Promoting dynamic interplay between study and research 毕业论文(正文)格式范本-.doc
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1、章节标题或一级小标题单独占一行,左顶格,上空1行,Times New Roman四号,粗正体,和正文之间空一行。1. Introduction一级标题与上文空一行; 每页最后一行不能只是标题,如果恰巧标题在最后一行,则放在下一页。两端对齐,Times New Roman小四号,正体。Study and research are two of the most confusing terms used in educational settings because they can sometimes use quite interchangeably while on other occasi
2、ons they may refer to something remarkably different. When we say, “Were 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 “A正文行距为“多倍行间距,设置值为1.25”,首行缩进。fter six years of study in school, he su
3、ccessfully 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
4、 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, an
5、d finally explore the dynamic interaction between study and research in terms of educational theory and practice in ELT settings.2. Three sources of knowledge二级及以下各级小标题单独占一行,左顶格,Times New Roman小四号,正体。Research is one of the three major means for human beings to acquire knowledge of the environment in
6、cluding the natural world and our human society. The other two are “experience” and “reasoning”(Cohen & Manion, 1994: 1)页:1夹注的格式要求:所引文献的作者在正文中出现的情形:根据MLA, 夹注的格式依次为: “作者的姓”、“逗号”、“文献的出版年份”和“引文出现的页码”。所有夹注必须跟“参考文献目录”中的文献篇目完全对应。(见MLA科研论文写作规范第212-213页。). The role of research in the acquisition of human kn
7、owledge 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 ExperienceExperience is a kind of devel
8、opment of personal knowledge of the world. It is regarded as an individually accumulated body of knowledge (Cohen & Manion, 1994: 1). In a problem-solving situation, people tend to resort to personal experience first. However, where solutions to problems clearly lie beyond this body of personal expe
9、rience, 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 reliance on the personal experi
10、ence 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 English examinations can be
11、 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 ca
12、n hardly see any chance to communicate directly with native speakers of English.2.2 ReasoningReasoning is the act of forming conclusions, judgements or inferences by thinking in a logical manner. There are two basic types of reasoning: one is inductive reasoning and the other is deductive reasoning.
13、Inductive reasoning begins with observations and evidence of empirical regularities or empirical relationships (Howard 8). This is a mental process from a number of specific cases to a general idea underlying them. When a learner of English comes across expressions such as “three books”, “many ships
14、”, “two minutes”, he or she may form a hypothesis that “-s” is used to indicate the idea of “two or more”. It is not difficult to see that inductive reasoning in foreign language learning often leads to hypothesis formation.Deductive reasoning begins with basic beliefs, theories, assumptions, propos
15、itions, and so on, the validity of which is assumed and untested (Howard, 1985: 8). This is a mental activity from a general idea to specific cases. In foreign language learning, if we learn a grammatical rule or a word-formation rule first, then we apply it to make a sentence or to coin a new word.
16、 For example, according to the English word-formation rule that the prefix “un-” and an adjective may combine to form another adjective with negative or opposite force in it: “un-” and “happy” go together to form “unhappy” with the meaning of “not happy”.There is an obvious limitation in reasoning a
17、s an activity. According to Cohen and Manion, “it reasoning was no longer related to observation and experience and became merely a mental exercise” (Cohen & Manion, 1994: 3). That is to say, the credibility of reasoning, whether inductive or deductive, will be questionable once reasoning is not con
18、nected to the reality. Now consider the hypothesis that “-s” used with a countable noun indicates the idea of “two or more” again. As noted by Quirk and his co-authors, “unlike some languages where plural implies two or more, English makes the division after more than one: one half day, one day But:
19、 one and a half days, two days, one or two days” (Quirk, 1985: 297). Here, it is clear that reasoning itself cannot guarantee its self-correction. Similarly, the application of the word-formation rule in the previous paragraph cannot prevent learners from making unacceptable adjectives such as “*unh
20、onest”, “*unactive”. When such errors occur, they are considered as cases of overgeneralization reflecting the limitation of inductive reasoning.Although reasoning has its weaknesses, its contributions to the human knowledge are enormous. As Cohen and Manion state, the role of reasoning in the acqui
21、sition of human knowledge is threefold: 1) the suggestion of hypotheses; 2) the logical development of these hypotheses; and 3) the clarification and interpretation of scientific findings and their synthesis into a conceptual framework (4). The implication of their remarks hints that reasoning not o
22、nly directs but also constructs the development of human knowledge, including our knowledge of language and language learning and teaching.2.3 ResearchResearch can be defined from different perspectives. From the view of information processing, research refers to the process of obtaining and analysi
23、ng information (Hitchcock and Hughes 5). Considering its design features, research “has been defined by Kerlinger as the systematic, controlled, empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena (Cohen & Manion, 1994: 4).Cohen and
24、Manion elaborate the three advantages of research in comparison to experience and reasoning: First, research is systematic and controlled because its operations are based on reasoning whereas experience cannot be systematic and self-correcting because of its haphazard manner in dealing with a proble
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