论文手册模板.docx

1、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Abstract ii摘要 ii1. Introduction 12. Three s

2、ources of knowledge 12.1 Experience 12.2 Reasoning 22.3 Research 33. Four types of study 43.1 Receptive study 53.2 Productive study 53.3 Critical study 63.4 Creative study 64. Promoting dynamic interplay between study and research 74.1 Some possible ways of ELT practice concerning study and research

3、 74.2 Two approaches to mutual stimulation between study and research in ELT 75. Conclusion 8Works Cited 9Promoting Dynamic Interplay between Studyand Research in ELT PracticeWu BenhuAbstract: This paper first explores the significance of research in comparison to the other two sources of human know

4、ledge (i.e. experience and reasoning) in the context of ELT practice in China. It then elaborates the four kinds of study: receptive study, productive study, critical study and creative study, and proposes a practice of ever-advancing integration of various types of study with different levels of de

5、pth of information processing. It finally discusses possible relationships between study and research and suggests research-based study and study-oriented research as two potential approaches to mutual stimulation between study and research in ELT practice in China.Key words: study; research; Englis

6、h language teaching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Promoting Dynamic Interplay between Studyan

7、d Research in ELT PracticeFLC 2001 (04) (English) Wu BenhuTutor: Chen Changyi1. IntroductionStudy 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 differe

8、nt. When we say, “Were doing 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 he

9、re is generally not interpreted 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 f

10、urther education. In order to 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

11、 of educational theory and practice in ELT settings.2. Three sources of knowledge 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 Manion 1). T

12、he 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 purpose of achieving a better understanding of research, the role of experience and reasoning will be considered before that of re

13、search.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 Manion 1). In a problem-solving situation, people tend to resort to personal experience first. However, where solutions to problems

14、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 language often interferes with or facilitates the learning of the target language. This can be considered as a clear indication of

15、 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 helpful because it cannot guarantee smooth progress and success in foreign language learning.As for English language teaching,

16、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 to resort to our previous personal experience when we are facing the problem of how to motivate middle school students in commu

17、nicative 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 conclusions, judgements or inferences by thinking in a logical manner. There are two basic types of reasoning: one is inductive re

18、asoning and the other is deductive reasoning.Inductive reasoning begins with observations and evidence of empirical regularities or empirical relationships (Howard 8). This is a mental process from a number of specific cases to a general idea underlying them. When a learner of English comes across e

19、xpressions 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 to see that inductive reasoning in foreign language learning often leads to hypothesis formation.Deductive reasoning begins with

20、 basic beliefs, theories, assumptions, propositions, and so on, the validity of which is assumed and untested (Howard 8). 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

21、make a sentence or to coin a new word. For example, according 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 i

22、s an obvious limitation in reasoning as an activity. According to Cohen and Manion, “it reasoning was no longer related to observation and experience and became merely a mental exercise” (3). That is to say, the credibility of reasoning, whether inductive or deductive, will be questionable once reas

23、oning 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 the division after more than one: one half d

24、ay, one day But: one and a half days, two days, one or two days” (297). Here, it is clear that reasoning itself cannot guarantee its self-correction. Similarly, the application of the word-formation rule in the previous paragraph cannot prevent learners from making unacceptable adjectives such as “*

25、unhonest”, “*unactive”. When such errors occur, they are considered as cases of overgeneralization reflecting the limitation of inductive reasoning.Although reasoning has its weaknesses, its contributions to the human knowledge are enormous. As Cohen and Manion state, the role of reasoning in the ac

26、quisition of human knowledge is threefold: 1) the suggestion of hypotheses; 2) the logical development of these hypotheses; and 3) the clarification and interpretation of scientific findings and their synthesis into a conceptual framework (4). The implication of their remarks hints that reasoning no

27、t only directs but also constructs the development of human knowledge, including our knowledge of language and language learning and teaching.2.3 ResearchResearch can be defined from different perspectives. From the view of information processing, research refers to the process of obtaining and anal

28、ysing information (Hitchcock and Hughes 5). Considering its design features, research “has been defined by Kerlinger as the systematic, controlled, empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena (Cohen and Manion 4).Cohen and Ma

29、nion elaborate the three advantages of research in comparison to experience and reasoning: First, research is systematic and controlled because its operations are based on reasoning whereas experience cannot be systematic and self-correcting because of its haphazard manner in dealing with a problem.

30、 Second, research is empirical because it resorts to experience for validation whereas reasoning is not empirical because of its subjective nature. Third, only research is self-corrective. This self-corrective functioning is guaranteed in two ways. On the one hand, the scientific method of research

31、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 professionals (Cohen and Manion 4). (See Table 1)Cohen and Manions elaboration reveals that research combines the strengths of both experience

32、 and reasoning while avoiding their weaknesses. Therefore, research can be regarded 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. A Comparison between Experience, Reasoning and ResearchExperienceReasoningResearchSystematic and controlledEmpiricalSelf-correctingWhen we combine experience and reasoning through research, we can ref