在英语教学中力求学习与研究的相互促进毕业论文.doc 12页

'PromotingDynamicInterplaybetweenStudyandResearchinELTPractice在英语教学中力求学习与研究的相互促进毕业论文目录Abstractii摘要iiOutlineiii提纲iv1.Introduction12.Threesourcesofknowledge12.1Experience12.2Reasoning22.3Research33.Fourtypesofstudy43.1Receptivestudy43.2Productivestudy43.3Criticalstudy53.4Creativestudy54.Promotingdynamicinterplaybetweenstudyandresearch74.1SomepossiblewaysofELTpracticeconcerningstudyandresearch74.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT75.Conclusion7WorksCited88 PromotingDynamicInterplaybetweenStudyandResearchinELTPracticeA4纸打印，两端对齐，行间距1.25倍页：2行间距的设置：选“格式”→“段落”→在“段落”的“行距”中选“多倍行距”并在其右边框内输入“1.25”。，左边距3厘米，右边距2.5厘米，上下边距2.5厘米。PromotingDynamicInterplaybetweenStudyandResearchinELTPractice左顶格，TimesNewRoman小四号，黑正体。居中，TimesNewRoman三号，黑正体。如有副标题，用冒号将主、副标题隔开。WuBenhu居中，TimesNewRoman四号，正体。左顶格，TimesNewRoman小四号，正体。Abstract:Thispaperfirstexploresthesignificanceofresearchincomparisontotheothertwosourcesofhumanknowledge(i.e.experienceandreasoning)inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthofinformationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.Keywords:study;research;EnglishlanguageteachingTimesNewRoman小四号，正体。关键词以2—4个为宜，中间以分号隔开左顶格，TimesNewRoman小四号，黑正体。居中，宋体三号，黑正体。如有副标题，另起一行，居中，前加破折号。在英语教学中力求学习与研究的相互促进居中，宋体四号，正体。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。宋体小四号，正体。关键词以2-4个为宜，中间以分号隔开关键词：学习；研究；英语教学左顶格，宋体小四号，黑正体。8 PromotingDynamicInterplaybetweenStudyandResearchinELTPracticePromotingDynamicInterplaybetweenStudyandResearchinELTPractice居中，TimesNewRoman三号，黑正体。如有副标题，用冒号将主、副标题隔开。居中，TimesNewRoman小三号，黑正体。Outline一级纲目左顶格1.IntroductionTimesNewRoman小四号，正体。一级纲目左顶格；二级纲目向右缩进（缩进距离参见模板）；三级纲目比上一级纲目再向右缩进（缩进距离参见模板）；依此类推。注意：同一级纲目序号标注所用的数字或字母应统一。（参见论文格式要求）2.Threesourcesofknowledge2.1Experience二级纲目向右缩进（缩进距离参见模板）2.2Reasoning2.3Research3.Fourtypesofstudy3.1Receptivestudy3.2Productivestudy3.3Criticalstudy3.4Creativestudy4.Promotingdynamicinterplaybetweenstudyandresearch4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch4.2TwoapproachestomutualstimulationbetweenstudyandresearchinELT5.Conclusion8 PromotingDynamicInterplaybetweenStudyandResearchinELTPractice在英语教学中力求学习与研究的相互促进居中，宋体三号，黑正体。如有副标题，另起一行，居中，前加破折号。居中，宋体小三号，黑正体。提纲一级纲目左顶格1.引言2.知识的三大来源二级纲目向右缩进（缩进距离参见模板）2.1经验宋体小四号，正体。一级纲目左顶格；二级纲目向右缩进（缩进距离参见模板）；三级纲目比上一级纲目再向右缩进（缩进距离参见模板）；依此类推。注意：同一级纲目序号标注所用的数字或字母应统一。（参见论文格式要求）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8 PromotingDynamicInterplaybetweenStudyandResearchinELTPractice8PromotingDynamicInterplaybetweenStudyandResearchinELTPracticePromotingDynamicInterplaybetweenStudy居中，TimesNewRoman三号，黑正体。如有副标题，用冒号将主、副标题隔开。andResearchinELTPractice居中，TimesNewRoman四号，正体。FLC2001(04)(English)WuBenhu章节标题或一级小标题单独占一行，左顶格，TimesNewRoman小四号，黑正体。Tutor:ProfessorChenChangyi1.Introduction两端对齐，TimesNewRoman小四号，正体。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二级及以下各级小标题单独占一行，左顶格，TimesNewRoman小四号，正体。Researchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmentincludingthenaturalworldandourhumansociety.Theothertwoare“experience”and“reasoning”(CohenandManion1)页：1夹注的格式要求：所引文献的作者在正文中不出现的情形：根据MLA格式，“作者的姓”加上“引文出现的页码”，不加文献的出版年份。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。）.Theroleofresearchintheacquisitionofhumanknowledgecanhardlybeunderstoodfullywithoutbeingstudiedinconnectiontothatofexperienceandreasoning.Forthepurposeofachievingabetterunderstandingofresearch,theroleofexperienceandreasoningwillbeconsideredbeforethatofresearch.2.1ExperienceExperienceisakindofdevelopmentofpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge(CohenandManion1).Inaproblem-solvingsituation,peopletendtoresorttopersonalexperiencefirst.However,wheresolutionstoproblemsclearlyliebeyondthisbodyofpersonalexperience,itisoftenhelplesstoresorttopersonalexperience.8 PromotingDynamicInterplaybetweenStudyandResearchinELTPracticeInthecaseofforeignlanguagelearning,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)页：2夹注的格式要求：所引文献的作者在正文中不出现的情形：根据MLA格式，“作者的姓”加上“引文出现的页码”，不加文献的出版年份。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。）.Thisisamentalactivityfromageneralideatospecificcases.Inforeignlanguagelearning,ifwelearnagrammaticalruleoraword-formationrulefirst,thenweapplyittomakeasentenceortocoinanewword.Forexample,accordingtotheEnglishword-formationrulethattheprefix“un-”andanadjectivemaycombinetoformanotheradjectivewithnegativeoroppositeforceinit:“un-”and“happy”gotogethertoform“unhappy”withthemeaningof“nothappy”.Thereisanobviouslimitationinreasoningasanactivity.AccordingtoCohenandManion,“it[reasoning]wasnolongerrelatedtoobservationandexperienceandbecamemerelyamentalexercise”(3).页：2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格式，只要列出“引文出现的页码”就可，不用加文献的出版年份，也不用再列上作者的姓。（见《MLA科研论文写作规范》第212-213，64页。）Thatistosay,thecredibilityofreasoning,whetherinductiveordeductive,willbequestionableoncereasoningisnotconnectedtothereality.Nowconsiderthehypothesisthat“-s”usedwithacountablenounindicatestheideaof8 PromotingDynamicInterplaybetweenStudyandResearchinELTPractice“twoormore”again.AsnotedbyQuirkandhisco-authors,“unlikesomelanguageswherepluralimplies‘twoormore’,Englishmakesthedivisionafter‘morethanone’:onehalfday,onedayBut:oneandahalfdays,twodays,oneortwodays”(297).页：3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格式，只要列出“引文出现的页码”就可，不用加文献的出版年份，也不用再列上作者的姓。（见《MLA科研论文写作规范》第212-213页。）Here,itisclearthatreasoningitselfcannotguaranteeitsself-correction.Similarly,theapplicationoftheword-formationruleinthepreviousparagraphcannotpreventlearnersfrommakingunacceptableadjectivessuchas“*unhonest”,“*unactive”.Whensucherrorsoccur,theyareconsideredascasesofovergeneralizationreflectingthelimitationofinductivereasoning.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)页：3在正文中引述表格应称为“Table1”、“Table2”等，应避免用“thistable”、“thefollowingtable”等说法。CohenandManion’selaborationrevealsthatresearchcombinesthestrengthsofbothexperienceandreasoningwhileavoidingtheirweaknesses.Therefore,researchcanberegardedasthemostpowerfulmeanstoacquirenewknowledge.ItisbeneficialforbothteachersandstudentstointegrateresearchintotheirstudyandteachingofEnglish.8 PromotingDynamicInterplaybetweenStudyandResearchinELTPracticeTable1.页：4把表格保持在同一页：先选中表格标题和表格本身，用“格式”→“段落”→“换行和分页”→勾选“与下一段同页”即可。（注意：表格的标题在表格的上面，而插图的标题在插图的下面。）AComparisonbetweenExperience,ReasoningandResearchExperienceReasoningResearchSystematicandcontrolled×√√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).页：4词典词条的夹注：将词条在双引号中列出，后加“def.”，再加页码。（参见词条的参考文献条目。）Fromthisdefinition,wecanidentifytwokindsofstudy:oneisreceptivestudymainlythroughreadingandtheotheriscriticalstudythroughinvestigationorreflection.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,youhavetomemoriseenoughwordsandsentence8 PromotingDynamicInterplaybetweenStudyandResearchinELTPracticepatternsaswellastheplotofthestory.Inreceptivestudy,youmaytrysomeinformedwiseguesseswiththehelpofthecontextofcommunication.However,guessingtechniquesareoflittleuseinlanguageproduction.Inforeignlanguagelearning,thereisakindofspecialproductionformemorisationratherthanforcommunication:itoccurswhenyoureciteanewtextbyrepeatingitagainandagainsilentlyoraloudtoyourselforwhenyouwriteitforseveraltimes.Productivestudycanhelplearnersconsolidatetheknowledgeofthetargetlanguageanddevelopfluencyandaccuracy.However,itisnotveryhelpfulforthedevelopmentoflearners’analyticalskillsandcreativepotentialsifthelearnersaresatisfiedwithsuchreproductivefluencyandaccuracy.Intheclassroomsofmanymiddleschools,itisnotdifficulttoseeastudentflipthroughthepagestofindouttheanswertotheteacher’squestionandreaditaloud.Table2ComparingtheComponentsofStudyPlansbetweenSuccessfulandUnsuccessfulLearnersofEnglish(Adaptedfrom文秋芳58页：5中文参考文献的夹注：用汉字列出作者的姓名，后面加上页码，以便跟后面的参考文献篇目相对应，不要用拼音形式，以便跟参考文献中的篇目相对应。)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.8 PromotingDynamicInterplaybetweenStudyandResearchinELTPracticeAccordingtoEncyclopaediaBritannica,divergentthinkingis“anactivitythatleadstonewinformation,orpreviouslyundiscoveredsolutions,ratherthantoapredetermined,correctsolution”(“DivergentThinking”).页：6百科全书条目的夹注：只要将百科全书的条目放入夹注中即可。（见《MLA科研论文写作规范》第215-216页。）Itisakindofmentalactivityconsideringdifferentperspectivesanddiscoveringtheunderlyingimplicitrelationshipsbetweenthefactorsinvolved.Inforeignlanguagelearning,whenthelearnerwantstofindouttherelationshipbetweenformsandfunctionofthetargetlanguage,heorshewillbeengagedindiscoveringhowalinguisticformcanbeusedtoperformdifferentcommunicativefunctionsorhowacommunicativefunctioncanbeperformedwithdifferentlinguisticforms.Convergentthinkingisanactivitywhichresortsto“one’sabilitiestoassembleandorganizeinformation”andtriestoreach“adefinedgoalintheachievementofaneffectivesolutiontoaproblem”bymakinguseof“thecomponentsofone’spastandpresentexperienceinorganizingordirectingone’sresponse”(“ConvergentThinking”).Inthecaseofusingthetargetlanguage,thelearnermayselectthemostappropriatelinguisticmeansfromhisorherinterlinguisticrepertoiretoperformacertaincommunicationtasksuchasorganisinghisorherargumentsinachallengingdebate.ReceptivestudyProductivestudyCriticalstudyCreativestudyJunior1Junior2Junior3Senior1Senior2Senior3College1College2Figure1.TheEver-advancingIntegrationofDifferentTypesofStudy页：6插图的标题置于插图的下面。Intheproblem-solvingsituation,divergentthinkingwillresultinnewinformationandanumberofpreviouslyundiscoveredsolutions.Andsubsequently,convergentthinkingwillplayitsroletoanalyzeandsynthesizesuchnewly-acquiredinformationinthecontextoftheexistingknowledgeandworkoutonepracticalsolutiononthebasisoftheenrichedorrestructuredknowledgesystemwhichintegratesthenewinformationwiththepreviouslyexistingknowledgebase.Consideringtheforeignlanguagelearningexperienceasadevelopmentalprocess,wecanreasonablyarguethatthisprocessisoneoftheever-advancingintegrationofdifferenttypesofstudy.(SeeFigure1)8 PromotingDynamicInterplaybetweenStudyandResearchinELTPractice4.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“promotingdynamicinterplaybetweenstudyandresearch”isonetheauthorhascherishedforalongtimeandletthein-serviceteachersofEnglishsharewhentheycometorefreshthemselvesintheirfurthereducationprogrammes.Thepurposeofthispaperistodemystifytheloftyterm“research”andhelpourfellowteachersofEnglishtointegratetheirstudyandteachingwithresearch.8 PromotingDynamicInterplaybetweenStudyandResearchinELTPracticeWorksCited页：8在MLA格式规范中，用WorksCited.Biehler,RobertF.,andJackSnowman.页：8在MLA格式规范中，作者姓名全部拼出。第一个作者的姓和名要倒过来，第二个作者的姓和名不用倒过来。PsychologyAppliedtoTeaching.5thed.Boston:HoughtonMifflin,1986.Cohen,Louis,andLawrenceManion.ResearchMethodsinEducation.4thed.London:Routledge,1994.页：8这是书的参考文献条目。“ConvergentThinking.”EncyclopaediaBritannica.1996ed.页：8表示1996年版。CD-ROM.Chicago:EncyclopaediaBritannicaInc.,1996.“DivergentThinking.”EncyclopaediaBritannica.1996ed.CD-ROM.Chicago:EncyclopaediaBritannicaInc.,1996.页：8这是百科全书光盘版的条目。Hitchcock,Graham,andDavidHughes.ResearchandtheTeacher:AQualitativeIntroductiontoSchool-BasedResearch.页：8这是有副书名的条目。2nded.London:Routledge,1995.Hohn,RobertL.ClassroomLearningandTeaching.WhitePlains,NY:Longman,1995.Howard,GeorgeS.BasicResearchMethodsintheSocialSciences.Glenview,Illinois:页：8如果城市不太为人所知，则需要加上州名。Scott,ForesmanandCompany,1985.Krashen,StephenD.“Applicationofpsycholinguisticresearchtotheclassroom.”Ed.Long,MichaelH.,andJackC.Richards.MethodologyinTESOL:BookofReading.NewYork:NewburyHouse,1987.33-44.页：8这是书中的一个章节或论文的条目。Quirk,Randolph,etal.AComprehensiveGrammaroftheEnglishLanguage.London:Longman,1985.Sternberg,RobertJ.,andWendyM.Williams.HowtoDevelopStudentCreativity.Alexandria,Virginia:AssociationforSupervisionandCurriculumDevelopment,1996.“Study.”TheRandomHouseDictionaryoftheEnglishLanguage.2nded.NewYork:RandomHouse,1987.Wood,Nancy.V.StrategiesforCollegeReadingandThinking.NewYork:McGraw-Hill,1991.需参考10篇以上文献。文秋芳.英语学习策略论.上海:上海外语教育出版社,1996.页：8中文条目列在英文条目之后，跟英文条目一样按音序排列。8'