英语专业函授本科毕业论文.docx
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英语专业函授本科毕业论文.docx
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英语专业函授本科毕业论文
师大学外国语学院
英语专业函授本科毕业论文
〔届〕
论文题目
PromotingDynamicInterplaybetweenStudyand
〔英文〕
ResearchinELTPractice
论文题目
在英语教学中力求学习与研究的相互促进
〔中文〕
XX
学号
年级
教学点
指导教师
(由学院填写)
联系
电子
Abstractii
摘要ii
Outlineiii
提纲iv
1.Introduction1
2.Threesourcesofknowledge1
2.1Experience1
2.2Reasoning2
2.3Research3
3.Fourtypesofstudy4
3.1Receptivestudy4
3.2Productivestudy4
3.3Criticalstudy5
3.4Creativestudy5
4.Promotingdynamicinterplaybetweenstudyandresearch7
4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch7
4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT7
5.Conclusion7
WorksCited8
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,即承受性学习、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
PromotingDynamicInterplaybetweenStudy
andResearchinELTPractice
Outline
1.
Introduction
2.Threesourcesofknowledge
2.1Experience
2.2Reasoning
2.3Research
3.Fourtypesofstudy
3.1Receptivestudy
3.2Productivestudy
3.3Criticalstudy
3.4Creativestudy
4.Promotingdynamicinterplaybetweenstudyandresearch
4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch
4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT
5.Conclusion
在英语教学中力求学习与研究的相互促进
提纲
1.
引言
2.知识的三大来源
2.1
经历
2.2
推理
2.3研究
3.学习的四种方式
3.1承受性学习
3.2运用性学习
3.3评析性学习
3.4创造性学习
4.促进学习与研究之间相互作用的动态过程
4.1既涉及学习又重视研究的假设干英语教学方式
4.2英语教学中实现学习与研究相互促进的两条途径
5.结语
PromotingDynamicInterplaybetweenStudy
andResearchinELTPractice
FLC2001(04)(English)WuBenhu
Tutor:
ProfessorChenChangyi
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〞,“manyships〞,“twominutes〞,heorshemayformahypothesisthat“-s〞isusedtoindicatetheideaof“twoormore〞.Itisnotdifficulttoseethatinductivereasoninginforeignlanguagelearningoftenleadstohypothesisformation.
Deductivereasoningbeginswithbasicbeliefs,theories,assumptions,propositions,andsoon,thevalidityofwhichisassumedanduntested(Howard8).Thisisamentalactivityfromageneralideatospecificcases.Inforeignlanguagelearning,ifwelearnagrammaticalruleoraword-formationrulefirst,thenweapplyittomakeasentenceortocoinanewword.Forexample,accordingtotheEnglishword-formationrulethattheprefix“un-〞andanadjectivemaybinetoformanotheradjectivewithnegativeoroppositeforceinit:
“un-〞and“happy〞gotogethertoform“unhappy〞withthemeaningof“nothappy〞.
Thereisanobviouslimitationinreasoningasanactivity.AccordingtoCohenandManion,“it[reasoning]wasnolongerrelatedtoobservationandexperienceandbecamemerelyamentalexercise〞(3).Thatistosay,thecredibilityofreasoning,whetherinductiveordeductive,willbequestionableoncereasoningisnotconnectedtothereality.Nowconsiderthehypothesisthat“-s〞usedwithacountablenounindicatestheideaof“twoormore〞again.AsnotedbyQuirkandhisco-authors,“unlikesomelanguageswherepluralimplies‘twoormore’,Englishmakesthedivisionafter‘morethanone’:
onehalfday,onedayBut:
oneandahalfdays,twodays,oneortwodays〞(297).Here,itisclearthatreasoningitselfcannotguaranteeitsself-correction.Similarly,theapplicationoftheword-formationruleinthepreviousparagraphcannotpreventlearnersfrommakingunacceptableadjectivessuchas“*unhonest〞,“*unactive〞.Whensucherrorsoccur,theyareconsideredascasesofovergeneralizationreflectingthelimitationofinductivereasoning.
Althoughreasoninghasitsweaknesses,itscontributionstothehumanknowledgeareenormous.AsCohenandManionstate,theroleofreasoningintheacquisitionofhumanknowledgeisthreefold:
1)thesuggestionofhypotheses;2)thelogicaldevelopmentofthesehypotheses;and3)theclarificationandinterpretationofscientificfindingsandtheirsynthesisintoaconceptualframework(4).Theimplicationoftheirremarkshintsthatreasoningnotonlydirectsbutalsoconstructsthedevelopmentofhumanknowledge,includingourknowledgeoflanguageandlanguagelearningandteaching.
2.3Research
Researchcanbedefinedfromdifferentperspectives.Fromtheviewofinformationprocessing,researchreferstotheprocessofobtainingandanalysinginformation(HitchcockandHughes5).Consideringitsdesignfeatures,research“hasbeendefinedbyKerlingerasthesystematic,controlled,empiricalandcriticalinvestigationofhypotheticalpropositionsaboutthepresumedrelationsamongnaturalphenomena(CohenandManion4).
CohenandManionelaboratethethreeadvantagesofresearchinparisontoexperienceandreasoning:
First,researchissystematicandcontrolledbecauseitsoperationsarebasedonreasoningwhereasexperiencecannotbesystematicandself-correctingbecauseofitshaphazardmannerindealingwithaproblem.Second,researchisempiricalbecauseitresortstoexperienceforvalidationwhereasreasoningisnotempiricalbecauseofitssubjectivenature.Third,onlyresearchisself-corrective.Thisself-correctivefunctioningisguaranteedintwoways.Ontheonehand,thescientificmethodofresearchhasbuilt-inmechanismstoprotectresearchersfromerror.Ontheotherhand,theresearcher’sproceduresandresultsareopentopublicexaminati
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