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关于参考文献论文范文检索,与商务英语专业毕业文模板相关论文摘要
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广东外语外贸大学
商务英语本科毕业论文
(200届)
论文题目PromotingDynamicInterplaybetweenStudy
(英文)andResearchinELTPractice
论文题目在英语教学中力求学习与研究的相互促进
(中文)
继教(公开)学院商务英语
自考
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.
PromotingDynamicInterplaybetweenStudy
andResearchinELTPractice
WuBenhu
Abstract:Thispaperfirstexploresthesignificanceofresearchinparisontotheothertwosourcesofhumanknowledge(i.e.experienceandreasoning)inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthofinformationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.
Keywords:study,research,Englishlanguageteaching
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
Contents
1.Introduction2
2.Threesourcesofknowledge2
2.1Experience2
2.2Reasoning3
2.3Research4
3.Fourtypesofstudy5
3.1Receptivestudy5
3.2Productivestudy5
3.3Criticalstudy6
3.4Creativestudy6
4.Promotingdynamicinterplaybetweenstudyandresearch8
4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch8
4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT8
5.Conclusion8
WorksCited9
PromotingDynamicInterplaybetweenStudy
andResearchinELTPractice
GuangdongUniversityofForeignStudies2001XXX
Tutor:ProfessorYYY
1.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.
2.Threesourcesofknowledge
Researchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmentincludingthenaturalworldandourhumansociety.Theothertwoare"experience"and"reasoning"(CohenandManion1).Theroleofresearchintheacquisitionofhumanknowledgecanhardlybeunderstoodfullywithoutbeingstudiedinconnectiontothatofexperienceandreasoning.Forthepurposeofachievingabetterunderstandingofresearch,theroleofexperienceandreasoningwillbeconsideredbeforethatofresearch.
2.1Experience
Experienceisakindofdevelopmentofpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge(CohenandManion1).Inaproblem-solvingsituation,peopletendtoresorttopersonalexperiencefirst.However,wheresolutionstoproblemsclearlyliebeyondthisbodyofpersonalexperience,itisoftenhelplesstoresorttopersonalexperience.
Inthecaseofforeignlanguagelearning,thelearner'snativelanguageofteninterfereswithorfacilitatesthelearningofthetargetlanguage.Thiscanbeconsideredasaclearindicationofthelearner'srelianceonthepersonalexperienceinhisorherfirstlanguage.Itisarguablethatthepersonalexperienceisbynomeansreliablealthoughitissometimeshelpfulbecauseitcannotguaranteesmoothprogressandsuccessinforeignlanguagelearning.
AsforEnglishlanguageteaching,ourexperienceofEnglishexaminationscanberesortedtowhenwehelpourstudentsprepareforthecollegeentranceexaminationofEnglish.However,itisdifficultforustoresorttoourpreviouspersonalexperiencewhenwearefacingtheproblemofhowtomotivatemiddleschoolstudentsinmunicativelanguageteachingasmanyofthemcanhardlyseeanychancetomunicatedirectlywithnativespeakersofEnglish.
2.2Reasoning
Reasoningistheactofformingconclusions,judgementsorinferencesbythinkinginalogicalmanner.Therearetwobasictypesofreasoning:oneisinductivereasoningandtheotherisdeductivereasoning.
Inductivereasoningbeginswithobservationsandevidenceofempiricalregularitiesorempiricalrelationships(Howard8).Thisisamentalprocessfromanumberofspecificcasestoageneralideaunderlyingthem.WhenalearnerofEnglishesacrossexpressionssuchas"threebooks
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