附件20：
广东外语外贸大学
商务英语本科毕业（学位）论文
( 200 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）

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。
Promoting Dynamic Interplay between Study and Research in ELT Practice
Wu Benhu

Abstract: 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 creative 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 potential 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. Introduction 82
2. Three sources of knowledge 82
2.1 Experience 82
2.2 Reasoning 83
2.3 Research 84
3. Four types of study 85
3.1 Receptive study 86
3.2 Productive study 86
3.3 Critical study 87
3.4 Creative study 87
4. Promoting dynamic interplay between study and research 88
4.1 Some possible ways of ELT practice concerning study and research 88
4.2 Two approaches to mutual stimulation between study and research in ELT 89
5. Conclusion 89
Works Cited 90

Promoting Dynamic Interplay between Study and Research in ELT Practice
Guangdong University of Foreign Studies 2001 XXX
Tutor: Professor YYY
1. Introduction
Study 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, “We’re 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 not 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. 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 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 research 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 Experience 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,