韩山师范学院成人教育.docx

韩山师范学院成人教育.docx

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韩山师范学院成人教育

韩山师范学院成人教育

学生毕业论文

（2016届）

题目（中文）※※※※※※（黑体三号加粗居中）

（英文）※※※※（TimesNewRoman四号居中）

专业：

英语班级：

系别：

外国语言文学系

姓名：

※※※学号:

指导教师：

※※副教授

韩山师范学院外语系制

诚信声明

我声明，所呈交的毕业论文是本人在老师指导下进行的研究工作及取得的研究成果。

据我查证，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，我承诺，论文中的所有内容均真实、可信。

毕业论文作者签名：

签名日期：

2015年8月30日

Contents

1.Introduction………………………………………….……………………………………1

2.Threesourcesofknowledge……………………………….………………………………1

2.1Experience………………………………………………………………………………1

2.2Reasoning……………………………………...……………………………………….2

2.3Research…………………………………………………………………………………3

3.Fourtypesofstudy…………………………….…………………………………………4

3.1Receptivestudy…………………………….……………………………………………5

3.2Productivestudy…………………………………………………………………………5

3.3Criticalstudy…………………………………………………………………………….6

3.4Creativestudy…………………………………………………………………………6

4.Promotingdynamicinterplaybetweenstudyandresearch……………………………7

4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch………………….7

4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT…..………8

5.Conclusion…...……………………………………………………………………………8

References………………………….…………………………………………………………9

Acknowledgements…………………………………………………………………………..10

A4纸打印，两端对齐，行间距1.25倍，左边距3厘米，右边距2厘米，上下边距2.5厘米。

Abstract:

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

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

Keywords:

study;research;Englishlanguageteaching

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

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.Itisbeneficialforbothteachersandstudentstointegrateresearchintotheirstudyand