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英语本科毕业论文大纲

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英语本科毕业论文大纲

篇1：英语本科毕业论文大纲

英语本科毕业论文大纲

第一章绪论

第一节国外语言文化教学研究回顾

第二节国内语言文化教学研究回顾

第二章对外汉语教学中的语言文化教学理论与模式

第一节语言文化教学的理论基础

一、文化的定义

二、文化与语言的关系

（一）语言是文化的载体

（二）文化是语言的深层机制

三、对外汉语教学与文化

（一）语言教学与文化教学

（二）对汉语教学中的文化因素

（三）语言课中的文化导入

第二节对外汉语教学中文化导入的教学模式

一、以结构主义语言学理论为基础的对比分析教学法

二、以系统功能语言学理论为基础的任务型教学法

三、以建构主义认识论为基础的体验式教学法

第三章对外汉语教学中的文化导入原则与内容

第一节对外汉语教学中的文化导入原则

第二节对外汉语教学中的文化导入内容

第四章对外汉语教学中的文化导入方法

第一节对比分析导入法

一、词汇对比教学的文化因素导入

二、语法对比教学的文化因素导入

三、语用对比教学的文化因素导入

第二节任务穿插讲解法

第三节体验式文化习得法

第五章文化导入教学中教师的因素

第一节教师的知识基础与文化素养

第二节教师的教学能力与定期培训

本文结论

对外汉语教学在我国外语教学中已经有了几十年的.历史，它并不是一个新兴的学科，如果把它看作专门独立的学科来算，这门学科也已经有二十多年的历史了。而对外汉语教学中的文化导入研究正是对我国对外汉语教学学科内容、教学体系和教学方法的丰富与补充。研究紧扣当今二语教学界关注的热门课题，即如何在进行第二语言教学的过程中将语言教学与文化教学紧密结合，从而有条不紊地实现有系统，有目的，有效率的语言文化教学。本篇论文正是在其它学者对语言教学与文化教学研究的基础之上，对对外汉语教学中的文化导入等相关细节问题作了进一步的研究与阐释，参照国内外学者的教学理论模式并结合自己的相关教学经验讨论了在对外汉语教学过程中的一些具体文化导入的原则、内容与方法。

目前我国对外汉语教学界已经普遍认识到教学中文化因素对语言习得的重要影响，并对此进行了广泛、积极、深入的探讨与理论研究，现已明确提出对外汉语教学必须要导入相关的文化因素。但是对于文化导入的原则、内容与方法等具体问题还没有统一的定论与充分明析的大纲。随着学术界对相关问题研究的不断深入，希望本文能够对这些相关问题的研究提供一些新的思路。

篇2：本科毕业论文大纲

1.标题式写法

用简要的文字写成标题，把这部分的内容概括出来。

这种写法简明扼要，一目了然，但只有作者自己明白。

毕业论文提纲一般不能采用这种方法编写。

2.句子式写法

以一个能表达完整意思的句子形式把该部分内容概括出来。

这种写法具体而明确，别人看了也能明了，但费时费力。

毕业论文的提纲编写要交与指导教师阅读，所以，要求采用这种编写方法。

编写提纲的步骤

编写提纲的步骤可以是这样：

(一)确定论文提要，再加进材料，形成全文的概要

论文提要是内容提纲的雏型。

一般书、教学参考书都有反映全书内容的提要，以便读者一翻提要就知道书的大概内容。

我们写论文也需要先写出论文提要。

在执笔前把论文的题目和大标题、小标题列出来，再把选用的材料插进去，就形成了论文内容的提要。

(二)原稿纸页数的分配

写好毕业论文的提要之后，要根据论文的内容考虑篇幅的长短，文章的各个部分，大体上要写多少字。

如计划写20页原稿纸(每页300字)的论文，考虑序论用1页，本论用17页，结论用1—2页。

本论部分再进行分配，如本论共有四项，可以第一项3—4页，第二项用4—5页，第三项3—4页，第四项6—7 页。

有这样的分配，便于资料的配备和安排，写作能更有计划。

毕业论文的长短一般规定为5000—6000字，因为过短，问题很难讲透，而作为毕业论文也不宜过长，这是一般大专、本科学生的理论基础、实践经验所决定的。

(三)编写提纲

论文提纲可分为简单提纲和详细提纲两种。

简单提纲是高度概括的，只提示论文的要点，如何展开则不涉及。

这种提纲虽然简单，但由于它是经过深思熟虑构成的，写作时能顺利进行。

没有这种准备，边想边写很难顺利地写下去。

以《关于培育和完善建筑劳动力市场的思考》为例，简单提纲可以写成下面这样：

编写论文提纲的详细步骤【3】

一、序论

二、本论

(一)培育建筑劳动力市场的前提条件

(二)目前建筑劳动力市场的基本现状

(三)培育和完善建筑劳动力市场的对策

三、结论

详细提纲，是把论文的主要论点和展开部分较为详细地列出来。

如果在写作之前准备了详细提纲，那么，执笔时就能更顺利。

下面仍以《关于培育和完善建筑劳动力市场的思考》为例，介绍详细提纲的写法：

一、序论

1.提出中心论题;

2，说明写作意图。

二、本论

(一)培育建筑劳动力市场的前提条件

1.市场经济体制的确立，为建筑劳动力市场的产生创造了宏观环境;

2.建筑产品市场的形成，对建筑劳动力市场的培育提出了现实的要求;

3.城乡体制改革的深化，为建筑劳动力市场的形成提供了可靠的保证;

4.建筑劳动力市场的建立，是建筑行业用工特殊性的内在要求。

(二)目前建筑劳动力市场的基本现状

1.供大于求的买方市场;

2，有市无场的隐形市场;

3.易进难出的畸形市场;

4，交易无序的自发市场。

(三)培育和完善建筑劳动力市场的对策

1.统一思想认识，变自发交易为自觉调控;

2.加快建章立制，变无序交易为规范交易;

3.健全市场网络，变隐形交易为有形交易;

4.调整经营结构，变个别流动为队伍流动;

5，深化用工改革，变单向流动为双向流动。

三、结论

1，概述当前的建筑劳动力市场形势和我们的任务;

篇3：本科毕业论文大纲

引言…………………………………………………………………………………5

1.公务员的涵义与范围……………………………………………………………5

1.1 国外公务员的涵义与范围……………………………………………………5

1.2 我国公务员的涵义与范围……………………………………………………7

1.3 我国公务员和国外公务员的区别……………………………………………7

2. 报考公务员的现状和趋势 ……………………………………………………8

2.1近三年，报考公务员的人数和大学生占的比例 ……………………………9

2.2各专业学生可选择报考公务员岗位的情况 …………………………………10

2.3近三年公务员冷、热门岗位的竞争情况 ……………………………………11

3.“公务员热”产生的原因 ………………………………………………………12

3.1 宏观方面 ………………………………………………………………………13

3.1.1市场经济优胜劣汰机制和高校的不断扩招，导致大学生严峻的就业形势，从而催化了公务员考试过热的现象 ………………………………………………13

3.1.2目前我国社会保障制度尚不完善，相对来说，公务员这一“铁饭碗”具有极大的吸引力 ………………………………………………………………………14

3.1.3 “官本位”思想和父辈们的`教育方式，影响了当代大学生的择业观念，导致了“公务员热”的产生 …………………………………………………………15

3.2公务员的录用方面 ……………………………………………………………16

3.2.1公务员录用采取的方式——公开考试，公平性 …………………………16

3.2.2公务员录用坚持的原则，合理性 …………………………………………17

3.3公务员的工资、福利待遇方面 ………………………………………………18

3.3.1公务员的工资，稳定性 ……………………………………………………18

3.3.2公务员的保险，全面性 ……………………………………………………19

3.3.3公务员的福利，优厚性 ……………………………………………………20

4.针对“公务员考试热”的建议 …………………………………………………21

4.1对政府而言 ……………………………………………………………………21

4.1.1进一步拓宽就业渠道，鼓励自我创业 ……………………………………21

4.1.2完善公务员制度，从立法上打破“铁饭碗”现象，公务员向职业化发展 ……………………………………………………………………………………22

4.1.3完善其他岗位相关的福利和保障体系，吸引更多人的目光 ……………24

4.2对高校而言 ……………………………………………………………………25

4.2.1加强对大学生的职业规划教育引导 ………………………………………25

4.2.2为学生推荐适合不同专业的职业岗位，防止出现盲目跟风的“羊群效应” …………………………………………………………………………………26

4.3对家庭而言 ……………………………………………………………………27

4.3.1改变传统的教育观念，鼓励子女选择适合的职位 ………………………27

4.3.2父母可适当降低择业期望值，引导孩子先就业后图发展 ………………28

4.4对个人而言 ……………………………………………………………………28

4.4.1做好个人的职业生涯规划，给自己合理定位，可以选择先就业再择业 ……………………………………………………………………………………28

4.4.2根据自身情况，从专业出发，确定职业目标 ……………………………29

4.4.3提高自身的择业心理素质，鼓励从基层工作做起 ………………………30

结论 …………………………………………………………………………………32

谢辞 …………………………………………………………………………………32

参考文献……………………………………………………………………………33

篇4：本科英语毕业论文

本科英语毕业论文

摘要：

本文从正、反两个方面集中讨论了大学英语四级考试所产生的影响，并且从学习主体和教学主导两方面，就如何提高大学生英语应用能力的问题提出了笔者的建议。

论文关键词：

大学英语四级考试,英语教学,学习策略,自主学习

大学英语四、六级考试作为一项全国性的考试，旨在对大学生英语能力进行严格、科学、客观的测量。该考试自实施二十余年来，对高等教育人才综合能力的培养、英语教育的普及起到了巨大的推动作用;对中国的改革开放、经济发展也起到了极大的促进作用。如今，随着经济的深入发展，全球经济一体化的趋势日趋明显，我国对外交流、参与国际事务的机会也越来越多，这对大学生的英语水平也提出了更高的要求。但是，人们对大学英语考试成绩的日益重视却没有使学生的英语应用能力得到相应提高。下面笔者就将从大学英语四级考试所产生的影响谈起，就如何从真正意义上提高英语应用能力提出自己的建议。

1.大学英语四级考试的影响

作为本科阶段规模最为庞大的一门考试，四级考试受到了一部分人的重视，也遭到了一部分人的质疑，那么，针对大学英语四级考试所产生的影响这一问题，笔者将从正反两个方面进行分析。

1.1大学英语四级考试的积极影响

首先，不可否认，四级英语考试作为一项对在校本科生学习质量评估的必要指标，尽管存在不少问题，但是和TOEFL、IELTS这一类的考试一样，是检测英语为非母语人群的英语能力的一个比较客观的考试。这样的考试机制对在校的非英语专业本科生的英语学习提出了一个相对客观的要求和评估标准，也为学生提供一个相对公平的竞争环境。

其次，由于四级英语考试对学生英语能力的考察基础性较强，因此，很大程度上可以促进学生在英语基础知识方面的加强。必要的英语基础知识是学生发展此类爱好的必要前提。

最后，四级英语考试机制也是对教师教学效果的一种考察，考试中所反映出的问题既是学生的薄弱环节，也是教师在未来教学过程中所应该注意的。

1.2 大学英语考试的消极影响

四级英语考试对大部分学生的学习动机和策略产生了较大影响，由于其客观、公正和普及性，越来越多的高校将该考试作为评估一个学生是否具备毕业资格的一个重要指标。一定程度上讲，这对学生起到了促进作用。但是也正由于此，四级英语考试的重要性被过度放大，很多的学生迫于政策的压力，将大量时间花在了考试上，而忽略了英语学习的初衷，甚至丧失了英语学习兴趣，即便是过了四级，在实际应用时，仍捉襟见肘。

其次，四级英语考试过关率也成为各高校综合排名的指标之一。由于越来越多的大学将该考试成绩作为本科毕业的一项必要条件，现在，这已成为一个普遍标准，久而久之也就成为高校综合评估的一项重要指标。由此带来的一个直接影响就是老师教学目标和手段一定程度上失去了的灵活自主性。

随着时代的变迁，英语的教学手段也在不断地发生着变化，从传统教学偏重语法讲解、轻语言应用，逐渐转变为以语法、词汇等为基础，最大限度地让学生发挥主观能动性，全面发展学生的语言应用能力。而四级英语考试的测试却只包括了力听、阅读、写作和翻译能力，对说和译的反拨力度则明显不够，因此也直接影响了英语课堂内容的安排。结果本该用以辅助大学英语教学的考试机制却成了主导英语教学的风向标。

2.正确地对待四级考试，扬长避短，切实提高英语实际能力的提高

随着国家经济的发展，各领域的国际交流的日益频繁，英语必将继续凸显其重要性，因此，笔者认为，无论是老师还是学生，只有以一种正确的态度对待四级考试，扬长避短，积极发挥英语学习的主观能动性，才能够切实地提高英语应用能力。

2.1 从学习主体的角度

在谈及学生英语应用能力低下的问题时，很多人倾向于将原因归结为来自外部的应试压力及陈旧的教学机制，忽略了学习主体的内在因素。长期以来，大部分的学生都将大学英语考试与英语学习混为一谈，将四级考试成绩作为终极目标，单一的应试性思维严重影响了英语的习得和应用。笔者认为，主体的态度、目标和策略的制定会直接影响学习效果及学习主体对目标语的兴趣和信心。因此，作为学习主体，学生应该从以下几个方面进行改进。

首先，要树立一个端正的学习态度，搞清楚英语学习和四级英语考试的关系。将这个考试仅仅视为检测自己学习效果的一个功能性考试，这样既有利于缓解焦虑和不满的心情，同时还有助于发挥主观能动性。

其次，树立一个正确的目标。在搞清楚英语学习和四级英语考试的关系之后，学生应树立一个切实、正确的学习目标，而不再将目标局限于考试结果。

最后，制定一个合理、可行的学习策略。学生应该根据自身的需要和实际情况，重视英语基础性知识的同时积极、多角度地接触英语、使用英语，以达到对英语的灵活运用。

2.2 从教学主导的角度

作为教学环节中的另一重要部分——教师，应更大程度地发挥主导作用，帮助学生端正学习态度，激发学生英语学习的.兴趣，发掘学生的内在潜能，对学生进行积极地引导，正确看待四级英语考试和英语学习。

首先，树立正确的教学理念。教学理念与教学实践有着密不可分的关系，Peacock曾纵向研究了146名外语教师对二语教学的理念之后得出结论——教学理念会影响教师的教学，以及学生的语言学习。因此，笔者认为，教师应首先有一个积极、正确的教学理念，才能对学生的学习进行积极的引导。

其次，培养学生的自主学习能力和基本的听说读写能力。教师在教学中所扮演的应该是一个引导者的角色，授人与鱼不如授人以渔。Little(1995)认为，自主学习是指学习者可以独立地完成一项任务，将所学的知识和技能运用到所需要的场合，并且能根据特殊情况灵活地完成任务。只有达到这样的学习效果才能从根本上提高英语水平，并带动四级考试的过关率。

最后，根据实际情况，调整教学策略。针对目前高校大学英语课堂规模大、学生水平参差不齐的情况，笔者认为教师可以通过以下方式提高教学效率。

(1) 将班级编排为若干组，鼓励小组间的话题辩论和互评，以及组内成员相互协作。这样，在提高学生的书面、口头表达能力同时也培养了学生的协作能力。

(2) 注意话题的选择——选择能让大多数学生感兴趣的话题,学生讨论的兴趣——既有利于学生讨论内容的丰富性和多元化，也有利于活跃课堂气氛。

(3) 对全班学生设立一些必须完成的学习任务，以及一些可以选择性完成的任务，一方面，大部分学生的需要得到满足的同时，成绩相对较好的学生也可以通过完成选择性任务继续提高自己的英语水平。

3. 结语

我们应正确对待大学英语四级考试，扬长避短，利用现有资源，通过多方协作对大学英语的教学进行必要的调整，实现大学英语教学的初衷，让大学英语四级考试成为一个能够帮助检测我们英语学习效果的工具，从真正意义上实现英语应用能力的提高。

篇5：毕业论文大纲参考

《关于培育完善建筑劳力市场思考》例简单提纲写面：

一、序论

二、本论

培育建筑劳力市场前提条件

（二）目前建筑劳力市场基本现状

（三）培育完善建筑劳力市场策

三、结论

详细提纲举例

四、序论

1、提论题；

2、说明写作意图

二、本论

（一）培育建筑劳力市场前提条件

1、市场经济体制确立建筑劳力市场产创造宏观环境；

2、建筑产品市场形建筑劳力市场培育提现实要求；

3、城乡体制改革深化建筑劳力市场形提供靠保证；

4、建筑劳力市场建立建筑行业用工特殊性内要求

（二）目前建筑劳力市场基本现状

1、供于求买市场；

2、市场隐形市场；

3、易进难畸形市场；

4交易序自发市场

（三）培育完善建筑劳力市场策

1、统思想认识变自发交易自觉调控；

2、加快建章立制变序交易规范交易；

3、健全市场网络变隐形交易形交易；

4、调整经营结构变别流队伍流；

5、深化用工改革变单向流双向流

三、结论

1、概述前建筑劳力市场形势我任务；

2、呼应序言

（一）确定论文提要再加进材料形全文概要

论文提要内容提纲雏型般书、教参考书都反映全书内容提要，便读者翻提要知道书概内容，我写论文需要先写论文提要执笔前论文题目标题、标题列再选用材料，插进形论文内容提要

（二）原稿纸页数配

写毕业论文提要要根据论文内容考虑篇幅，短文章各部体要写少字计划写20页原稿纸（每页300字），序论用1页，本论用17页，结论用1—2页，本论部再进行配本论共四项，第项3—4页，第二项用4—5页，第三项3—4页，第四项6—7页，配便于资料配备安排写作能更计划毕业论文，短般规定5000—6000字短，问题难讲透作毕业论文宜般专、本科理论基础、实践经验所决定

（三）编写提纲

篇6：本科英语毕业论文提纲

Abstract 3-4

摘要 5-8

Chapter One Introduction 8-15

1.1 Statement of the Problem 8-13

1.2 Significance of the Study 13

1.3 Statement of the Research Questions 13

1.4 Organization of the Thesis 13-15

Chapter Two Literature Review 15-23

2.1 Definitions and Features of Lexical Chunks 15-16

2.1.1 Definition of Lexical Chunks 15-16

2.1.2 Features of Lexical Chunks 16

2.2 Classification of Lexical Chunks 16-19

2.2.1 Lewis’s Classification 16-17

2.2.2 Nattinger&DeCarrrico’s Classification 17-19

2.3 Theoretical Background of Lexical Chunks 19-21

2.3.1 Psychological Linguistic Basis 19-20

2.3.2 Language Acquisition Theory 20-21

2.4 Previous Study of the Relationship between Lexical Chunks and Writing 21-23

Chapter Three Research Methodology 23-43

3.1 Restatement of Research Questions 24-25

3.2 Experimental Subjects 25-26

3.3 Experimental Instruments 26-27

3.3.1 Questionnaire 26

3.3.2 Pre-test and Post-test 26-27

3.4 Procedure of the Experiment 27-41

3.4.1 Pre-Test 27

3.4.2 Implementation of the Experiment 27-41

3.4.3 Post-Test 41

3.5 Data Collection and Analysis 41-43

3.5.1 Collecting Data from Questionnaire 41

3.5.2 Collecting Data from Pre-test and Post-test 41-42

3.5.3 Data Analysis 42-43

Chapter Four Data Analysis and Discussions 43-52

4.1 Answers to Research Question One: Do most of the senior school students enjoy writing before the experiment? If not, what is the reason? 43-46

4.2 Answers to Research Question Two: Can students’ ability of writing be promoted by using lexical chunks? How can students’ writing ability be promotedin this way? 46-49

4.3 Answers to Research Question Three: Do students tend to adopt this writing approach after the experiment? What are the students’ responses to lexical chunks approach? 49-51

4.4 Summary 51-52

Chapter Five Conclusions, Implications and Suggestions for Further Research 52-57

5.1 Conclusions 52-53

5.2 Implications 53-56

5.3 Suggestions for Further Research 56-57

References 57-60

Appendix 60-64

Acknowledgements 64

篇7：本科英语毕业论文提纲

Abstract 5-6

摘要 7-11

List of Tables 11-12

List of Figures 12-13

Abbreviations 13-14

Chapter One Introduction 14-20

1.1 The Background of the Study 15-17

1.1.1 The Current Situation of the Study 15-16

1.1.2 The Reflection of the Current Study 16-17

1.1.3 The Requirement of the Syllabus of College English Teaching 17

1.2 The Significance of the Study 17-18

1.3 The Research Questions 18-19

1.4 The Structure of the Thesis 19-20

Chapter Two Literature Review 20-33

2.1 Language and Culture 20-25

2.1.1 Language 20-21

2.1.2 Culture 21-24

2.1.2.1 The Definition of Culture 21-22

2.1.2.2 The Characteristics of Culture 22

2.1.2.3 The Functions of Culture 22-23

2.1.2.4 The Classification of Culture 23-24

2.1.3 The Relationship between Language and Culture 24-25

2.2 Intercultural Communication 25-31

2.2.1 Communication Competence 26-27

2.2.2 Intercultural Communicative Competence 27-31

2.3 Content-Based Instruction (CBI) 31-33

2.3.1 The Definition and Characteristics of CBI 31

2.3.2 The Advantages of CBI 31-33

Chapter Three Research Design 33-40

3.1 Restatement of Research Questions 33

3.2 Subjects 33

3.3 Instruments 33-37

3.3.1 Instrument One: Eight Textbooks of NHCE (2nd Edition) 34-37

3.3.1.1 A General Introduction to NHCE (2nd Edition) 34

3.3.1.2 The Compiling Style of NHCE (2nd Edition) 34-35

3.3.1.3 The Content Proportion between Western Culture and Chinese Culture 35-37

3.3.2 Instrument Two: A Test Concerning Chinese Culture for Students 37

3.3.3 Instrument Three: Questionnaire for Both Students and Teachers 37

3.4 Data Collection Procedures and Data Analysis 37-40

Chapter Four Data Analysis and Discussion 40-59

4.1 Answers to Research Question 1 40-45

4.1.1 Descriptive Statistics of the Dissemination of Chinese Culture and Western Culture Concerning Reading and Writing of NHCE (2ndEdition) 40-41

4.1.2 Descriptive Statistics of the Dissemination of Chinese Culture and Western Culture Concerning Listening and Speaking of NHCE (2ndEdition) 41-45

4.2 Answers to Research Question 2 45-52

4.3 Answers to Research Question 3 52-59

Chapter Five Conclusions, Implications and Suggestions for Future Study 59-66

5.1 Conclusions 59-60

5.2 Implications 60-65

5.2.1 Improvement of Students’ Autonomous Learning Awareness Towards Chinese Culture 60-61

5.2.2 Improvement of the Teaching Materials 61-62

5.2.3 Enhancement of Teachers’ Competence 62-63

5.2.4 Adjustment of College English Teaching Syllabus 63

5.2.5 Adjustment of Evaluation 63-65

5.3 Limitations of the study and Recommendations for Future Study 65-66

5.3.1 Limitations of the study 65

5.3.2 Recommendations for Future study 65-66

Bibliography 66-75

Appendix Ⅰ 75-79

Appendix Ⅱ 79-86

篇8：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 (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.

篇9：英语本科毕业论文Location

The global recession has had little impact on Western Canada, which is in the midst of a resources boom thanks to its rich deposits of oil, gas, agricultural land, potash, diamonds and uranium. Conventional oil and gas reserves cover half of Alberta, and technological innovations in the past decade are now opening up the rich oil sands deposits. The world’s largest energy companies, including Total SA and Sinopec, have made massive investments in the area, with the goal of helping Alberta double its oil production by .

Investors living in China may wonder how they can access this strong pocket of growth. Enter Redev Properties , which offers a low-risk, high-reward investment opportunity.

Founded in 1981, Redev Properties offers investors the chance to become a part-owner in existing prime commercial real estate in growing Canadian cities. Redev helps to increase the revenue potential of the shopping plaza, maximizing investor revenue in the process. After four to seven years, the company sells and/or refinances the plaza, distributing substantial profits to its investors.

In its 30 years of operation, the Redev founders have developed more than 11,000 residential units and helped more than 5,000 investors become part-owners in 29 plazas in Canada since 2001. Two-thirds of its investors are Canadian residents, many of whom live near the plazas, which speaks highly for their location and value. The model offers investors immediate and continuous cash flow and significant capital gains. Investors pay relatively low taxes when the properties are sold and benefit from Canada’s strict commercial law and no risk of a government price-cooling policy.

Redev Properties is not about speculating. It is about benefiting from the stability of existing, well-located prime commercial real estate in rapidly growing areas. The model captures positive trends in both the Canadian economy and the stability of commercial real estate, typically offering five-year fixed rate mortgages and five- to 10-year escalating leases with established names. Canada’s resource boom has spurred growth in other sectors of the economy

and retail space is in short supply. Canada has about half the retail space per capita than the US, and retail demand continues to soar in Canada. This is especially true in Alberta and Saskatchewan, where residents have the highest disposable incomes in Canada and the lowest unemployment rate. Rising demand for retail space in Canada keeps occupancy rates high– occupancy rates in Edmonton have remained consistently above 95% since , according to international research consultancy Colliers – and puts upward pressure on rental rates. Rents are still low in Alberta, providing plenty of space for future increases in rent and capital value.

The demographics of Western Canada are the envy of the world. The area has affordable housing and a rising population alongside dropping unemployment rates. Retail sales are growing faster than the area’s population, inflation is low and economists project the region will add 600,000 new jobs in the next decade to a population of 4 million.

Canadian commercial real estate offers investors in Asia a safe haven in today’s turbulent global economy. Commercial real estate provides a hedge against inflation that is more established than residential real estate and less volatile than stock markets. However, commercial real estate is often difficult or impossible for investors to access on their own. Redev provides investors easy access to this low-risk, high-return investment opportunity at an affordable entry level. With the uncertainties today in the global economy, isn’t it time to move into a safe investment, and sit back and watch the returns accumulate in your bank account, wherever that may be?