1、英语学位论文模板广东外语外贸大学英语本科学位论文( 201 届 )论文题目Promoting Dynamic Interplay between Study (英文) and Research in ELT Practice论文题目在英语教学中力求学习与研究的相互促进(中文) 专 业学院 继教(公开)学院 英语准考证号班级自考 作者姓名指导老师 完稿时间 成绩 A4纸打印,两端对齐,行间距1.25倍,左边距3厘米,右边距2.5厘米,上下边距2.5厘米。Promoting Dynamic Interplay between Studyand Research in ELT PracticeWu
2、BenhuAbstract: This paper first explores 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 c
3、reative study, and proposes a practice 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 potenti
4、al approaches to mutual stimulation between study and research in ELT practice in China.Key words: study; research; English 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
5、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 Contents1. Introduction 22. Three sources of knowledge 22.1 Experience 22.2 Reasoning 32.3 Research 43. Four types of study 53.1 Receptive study 53.2 Productive study 53.3 Critical study 63.4 Creative study 64. Promotin
6、g dynamic interplay between study and research 84.1 Some possible ways of ELT practice concerning study and research 84.2 Two approaches to mutual stimulation between study and research in ELT 85. Conclusion 8Works Cited 9Promoting Dynamic Interplay between Study and Research in ELT PracticeGuangdon
7、g University of Foreign Studies 2001 XXXTutor: Professor YYY1. 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 different. When we say,
8、“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 here is generally n
9、ot 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 further education
10、. 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 of educational
11、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). The role of resea
12、rch 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 research.2.1 Exper
13、ience Experience 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 clearly lie bey
14、ond 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 the learners r
15、eliance 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, our experience
16、 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 communicative langu
17、age teaching as many of them can hardly see any chance to communicate directly 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 t
18、he 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 expressions s
19、uch 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 basic beli
20、efs, 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 make a sent
21、ence 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 is an obviou
22、s 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 reasoning is no
23、t 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 day, one day
24、 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 “*unhonest”,
25、“*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 acquisition
26、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 not only dir
27、ects but also constructs the development of human 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 inf
28、ormation (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 Manion ela
29、borate 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. Second,
30、 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 has buil
31、t-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 and re
32、asoning 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-correcting When we combine experience and reasoning t
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