【正文】 and studyoriented research as two potential approaches to mutual stimulation between study and research in ELT practice in China.Key words: study。 research。 English language teaching在英語教學(xué)中力求學(xué)習(xí)與研究的相互促進(jìn)吳本虎居中，Times New Roman 三號，黑正體。如有副標(biāo)題，用冒號將主、副標(biāo)題隔開。居中，Times New Roman 四號，正體。左頂格，Times New Roman小四號，黑正體。左頂格，Times New Roman小四號，黑正體。左頂格，Times New Roman小四號，正體。Times New Roman小四號，正體。關(guān)鍵詞以 3—5個(gè)為宜，中間以分號隔開居中，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。16摘要: 本文首先結(jié)合中國英語教學(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。關(guān)鍵詞：學(xué)習(xí)；研究；英語教學(xué) 左頂格，宋體小四號，黑正體。宋體小四號，正體。關(guān)鍵詞以 35個(gè)為宜，中間以分號隔開Comment [wbh4]: 頁：17 目錄的生成步驟：在正文中對各級標(biāo)題根據(jù)級別設(shè)置章節(jié)目錄：先選定一個(gè)標(biāo)題，然后在“樣式”中選定相應(yīng)級別的“標(biāo)題” 。在目錄頁選定位置上生成論文目錄：在“插入”中選“索引和目錄” ，再在其中選“目錄”后確定即可。 （注意：在生成目錄之前， “Abstract” 和 “摘要”必須單獨(dú)占一行，否則所有的摘要內(nèi)容都會出現(xiàn)在目錄中） 。如果生成的目錄中的字體、字號等跟規(guī)定不符，只要將所有目錄項(xiàng)目選中后作相應(yīng)調(diào)整即可。 ）Comment [wbh5]: 頁：17 頁眉的設(shè)置：先在“視圖”中選“頁眉和頁腳” ，然后輸入論文題目，輸入完了之后“關(guān)閉” 。17Contents1. INTRODUCTION.............................................................................................................822. THREE SOURCES OF KNOWLEDGE...........................................................................82 EXPERIENCE.....................................................................................................82 REASONING......................................................................................................83 RESEARCH........................................................................................................843. FOUR TYPES OF STUDY...............................................................................................85 RECEPTIVE STUDY...........................................................................................86 PRODUCTIVE STUDY.........................................................................................86 CRITICAL STUDY..............................................................................................87 CREATIVE STUDY.............................................................................................874. PROMOTING DYNAMIC INTERPLAY BETWEEN STUDY AND RESEARCH.............88 SOME POSSIBLE WAYS OF ELT PRACTICE CONCERNING STUDY AND RESEARCH..............................................................................................................88 TWO APPROACHES TO MUTUAL STIMULATION BETWEEN STUDY AND RESEARCH IN ELT.................................................................................................895. CONCLUSION.................................................................................................................89WORKS CITED....................................................................................................................90居中，Times New Roman 三號，黑正體。18Promoting Dynamic Interplay between Study and Research in ELT PracticeGuangdong University of Foreign Studies 2022 XXXTutor: Professor YYY1. IntroductionStudy and research are two of the most confusing terms used in educational settings because they can sometimes use quite interchangeably while on other occasions they may refer to something remarkably different. When we say, “We’re doing a study into how much time middle school students spend learning English”, we mean that we are doing research into this issue. However, in the sentence “After six years of study in school, he successfully entered Zhejiang University at the age of 17”, the “study” used here is generally not interpreted as “research”.Nowadays, it is reasonably acceptable to say that students can not only study but also research. Researchers need to study in the course of research. To be teachers, they should do some research while continuing their study of what they are teaching in further education. In order to promote English language teaching (ELT) in schools and colleges in China, this paper will first discuss the role of research in the acquisition of knowledge, then examine the kinds of study, and finally explore the dynamic interaction between study and research in terms of educational theory and practice in ELT settings.2. Three sources of knowledgeResearch is one of the three major means for human beings to 居中，Times New Roman 四號，正體。二級及以下各級小標(biāo)題單獨(dú)占一行，左頂格，Times New Roman 小四號，正體。居中，Times New Roman 三號，黑正體。如有副標(biāo)題，用冒號將主、副標(biāo)題隔開。章節(jié)標(biāo)題或一級小標(biāo)題單獨(dú)占一行，左頂格，Times New Roman 小四號，黑正體。兩端對齊，Times New Roman 小四號，正體。Comment [wbh6]: 頁：19 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 212213頁。 ）19acquire knowledge of the environment including the natural world and our human society. The other two are “experience” and “reasoning”(Cohen and Manion 1). The role of research in the acquisition of human knowledge can hardly be understood fully without being studied in connection to that of experience and reasoning. For the purpose of achieving a better understanding of research, the role of experience and reasoning will be considered before that of research. ExperienceExperience is a kind of development of personal knowledge of the world. It is regarded as an individually accumulated body of knowledge (Cohen and Manion 1). In a problemsolving situation, people tend to resort to personal experience first. However, where solutions to problems clearly lie beyond this body of personal experience, it is often helpless to resort to personal experience. In the case of foreign language learning, the learner’s native language often interferes with or facilitates the learning of the target language. This can be considered as a clear indication of the learner’s reliance on the personal experience in h