函授本科英语毕业论文

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函授本科英语毕业论文

　　函授是一种授课的方式;属于高等教育层次的一种学习层次，主要按各专业教学计划利用寒、暑假或国定假日派教师到各地函授站组织面授和考试。

函授本科英语毕业论文

　　函授本科英语毕业论文

　　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 Promoting Dynamic Interplay between Study

　　and Research in ELT Practice

　　Outline

　　1. Introduction

　　2. Three sources of knowledge

　　2.1 Experience

　　2.2 Reasoning

　　2.3 Research

　　3. Four types of study

　　3.1 Receptive study

　　3.2 Productive study

　　3.3 Critical study

　　3.4 Creative study

　　4. Promoting dynamic interplay between study and research

　　4.1 Some possible ways of ELT practice concerning study and research

　　4.2 Two approaches to mutual stimulation between study and research in ELT

　　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 经验

　　2.2 推理

　　2.3 研究

　　3. 学习的四种方式

　　3.1 接受性学习

　　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若干英语教学方式

　　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

　　Promoting Dynamic Interplay between Study

　　and Research in ELT Practice

　　FLC 2001 (04) (English) Wu Benhu

　　Tutor: Professor Chen Changyi

　　1. Introduction

　　Study and research are two of the most confusing terms used in educationalsettings because they can sometimes use quite interchangeably while on otheroccasions they may refer to something remarkably different. When we say,

　　Nowadays, it is reasonably acceptable to say that students can not onlystudy but also research. Researchers need to study in the course of research.To be teachers, they should do some research while continuing their study ofwhat they are teaching in further education. In order to promote Englishlanguage teaching (ELT) in schools and colleges in China, this paper willfirst discuss the role of research in the acquisition of knowledge, thenexamine the kinds of study, and finally explore the dynamic interaction

　　between study and research in terms of educational theory and practice in ELTsettings.

　　2. Three sources of knowledge

　　Research is one of the three major means for human beings to acquireknowledge of the environment including the natural world and our human

　　society. The other two are

　　[wbh2]. The role of research in the acquisition of human knowledge can hardlybe understood fully without being studied in connection to that of experienceand reasoning. For the purpose of achieving a better understanding of

　　research, the role of experience and reasoning will be considered before thatof research.

　　2.1 Experience

　　Experience is a kind of development of personal knowledge of the world. Itis 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 beyond thisbody of personal experience, it is often helpless to resort to personalexperience.

　　In the case of foreign language learning, the learner's native languageoften interferes with or facilitates the learning of the target language. Thiscan be considered as a clear indication of the learner's reliance on thepersonal experience in his or her first language. It is arguable that thepersonal experience is by no means reliable although it is sometimes helpfulbecause it cannot guarantee smooth progress and success in foreign languagelearning.

　　As for English language teaching, our experience of English examinationscan be resorted to when we help our students prepare for the college entranceexamination of English. However, it is difficult for us to resort to our

　　previous personal experience when we are facing the problem of how to motivatemiddle school students in communicative language teaching as many of them canhardly see any chance to communicate directly with native speakers of English.

　　2.2 Reasoning

　　Reasoning is the act of forming conclusions, judgements or inferences bythinking in a logical manner. There are two basic types of reasoning: one isinductive reasoning and the other is deductive reasoning.

　　Inductive reasoning begins with observations and evidence of empiricalregularities or empirical relationships (Howard 8). This is a mental processfrom a number of specific cases to a general idea underlying them. When alearner of English comes across expressions such as

　　propositions, and so on, the validity of which is assumed and untested (Howard

　　8)[wbh3]. This is a mental activity from a general idea to specific cases. Inforeign language learning, if we learn a grammatical rule or a word-formationrule first, then we apply it to make a sentence or to coin a new word. Forexample, according to the English word-formation rule that the prefix

　　opposite force in it:

　　There is an obvious limitation in reasoning as an activity. According toCohen and Manion,

　　that

　　adjectives such as

　　Although reasoning has its weaknesses, its contributions to the humanknowledge are enormous. As Cohen and Manion state, the role of reasoning inthe acquisition of human knowledge is threefold: 1) the suggestion ofhypotheses; 2) the logical development of these hypotheses; and 3) the

　　clarification and interpretation of scientific findings and their synthesisinto a conceptual framework (4). The implication of their remarks hints thatreasoning not only directs but also constructs the development of humanknowledge, including our knowledge of language and language learning andteaching.

　　2.3 Research

　　Research can be defined from different perspectives. From the view ofinformation processing, research refers to the process of obtaining andanalysing information (Hitchcock and Hughes 5). Considering its designfeatures, research

　　controlled, empirical and critical investigation of hypothetical propositionsabout the presumed relations among natural phenomena (Cohen and Manion 4).　　Cohen and Manion elaborate the three advantages of research in comparisonto experience and reasoning: First, research is systematic and controlledbecause its operations are based on reasoning whereas experience cannot besystematic and self-correcting because of its haphazard manner in dealing witha problem. Second, research is empirical because it resorts to experience forvalidation whereas reasoning is not empirical because of its subjectivenature. Third, only research is self-corrective. This self-corrective

　　functioning is guaranteed in two ways. On the one hand, the scientific methodof research has built-in mechanisms to protect researchers from error. On theother hand, the researcher's procedures and results are open to public

　　examination by fellow professionals (Cohen and Manion 4). (See Table 1)[wbh6]　　Cohen and Manion's elaboration reveals that research combines the

　　strengths of both experience and reasoning while avoiding their weaknesses.Therefore, research can be regarded as the most powerful means to acquire newknowledge. It is beneficial for both teachers and students to integrateresearch into their study and teaching of English.

　　Table 1.[wbh7] A Comparison between Experience, Reasoning and ResearchExperienceReasoningResearchSystematic and

　　controlled×√√Empirical√×√Self-correcting××√

　　When we combine experience and reasoning through research, we can reflect

　　on experience to form hypotheses through reasoning and, at the same time,

　　obtain empirical evidence through experience to test and modify the hypothesesderived from reasoning. For example, when a learner first resorts to inductivereasoning to form the hypothesis that

　　negative empirical evidence, he or she would modify the existing hypothesis toreach the conclusion that

　　3. Four types of study

　　In a generally accepted sense, study refers to the mental activities inacquiring knowledge. According to The Random House Dictionary of the EnglishLanguage,

　　knowledge, as by reading, investigation, or reflection

　　[wbh8] From this definition, we can identify two kinds of study: one is

　　receptive study mainly through reading and the other is critical study throughinvestigation or reflection.

　　More types of study can be recognised when we make reference to differenteducational theoretical sources.

　　In this section, these ideas will be tentatively developed in the ELTcontext.

　　3.1 Receptive study

　　Receptive study occurs when you receive information from the outside

　　world. In the case of foreign language learning, successful receptive study isexpected to be based on Krashen's

　　communication is the key to success. In receptive study, you select and takein what is new and meaningful to you.

　　3.2 Productive study

　　Productive study occurs when you use what you have learned. This is moredemanding because it results from your recalling what you have learned. Forexample, if you want to retell a story in English, you have to memorise enoughwords and sentence patterns as well as the plot of the story. In receptivestudy, you may try some informed wise guesses with the help of the context ofcommunication. However, guessing techniques are of little use in languageproduction.

　　In foreign language learning, there is a kind of special production formemorisation rather than for communication: it occurs when you recite a newtext by repeating it again and again silently or aloud to yourself or when youwrite it for several times.

　　Productive study can help learners consolidate the knowledge of the target

　　language and develop fluency and accuracy. However, it is not very helpful forthe development of learners' analytical skills and creative potentials if thelearners are satisfied with such reproductive fluency and accuracy. In theclassrooms of many middle schools, it is not difficult to see a student flipthrough the pages to find out the answer to the teacher's question and read italoud.

　　Table 2 Comparing the Components of Study Plans between Successful andUnsuccessful Learners of English (Adapted from 文秋芳 58[wbh9])

　　Components of a study planSuccessful learners (5)Unsuccessful learners (5)What55When42How51Why51Answer:Difference between

　　themspecific/concrete/cleargeneral/abstract/vague

　　3.3 Critical study

　　Critical study comes from your analysis of what you have learned. Youranalysis is essentially characterised by critical thinking. As elaborated byWood, critical thinking does not mean to criticise or find fault. It means

　　insight

　　students to use a pair of adjectives opposite in meaning to describe the majordifference between the successful learners' study plans and those ofunsuccessful learners. It was difficult for the students to indicate thedifference with antonymous adjectives. So the teacher had to give oneadjective to elicit the other from the students. This shows the demandingnature of critical thinking.

　　3.4 Creative study

　　Creative study leads you from the stage of receiving and using knowledgeto the stage of discovering new knowledge by research started from criticalthinking. It is characterised by creative thinking, a combination of divergentthinking and convergent thinking.

　　According to Encyclopaedia Britannica, divergent thinking is

　　discovering the underlying implicit relationships between the factors

　　involved. In foreign language learning, when the learner wants to find out therelationship between forms and function of the target language, he or she willbe engaged in discovering how a linguistic form can be used to performdifferent communicative functions or how a communicative function can beperformed with different linguistic forms.

　　Convergent thinking is an activity which resorts to

　　language, the learner may select the most appropriate linguistic means fromhis or her interlinguistic repertoire to perform a certain communication tasksuch as organising his or her arguments in a challenging debate.

　　Receptive studyProductive studyCritical studyCreative studyJunior 1 Junior2Junior 3Senior 1Senior 2Senior 3College 1College 2Figure 1. The

　　Ever-advancing Integration of Different Types of Study[wbh11]

　　In the problem-solving situation, divergent thinking will result in newinformation and a number of previously undiscovered solutions. And

　　subsequently, convergent thinking will play its role to analyze and synthesizesuch newly-acquired information in the context of the existing knowledge andwork out one practical solution on the basis of the enriched or restructuredknowledge system which integrates the new information with the previouslyexisting knowledge base.

　　Considering the foreign language learning experience as a developmentalprocess, we can reasonably argue that this process is one of the

　　ever-advancing integration of different types of study. (See Figure 1)

　　4. Promoting dynamic interplay between study and research

　　4.1 Some possible ways of ELT practice concerning study and research

　　Before we propose the action of promoting dynamic interplay between studyand research, we need first to consider three possible ways of ELT practice:

　　research. Only with an ELT practice in the mutual stimulation of study andresearch can we eventually become more efficient advanced learners of Englishand highly successful researchers in English language learning and teaching.

　　4.2 Two approaches to mutual stimulation between study and research in ELT　　You may start either with study or with research. Whatever you start with,you are expected to follow the principle

　　suggests two approaches to mutual stimulation between study and research: oneis research-based study and the other is study-oriented research.

　　When you are engaged in research-based study, you are advised to take thefollowing guidelines into consideration:

　　(1) Go on independent thinking to find problems whenever you study. 　　 (2) Resort to critical thinking to analyse the problem wherever you haveone.

　　(3) Start creative thinking to solve the problem however difficult it is.　　When you are conducting study-oriented research, you will be benefitedfrom the following tips:

　　1) Return to study when you are not clear about some facts in research.　　2) Resume your study when you have no guiding principle in research.　　3) Further your study when you have accomplished your research project.

　　5. Conclusion

　　The above discussion of study and research and the relationship betweenthem is by no means comprehensive but it can serve our purpose to improve ELTpractice as a point of departure. The idea of

　　Works Cited[wbh12]

　　Biehler, Robert F., and Jack Snowman.[wbh13] Psychology Applied to Teaching.5th ed. Boston: Houghton Mifflin, 1986.

　　Cohen, Louis, and Lawrence Manion. Research Methods in Education. 4th ed.London: Routledge, 1994.[wbh14]

　　Hitchcock, Graham, and David Hughes. Research and the Teacher: A QualitativeIntroduction to School-Based Research.[wbh17] 2nd ed. London: Routledge, 1995.Hohn, Robert L. Classroom Learning and Teaching. White Plains, NY: Longman,1995.

　　Howard, George S. Basic Research Methods in the Social Sciences. Glenview,Illinois:[wbh18] Scott, Foresman and Company, 1985.

　　Krashen, Stephen D.

　　classroom.

　　Quirk, Randolph, et al. A Comprehensive Grammar of the English Language.London: Longman, 1985.

　　Sternberg, Robert J., and Wendy M. Williams. How to Develop Student

　　Creativity. Alexandria, Virginia: Association for Supervision and CurriculumDevelopment, 1996.

　　Wood, Nancy. V. Strategies for College Reading and Thinking. New York:McGraw-Hill, 1991.

　　文秋芳. 英语学习策略论. 上海: 上海外语教育出版社, 1996.[wbh20]

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