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论文手册模板

本科毕业设计（论文）（宋体一号，加粗居中）

（2012届）（宋体小一，加粗居中）

题目：

（中文）

学院：

外国语学院

专业：

英语

学生姓名：

学号：

（全号）

指导教师：

职称：

合作导师：

职称：

完成时间：

20年月日

成绩：

（五级制，由学院教务办统一填）

（此页内容除特别注明外其它都用宋体小三号）

（斜体字都是提示内容，论文写作时请删去斜体字部分）

（全部用A4纸、单面打印，上、下、右边距均为2.8厘米，左边距为3.0厘米）

浙江师范大学本科毕业设计（论文）

目录

Abstractii

摘要ii

1.Introduction1

2.Threesourcesofknowledge1

2.1Experience1

2.2Reasoning2

2.3Research3

3.Fourtypesofstudy4

3.1Receptivestudy5

3.2Productivestudy5

3.3Criticalstudy6

3.4Creativestudy6

4.Promotingdynamicinterplaybetweenstudyandresearch7

4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch7

4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT7

5.Conclusion8

WorksCited9

PromotingDynamicInterplaybetweenStudy

andResearchinELTPractice

WuBenhu

Abstract:

Thispaperfirstexploresthesignificanceofresearchincomparisontotheothertwosourcesofhumanknowledge（i.e.experienceandreasoning）inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:

receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthofinformationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.

Keywords:

study;research;Englishlanguageteaching

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：

学习；研究；英语教学

PromotingDynamicInterplaybetweenStudy

andResearchinELTPractice

FLC2001（04）（English）WuBenhu

Tutor:

ChenChangyi

1.Introduction

Studyandresearcharetwoofthemostconfusingtermsusedineducationalsettingsbecausetheycansometimesusequiteinterchangeablywhileonotheroccasionstheymayrefertosomethingremarkablydifferent.Whenwesay,“We’redoingastudyintohowmuchtimemiddleschoolstudentsspendlearningEnglish”,wemeanthatwearedoingresearchintothisissue.However,inthesentence“Aftersixyearsofstudyinschool,hesuccessfullyenteredZhejiangUniversityattheageof17”,the“study”usedhereisgenerallynotinterpretedas“research”.

Nowadays,itisreasonablyacceptabletosaythatstudentscannotonlystudybutalsoresearch.Researchersneedtostudyinthecourseofresearch.Tobeteachers,theyshoulddosomeresearchwhilecontinuingtheirstudyofwhattheyareteachinginfurthereducation.InordertopromoteEnglishlanguageteaching（ELT）inschoolsandcollegesinChina,thispaperwillfirstdiscusstheroleofresearchintheacquisitionofknowledge,thenexaminethekindsofstudy,andfinallyexplorethedynamicinteractionbetweenstudyandresearchintermsofeducationaltheoryandpracticeinELTsettings.

2.Threesourcesofknowledge

Researchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmentincludingthenaturalworldandourhumansociety.Theothertwoare“experience”and“reasoning”（CohenandManion1）.Theroleofresearchintheacquisitionofhumanknowledgecanhardlybeunderstoodfullywithoutbeingstudiedinconnectiontothatofexperienceandreasoning.Forthepurposeofachievingabetterunderstandingofresearch,theroleofexperienceandreasoningwillbeconsideredbeforethatofresearch.

2.1Experience

Experienceisakindofdevelopmentofpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge（CohenandManion1）.Inaproblem-solvingsituation,peopletendtoresorttopersonalexperiencefirst.However,wheresolutionstoproblemsclearlyliebeyondthisbodyofpersonalexperience,itisoftenhelplesstoresorttopersonalexperience.

Inthecaseofforeignlanguagelearning,thelearner’snativelanguageofteninterfereswithorfacilitatesthelearningofthetargetlanguage.Thiscanbeconsideredasaclearindicationofthelearner’srelianceonthepersonalexperienceinhisorherfirstlanguage.Itisarguablethatthepersonalexperienceisbynomeansreliablealthoughitissometimeshelpfulbecauseitcannotguaranteesmoothprogressandsuccessinforeignlanguagelearning.

AsforEnglishlanguageteaching,ourexperienceofEnglishexaminationscanberesortedtowhenwehelpourstudentsprepareforthecollegeentranceexaminationofEnglish.However,itisdifficultforustoresorttoourpreviouspersonalexperiencewhenwearefacingtheproblemofhowtomotivatemiddleschoolstudentsincommunicativelanguageteachingasmanyofthemcanhardlyseeanychancetocommunicatedirectlywithnativespeakersofEnglish.

2.2Reasoning

Reasoningistheactofformingconclusions,judgementsorinferencesbythinkinginalogicalmanner.Therearetwobasictypesofreasoning:

oneisinductivereasoningandtheotherisdeductivereasoning.

Inductivereasoningbeginswithobservationsandevidenceofempiricalregularitiesorempiricalrelationships（Howard8）.Thisisamentalprocessfromanumberofspecificcasestoageneralideaunderlyingthem.WhenalearnerofEnglishcomesacrossexpressionssuchas“threebooks”,“manyships”,“twominutes”,heorshemayformahypothesisthat“-s”isusedtoindicatetheideaof“twoormore”.Itisnotdifficulttoseethatinductivereasoninginforeignlanguagelearningoftenleadstohypothesisformation.

Deductivereasoningbeginswithbasicbeliefs,theories,assumptions,propositions,andsoon,thevalidityofwhichisassumedanduntested（Howard8）.Thisisamentalactivityfromageneralideatospecificcases.Inforeignlanguagelearning,ifwelearnagrammaticalruleoraword-formationrulefirst,thenweapplyittomakeasentenceortocoinanewword.Forexample,accordingtotheEnglishword-formationrulethattheprefix“un-”andanadjectivemaycombinetoformanotheradjectivewithnegativeoroppositeforceinit:

“un-”and“happy”gotogethertoform“unhappy”withthemeaningof“nothappy”.

Thereisanobviouslimitationinreasoningasanactivity.AccordingtoCohenandManion,“it[reasoning]wasnolongerrelatedtoobservationandexperienceandbecamemerelyamentalexercise”（3）.Thatistosay,thecredibilityofreasoning,whetherinductiveordeductive,willbequestionableoncereasoningisnotconnectedtothereality.Nowconsiderthehypothesisthat“-s”usedwithacountablenounindicatestheideaof“twoormore”again.AsnotedbyQuirkandhisco-authors,“unlikesomelanguageswherepluralimplies‘twoormore’,Englishmakesthedivisionafter‘morethanone’:

onehalfday,onedayBut:

oneandahalfdays,twodays,oneortwodays”（297）.Here,itisclearthatreasoningitselfcannotguaranteeitsself-correction.Similarly,theapplicationoftheword-formationruleinthepreviousparagraphcannotpreventlearnersfrommakingunacceptableadjectivessuchas“*unhonest”,“*unactive”.Whensucherrorsoccur,theyareconsideredascasesofovergeneralizationreflectingthelimitationofinductivereasoning.

Althoughreasoninghasitsweaknesses,itscontributionstothehumanknowledgeareenormous.AsCohenandManionstate,theroleofreasoningintheacquisitionofhumanknowledgeisthreefold:

1）thesuggestionofhypotheses;2）thelogicaldevelopmentofthesehypotheses;and3）theclarificationandinterpretationofscientificfindingsandtheirsynthesisintoaconceptualframework（4）.Theimplicationoftheirremarkshintsthatreasoningnotonlydirectsbutalsoconstructsthedevelopmentofhumanknowledge,includingourknowledgeoflanguageandlanguagelearningandteaching.

2.3Research

Researchcanbedefinedfromdifferentperspectives.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）

CohenandManion’selaborationrevealsthatresearchcombinesthestrengthsofbothexperienceandreasoningwhileavoidingtheirweaknesses.Therefore,researchcanberegardedasthemostpowerfulmeanstoacquirenewknowledge.ItisbeneficialforbothteachersandstudentstointegrateresearchintotheirstudyandteachingofEnglish.

Table1.AComparisonbetweenExperience,ReasoningandResearch

Experience

Reasoning

Research

Systematicandcontrolled

×

√

√

Empirical

√

×

√

Self-correcting

×

×

√

Whenwecombineexperienceandreasoningthroughresearch,wecanref