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淅江外国语学除居中，华文新魏，小初，加粗高职生毕业设计（论文）.居屮，宋体,一号，加粗届）居中,宋体,二号，加粗题目居屮，宋体,小二号居中,宋体,小三号指导教师完成日期2010年12月31日 浙江外国语学院高职生毕业设计（论文）目灵丙〒（XX〜XX页）—号，加粗‘丿高职毕业设计（论文）正文（-）摘要（-）关键词（三）目录（四）正文（五）参考文献二、高职毕业设计（论文）过程管理材料（XX〜XX页）（-）毕业设计（论文）任务书XX页（-）毕业设计（论文）开题报告XXX页（三）毕业设计（论文）检查指导情况记录表XXX页（四）毕业设计（论文）指导教师评语XXX页 注意：模版中的“XXX”表示待定页码内容，请根据实际内容填写，下同。 andResearchinELTPractice.WuBenhu标题居TimesNewRoman三号，黑正体。如有副标题，用冒号将主.副标题隔开。左顶格,TimesNewRoman小四号，黑正体。姓名居中,TimesNewRoman四号,正Abstract:Thispaperfirstexploresthesignificanceofresearchincomparisontotheothertwosourcesofhumanknowledge(ieexperienceandreasoning)inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthof左顶格,TimesNewRoman小四号,正体。informationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.Keywords:study;research;Englishlanguageteaching摘要：本文首先结合屮国英语教学实际探讨了研究在教学屮的重大作用，指出它是人类知识三大来源屮最重要的一项；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捉高的实践，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，即以研究为基点的淫习和以淫习为前导的研究。天鍵词：学习；研究；英语教学卜、宋体小四号，正体。关键词以2-4、、个为宜，中间以分号隔开左顶格，宋体小四号，黑正体。（起始页码，居中） Contents（居中三号TimesNewRoman黑体）AbstractXX摘要XXIntroductionXX2・ThreesourcesofknowledgeXX2・1ExperienceXXReasoningXXResearchXXFourtypesofstudyXXReceptivestudyXXProductivestudyXXCriticalstudyXXCreativestudyXXPromotingdynamicinterplaybetweenstudyandresearchXXSomepossiblewaysofELTpracticeconcerningstudyandresearchXXTwoapproachestomutualstimulationbetweenstudyandresearchinEUTXXConclusionXXWorksCitedXX 标题居中，TimesNewRoman三号，黑如有副标题，川冒号将主、副标题隔开’1•Introduction一一--一章节标题或一级小标题单独占一行，左顶格，TimesNewRoman小四号，黑正体。指导教师姓名居中,TimesNewRoman四号，正体。毎段开头空四文多倍行距,W—端对齐,Timcs、小四号，正体＜andResearchinELTPracticeFLC2008(English)WuBenhuTutor:ChenChangyiStudyandresearcharetwoofthemostconfusingtermsusedineducationalsettingsbecausetheycansometimesusequiteinterchangeablywhileonotheroccasionstheymayrefertosomethingremarkablydifferent.Whenwesay,4"We9redoingastudyintohowmuchtimemiddleschoolstudentsspendlearningEnglish，：wemeanthatwearedoingresearchintothisissue.However,inthesentence"Aftersixyearsofstudyinschool,hesuccessfullyenteredZhejiangUniversityattheageof17二the"study^usedhereisgenerallynotinterpretedas“research".Nowadays,itisreasonablyacceptabletosaythatstudentscannotonlystudybutalsoresearch.Researchersneedtostudyinthecourseofresearch.Tobeteachers,theyshoulddosomeresearchwhilecontinuingtheirstudyofwhattheyareteachinginfurthereducation.InordertopromoteEnglishlanguageteaching(ELT)inschoolsandcollegesinChina,thispaperwillfirstdiscusstheroleofresearchintheacquisitionofknowledge,thenexaminethekindsofstudy,andfinallyexplorethedynamicinteractionbetweenstudyandresearchintermsofeducationaltheoryandpracticeinELTsettings.2.ThreesourcesofknowledgeResearchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmentincludingthenaturalworldandourhumansociety.Theothertwoare“experience^and"reasoning^(CohenandManion1).Theroleofresearchintheacquisitionofhumanknowledgecanhardlybeunderstoodfullywithoutbeingstudiedinconnectiontothatofexperienceandreasoning.Forthepurposeofachievingabetterunderstandingofresearch,theroleofexperienceandreasoningwillbeconsideredbeforethatofresearch. （页码居中，以下同） 2.1Experience二级及以下各级小标题单独占一行，左顶格，TimesNewRoman小四号，JE体。Experienceisakindofdevelopmentotpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge(CohenandManion1).Inaproblem-solvingsituation,peopletendtoresorttopersonalexperiencefirst.However,wheresolutionstoproblemsclearlyliebeyondthisbodyofpersonalexperience,itisoftenhelplesstoresorttopersonalexperience.Inthecaseofforeignlanguagelearning,thelearner ativelanguageofteninterfereswithorfacilitatesthelearningofthetargetlanguage.Thiscanbeconsideredasaclearindicationofthelearner'srelianceonthepersonalexperienceinhisorherfirstlanguage.Itisarguablethatthepersonalexperienceisbynomeansreliablealthoughitissometimeshelpfulbecauseitcannotguaranteesmoothprogressandsuccessinforeignlanguagelearning.AsforEnglishlanguageteaching,ourexperienceofEnglishexaminationscanberesortedtowhenwehelpourstudentsprepareforthecollegeentranceexaminationofEnglish.However,itisdifficultforustoresorttoourpreviouspersonalexperiencewhenwearefacingtheproblemofhowtomotivatemiddleschoolstudentsincommunicativelanguageteachingasmanyofthemcanhardlyseeanychancetocommunicatedirectlywithnativespeakersofEnglish.2.2ReasoningReasoningistheactofformingconclusions,judgementsorinferencesbythinkinginalogicalmanner.Therearetwobasictypesofreasoning:oneisinductivereasoningandtheotherisdeductivereasoning.Inductivereasoningbeginswithobservationsandevidenceofempiricalregularitiesorempiricalrelationships(Howard8).Thisisamentalprocessfromanumberofspecificcasestoageneralideaunderlyingthem.WhenalearnerofEnglishcomesacrossexpressionssuchas"threebooks",“manyships，：“twominutes”，heorshemayformahypothesisthatisusedtoindicatetheideaof"twoormore”.Itisnotdifficulttoseethatinductivereasoninginforeignlanguagelearningoftenleadstohypothesisformation.Deductivereasoningbeginswithbasicbeliefs,theories,assumptions,propositions,andsoon,thevalidityofwhichisassumedanduntested(Howard8).Thisisamentalactivityfromageneralideatospecificcases.Inforeignlanguagelearning,ifwelearnagrammaticalruleoraword-formationrulefirst,thenweapplyittomakeasentenceortocoinanewword.Forexample,accordingtotheEnglishword-formationrulethattheprefix"un』andanadjectivemaycombinetoformanotheradjectivewithnegativeoroppositeforceinit:“un』and"happy^gotogethertoform"unhappy，'withthemeaningof"nothappy=Thereisanobviouslimitationinreasoningasanactivity.AccordingtoCohenandManion,"it[reasoning]wasnolongerrelatedtoobservationandexperienceandbecamemerelyamentalexercise95 (3).Thatistosay,thecredibilityofreasoning,whetherinductiveordeductive,willbequestionableoncereasoningisnotconnectedtothereality.Nowconsiderthehypothesisthat7，usedwithacountablenounindicatestheideaof“twoormore^again・AsnotedbyQuirkandhisco-authors,"unlikesomelanguageswherepluralimplies"twoormoreEnglishmakesthedivisionafter"morethanone9:onehalfday,onedayBut:oneandahalfdays,twodays,oneortwodays'，(297).Here,itisclearthatreasoningitselfcannotguaranteeitsself-correction.Similarly,theapplicationoftheword-formationruleinthepreviousparagraphcannotpreventlearnersfrommakingunacceptableadjectivessuchas"*unhones匚"*unactive".Whensucherrorsoccur,theyareconsideredascasesofovergeneralizationreflectingthelimitationofinductivereasoning.Althoughreasoninghasitsweaknesses,itscontributionstothehumanknowledgeareenormous.AsCohenandManionstate,theroleofreasoningintheacquisitionofhumanknowledgeisthreefold:1)thesuggestionofhypotheses;2)thelogicaldevelopmentofthesehypotheses;and3)theclarificationandinterpretationofscientificfindingsandtheirsynthesisintoaconceptualframework(4).Theimplicationoftheirremarkshintsthatreasoningnotonlydirectsbutalsoconstructsthedevelopmentofhumanknowledge,includingourknowledgeoflanguageandlanguagelearningandteaching・2.2ResearchResearchcanbedefinedfomdifferentperspectives.Fix)mtheviewofinformationprocessing,researchreferstotheprocessofobtainingandanalysinginformation(HitchcockandHughes5).Consideringitsdesignfeatui^s,esearch"hasbeendefinedbyK^iinga*asdiesystematic,controlled,empiricalandaiticalinvestigationofhypotheticalpopositionsabouttihepresumedidaiionsamongnaturalphenomena(CdienandManion4).CctaiandManionelaboratethethreeadvantagesofrcsearchinconparisontoexpaienceandreasoning:First,esearchissystematicandcontrolledbecauseitsoperationsarebasedonreasoningwheeasexpeiiencecannotbesystematicandsellkx)irectingbecauseofitshaphazandmannerindealingwithaprc)blem.Second,eseaiihisempiricalbecauseitresortstoexperienceforvalidationwhereasreasoningisnotempiiicalbecauseofitssubjectivenatui€.Third,onlyesearchissett
