论文样板1Word文档格式.docx

1、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: This paper first explor

2、es the significance of research in comparison to the other two sources of human knowledge （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

3、 of ever-advancing integration of various types of study with different levels of depth 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 be

4、tween study and research in ELT practice in China.Key words: study; research; English 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

5、为前导的研究。关键词：学习；研究；英语教学 ContentsPart One. Introduction 2Part Two. Three sources of knowledge 22.1 Experience 22.2 Reasoning 32.3 Research 4Part Three. Four types of study 63.1 Receptive study 63.2 Productive study 63.3 Critical study 73.4 Creative study 7Part Four. Promoting dynamic interplay between

6、study and research 94.1 Some possible ways of ELT practice concerning study and research 94.2 Two approaches to mutual stimulation between study and research in ELT 9Part Five. Conclusion 10Bibliograpy 11Promoting Dynamic Interplay between Study and Research in ELT PracticePart I. IntroductionStudy

7、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 different. When we say, “Were doing a study into how much time middle school students spend learning Engl

8、ish”, 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 here is generally not interpreted as “research”. Nowadays, it is reasonably acceptable to say that s

9、tudents 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 further education. In order to promote English language teaching （ELT） in schools and colleges in

10、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 of educational theory and practice in ELT settings.Part II. Three sources of knowledge Research

11、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，1989）. The role of research in the acquisition of human knowledge can hardly be understood fully

12、 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 research.2.1 Experience Experience is a kind of development of personal knowledge of the w

13、orld. 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 clearly lie beyond this body of personal experience, it is often helpless to resort to

14、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 the learners reliance on the personal experience in his or her first language. It is a

15、rguable 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, our experience of English examinations can be resorted to when we help our students pr

16、epare 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 communicative language teaching as many of them can hardly see any chance to communicate di

17、rectly with native speakers of English.2.2 Reasoning 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 observa

18、tions 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 expressions such as “three books”, “many ships”, “two minutes”, he or she may form a

19、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 basic beliefs, theories, assumptions, propositions, and so on, the validity of whi

20、ch 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 make a sentence or to coin a new word. For example, according to the English word-f

21、ormation 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 is an obvious limitation in reasoning as an activity. According to Cohen and Manion,

22、 “it reasoning was no longer related to observation and experience and became merely a mental exercise” （Cohen and Manion，1989：67）. 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 hypo

23、thesis 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 day, one day But: one and a half days, two days, one or two d

24、ays” （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 “*unhonest”, “*unactive”. When such errors occur, they are con

25、sidered 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 acquisition of human knowledge is threefold: 1） the suggestio

26、n 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 not only directs but also constructs the development of human

27、 knowledge, including our knowledge of language and language learning and teaching.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 it

28、s 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 Manion elaborate the three advantages of research in compar

29、ison 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. Second, research is empirical because it resorts to expe

30、rience 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 has built-in mechanisms to protect researchers from error

31、. 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 and reasoning while avoiding their weaknesses. Therefor

32、e, 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-correcting When we combine experie