【正文】 Quirk, Randolph, et al. A Comprehensive Grammar of the English Language. London: Longman, 1985.Sternberg, Robert J., and Wendy M. Williams. How to Develop Student Creativity. Alexandria, Virginia: Association for Supervision and Curriculum Development, 1996.“Study.” The Random House Dictionary of the English Language. 2nd ed. New York: Random House, 1987.Wood, Nancy. V. Strategies for College Reading and Thinking. New York: McGrawHill, 1991.需參考10篇以上文獻。 CDROM. Chicago: Encyclopaedia Britannica Inc., 1996.“Divergent Thinking.” Encyclopaedia Britannica. 1996 ed. CDROM. Chicago: Encyclopaedia Britannica Inc., ：8這是百科全書光盤版的條目。In the problemsolving situation, divergent thinking will result in new information and a number of previously undiscovered solutions. And subsequently, convergent thinking will play its role to analyze and synthesize such newlyacquired information in the context of the existing knowledge and work out one practical solution on the basis of the enriched or restructured knowledge system which integrates the new information with the previously existing knowledge base. Considering the foreign language learning experience as a developmental process, we can reasonably argue that this process is one of the everadvancing integration of different types of study. (See Figure 1)4. Promoting dynamic interplay between study and research Some possible ways of ELT practice concerning study and researchBefore we propose the action of promoting dynamic interplay between study and research, we need first to consider three possible ways of ELT practice: 1) “study without research”, 2) “research without study”, and 3) “study plus research”. If our ELT practice is a kind of study without research, it will consequently prevent us from being efficient advanced learners and users of the target language. If it is one of research without study, it will subsequently prevent us from achieving greater progress or success in research. Only with an ELT practice in the mutual stimulation of study and research can we eventually bee more efficient advanced learners of English and highly successful researchers in English language learning and teaching. Two approaches to mutual stimulation between study and research in ELTYou may start either with study or with research. Whatever you start with, you are expected to follow the principle “Do not forget research while studying and do not abandon study while doing research”. This principle suggests two approaches to mutual stimulation between study and research: one is researchbased study and the other is studyoriented research.When you are engaged in researchbased study, you are advised to take the following guidelines into consideration: (1) Go on independent thinking to find problems whenever you study. (2) Resort to critical thinking to analyse the problem wherever you have one. (3) Start creative thinking to solve the problem however difficult it is.When you are conducting studyoriented research, you will be benefited from the following tips:1) Return to study when you are not clear about some facts in research.2) Resume your study when you have no guiding principle in research.3) Further your study when you have acplished your research project.5. ConclusionThe above discussion of study and research and the relationship between them is by no means prehensive but it can serve our purpose to improve ELT practice as a point of departure. The idea of “promoting dynamic interplay between study and research” is one the author has cherished for a long time and let the inservice teachers of English share when they e to refresh themselves in their further education programmes. The purpose of this paper is to demystify the lofty term “research” and help our fellow teachers of English to integrate their study and teaching with research.Works Cited頁：8在MLA格式規(guī)范中，用Works Cited.Biehler, Robert F., and Jack ：8在MLA格式規(guī)范中，作者姓名全部拼出。） From this definition, we can identify two kinds of study: one is receptive study mainly through reading and the other is critical study through investigation or reflection. More types of study can be recognised when we make reference to different educational theoretical sources. “Productive study” is proposed here to develop the educational idea “Use what you have just read to learn what you have just read” (Biehler and Snowman 438). “Creative study” can be a potential direction in education when we accept Sternberg and Williams’s advice “You can learn and teach creative thinking” and “develop creativity in yourself, in your students, and in your colleagues and staff members” (1). In this section, these ideas will be tentatively developed in the ELT context. Receptive studyReceptive study occurs when you r