商務(wù)英語本科畢業(yè)(學(xué)位)論文范文

PAGEPAGE79附件20：廣東外語外貿(mào)大學(xué)商務(wù)英語本科畢業(yè)（學(xué)位）論文PAGE\#"'頁：'#'

'"論文的組成部分：共10個(gè)基本部分：1）封面、2）目錄、3）英文摘要(Abstract)與關(guān)鍵詞(Keywords)、4）中文摘要與關(guān)鍵詞、5）英文提綱(Outline)、6）中文提綱、7）英文引言(Introduction)、8）正文、9）結(jié)語、10）文獻(xiàn)目錄(WorksCited)。PAGEPAGE\#"'頁：'#'

'"論文的組成部分：共10個(gè)基本部分：1）封面、2）目錄、3）英文摘要(Abstract)與關(guān)鍵詞(Keywords)、4）中文摘要與關(guān)鍵詞、5）英文提綱(Outline)、6）中文提綱、7）英文引言(Introduction)、8）正文、9）結(jié)語、10）文獻(xiàn)目錄(WorksCited)。PAGE\#"'頁：'#'

'"頁碼設(shè)置：頁碼需分兩部分設(shè)置。第一部分（即正文之前部分）用羅馬數(shù)字（即i,ii,iii,iv等）第二部分（即正文及以后部分）用阿拉伯?dāng)?shù)字（即1,2,3,4等）。第一部分的頁碼設(shè)置：用“插入”→“頁碼”→“對(duì)齊方式”選“居中”→“首頁顯示頁碼”撤選→在“格式”中“數(shù)字格式”選“i,ii,iii…”→在“頁碼格式”中“確定”→再在“頁碼”中“確定”→設(shè)置完成。第二部分的頁碼設(shè)置：先在正文的起始處用“插入”→“分隔符”→在“分節(jié)符類型”中選“下一頁”，然后用“插入”→“頁碼”→“對(duì)齊方式”選“居中”→勾選“首頁顯示頁碼”→在“格式”中“數(shù)字格式”選“1,2,3…”→在“頁碼格式”中“確定”→再在“頁碼”中“確定”→設(shè)置完成。(20屆)論文題目PromotingDynamicInterplaybetweenStudy（英文）andResearchinELTPractice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）專業(yè)學(xué)院繼教（公開）學(xué)院 商務(wù)英語專業(yè)學(xué)院準(zhǔn)考證號(hào)班級(jí)自考 準(zhǔn)考證號(hào)班級(jí)作者姓名指導(dǎo)老師作者姓名指導(dǎo)老師完稿時(shí)間完稿時(shí)間成績(jī)成績(jī)

A4紙打印，兩端對(duì)齊，行間距1.25倍PAGE\#"'頁：'#'

'"行間距的設(shè)置PAGE\#"'頁：'#'

'"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(hào)，黑正體。居中，TimesNewRoman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。WuBenhu左頂格，TimesNewRoman小四號(hào)，黑正體。居中，TimesNewRoman三號(hào)，黑正體。如有副標(biāo)題，用冒號(hào)將主、副標(biāo)題隔開。居中，TimesNewRoman四號(hào)，正體。居中，TimesNewRoman四號(hào)，正體。左頂格，TimesNewRoman小四號(hào)，正體。Abstract:Thispaperfirstexploresthesignificanceofresearchincomparisontotheothertwosourcesofhumanknowledge(i.e.experienceandreasoning)inthecontextofELTpracticeinChina.Itthenelaboratesthefourkindsofstudy:receptivestudy,productivestudy,criticalstudyandcreativestudy,andproposesapracticeofever-advancingintegrationofvarioustypesofstudywithdifferentlevelsofdepthofinformationprocessing.Itfinallydiscussespossiblerelationshipsbetweenstudyandresearchandsuggestsresearch-basedstudyandstudy-orientedresearchastwopotentialapproachestomutualstimulationbetweenstudyandresearchinELTpracticeinChina.左頂格，TimesNewRoman小四號(hào)，正體。Keywords:study;research;EnglishlanguageteachingTimesNewRoman小四號(hào)，正體。關(guān)鍵詞以3—TimesNewRoman小四號(hào)，正體。關(guān)鍵詞以3—5個(gè)為宜，中間以分號(hào)隔開左頂格，TimesNewRoman小四號(hào)，黑正體。居中，宋體三號(hào)，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號(hào)。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(hào)，黑正體。如有副標(biāo)題，另起一行，居中，前加破折號(hào)。居中，宋體四號(hào)，正體。吳本虎居中，宋體四號(hào)，正體。摘要:本文首先結(jié)合中國(guó)英語教學(xué)實(shí)際探討了研究在教學(xué)中的重大作用，指出它是人類知識(shí)三大來源中最重要的一項(xiàng)；然后闡述了學(xué)習(xí)的四個(gè)層次，即接受性學(xué)習(xí)、運(yùn)用性學(xué)習(xí)、評(píng)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(gè)在學(xué)習(xí)層次上包容性不斷提高的實(shí)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(shí)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(hào)，正體。關(guān)鍵詞以3-5個(gè)為宜，中間以分號(hào)隔開關(guān)鍵詞：學(xué)習(xí)；研究；英語教學(xué)宋體小四號(hào)，正體。關(guān)鍵詞以3-5個(gè)為宜，中間以分號(hào)隔開左頂格，宋體小四號(hào)，黑正體。

左頂格，宋體小四號(hào)，黑正體。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.2.3Research Researchcanbedefinedfromdifferentperspectives.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.Fourtypesofstudy Inagenerallyacceptedsense,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(hào)中列出，后加“PAGE\#"'頁：'#'

'"詞典詞條的夾注：將詞條在雙引號(hào)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.3.1Receptivestudy Receptivestudyoccurswhenyoureceiveinformationfromtheoutsideworld.Inthecaseofforeignlanguagelearning,successfulreceptivestudyisexpectedtobebasedonKrashen’s“morecomprehensibleinput”(39)andAusubel’s“meaningfulreceptionlearning”(Hohn224).Here,meaningfulcommunicationisthekeytosuccess.Inreceptivestudy,youselectandtakeinwhatisnewandmeaningfultoyou.3.2Productivestudy Productivestudyoccurswhenyouusewhatyouhavelearned.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(duì)應(yīng)，不要用拼音形式，以便跟參考文獻(xiàn)中的篇目相對(duì)應(yīng)。ComponentsofastudyplanSuccessfullearners(5)Unsuccessfullearners(5)What55When42How51Why51Answer:Differencebetweenthemspecific/concrete/cleargeneral/abstract/vague3.3Criticalstudy Criticalstudycomesfromyouranalysisofwhatyouhavelearned.Youranalysisisessentiallycharacterisedbycriticalthinking.AselaboratedbyWood,criticalthinkingdoesnotmeantocriticiseorfindfault.Itmeans“touseavarietyofmentalactivitiestoacquiregreaterunderstandingandinsight”and“thesementalactivitiesincludeaskingwhy,makingcomparisonsandcontrasts,analyzingcausesandeffects,orlookingforproblemsandsolutions”(Wood305).Inaclassofstudyskilltraining,theteacherpresentedtheresearchfindingsasshowninTable2andthenaskedthestudentstouseapairofadjectivesoppositeinmeaningtodescribethemajordifferencebetweenthesuccessfullearners’studyplansandthoseofunsuccessfullearners.Itwasdifficultforthestudentstoindicatethedifferencewithantonymousadjectives.Sotheteacherhadtogiveoneadjectivetoelicittheotherfromthestudents.Thisshowsthedemandingnatureofcriticalthinking.3.4Creativestudy Creativestudyleadsyoufromthestageofreceivingandusingknowledgetothestageofdiscoveringnewknowledgebyresearchstartedfromcriticalthinking.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：'#'

'"PAGE\#"'頁：'#'

'"插圖的標(biāo)題置于插圖的下面。 Intheproblem-solvingsituation,divergentthinkingwillresultinnewinformationandanumberofpreviouslyundiscoveredsolutions.Andsubsequently,convergentthinkingwillplayitsroletoanalyzeandsynthesizesuchnewly-acquiredinformationinthecontextoftheexistingknowledgeandworkoutonepracticalsolutiononthebasisoftheenrichedorrestructuredknowledgesystemwhichintegratesthenewinformationwiththepreviouslyexistingknowledgebase. Consideringtheforeignlanguagelearningexperienceasadevelopmentalprocess,wecanreasonablyarguethatthisprocessisoneoftheever-advancingintegrationofdifferenttypesofstudy.(SeeFigure1)4.Promotingdynamicinterplaybetweenstudyandresearch4.1SomepossiblewaysofELTpracticeconcerningstudyandresearch Beforeweproposetheactionofpromotingdynamicinterplaybetweenstudyandresearch,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.Conclusion TheabovediscussionofstudyandresearchandtherelationshipbetweenthemisbynomeanscomprehensivebutitcanserveourpurposetoimproveELTpracticeasapointofdeparture.Theideaof“promotingdynamicinterplaybetweenstudyandresearch”isonetheauthorhascherishedforalongtimeandletthein-serviceteachersofEnglishsharewhentheycometorefreshthemselvesintheirfurthereducationprogrammes.Thepurposeofthispaperistodemystifytheloftyterm“research”andhelpourfellowteachersofEnglishtointegratetheirstudyandteachingwithresearch.

WorksCitedPAGE\#"'頁：'#'

'"在MLA格式規(guī)