereality.Nowconsiderthehypothesisthat“-s”usedwithacountablenounindicatestheideaof“twoormore”again.AsnotedbyQuirkandhisco-authors,“unlikesomelanguageswherepluralimplies‘twoormore’,Englishmakesthedivisionafter‘morethanone’:onehalfday,onedayBut:PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻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。）PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻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。）Althoughreasoninghasitsweaknesses,itscontributionstothehumanknowledgeareenormous.AsCohenandManionstate,theroleofreasoningintheacquisitionofhumanknowledgeisthreefold:1)thesuggestionofhypotheses;2)thelogicaldevelopmentofthesehypotheses;and3)theclarificationandinterpretationofscientificfindingsandtheirsynthesisintoaconceptualframework(4).Theimplicationoftheirremarkshintsthatreasoningnotonlydirectsbutalsoconstructsthedevelopmentofhumanknowledge,includingourknowledgeoflanguageandlanguagelearningandteaching.2.3ResearchResearchcanbedefinedfromdifferentperspectives.Fromtheviewofinformationprocessing,researchreferstotheprocessofobtainingandanalysinginformation(HitchcockandHughes5).Consideringitsdesignfeatures,research“hasbeendefinedbyKerlingerasthesystematic,controlled,empiricalandcriticalinvestigationofhypotheticalpropositionsaboutthepresumedrelationsamongnaturalphenomena(CohenandManion4).CohenandManionelaboratethethreeadvantagesofresearchincomparisontoexperienceandreasoning:First,researchissystematicandcontrolledbecauseitsoperationsarebasedonreasoningwhereasexperiencecannotbesystematicandself-correctingbecauseofitshaphazardmannerindealingwithaproblem.Second,researchisempiricalbecauseitresortstoexperienceforvalidationwhereasreasoningisnotempiricalbecauseofitssubjectivenature.Third,onlyresearchisself-corrective.Thisself-correctivefunctioningisguaranteedintwoways.Ontheonehand,thescientificmethodofresearchhasbuilt-inmechanismstoprotectresearchersfromerror.Ontheotherhand,theresearcher’sproceduresandresultsareopentopublicexaminationbyfellowprofessionals(CohenandManion4).(SeeTable1)PAGE\#"'頁：'#'

'"PAGE\#"'頁：'#'

'"在正文中引述表格應(yīng)稱為“Table1”、“Table2”等，應(yīng)避免用“thistable”、“thefollowingtable”等說法。CohenandManion’selaborationrevealsthatresearchcombinesthestrengthsofbothexperienceandreasoningwhileavoidingtheirweaknesses.Therefore,researchcanberegardedasthemostpowerfulmeanstoacquirenewknowledge.ItisbeneficialforbothteachersandstudentstointegrateresearchintotheirstudyandteachingofEnglish.Table1.PAGE\#"'頁：'#'

'"把表格保持在同一頁PAGE\#"'頁：'#'

'"把表格保持在同一頁：先選中表格標題和表格本身，用“格式”→“段落”→“換行和分頁”→勾選“與下一段同頁”即可。（注意：表格的標題在表格的上面，而插圖的標題在插圖的下面。）ExperienceReasoningResearchSystematicandcontrolled×√√Empirical√×√Self-correcting××√Whenwecombineexperienceandreasoningthroughresearch,wecanreflectonexperiencetoformhypothesesthroughreasoningand,atthesametime,obtainempiricalevidencethroughexperiencetotestandmodifythehypothesesderivedfromreasoning.Forexample,whenalearnerfirstresortstoinductivereasoningtoformthehypothesisthat“-s”indicatestheideaof“twoormore”.Later,thelearnermayhappentoproduceoutputsuchas“*oneandahalfhour”throughdeductivereasoningonthebasisoftheexistinghypothesisandgetthecorrectivefeedbackfromtheteacher.Withsuchfeedbackasnegativeempiricalevidence,heorshewouldmodifytheexistinghypothesistoreachtheconclusionthat“Englishmakesthedivisionafter‘morethanone’”(Quirketal.297).3.FourtypesofstudyInagenerallyacceptedsense,studyreferstothementalactivitiesinacquiringknowledge.AccordingtoTheRandomHouseDictionaryoftheEnglishLanguage,“study”means“applicationofthemindtotheacquisitionofknowledge,asbyreading,investigation,orreflection”(“Study,”def.1888).PAGE\#"'頁：'#'

'"詞典詞條的夾注：將詞條在雙引號中列出，后加“PAGE\#"'頁：'#'

'"詞典詞條的夾注：將詞條在雙引號中列出，后加“def.”，再加頁碼。（參見詞條的參考文獻條目。）Moretypesofstudycanberecognisedwhenwemakereferencetodifferenteducationaltheoreticalsources.“Productivestudy”isproposedheretodeveloptheeducationalidea“Usewhatyouhavejustreadtolearnwhatyouhavejustread”(BiehlerandSnowman438).“Creativestudy”canbeapotentialdirectionineducationwhenweacceptSternbergandWilliams’sadvice“Youcanlearnandteachcreativethinking”and“developcreativityinyourself,inyourstudents,andinyourcolleaguesandstaffmembers”(1).Inthissection,theseideaswillbetentativelydevelopedintheELTcontext.3.1ReceptivestudyReceptivestudyoccurswhenyoureceiveinformationfromtheoutsideworld.Inthecaseofforeignlanguagelearning,successfulreceptivestudyisexpectedtobebasedonKrashen’s“morecomprehensibleinput”(39)andAusubel’s“meaningfulreceptionlearning”(Hohn224).Here,meaningfulcommunicationisthekeytosuccess.Inreceptivestudy,youselectandtakeinwhatisnewandmeaningfultoyou.3.2ProductivestudyProductivestudyoccurswhenyouusewhatyouhavelearned.Thisismoredemandingbecauseitresultsfromyourrecallingwhatyouhavelearned.Forexample,ifyouwanttoretellastoryinEnglish,youhavetomemoriseenoughwordsandsentencepatternsaswellastheplotofthestory.Inreceptivestudy,youmaytrysomeinformedwiseguesseswiththehelpofthecontextofcommunication.However,guessingtechniquesareoflittleuseinlanguageproduction.Inforeignlanguagelearning,thereisakindofspecialproductionformemorisationratherthanforcommunication:itoccurswhenyoureciteanewtextbyrepeatingitagainandagainsilentlyoraloudtoyourselforwhenyouwriteitforseveraltimes.Productivestudycanhelplearnersconsolidatetheknowledgeofthetargetlanguageanddevelopfluencyandaccuracy.However,itisnotveryhelpfulforthedevelopmentoflearners’analyticalskillsandcreativepotentialsifthelearnersaresatisfiedwithsuchreproductivefluencyandaccuracy.Intheclassroomsofmanymiddleschools,itisnotdifficulttoseeastudentflipthroughthepagestofindouttheanswertotheteacher’squestionandreaditaloud.Table2ComparingtheComponentsofStudyPlansbetweenSuccessfulandUnsuccessfulLearnersofEnglish(Adaptedfrom文秋芳58PAGE\#"'頁：'#'

'"中文參考文獻的夾注PAGE\#"'頁：'#'

'"中文參考文獻的夾注：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篇目相對應(yīng)，不要用拼音形式，以便跟參考文獻中的篇目相對應(yīng)。ComponentsofastudyplanSuccessfullearners(5)Unsuccessfullearners(5)What55When42How51Why51Answer:Differencebetweenthemspecific/concrete/cleargeneral/abstract/vague3.3CriticalstudyCriticalstudycomesfromyouranalysisofwhatyouhavelearned.Youranalysisisessentiallycharacterisedbycriticalthinking.AselaboratedbyWood,criticalthinkingdoesnotmeantocriticiseorfindfault.Itmeans“touseavarietyofmentalactivitiestoacquiregreaterunderstandingandinsight”and“thesementalactivitiesincludeaskingwhy,makingcomparisonsandcontrasts,analyzingcausesandeffects,orlookingforproblemsandsolutions”(Wood305).Inaclassofstudyskilltraining,theteacherpresentedtheresearchfindingsasshowninTable2andthenaskedthestudentstouseapairofadjectivesoppositeinmeaningtodescribethemajordifferencebetweenthesuccessfullearners’studyplansandthoseofunsuccessfullearners.Itwasdifficultforthestudentstoindicatethedifferencewithantonymousadjectives.Sotheteacherhadtogiveoneadjectivetoelicittheotherfromthestudents.Thisshowsthedemandingnatureofcriticalthinking.3.4CreativestudyCreativestudyleadsyoufromthestageofreceivingandusingknowledgetothestageofdiscoveringnewknowledgebyresearchstartedfromcriticalthinking.Itischaracterisedbycreativethinking,acombinationofdivergentthinkingandconvergentthinking.AccordingtoEncyclopaediaBritannica,divergentthinkingis“anactivitythatleadstonewinformation,orpreviouslyundiscoveredsolutions,ratherthantoapredetermined,correctsolution”(“DivergentThinking”).PAGE\#"'頁：'#'

'"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。）PAGE\#"'頁：'#'

'"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。）Convergentthinkingisanactivitywhichresortsto“one’sabilitiestoassembleandorganizeinformation”andtriestoreach“adefinedgoalintheachievementofaneffectivesolutiontoaproblem”bymakinguseof“thecomponentsofone’spastandpresentexperienceinorganizingordirectingone’sresponse”(“ConvergentThinking”).Inthecaseofusingthetargetlanguage,thelearnermayselectthemostappropriatelinguisticmeansfromhisorherinterlinguisticrepertoiretoperformacertaincommunicationtasksuchasorganisinghisorherargumentsinachallengingdebate.ReceptivestudyProductivestudyCriticalstudyCreativestudyJunior1Junior2Junior3Senior1Senior2Senior3College1College2Figure1.TheEver-advancingIntegrationofDifferentTypesofStudyPAGE\#"'頁：'#'

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'"插圖的標題置于插圖的下面。Intheproblem-solvingsituation,divergentthinkingwillresultinnewinformationandanumberofpreviouslyundiscoveredsolutions.Andsubsequently,convergentthinkingwillplayitsroletoanalyzeandsynthesizesuchnewly-acquiredinformationinthecontextoftheexistingknowledgeandworkoutonepracticalsolutiononthebasisoftheenrichedorrestructuredknowledgesystemwhichintegratesthenewinformationwiththepreviouslyexistingknowledgebase.Consideringtheforeignlanguagelearningexperienceasadevelopmentalprocess,wecanreasonablyarguethatthisprocessisoneoftheever-advancingintegrationofdifferenttypesofstudy.(SeeFigure1)4.Promotingdynamicinterplaybetweenstudyandresearch4.1SomepossiblewaysofELTpracticeconcerningstudyandresearchBeforeweproposetheactionofpromotingdynamicinterplaybetweenstudyandresearch,weneedfirsttoconsiderthreepossiblewaysofELTpractice:1)“studywithoutresearch”,2)“researchwithoutstudy”,and3)“studyplusresearch”.IfourELTpracticeisakindofstudywithoutresearch,itwillconsequentlypreventusfrombecomingefficientadvancedlearnersandusersofthetargetlanguage.Ifitisoneofresearchwithoutstudy,itwillsubsequentlypreventusfromachievinggreaterprogressorsuccessinresearch.OnlywithanELTpracticeinthemutualstimulationofstudyandresearchcanweeventuallybecomemoreefficientadvancedlearnersofEnglishandhighlysuccessfulresearchersinEnglishlanguagelearningandteaching.4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELTYoumaystarteitherwithstudyorwithresearch.Whateveryoustartwith,youareexpectedtofollowtheprinciple“Donotforgetresearchwhilestudyinganddonotabandonstudywhiledoingresearch”.Thisprinciplesuggeststwoapproachestomutualstimulationbetweenstudyandresearch:oneisresearch-basedstudyandtheotherisstudy-orientedresearch.Whenyouareengagedinresearch-basedstudy,youareadvisedtotakethefollowingguidelinesintoconsideration:(1)Goonindependentthinkingtofindproblemswheneveryoustudy.(2)Resorttocriticalthinkingtoanalysetheproblemwhereveryouhaveone.(3)Startcreativethinkingtosolvetheproblemhoweverdifficultitis.Whenyouareconductingstudy-orientedresearch,youwillbebenefitedfromthefollowingtips:1)Returntostudywhenyouarenotclearaboutsomefactsinresearch.2)Resumeyourstudywhenyouhavenoguidingprincipleinresearch.3)Furtheryourstudywhenyouhaveaccomplishedyourresearchproject.5.ConclusionTheabovediscussionofstudyandresearchandtherelationshipbetweenthemisbynomeanscomprehensivebutitcanserveourpurposetoimproveELTpracticeasapointofdeparture.Theideaof“promotingdynamicinterplaybetweenstudyan