研究生学术英语写作教程Unit5ReportingResults

1Unit5ReportingResultsObjectives:-Understandthefunctionandthemajorelementsoftheresultssection;-Learnthemajorstepstodealwiththeresultssection;-Usethetipsfordescribinggraphicinformation;-Graspthetipsformakingcomparisonandcontrast;-Learntheskillsforchoosingappropriategraphsandmakinggraphs.Contents:-Teacher’sintroduction;-Readinganddiscussion:TypesofLanguageforThinkingandLexicalCollocationalErrors;-Languagefocus:graphicdescription;comparisonandcontrast;-Writingpractice:usinggraphsanddescribinggraphs(tablesandcharts);-Rewritingpractice:graspingthemajormovesforoutliningtheresultssection;-Classroomextension:descriptionsofdataandgraphswhenreportingresults.1.ReadingActivity1.1Pre-readingTaskDoyouknowhowtoreporttheresultsofyourresearch?Thestandardapproachtotheresultssectionofaresearchpaperistopresenttheresultswiththestatistical2techniquessuchastablesandcharts.Thisdoesnotmeanthatyoudonotneedanytexttodescribedatapresentedingraphs.Thinkaboutthefollowingquestionsbeforereadingthetextandthenhaveadiscussionwithyourclassmates.1.Whatisthefunctionoftheresultssection?2.Whatarethemajorelementsincludedintheresultssection?3.Whatarethemajorstepsforyoutodealwiththeresultssection?4.Howdoyoudescribegraphicinformationintheresultssection?5.Howdoyoucompareandcontrastthedatapresentedingraphs?ThefollowingispartoftheresultssectionofaresearchpaperwhichinvestigatedhowEFLlearners’typesoflanguageforthinkinginfluencetheirlexicalcollocationalerrorsinspeech.1.2ReadingPassageResultsTypesofLanguageforThinkingandLexicalCollocationalErrors1Onekeyissueinthisstudywaswhetheralearner’stypeoflanguageforthinkinginfluenceslexicalcollocationalproduction.2Thisissuewasexploredbyexaminingoneretrospectivereportonthequestionnaire,‘‘Whentaperecording,whatlanguagedidyoumainlyuseforinnerspeech?’’3Basedontheirresponses,the42participantswereclassifiedintofourlanguagegroups:Chinese,English,ChinesemingledwithEnglish,andotherlanguages.4Theparticipants’inaccuracyrateswerecompared,whichwereobtainedbydividingthenumberoferrorsbytheoverallnumberoflexicalcollocationstheyproducedindividually,amongthelanguagegroups.Thepreliminaryanalysisdiscoveredthatthe42participantsproducedatotalof2,491lexicalcollocations,andeachparticipantcreatedapproximately29lexicalcollocationsperminute.Regardinglearnererrors,263incorrectcollocationswerefoundamongthe2,491lexicalcollocations,resultinginaninaccuracyrateof10.56.Toreporttheeffectoflanguageforthinkingontheproductionoflexicalcollocationsinspeech,Table1recordsthefactthat5studentsstatedthattheirtypeoflanguageforthinkingwasforthemostpartChinese.AsTable1shows,17mainlyusedEnglishforthinking,20primarilythoughtinChinesemingledwithEnglish,andnonethoughtinotherlanguages.Theinaccuracyrateoforallexicalcollocationsineachlanguagegroupwascalculatedbydividingthetotalnumberoflexicalcollocationalerrorsbythetotalnumberoflexicalcollocationsproduced.Descriptivestatisticsdemonstratedthatthosewhomainlythoughtintheirnativelanguage(MandarinChinese)producedthehighestinaccuracyrateoflexicalcollocations(M=15.17),followedbythosewhoprimarilythoughtinEnglish(M=12.40)andthoseusingacombination(M=8.44).3Resultsofaone-wayanalysisofvariance(ANOVA)furtherdisplayedthatthedifferenceamongthesethreegroupsreachedasignificantlevel,F(2,39)=4.07,p.05.ThisresultsupportsthenotionthatEFLlearners’typeoflanguageforthinkingappreciablyinfluencestheiroralproductionoflexicalcollocations.Toprobeintergroupdifferences,theFisherLeastSignificantDifference(LSD)posthoctestwasadopted,whichaimsatdiscerningwhetherthecomparisonbetweengroupsreachesthesignificancelevel.TheLSDtestshowedthattheChinese-mingled-with-EnglishgrouphadamarkedlylowerinaccuracyratethantheChineseorEnglishgroups,whilethedifferencebetweentheChineseandEnglishgroupswasnotsignificant.ThinkinginbothChineseandEnglishwasmorebeneficialandeffectivetotheEFLlearners’oralproductionoflexicalcollocations.Table1:TypesofLanguageforThinkingandInaccuracyRatesofLexicalCollocationsGroupNM(%)SD(%)FCommentsChinese(CH)515.175.484.07*CHCE*English(EN)1712.406.72ENCE*ChinesemingledwithEnglish(CE)208.444.32Others0Note:Meanshowstheaverageinaccuracyrateofcollocationsineachgroup.*P.05(Hung-ChunWang&Su-ChinShih,2011)1.3ReadingComprehension1.3.1Readthefirstparagraphandidentifytheinformationelementsyoufindineachsentenceofthetext.SentencesElementsSentence1Sentence2Sentence3Sentence441.3.2Someverbscanbeusedtolocatetheresultsoftheresearch,suchas“show”and“indicate”.Readthesecondandthirdparagraphscarefullyandthinkofthequestion:Whichverbsdidtheauthorsuseforlocatingtheresults?ParagraphsVerbslocatingtheresultsInthe2ndparagraphInthe3rdparagraph1.3.3Readthesecondandthirdparagraphscarefullyandthinkofthequestion:Whatisthefunctionofthelastsentenceinthe2ndand3rdparagraphsrespectively?SentencesFunctionLastsentenceinthe2ndparagraphLastsentenceinthe3rdparagraph2LanguageFocus2.1GraphicdescriptionTheresultssectionclearlypresentsthefindingsofyourstudy.Itisusuallypresentedbothingraphandtext.First,preparethegraphsassoonasallthedataareanalyzedandarrangetheminthesequencethatbestpresentsyourre