论文样板1Word文档格式.docx

论文样板1Word文档格式.docx

《论文样板1Word文档格式.docx》由会员分享，可在线阅读，更多相关《论文样板1Word文档格式.docx（11页珍藏版）》请在冰豆网上搜索。

学号

指导老师

（填写时字体为小四号宋体字，加粗）

大家仔细看我的说明，我的文章时间因为关系没有插入页码，只是给你们一个参考。

大家不要忘记插入页码。

看右面说明如何插入页码

郑重声明

本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有剿窃、抄袭等违反学术道德、学术规范的侵权行为，否则本人愿意承担由此产生的一切法律责任和法律后果，特此郑重声明。

学位论文作者（签名）

年月日

（A4纸打印，两端对齐，行间距1.5倍（引文1倍行距），左边距2.5厘米，右边距1.5厘米，上下边距各2.5厘米。

页眉1.5cm,页脚1.75cm）

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

Contents

PartOne.Introduction2

PartTwo.Threesourcesofknowledge2

2.1Experience2

2.2Reasoning3

2.3Research4

PartThree.Fourtypesofstudy6

3.1Receptivestudy6

3.2Productivestudy6

3.3Criticalstudy7

3.4Creativestudy7

PartFour.Promotingdynamicinterplaybetweenstudyandresearch9

4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch9

4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT9

PartFive.Conclusion10

Bibliograpy11

PromotingDynamicInterplaybetweenStudy

andResearchinELTPractice

PartI.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.

PartII.Threesourcesofknowledge

Researchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmentincludingthenaturalworldandourhumansociety.Theothertwoare“experience”and“reasoning”（CohenandManion，1989）.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”（CohenandManion，1989：

67）.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

Whenwecombineexperie