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1、广东外语外贸大学商务英语本科毕业论文论文题目（200 届）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）学院 继教（公开）学院 专 业商务英语班级 自考 准考证号作者姓名 指导老师 完稿时间 成绩Wu Benhu居中，Times New Roman 三号， 黑正体。如有副标题，用冒号 将主、副标题隔开。左顶格,Times New Roman 小四号，黑正体。居中，Times New Roman 四号，il：体。A4纸打印，两端对齐，行间距1.2
2、5倍，左边距3丿車米，右边距2.5厘米，上下边距2.5用米。Promoting Dynamic Interplay between Studyand Research in ELT Practice左顶格, Times New Roman 小四号, 正体。mutual stimulation between study and research in ELT practice in China.Key words: study; research; English language teachingAbstract: This paper first explores the signific
3、ance 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 of ever-advanc
4、ing 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摘要：本文首先结合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
5、知识三大来源中最重耍的一项；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，还提岀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；最后讨论了淫习 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。Contents居中,Times New Roman 三号, 黑正体。1. Introduction2. Three sources of knowledge22.1 Experience22.2 Reasoning32.3 Research43. Four t
6、ypes of study53.1 Receptive study53.2 Productive study53.3 Critical study63.4 Creative study64. Promoting dynamic interplay between study and research84.1 Some possible ways of ELT practice concerning study and research84.2 Two approaches to mutual stimulation between study and research in ELT85. Co
7、nclusion8Works Cited9Study 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, We9re doing a study into how much time middle school s
8、tudents 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 the study，used here is generally not interpreted as “Iesearch.两端对齐，Times New Roman 小四号，正体。Nowaday
9、s, 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. In order to promote English languag
10、e 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 theory and practice in ELT settings.2
11、. Three sources of knowledgeResearch 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 research in the acquisition of human knowledge
12、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 beforethat of research.2.1 Experience二级及以下各级小标题单独占一行，左 顶格，Times New Roman小四
13、号,正体。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 beyo
14、nd 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 rel
15、iance 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 of
16、 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 language teaching as many of them can hardly see
