英語專業(yè)函授本科畢業(yè)論文

PromotingDynamicInterplaybetweenStudyandResearchinELTPracticePAGEPAGEi浙江師范大學(xué)外國語學(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)號年級教學(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，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，黑正體。居中，TimesNewRoman三號，黑正體。如有副標(biāo)題，用冒號將主、副標(biāo)題隔開。WuBenhu左頂格，TimesNewRoman小四號，黑正體。居中，TimesNewRoman三號，黑正體。如有副標(biāo)題，用冒號將主、副標(biāo)題隔開。居中，TimesNewRoman四號，正體。居中，TimesNewRoman四號，正體。左頂格，TimesNewRoman小四號，正體。Abstract:Thispaperfirstexploresthesignificanceofresearchincomparisontotheothertwosourcesofhumanknowledge(i.e.experienceandreasoning)inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthofinformationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.左頂格，TimesNewRoman小四號，正體。Keywords:study;research;EnglishlanguageteachingTimesNewRoman小四號，正體。關(guān)鍵詞以2—TimesNewRoman小四號，正體。關(guān)鍵詞以2—4個為宜，中間以分號隔開左頂格，TimesNewRoman小四號，黑正體。居中，宋體三號，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號。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，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號。居中，宋體四號，正體。吳本虎居中，宋體四號，正體。摘要:本文首先結(jié)合中國英語教學(xué)實際探討了研究在教學(xué)中的重大作用，指出它是人類知識三大來源中最重要的一項；然后闡述了學(xué)習(xí)的四個層次，即接受性學(xué)習(xí)、運(yùn)用性學(xué)習(xí)、評析性學(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)是一個在學(xué)習(xí)層次上包容性不斷提高的實踐，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，正體。關(guān)鍵詞以2-4個為宜，中間以分號隔開關(guān)鍵詞：學(xué)習(xí)；研究；英語教學(xué)宋體小四號，正體。關(guān)鍵詞以2-4個為宜，中間以分號隔開左頂格，宋體小四號，黑正體。

PromotingDynamicInterplaybetweenStudy左頂格，宋體小四號，黑正體。andResearchinELTPractice居中，TimesNewRoman三號，黑正體。如有副標(biāo)題，用冒號將主、副標(biāo)題隔開。居中，TimesNewRoman三號，黑正體。如有副標(biāo)題，用冒號將主、副標(biāo)題隔開。居中，TimesNewRoman小三號，黑正體。Outline居中，TimesNewRoman小三號，黑正體。一級綱目左頂格一級綱目左頂格IntroductionTimesNewRoman小四號，正體。一級綱目左頂格；TimesNewRoman小四號，正體。一級綱目左頂格；二級綱目向右縮進(jìn)（縮進(jìn)距離參見模板）；三級綱目比上一級綱目再向右縮進(jìn)（縮進(jìn)距離參見模板）；依此類推。注意：同一級綱目序號標(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二級綱目向右縮進(jìn)（縮進(jìn)距離參見模板）Reasoning二級綱目向右縮進(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，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號。居中，宋體三號，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號。居中，宋體小三號，黑正體。居中，宋體小三號，黑正體。提綱一級綱目左頂格引言一級綱目左頂格知識的三大來源二級綱目向右縮進(jìn)（縮進(jìn)距離參見模板）經(jīng)驗二級綱目向右縮進(jìn)（縮進(jìn)距離參見模板）宋體小四號，正體。一級綱目左頂格；宋體小四號，正體。一級綱目左頂格；二級綱目向右縮進(jìn)（縮進(jìn)距離參見模板）；三級綱目比上一級綱目再向右縮進(jìn)（縮進(jìn)距離參見模板）；依此類推。注意：同一級綱目序號標(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，黑正體。如有副標(biāo)題，用冒號將主、副標(biāo)題隔開。andResearchinELTPractice居中，TimesNewRoman三號，黑正體。如有副標(biāo)題，用冒號將主、副標(biāo)題隔開。居中，TimesNewRoman四號，正體。FLC2001(04)(English)WuBenhu居中，TimesNewRoman四號，正體。章節(jié)標(biāo)題或一級小標(biāo)題單獨(dú)占一行，左頂格，TimesNewRoman小四號，黑正體。Tutor:ProfessorChenChangyi章節(jié)標(biāo)題或一級小標(biāo)題單獨(dú)占一行，左頂格，TimesNewRoman小四號，黑正體。1.Introduction兩端對齊，TimesNewRoman小四號，正體。Studyandresearcharetwoofthemostconfusingtermsusedineducationalsettingsbecausetheycansometimesusequiteinterchangeablywhileonotheroccasionstheymayrefertosomethingremarkablydifferent.Whenwesay,“We’redoingastudyintohowmuchtimemiddleschoolstudentsspendlearningEnglish”,wemeanthatwearedoingresearchintothisissue.However,inthesentence“Aftersixyearsofstudyinschool,hesuccessfullyenteredZhejiang兩端對齊，TimesNewRoman小四號，正體。Nowadays,itisreasonablyacceptabletosaythatstudentscannotonlystudybutalsoresearch.Researchersneedtostudyinthecourseofresearch.Tobeteachers,theyshoulddosomeresearchwhilecontinuingtheirstudyofwhattheyareteachinginfurthereducation.InordertopromoteEnglishlanguageteaching(ELT)inschoolsandcollegesinChina,thispaperwillfirstdiscusstheroleofresearchintheacquisitionofknowledge,thenexaminethekindsofstudy,andfinallyexplorethedynamicinteractionbetweenstudyandresearchintermsofeducationaltheoryandpracticeinELTsettings.2.Threesourcesofknowledge二級及以下各級小標(biāo)題單獨(dú)占一行，左頂格，TimesNewRoman小四號，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，“二級及以下各級小標(biāo)題單獨(dú)占一行，左頂格，TimesNewRoman小四號，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：將詞條在雙引號中列出，后加“PAGE\#"'頁：'#'

'"詞典詞條的夾注：將詞條在雙引號中列出，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)篇目相對應(yīng)，不要用拼音形式，以便跟參考文獻(xiàn)中的篇目相對應(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