韩山师范学院成人教育.docx

1、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）（Times New Roman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.12.

2、Three sources of knowledge.1 2.1 Experience 1 2.2 Reasoning.2 2.3 Research33. Four types of study.4 3.1 Receptive study.5 3.2 Productive study5 3.3 Critical study.6 3.4 Creative study64. Promoting dynamic interplay between study and research 7 4.1 Some possible ways of ELT practice concerning study

3、and research.7 4.2 Two approaches to mutual stimulation between study and research in ELT.85. Conclusion.8References.9Acknowledgements.10A4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: This paper first explores the significance of research in comparison to the other two sources of human knowle

4、dge (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 dept

5、h 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; English

6、language teaching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. IntroductionStudy and research are two of the most confusing

7、terms used in educational settings because they can sometimes use quite interchangeably while on other occasions they may refer to something remarkably different. When we say, “Were doing a study into how much time middle school students spend learning English”, we mean that we are doing research in

8、to 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 here is generally not interpreted as “research”. Nowadays, it is reasonably acceptable to say that students can not only study but also researc

9、h. 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 further education. In order to promote English language teaching (ELT) in schools and colleges in China, this paper will first discuss the ro

10、le 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 of educational theory and practice in ELT settings.2. Three sources of knowledge Research is one of the three major means for human beings

11、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). The role of research in the acquisition of human knowledge can hardly be understood fully without being studied in connection to that of expe

12、rience and reasoning. For the purpose of achieving a better understanding of research, the role of experience and reasoning will be considered before that of research.2.1 Experience Experience is a kind of development of personal knowledge of the world. It is regarded as an individually accumulated

13、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 clearly lie beyond this body of personal experience, it is often helpless to resort to personal experience. In the case of foreign language

14、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 the learners reliance on the personal experience in his or her first language. It is arguable that the personal experience is by no means r

15、eliable although it is sometimes helpful because it cannot guarantee smooth progress and success in foreign language learning. As for English language teaching, our experience of English examinations can be resorted to when we help our students prepare for the college entrance examination of English

16、. 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 communicative language teaching as many of them can hardly see any chance to communicate directly with native speakers of English.2.2 Reasoning

17、Reasoning 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 reasoning and the other is deductive reasoning. Inductive reasoning begins with observations and evidence of empirical regularities or empir

18、ical 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 expressions such as “three books”, “many ships”, “two minutes”, he or she may form a hypothesis that “-s” is used to indicate the idea of

19、“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 basic beliefs, theories, assumptions, propositions, and so on, the validity of which is assumed and untested (Howard 8). This is a ment

20、al 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 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

21、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 is an obvious limitation in reasoning as an activity. According to Cohen and Manion, “it reasoning was no longer related to observation a

22、nd experience and became merely a mental exercise” (3). That is to say, the credibility of reasoning, whether inductive or deductive, will be questionable once reasoning is not connected to the reality. Now consider the hypothesis that “-s” used with a countable noun indicates the idea of “two or mo

23、re” 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 day, 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 sel

24、f-correction. Similarly, the application of the word-formation rule in the previous paragraph cannot prevent learners from making unacceptable adjectives such as “*unhonest”, “*unactive”. When such errors occur, they are considered as cases of overgeneralization reflecting the limitation of inductiv

25、e 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 acquisition of human knowledge is threefold: 1) the suggestion of hypotheses; 2) the logical development of these hypotheses; and 3) the

26、clarification and interpretation of scientific findings and their synthesis into a conceptual framework (4). The implication of their remarks hints that reasoning not only directs but also constructs the development of human knowledge, including our knowledge of language and language learning and te

27、aching.2.3 Research Research can be defined from different perspectives. From the view of information processing, research refers to the process of obtaining and analysing information (Hitchcock and Hughes 5). Considering its design features, research “has been defined by Kerlinger as the systematic

28、, controlled, empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena (Cohen and Manion 4). Cohen and Manion elaborate the three advantages of research in comparison to experience and reasoning: First, research is systematic and controll

29、ed 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. Second, research is empirical because it resorts to experience for validation whereas reasoning is not empirical because of its subj

30、ective 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 has built-in mechanisms to protect researchers from error. On the other hand, the researchers procedures and results are open to publ

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