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1、l>IntroductionStudyandresearcharetwoofthemostconfusingtermsusedineducationalsettingsbecausetheycansometimesusequiteinterchangeablywhileonotheroccasionstheymayrefertosomethingremarkablydifferent.Whenwesay,"WeledoingastudyintohowmuchtimemiddleschoolstudentsspendlearningEngl
2、ish'；wemeanthatwearedoingresearchintothisissue.However,inthesentenceuAftersixyearsofstudyinschool,hesuccessfullyenteredZhejiangUniversityattheageofthe“study"usedhereisgenerallynotinterpretedas“research".Nowadays,itisreasonablyacceptabletosaythatstudentscannotonlystudybuta
3、lsoresearch.Researchersneedtostudyinthecourseofresearch・Tobeteachers,theyshoulddosomeresearchwhilecontinuingtheirstudyofwhattheyareteachinginfurthereducation.InordertopromoteEnglishlanguageteaching(ELT)inschoolsandcollegesinChina,thispaperwillfirstdiscusstheroleofresearch
4、intheacquisitionofknowledge,thenexaminethekindsofstudy,andfinallyexplorethedynamicinteractionbetweenstudyandresearchintermsofeducationaltheoryandpracticeinELTsettings-2・ThreesourcesofknowledgeResearchisoneofthethreemajormeansforhumanbeingstoacquireknowledgeoftheenvironmen
5、tincludingthenaturalworldandourhumansociety.Theothertwoare"experience^and"reasoning9,(Cohen&Manion,1994:1).Theroleofresearchintheacquisitionofhumanknowledgecanhardlybeunderstoodfullywithoutbeingstudiedinconnectiontothatofexperienceandreasoning.Forthepurposeofachievingabet
6、terunderstandingofresearch,theroleofexperienceandreasoningwillbeconsideredbeforethatofresearch.2.1ExperienceExperienceisakindofdevelopmentofpersonalknowledgeoftheworld.Itisregardedasanindividuallyaccumulatedbodyofknowledge(Cohen&Manion,1994:1).Inaproblem-solvingsituation,
7、peopletendtoresorttopersonalexperiencefirst.However,wheresolutionstoproblemsclearlyliebeyondthisbodyofpersonalexperience,itisoftenhelplesstoresorttopersonalexperience.Inthecaseofforeignlanguagelearning,thelearner'snativelanguageofteninterfereswithorfacilitatesthelearningo
8、fthetargetlanguage・Thiscanbeconsideredasaclearindicationofthelearner'srelianceonthepersonalexper
