学术论文写作指导(Discussion of Results).ppt

Chapter7DiscussionofResults 2020 1 15 Introduction TheFunctionsofaThesisDiscussionofResults SampleAnalysisofaMastersThesisDiscussionofResults FrequentlyAskedQuestions 2020 1 15 Introduction Inthischapter wewillbeconsideringthediscussionofresultsasaseparatechapterfromthepresentationofresultsandconclusionchapters Somethesescombinetheirpresentationanddiscussionofresultsorfindingsinasinglechapter Incontrast somethesescombinethediscussionofresultsandconclusioninonechapter Theadvantagesofhaingacombinedchapter itcanavoidrestatingtheresultswhenyoudiscussthem itismucheasierforthereadertofollowthedevelopmentofthethesis 2020 1 15 Theapproachthatistakenisoftendeterminedbydiscipinarypreferenceandthetypeofthesisthatisbeingwritten Adiscussionwithyoursupervisorwillassistyouinarrivingattheoptionbestsuitedtotheresearchyouarereporting Theapproachtakeninthischaptercanbeeasilyadaptedtothechoiceyoumake 2020 1 15 Ifyoudecidetocombineyourpresentationofresultswithyourdiscussionofthoseresults youwillmostlikelydevideyourresultsintomeaningfulsections e g accordingtoresearchquestions hypotheses thematicormethodologicalfoci andpresentyourdiscussionofeachsectionofresultsimmediatelyaftereachsectionorpartsectionofresultsthathasbeenpresented Thesameapproachwouldapplyifyoudecidedtocombineyourdiscussionofresultsandyourconclusion 2020 1 15 Consideringnowthediscussionofresultsasasinglechapter webeginwithaconsideratonofthepurposeandfunctionsofthechapterbeforelookingatarangeofmoveandsub moveoptionsthatmightbeconsidered Thechapterwillagainconcludewithadiscussionofsomekeylingusticfeaturesofdiscussionchapters someanswerstofrequentlyaskedquestons furtheractivitiesandsuggestionsforfurtherreading 2020 1 15 Whatismeantbydiscussingaresult Whenyoudiscussaresult youshouldgobeyondtheresultandexpressyourownopinionsabouttheresult i e yourpersonalspeculationonthereasonsforaresult yourjudgementonitssignificance implications andthepossibledirectionforfutureresearch etc Theessentialdifferencebetweenreportingaresultanddiscussingtheresultisthattheformerisfact drivenwhilethelatterisopinion driven However youropinionsarenotwhateveryouhavethoughtaboutbuttheyshouldbebasedoneitherexistingtheoriesorpreviousstudiesorcommonsense Therefore indiscussion referencesareindispensable 2020 1 15 Usuallythediscussiongoingtogetherwiththereportofaresultcannotbetoolongsincealengthydiscussionwillseparatetheanswerstotheresearchquestionsanditwilldistractthereader sattention Theelaborationofadiscussion ifitisnecessary canbemadeinthelastchapterofConclusion 2020 1 15 TheFunctionsofaThesisDiscussionofResults Thekeypurposeofthischapteristodiscussthemeaningandsignificanceoftheresultsorfindingsoftheresearchyouarereporting 1 Anoverviewoftheaimsoftheresearchthatreferstotheresearchquestionsorhypotheses2 Asummaryofthetheoreticalandresearchcontextsofthestudy3 Asummaryofthemethodologicalapproachforinvestigatingtheresearchquestionsorhypotheses4 Adiscussionofthecontributionyoubelieveyourresultsorfindingshavemadetotheresearchquestionsorhypothesesandthereforetoexistingtheory researchandpractice i e theirimportanceandsignificance 5 Thisdiscussionwilloftenincludeaninterpretationofyourresults acomparisonwithotherresearch anexplanationofwhytheresultsoccurredastheydidandanevaluationoftheircontributiontothefieldofknowledge 2020 1 15 TheContentandStructureofaThesisDiscussionofResults Moves1 Providebackgroundinformation2 Presentastatementofresult SOR 3 Evaluate commentonresultsorfindings Sub movesa restatementofaims researchquestionsandhypothesesb restatementofkeypublishedresearchc restatementofresearch methodologicalapproacha restatementofakeyresultb expandedstatementaboutakeyresulta explanationofresult suggestreasonsforresultb un expectedresultc referencetopreviousresearchd exemplification provideexamplesofresulte deductionorclaimf supportfrompreviousresearchg recommendationh justificationforfurtherresearch 2020 1 15 SampleAnalysisofaMastersThesisDiscussionofResults IntroductiontoDisussionofResultsThischapterprovidesadetailedanalysisofkeyresearchfindingspresentedinchapter4 withreferencetoeachoftheresearchquestions Theresultsofthestudyarealsodiscussedinrelationtopreviousresearchstudies Thefirstsection Section5 2 discussestherelationshipbetweenself reportWTCandWTCbehaviorinthethreeclassroomcontextsobserved DifferencesobservedinWTCbehaviorineachofthecontexts andvariationsinWTCovertime arediscussedinSections5 3and5 4 ThefourthsectionpresentsthefactorsthatlearnersperceivedasbeingofmostimportanceinaffectingtheirWTCinclass Thelastsectionisabriefsummaryofthechapter 2020 1 15 Thisonealsoprovidesanadvanceorganizerofwhatistobepresentedinthechapter Theauthorbeginsbyexpainingthatherdiscussionwillbeorganizedaroundthefourresearchquestionsandthatitwillfocusontherelationshipbetweenherresultsandthoseofearlierresearchstudies Whilethisisanimportantfeatureofadiscussionchapter itshouldalsorefertotheotherfeatursofthediscussionthatareincludedinthediscussionchpter Theparagraphthenoutlinesthefocusofeachsectionofthediscussionchapter 2020 1 15 ResearchQueston1 1 Thefirstresearchquestioninvestigatedtherelationshipbetweenself reportWTCandWTCbehaviorinclass 2 ThisquestonrelatestotheconceptofWTCasatraitvariableorastatevariable 3 correlatonanalysis indicatedthatself reportWTCstronglypredictedWTCbehavioringroupworks whileself reportWTCnegativelypredicatedWTCinthewholeclassandpairwork 4 Thestrongpositiverelatonshipbetweenself reportWTCandWTCgroupworkdemonstratedthatparticipants self reportWTCwasconsistentwiththeirWTCbehavioringroupwork 5 However participants WTCbehaviorinthewholeclassandinpairworkcontradicatedtheirWTCreportedinthequestonnaire Move1a background Move2a SOR Move2b expansion 2020 1 15 6 Resultsformanexaminationoftherelationshipbetweenself reportWTCandWTCbehaviorinthreeclassroomcontextsonanindividualbasis werefoundtobemixed seeTable4 1 7 Forhalfoftheclass Sherry Jerry RayandCathy self reportWTCwasconsistentwithactualWTCbehaviorinclass whereasfortheotherhalf Erica Sophie AllanandJohn self reportWTCcontradictedclassroomWTCbehavior Move2a SOR Move2b expansion 2020 1 15 8 ItisinterestingtonotethatErica whoreportedhighWTCinthequestionnaire appearedtodemonstratelowWTCacrossthethreeclasssituations aswellasappearingtolackinterestinclass 9 Shewasobservedtoberatherquietandworkedonthetasksbyherselfmostofthetime 10 Sometimestheteacherhadtocallhertoanswerquestions 11 Intheinterview sheattrivutedherextremelylowparticipationacrossallcontextstotheclassmateswhomsheseemedtobeunfamiliarwith andsomeofwhom toher seemedtohave snatched opportunitiesforcommunication 12 Forthislearner WTCdidindeedappeartobeinfluencedbylackoffamiliaritywithinterlocutorsandlackofappropriateopportunitiestoparticipateinclass 13 Likewise AllanandJohn whoreportedhighWTC seemedtoberelativelyquietintheclassroom 14 Bothdenonstratedlowwillingnesstocommunicate particularlyinthewholeclasssituations Move3d illustration Move3a explanation Move3d illustration 2020 1 15 15 Thismayhavebeenduetoanover optimisticself reportingoftheirWTC suggesting perhaps thattheirself reportWTCwasineffectpaying lipservice tothesurvey withoutactuallyhavingmadeanycommitmenttoparticipateactively DornyeiandKormos2000 290 16 Inotherwords theymayhavebeenconcernedaboutpresentingthemselvesfavorably thuscauseingthemtorespondinaccurately 17 AnotherpossibleinterpretationcouldbethattheyhadhightraitWTC buttheymayhaveneededextraencouragementfromtheteacher andmorecooperationfromtheirpeerclassmates forthemtoparticitpatemore 18 Allanactuallyexpressedhisconcernintheinterviewthattherewerenotanychancestotalkwhentheteachertalkedmostofthetimeinthewholeclasssituation Move3a explanation Move3c previousresearch Move3a explanation 2020 1 15 19 Sophie whobelongedtothegroupoflowWTCinself report ontheotherhand showedveryhighWTCinthewholeclassandwasanequallyactiveparticipantinpairandgroupwork 20 Herself reportWTCseemedtocontradictherclaimofherselfbeinggenerallyanextrovertedandtalkativeperson apersonalitytraitwhichwasmanifestedinheractualbehaviorinclass 21 ThefindingsaboveseemedtorevealthedualcharacteristicsofWTCproposedinpreviousstudies thetrait likeWTCandthesituation basedWTC 22 MacIntyreetal s 1998 546 claimthatWTCinL2shouldnotbelimitedtoatrait likevariablebuta situationalvariablewithbothtransientandenduringinfluences appearedtobesupportedbythefindingsofthisstudy Move3d illustration Move3e claim Move3c previousresearch 2020 1 15 23 Itispossible however thatlearners WTCbehaviorintheclasscontextwasinfluencedbybothtrait levelWTCandstate levelWTC 24 AsMacIntyreetal s 1999 haspointedout traitWTCmaybringanindividualintosituationsinwhichcommunicationwaslikely butonceinaparticularsituation stateWTCcouldinfluencewhethercommunicationwouldtakeplace 25 MacIntyreandhiscolleaguesarguedthatstateWTCpredictedandaffectedthedecisiontoinitiatecommunicationwithinaparticularsituation shichmayexplainthediscrepancybetweenself reportWTCandWTCclassbehavioramonghalfoftheparticipantsinthepresentstudy 26 Althoughtheirtrait levelWTCdeterminedtheirgeneraltendencyincommunication state levelWTCappearedtohaveaparticularlystrongimpactontheparticipants communicationbehaviorinparticularclasscontext 27 Theirstate levelWTCseedmedtobeinfluencedbyavarietyoffactors whichwillbediscussedinSection5 5 Move3e claim Move3f previousresearch Move3e claim 2020 1 15 28 Thefindingsoftherelationshipbetweenself reportWTCandWTCbehaviorinclassinthisstudydonotappeartofullysupportthoseofChanandMcCroskey 1987 inwhichobservationaldataindicatedthatfewerofthestudentswhohadlowscoresontheWTCscaleparticipatedinclass thanthosewhoscoredhighonthescale 29 InChanandMcCroskey sstudy moreofthetotalparticipationinclasscamefromstudentswithhighscoresthanfromstudentswithlowscores 30 Theythereforeconcludedthatclassparticipationmaybeinlargemeasureafunctionofanindividual sorentationtowardcommunication traitWTC 31 Theresultsofthecurrentstudydonotsupportthisconclusion 32 ApossibleexplanationisthatChanandMcCroskeyconsideredstudents participationinclasswhereL1insteadofL2wasused 33 ThiswouldmakethefindingsofthepresentstudynotcomparablewiththoseofChanandMcCroskey s sinceWTCinL2wasunlikeytobe asimplemanifestationofWTCinthe Move3b unexpected Move3c previousresearch Move3a explanation 2020 1 15 L1 MacIntyreetal s 1998 546 34 ItwasalsopossiblethatnotalllearnerswithhighWTCinthepresentstudyexhibitedhighparticipation 35 SimilarresultstothoseofChanandMcCroskeymayhavebeenfoundhadthesamplesizebeenlarger 36 Thefindingsofthepresentstudydo however supportWeaver s 2004 conclusionthatstudents WTCwithintheEFLclassroomvariedsignificantlyacrossdifferentspeakingsituationsandtasks Move3b unexpected Move3c previousresearch 2020 1 15 37 ThefindingsalsolendsupporttoMacIntyreetal s 2001a 377 acknowledgementoftheweakenssoftheself reportquestionnnaireasareliablemethodforexanimingstateWTC because thinkingaboutcommunicationintheL2isdifferentfromactuallydoingit 38 WhiletheirstudyfailedtofindanyevidencefortheexistenceofstatedWTCbyusingthesinglemethodofaself reportsurvey inthepresentstudy stateWTCwasidentifiedbyobservationofWTCinthreeclassroomcontexts 39 Onthisbasis structuredobservationisproposedasamoresuitablemethodfortheexaminationofstateWTC avariabledifficulttoidentifybyusingasingleself reporttechnique Move3b expected Move3c previousresearch Moves3g h furtherresearch justification 2020 1 15 1 Sentences1 2 arestatementofthequestionbeingaddressed 2 Sentences3 7 astatementofresultispresentedwithashortexpansion 3 Illustrationsofthestatementofresultarethenpresented firstthoserevealingthesamepattern Erica sentences8 12 andAllenandJohn sentences13 18 andthenanillustrationoftheoppositepatternSophie sentences19 20 4 Inprestentingthefirstgroupofillustrations explanationsarealsooffered Previousresearchwasreferredtoonceinordertosupporttheexplanationbeinggiven 5 Asaresultoftheseillustrationsofthestatementofresult furtherclaimsaremade sentences21 27 andthesearesupportedwithreferencetopreviousresearch 2020 1 15 6 theextenttowhichtheresultswereexpectedorunexpectedinlightofpreviousresearchisthenconsidered sentences28 38 Firsttheauthorconsiderstheresearchthatherresultsdonotsupport sentences28 35 and indoingso offerssomeexplanations sentences32 35 Thenshereferstostudiesthatdosupportherresults sentences26 38 7 Thediscussioncloseswitharecommendationandjustificationforfurtherresearch sentences39 8 Theauthorthenmovesontodiscussherresultsforthesecondreserarchquestion However wewillfocusourattentionnowonpartofherdiscussionoftheresultsforresearchquestion4 2020 1 15 ResearchQuestion4 Researchquestion4investigatedthefactorsthatcouldhaveaninfluenceonwillingnesstocommunicatebehaviourinclass Inaseparatesub sectionforeachfactor theauthorconsidersarangeofvariables Theseareidentifiedinherintroductiontothediscussionofquestion4results Oncewehavelookedatthisintroducition wewillfocusourattentiononherdiscussionoftwoofthesefactors mediunofcommunicationandculturalinfluences 2020 1 15 1 Previousstudieshavefoundthatfactorssuchasmotivation attitudes perceivedcompetenceandlanguageanxietyplayedaroleindeterminingwillingnesstocommunicateandactualcommunicativebehavior 2 CulturacontextwasalsoconfirmedbyempiricalstudiesashavinganimpactontherelationshipbetweenWTCanditsantecedents 3 Thesefactorswereidentifiedbymeansofself reportdata 4 Thisstudy however managedtodistinguishanumberoffactorsthatappearedtoaffectlearners WTCinvariousclasssituationsfrombothself reportdataandlearners perceptionsfromtheparticipantinterviews 5 Thesefactorsincluded numberofinterlocutor s inaparticularcontxt familiaritywithinterlocutor s interlocutor s taskperformance faniliaritywithandinterestintopicsunderdiscussionintasks tasktypesforpair groupwork mediunofcommunicationandparticipants culturalbackgrounds 2020 1 15 Mediumofcommunication 1 WhetherL1orL2wasusedasthemediumofcommunicationalsoapperedtoexertaninfluenceonlearners WTC 2 AsMacIntyreetal s 1998 546 havesuggested thedifferencesbetweenL1andL2WTCmaybedueto theuncertaintyinherentinL2use andtheleveloflinguisticcompetencycanbeonedifferentiatingfactorexistinginL1andL2WTC 3 Inthisstudy JerrynotedthatalackoflinguisticcompetenceinL2inhibitedcommunication butwhenL1wasused suchaproblemwasnotpresent 4 CathyalsoconsideredalackoflexicalresoucesinL2asafactoraffectingherperceivedcompetence whichinturninfluencedwillingnesstocommunicateattimes 5 ThisseemstosupportHouse s 2004 claimthatlackofactuallingusticcompetenceinL2canpreventcommunication Move2a SOR Move3a explanation Move3d exemplification Move3b c expectedresult previousresearch 2020 1 15 6 DifferencesinL1andL2WTCwerealsodetectedintaskengagementinpairwork 7 DornyeiandKormos 2000 foundthatlearners relationshipswiththeirinterlocutorhadaconsiderableimpactontheextentoftheirengagementinthetaskinL1 butthisrelationshipfailedtoemergeinanL2task 8 TheysuggestedthatwhenL2wasusedasthemediumofcommunication thechallengeoftryingtoexpressone sthoughtsusingalimitedlinguisticcodeinadditiontodecodingtheinterlocutor sutterances creatdanemotionalstatedifferentfromthecommunicationmodeinL1 whichmay alterone sperceptionsoftheconstraintsoftheinteracion ibid 293 9 DifferencesinWTCinpairworkinbothL1andL2were however beyondthescopeofthisstudyandwerenot asaconsequence examined 10 Itappearstobeanotherareaforfurtherresearch Move2a SOR Move3c previousresearch Moves3a c explanation previousresearch Move3g furtherresearch 2020 1 15 Culturalinfluences 1 Kubotahasarguedthat thewaypeoplethink speak writeandbehaveiscertainlyinfluencedbythecultureinwhichtheyarebroughtup andcertainlyculturaldifferenceindeedexists 1999 15 2 Asdiscussedinthepreviouschapter empiricalstudieshaveshownthattheculturalcontexthasanimpactonWTC andWTCvariesgreatlyacrosscultures 3 AlthoughthesestudieswereassociatedwithWTCinL1 itseemedone sculturalbackgroundalsoexercisedaneffectonone sWTCinL2 4 Atleastonelearnervoicedthispointofviewinthisstudy Move1b background Move2a SOR 2020 1 15 5 Raymentionedtheinfluenceofhishomecultureonhiswillingnesstocommunicateandrelativelylowlevelofcommunicationinwholeclasssituations 6 RaycamefromJapan acountrywhosecultureinitsdiscourseischaracterizedbycollectivism whichpromotesconformitytogroupgoalsandhomogeneity theoppositefaceofwhichisthediscouragementofindividualdiversityandcreativety Kublta1999 20 Cheng2000 7 CulturalnormsinJapandonotvaluetalkativeness andJapanesegenerallytendnotbobeouspoken McCrosskeyetal 1985 8 IthasbeencitedintheliteraturethatthisperceivedreticencewasduetoConfucianinfluences Cheng2000 9 Rayattributedhisrelativequietnessinthewholeclasstothisculturalinfluencerooteddeeplyinhim 10 Heregardeditasinappropriatetovolunteeranswerswithoutbeingcalleduponbyteacher 11 ThisattitudeseemstosupportTsui s 1996 claimthatthereappearedtobeawidespreadphenomenoninHongKongschools Move3d exemplification Move3c previousresearch Moves3a c explanation previousresearch Move3d exemplification Move3b c expected previousresearch 2020 1 15 thatstudentswouldnottaketheinitiativetovolunteeranswersuntiltheywerecalleduponbytheteachertodoso 12 ItwasaninterestingpointthatRaymadeofhimself ofnotwantingtoberegardedasbeingtalkativeorattractingtheteacher sattentionbyhispeers 13 Heseemedtobeawareofhisrelationswithothersinthesocialprocessofconductinghimself WenandClement2003 ashetriedtoavoidnegativeevaluationfromhispeers Tsui1996 14 ThisconcernhefeltaboutthejudgementofthepeersuponhisWTCbehaviorinclasscausedhimbobecomelesslikeslytogetinvolvedinwholeclasscommnications 15 AlthoughforparticularlearnerssuchanRay WTCseemedtoreflecttheinfluenceofhishomeculture itwasnotpossibletodrawanypatternbetweenculturalbackgroundandWTCbehaviorinclassinthisstudy giventhesmallsamplesize anditwasnotaresearchquestionaddressedinthisstudy Moves3a d explanation exemplification Moves3a c d explanation previousresearch exemplification Moves3a d explanation exemplification Move3e g impliedhypothesisforfurtherresearch 2020 1 15 Conclusion 1 Thischapterhassummarizedthepresentstudy sfindings anddiscussedthemwithreferencetoeachoftheresearchquestions 2 Theresultshavealsobeenconsideredinrelationtorelevantpreviousstudies 3 ThestudyconfirmedthatWTCinL2possessesdualcharacteristi