英語專業(yè)函授本科畢業(yè)論文

PromotingDynamicInterplaybetweenStudyandResearchinELTPracticePAGEPAGEi浙江師范大學(xué)外國(guó)語學(xué)院英語專業(yè)函授本科畢業(yè)論文（屆）論文題目PromotingDynamicInterplaybetweenStudyand（英文）ResearchinELTPractice論文題目在英語教學(xué)中力求學(xué)習(xí)與研究的相互促進(jìn)（中文）姓名學(xué)號(hào)年級(jí)教學(xué)點(diǎn)指導(dǎo)老師(由學(xué)院填寫)聯(lián)系地址聯(lián)系電話電子郵箱頁眉頁眉居中，Georgia小五號(hào)，正體。目錄Abstract ii摘要 iiOutline iii提綱 iv1.Introduction 12.Threesourcesofknowledge 12.1Experience 12.2Reasoning 22.3Research 33.Fourtypesofstudy 43.1Receptivestudy 43.2Productivestudy 43.3Criticalstudy 53.4Creativestudy 54.Promotingdynamicinterplaybetweenstudyandresearch 74.1SomepossiblewaysofELTpracticeconcerningstudyandresearch 74.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT 75.Conclusion 7WorksCited 8

A4紙打印，兩端對(duì)齊，行間距1.25倍PAGE\#"'頁：'#'

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'"行間距的設(shè)置：選“格式”→“段落”→在“段落”的“行距”中選“多倍行距”并在其右邊框內(nèi)輸入“1.25”。PromotingDynamicInterplaybetweenStudyandResearchinELTPractice左頂格，TimesNewRoman小四號(hào)，黑正體。居中，TimesNewRoman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。WuBenhu左頂格，TimesNewRoman小四號(hào)，黑正體。居中，TimesNewRoman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。居中，TimesNewRoman四號(hào)，正體。居中，TimesNewRoman四號(hào)，正體。左頂格，TimesNewRoman小四號(hào)，正體。Abstract:Thispaperfirstexploresthesignificanceofresearchincomparisontotheothertwosourcesofhumanknowledge(i.e.experienceandreasoning)inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthofinformationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.左頂格，TimesNewRoman小四號(hào)，正體。Keywords:study;research;EnglishlanguageteachingTimesNewRoman小四號(hào)，正體。關(guān)鍵詞以2—TimesNewRoman小四號(hào)，正體。關(guān)鍵詞以2—4個(gè)為宜，中間以分號(hào)隔開左頂格，TimesNewRoman小四號(hào)，黑正體。居中，宋體三號(hào)，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號(hào)。在英語教學(xué)中力求學(xué)習(xí)與研究的相互促進(jìn)居中，宋體三號(hào)，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號(hào)。居中，宋體四號(hào)，正體。吳本虎居中，宋體四號(hào)，正體。摘要:本文首先結(jié)合中國(guó)英語教學(xué)實(shí)際探討了研究在教學(xué)中的重大作用，指出它是人類知識(shí)三大來源中最重要的一項(xiàng)；然后闡述了學(xué)習(xí)的四個(gè)層次，即接受性學(xué)習(xí)、運(yùn)用性學(xué)習(xí)、評(píng)析性學(xué)習(xí)和創(chuàng)造性學(xué)習(xí)，還提出英語學(xué)習(xí)的全過程應(yīng)當(dāng)是一個(gè)在學(xué)習(xí)層次上包容性不斷提高的實(shí)踐，即能夠融匯越來越多高層次學(xué)習(xí)的過程；最后討論了學(xué)習(xí)與研究間的關(guān)系，并提出了在英語教學(xué)中實(shí)現(xiàn)學(xué)習(xí)研究相互促進(jìn)的兩種途徑，即以研究為基點(diǎn)的學(xué)習(xí)和以學(xué)習(xí)為前導(dǎo)的研究。宋體小四號(hào)，正體。關(guān)鍵詞以2-4個(gè)為宜，中間以分號(hào)隔開關(guān)鍵詞：學(xué)習(xí)；研究；英語教學(xué)宋體小四號(hào)，正體。關(guān)鍵詞以2-4個(gè)為宜，中間以分號(hào)隔開左頂格，宋體小四號(hào)，黑正體。

PromotingDynamicInterplaybetweenStudy左頂格，宋體小四號(hào)，黑正體。andResearchinELTPractice居中，TimesNewRoman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。居中，TimesNewRoman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。居中，TimesNewRoman小三號(hào)，黑正體。Outline居中，TimesNewRoman小三號(hào)，黑正體。一級(jí)綱目左頂格一級(jí)綱目左頂格IntroductionTimesNewRoman小四號(hào)，正體。一級(jí)綱目左頂格；TimesNewRoman小四號(hào)，正體。一級(jí)綱目左頂格；二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板）；三級(jí)綱目比上一級(jí)綱目再向右縮進(jìn)（縮進(jìn)距離參見模板）；依此類推。注意：同一級(jí)綱目序號(hào)標(biāo)注所用的數(shù)字或字母應(yīng)統(tǒng)一。（參見論文格式要求）Experience二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板）Reasoning二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板）ResearchFourtypesofstudyReceptivestudyProductivestudyCriticalstudyCreativestudyPromotingdynamicinterplaybetweenstudyandresearchSomepossiblewaysofELTpracticeconcerningstudyandresearchTwoapproachestomutualstimulationbetweenstudyandresearchinELTConclusion

在英語教學(xué)中力求學(xué)習(xí)與研究的相互促進(jìn)居中，宋體三號(hào)，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號(hào)。居中，宋體三號(hào)，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號(hào)。居中，宋體小三號(hào)，黑正體。居中，宋體小三號(hào)，黑正體。提綱一級(jí)綱目左頂格引言一級(jí)綱目左頂格知識(shí)的三大來源二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板）經(jīng)驗(yàn)二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板）宋體小四號(hào)，正體。一級(jí)綱目左頂格；宋體小四號(hào)，正體。一級(jí)綱目左頂格；二級(jí)綱目向右縮進(jìn)（縮進(jìn)距離參見模板）；三級(jí)綱目比上一級(jí)綱目再向右縮進(jìn)（縮進(jìn)距離參見模板）；依此類推。注意：同一級(jí)綱目序號(hào)標(biāo)注所用的數(shù)字或字母應(yīng)統(tǒng)一。（參見論文格式要求）研究學(xué)習(xí)的四種方式接受性學(xué)習(xí)運(yùn)用性學(xué)習(xí)評(píng)析性學(xué)習(xí)創(chuàng)造性學(xué)習(xí)促進(jìn)學(xué)習(xí)與研究之間相互作用的動(dòng)態(tài)過程既涉及學(xué)習(xí)又重視研究的若干英語教學(xué)方式英語教學(xué)中實(shí)現(xiàn)學(xué)習(xí)與研究相互促進(jìn)的兩條途徑結(jié)語PromotingDynamicInterplaybetweenStudy居中，TimesNewRoman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。andResearchinELTPractice居中，TimesNewRoman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。居中，TimesNewRoman四號(hào)，正體。FLC2001(04)(English)WuBenhu居中，TimesNewRoman四號(hào)，正體。章節(jié)標(biāo)題或一級(jí)小標(biāo)題單獨(dú)占一行，左頂格，TimesNewRoman小四號(hào)，黑正體。Tutor:ProfessorChenChangyi章節(jié)標(biāo)題或一級(jí)小標(biāo)題單獨(dú)占一行，左頂格，TimesNewRoman小四號(hào)，黑正體。1.Introduction兩端對(duì)齊，TimesNewRoman小四號(hào)，正體。Studyandresearcharetwoofthemostconfusingtermsusedineducationalsettingsbecausetheycansometimesusequiteinterchangeablywhileonotheroccasionstheymayrefertosomethingremarkablydifferent.Whenwesay,“We’redoingastudyintohowmuchtimemiddleschoolstudentsspendlearningEnglish”,wemeanthatwearedoingresearchintothisissue.However,inthesentence“Aftersixyearsofstudyinschool,hesuccessfullyenteredZhejiang兩端對(duì)齊，TimesNewRoman小四號(hào)，正體。Nowadays,itisreasonablyacceptabletosaythatstudentscannotonlystudybutalsoresearch.Researchersneedtostudyinthecourseofresearch.Tobeteachers,theyshoulddosomeresearchwhilecontinuingtheirstudyofwhattheyareteachinginfurthereducation.InordertopromoteEnglishlanguageteaching(ELT)inschoolsandcollegesinChina,thispaperwillfirstdiscusstheroleofresearchintheacquisitionofknowledge,thenexaminethekindsofstudy,andfinallyexplorethedynamicinteractionbetweenstudyandresearchintermsofeducationaltheoryandpracticeinELTsettings.2.Threesourcesofknowledge二級(jí)及以下各級(jí)小標(biāo)題單獨(dú)占一行，左頂格，TimesNewRoman小四號(hào)，正體。 Researchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmentincludingthenaturalworldandourhumansociety.Theothertwoare“experience”and“reasoning”(CohenandManion1)PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻(xiàn)的作者在正文中不出現(xiàn)的情形：根據(jù)MLA格式，“二級(jí)及以下各級(jí)小標(biāo)題單獨(dú)占一行，左頂格，TimesNewRoman小四號(hào)，正體。PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻(xiàn)的作者在正文中不出現(xiàn)的情形：根據(jù)MLA格式，“作者的姓”加上“引文出現(xiàn)的頁碼”，不加文獻(xiàn)的出版年份。所有夾注必須跟“參考文獻(xiàn)目錄”中的文獻(xiàn)篇目完全對(duì)應(yīng)。（見《MLA科研論文寫作規(guī)范》第212-213頁。）2.1ExperienceExperienceisakindofdevelopmentofpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge(CohenandManion1).Inaproblem-solvingsituation,peopletendtoresorttopersonalexperiencefirst.However,wheresolutionstoproblemsclearlyliebeyondthisbodyofpersonalexperience,itisoftenhelplesstoresorttopersonalexperience.Inthecaseofforeignlanguagelearning,thelearner’snativelanguageofteninterfereswithorfacilitatesthelearningofthetargetlanguage.Thiscanbeconsideredasaclearindicationofthelearner’srelianceonthepersonalexperienceinhisorherfirstlanguage.Itisarguablethatthepersonalexperienceisbynomeansreliablealthoughitissometimeshelpfulbecauseitcannotguaranteesmoothprogressandsuccessinforeignlanguagelearning.AsforEnglishlanguageteaching,ourexperienceofEnglishexaminationscanberesortedtowhenwehelpourstudentsprepareforthecollegeentranceexaminationofEnglish.However,itisdifficultforustoresorttoourpreviouspersonalexperiencewhenwearefacingtheproblemofhowtomotivatemiddleschoolstudentsincommunicativelanguageteachingasmanyofthemcanhardlyseeanychancetocommunicatedirectlywithnativespeakersofEnglish.2.2ReasoningReasoningistheactofformingconclusions,judgementsorinferencesbythinkinginalogicalmanner.Therearetwobasictypesofreasoning:oneisinductivereasoningandtheotherisdeductivereasoning.Inductivereasoningbeginswithobservationsandevidenceofempiricalregularitiesorempiricalrelationships(Howard8).Thisisamentalprocessfromanumberofspecificcasestoageneralideaunderlyingthem.WhenalearnerofEnglishcomesacrossexpressionssuchas“threebooks”,“manyships”,“twominutes”,heorshemayformahypothesisthat“-s”isusedtoindicatetheideaof“twoormore”.Itisnotdifficulttoseethatinductivereasoninginforeignlanguagelearningoftenleadstohypothesisformation.Deductivereasoningbeginswithbasicbeliefs,theories,assumptions,propositions,andsoon,thevalidityofwhichisassumedanduntested(Howard8)PAGE\#"'頁：'#'

'"夾注的格式要求PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻(xiàn)的作者在正文中不出現(xiàn)的情形：根據(jù)MLA格式，“作者的姓”加上“引文出現(xiàn)的頁碼”，不加文獻(xiàn)的出版年份。所有夾注必須跟“參考文獻(xiàn)目錄”中的文獻(xiàn)篇目完全對(duì)應(yīng)。（見《MLA科研論文寫作規(guī)范》第212-213頁。）Thereisanobviouslimitationinreasoningasanactivity.AccordingtoCohenandManion,“it[reasoning]wasnolongerrelatedtoobservationandexperienceandbecamemerelyamentalexercise”(3).PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻(xiàn)的作者在正文中出現(xiàn)的情形：根據(jù)MLA格式，只要列出“引文出現(xiàn)的頁碼”就可，不用加文獻(xiàn)的出版年份，也不用再列上作者的姓。（見《MLA科研論文寫作規(guī)范》第212-213，64頁。）Thatistosay,thecredibilityofreasoning,whetherinductiveordeductive,willbequestionableoncereasoningisnotconnectedtothereality.Nowconsiderthehypothesisthat“-s”usedwithacountablenounindicatestheideaof“twoormore”again.AsnotedbyQuirkandhisco-authors,“unlikesomelanguageswherepluralimplies‘twoormore’,Englishmakesthedivisionafter‘morethanone’:onehalfday,onedayBut:PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻(xiàn)的作者在正文中出現(xiàn)的情形：根據(jù)MLA格式，只要列出“引文出現(xiàn)的頁碼”就可，不用加文獻(xiàn)的出版年份，也不用再列上作者的姓。（見《MLA科研論文寫作規(guī)范》第212-213，64頁。）PAGE\#"'頁：'#'

'"夾注的格式要求：所引文獻(xiàn)的作者在正文中出現(xiàn)的情形：根據(jù)MLA格式，只要列出“引文出現(xiàn)的頁碼”就可，不用加文獻(xiàn)的出版年份，也不用再列上作者的姓。（見《MLA科研論文寫作規(guī)范》第212-213頁。）Althoughreasoninghasitsweaknesses,itscontributionstothehumanknowledgeareenormous.AsCohenandManionstate,theroleofreasoningintheacquisitionofhumanknowledgeisthreefold:1)thesuggestionofhypotheses;2)thelogicaldevelopmentofthesehypotheses;and3)theclarificationandinterpretationofscientificfindingsandtheirsynthesisintoaconceptualframework(4).Theimplicationoftheirremarkshintsthatreasoningnotonlydirectsbutalsoconstructsthedevelopmentofhumanknowledge,includingourknowledgeoflanguageandlanguagelearningandteaching.2.3ResearchResearchcanbedefinedfromdifferentperspectives.Fromtheviewofinformationprocessing,researchreferstotheprocessofobtainingandanalysinginformation(HitchcockandHughes5).Consideringitsdesignfeatures,research“hasbeendefinedbyKerlingerasthesystematic,controlled,empiricalandcriticalinvestigationofhypotheticalpropositionsaboutthepresumedrelationsamongnaturalphenomena(CohenandManion4).CohenandManionelaboratethethreeadvantagesofresearchincomparisontoexperienceandreasoning:First,researchissystematicandcontrolledbecauseitsoperationsarebasedonreasoningwhereasexperiencecannotbesystematicandself-correctingbecauseofitshaphazardmannerindealingwithaproblem.Second,researchisempiricalbecauseitresortstoexperienceforvalidationwhereasreasoningisnotempiricalbecauseofitssubjectivenature.Third,onlyresearchisself-corrective.Thisself-correctivefunctioningisguaranteedintwoways.Ontheonehand,thescientificmethodofresearchhasbuilt-inmechanismstoprotectresearchersfromerror.Ontheotherhand,theresearcher’sproceduresandresultsareopentopublicexaminationbyfellowprofessionals(CohenandManion4).(SeeTable1)PAGE\#"'頁：'#'

'"PAGE\#"'頁：'#'

'"在正文中引述表格應(yīng)稱為“Table1”、“Table2”等，應(yīng)避免用“thistable”、“thefollowingtable”等說法。CohenandManion’selaborationrevealsthatresearchcombinesthestrengthsofbothexperienceandreasoningwhileavoidingtheirweaknesses.Therefore,researchcanberegardedasthemostpowerfulmeanstoacquirenewknowledge.ItisbeneficialforbothteachersandstudentstointegrateresearchintotheirstudyandteachingofEnglish.Table1.PAGE\#"'頁：'#'

'"把表格保持在同一頁P(yáng)AGE\#"'頁：'#'

'"把表格保持在同一頁：先選中表格標(biāo)題和表格本身，用“格式”→“段落”→“換行和分頁”→勾選“與下一段同頁”即可。（注意：表格的標(biāo)題在表格的上面，而插圖的標(biāo)題在插圖的下面。）ExperienceReasoningResearchSystematicandcontrolled×√√Empirical√×√Self-correcting××√Whenwecombineexperienceandreasoningthroughresearch,wecanreflectonexperiencetoformhypothesesthroughreasoningand,atthesametime,obtainempiricalevidencethroughexperiencetotestandmodifythehypothesesderivedfromreasoning.Forexample,whenalearnerfirstresortstoinductivereasoningtoformthehypothesisthat“-s”indicatestheideaof“twoormore”.Later,thelearnermayhappentoproduceoutputsuchas“*oneandahalfhour”throughdeductivereasoningonthebasisoftheexistinghypothesisandgetthecorrectivefeedbackfromtheteacher.Withsuchfeedbackasnegativeempiricalevidence,heorshewouldmodifytheexistinghypothesistoreachtheconclusionthat“Englishmakesthedivisionafter‘morethanone’”(Quirketal.297).3.FourtypesofstudyInagenerallyacceptedsense,studyreferstothementalactivitiesinacquiringknowledge.AccordingtoTheRandomHouseDictionaryoftheEnglishLanguage,“study”means“applicationofthemindtotheacquisitionofknowledge,asbyreading,investigation,orreflection”(“Study,”def.1888).PAGE\#"'頁：'#'

'"詞典詞條的夾注：將詞條在雙引號(hào)中列出，后加“PAGE\#"'頁：'#'

'"詞典詞條的夾注：將詞條在雙引號(hào)中列出，后加“def.”，再加頁碼。（參見詞條的參考文獻(xiàn)條目。）Moretypesofstudycanberecognisedwhenwemakereferencetodifferenteducationaltheoreticalsources.“Productivestudy”isproposedheretodeveloptheeducationalidea“Usewhatyouhavejustreadtolearnwhatyouhavejustread”(BiehlerandSnowman438).“Creativestudy”canbeapotentialdirectionineducationwhenweacceptSternbergandWilliams’sadvice“Youcanlearnandteachcreativethinking”and“developcreativityinyourself,inyourstudents,andinyourcolleaguesandstaffmembers”(1).Inthissection,theseideaswillbetentativelydevelopedintheELTcontext.3.1ReceptivestudyReceptivestudyoccurswhenyoureceiveinformationfromtheoutsideworld.Inthecaseofforeignlanguagelearning,successfulreceptivestudyisexpectedtobebasedonKrashen’s“morecomprehensibleinput”(39)andAusubel’s“meaningfulreceptionlearning”(Hohn224).Here,meaningfulcommunicationisthekeytosuccess.Inreceptivestudy,youselectandtakeinwhatisnewandmeaningfultoyou.3.2ProductivestudyProductivestudyoccurswhenyouusewhatyouhavelearned.Thisismoredemandingbecauseitresultsfromyourrecallingwhatyouhavelearned.Forexample,ifyouwanttoretellastoryinEnglish,youhavetomemoriseenoughwordsandsentencepatternsaswellastheplotofthestory.Inreceptivestudy,youmaytrysomeinformedwiseguesseswiththehelpofthecontextofcommunication.However,guessingtechniquesareoflittleuseinlanguageproduction.Inforeignlanguagelearning,thereisakindofspecialproductionformemorisationratherthanforcommunication:itoccurswhenyoureciteanewtextbyrepeatingitagainandagainsilentlyoraloudtoyourselforwhenyouwriteitforseveraltimes.Productivestudycanhelplearnersconsolidatetheknowledgeofthetargetlanguageanddevelopfluencyandaccuracy.However,itisnotveryhelpfulforthedevelopmentoflearners’analyticalskillsandcreativepotentialsifthelearnersaresatisfiedwithsuchreproductivefluencyandaccuracy.Intheclassroomsofmanymiddleschools,itisnotdifficulttoseeastudentflipthroughthepagestofindouttheanswertotheteacher’squestionandreaditaloud.Table2ComparingtheComponentsofStudyPlansbetweenSuccessfulandUnsuccessfulLearnersofEnglish(Adaptedfrom文秋芳58PAGE\#"'頁：'#'

'"中文參考文獻(xiàn)的夾注PAGE\#"'頁：'#'

'"中文參考文獻(xiàn)的夾注：用漢字列出作者的姓名，后面加上頁碼，以便跟后面的參考文獻(xiàn)篇目相對(duì)應(yīng)，不要用拼音形式，以便跟參考文獻(xiàn)中的篇目相對(duì)應(yīng)。ComponentsofastudyplanSuccessfullearners(5)Unsuccessfullearners(5)What55When42How51Why51Answer:Differencebetweenthemspecific/concrete/cleargeneral/abstract/vague3.3CriticalstudyCriticalstudycomesfromyouranalysisofwhatyouhavelearned.Youranalysisisessentiallycharacterisedbycriticalthinking.AselaboratedbyWood,criticalthinkingdoesnotmeantocriticiseorfindfault.Itmeans“touseavarietyofmentalactivitiestoacquiregreaterunderstandingandinsight”and“thesementalactivitiesincludeaskingwhy,makingcomparisonsandcontrasts,analyzingcausesandeffects,orlookingforproblemsandsolutions”(Wood305).Inaclassofstudyskilltraining,theteacherpresentedtheresearchfindingsasshowninTable2andthenaskedthestudentstouseapairofadjectivesoppositeinmeaningtodescribethemajordifferencebetweenthesuccessfullearners’studyplansandthoseofunsuccessfullearners.Itwasdifficultforthestudentstoindicatethedifferencewithantonymousadjectives.Sotheteacherhadtogiveoneadjectivetoelicittheotherfromthestudents.Thisshowsthedemandingnatureofcriticalthinking.3.4CreativestudyCreativestudyleadsyoufromthestageofreceivingandusingknowledgetothestageofdiscoveringnewknowledgebyresearchstartedfromcriticalthinking.Itischaracterisedbycreativethinking,acombinationofdivergentthinkingandconvergentthinking.AccordingtoEncyclopaediaBritannica,divergentthinkingis“anactivitythatleadstonewinformation,orpreviouslyundiscoveredsolutions,ratherthantoapredetermined,correctsolution”(“DivergentThinking”).PAGE\#"'頁：'#'

'"百科全書條目的夾注：只要將百科全書的條目放入夾注中即可。（見《MLA科研論文寫作規(guī)范》第215-216頁。）PAGE\#"'頁：'#'

'"百科全書條目的夾注：只要將百科全書的條目放入夾注中即可。（見《MLA科研論文寫作規(guī)范》第215-216頁。）Convergentthinkingisanactivitywhichresortsto“one’sabilitiestoassembleandorganizeinformation”andtriestoreach“adefinedgoalintheachievementofaneffectivesolutiontoaproblem”bymakinguseof“thecomponentsofone’spastandpresentexperienceinorganizingordirectingone’sresponse”(“ConvergentThinking”).Inthecaseofusingthetargetlanguage,thelearnermayselectthemostappropriatelinguisticmeansfromhisorherinterlinguisticrepertoiretoperformacertaincommunicationtasksuchasorganisinghisorherargumentsinachallengingdebate.ReceptivestudyProductivestudyCriticalstudyCreativestudyJunior1Junior2Junior3Senior1Senior2Senior3College1College2Figure1.TheEver-advancingIntegrationofDifferentTypesofStudyPAGE\#"'頁：'#'

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'"插圖的標(biāo)題置于插圖的下面。Intheproblem-solvingsituation,divergentthinkingwillresultinnewinformationandanumberofpreviouslyundiscoveredsolutions.Andsubsequently,convergentthinkingwillplayitsroletoanalyzeandsynthesizesuchnewly-acquiredinformationinthecontextoftheexistingknowledgeandworkoutonepracticalsolutiononthebasisoftheenrichedorrestructuredknowledgesystemwhichintegratesthenewinformationwiththepreviouslyexistingknowledgebase.Consideringtheforeignlanguagelearningexperienceasadevelopmentalprocess,wecanreasonablyarguethatthisprocessisoneoftheever-advancingintegrationofdifferenttypesofstudy.(SeeFigure1)4.Promotingdynamicinterplaybetweenstudyandresearch4.1SomepossiblewaysofELTpracticeconcerningstudyandresearchBeforeweproposetheactionofpromotingdynamicinterplaybetweenstudyandresearch,weneedfirsttoconsiderthreepossiblewaysofELTpractice:1)“studywithoutresearch”,2)“researchwithoutstudy”,and3)“studyplusresearch”.IfourELTpracticeisakindofstudywithoutresearch,itwillconsequentlypreventusfrombecomingefficientadvancedlearnersandusersofthetargetlanguage.Ifitisoneofresearchwithoutstudy,itwillsubsequentlypreventusfromachievinggreaterprogressorsuccessinresearch.OnlywithanELTpracticeinthemutualstimulationofstudyandresearchcanweeventuallybecomemoreefficientadvancedlearnersofEnglishandhighlysuccessfulresearchersinEnglishlanguagelearningandteaching.4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELTYoumaystarteitherwithstudyorwithresearch.Whateveryoustartwith,youareexpectedtofollowtheprinciple“Donotforgetresearchwhilestudyinganddonotabandonstudywhiledoingresearch”.Thisprinciplesuggeststwoapproachestomutualstimulationbetweenstudyandresearch:oneisresearch-basedstudyandtheotherisstudy-orientedresearch.Whenyouareengagedinresearch-basedstudy,youareadvisedtotakethefollowingguidelinesintoconsideration:(1)Goonindependentthinkingtofindproblemswheneveryoustudy.(2)Resorttocriticalthinkingtoanalysetheproblemwhereveryouhaveone.(3)Startcreativethinkingtosolvetheproblemhoweverdifficultitis.Whenyouareconductingstudy-orientedresearch,youwillbebenefitedfromthefollowingtips:1)Returntostudywhenyouarenotclearaboutsomefactsinresearch.2)Resumeyourstudywhenyouhavenoguidingprincipleinresearch.3)Furtheryourstudywhenyouhaveaccomplishedyourresearchproject.5.ConclusionTheabovediscussionofstudyandresearchandtherelationshipbetweenthemisbynomeanscomprehensivebutitcanserveourpurposetoimproveELTpracticeasapointofdeparture.Theideaof“promotingdynamicinterplaybetweenstudyan