literature review(如何写文献综述)ppt课件

.,Criticalreading-WritingaLiteratureReview,Week72016librarygenesis,.,Outline,NecessityofwritingaLRClassificationsofLRMajorcomponentsWritingproceduresWritingprinciplesDifficultiesandsolutionsHomework,.,1.Whydoweneedreviewingliterature?,Noresearchiscarriedoutinavacuum;Alinkbetweenthepastandthefuture;Naturallyleadtoyourproposedstudy.,.,Lead-inreading,文献综述撰写的原则和方法-张庆宗Whatisaliteraturereview?WhatsuseofwritingLR?,.,Whatisaliteraturereview?,Aliteraturereviewisanobjective,thoroughsummaryandcriticalanalysisoftherelevantavailableresearchandnon-researchliteratureonthetopicbeingstudied(Hart,1998).,.,up-to-dateinformationonatopic;formthebasisforthejustificationforfutureresearchinthearea;gathersbasicinformationaboutaparticularsubjectfrommanysources;limitpersonalbiases(CarnwellandDaly,2001).,.,CriteriaofagoodLR,GoodstructuringAccurateuseofterminologyAccuratereferencing(Colling,2003).,.,Whattoreview?,TofindoutresearchbackgroundoftheresearchareaToknowabouttheotherscontributionTodetectweakpointsinthecurrentresearchToprovidetheframework,methodologicalassumptions,data-collectiontechniques,keyconcepts,.,Reviewfocuses,Theprevailingandcurrenttheoriesunderlyingtheresearchproblems;Themaincontroversiesabouttheissueandabouttheproblem;Themajorfindingsinthearea;Thestudiesconsideredtobethebetterones,andthereason;,.,5.Thetypesofresearchstudieswhichcanprovidethebasisforthecurrenttheoriesandcontroversies;6.Criticismoftheworkinthearea;7.Therationaleandpurposeoftheproposedstudy.,.,2.Classification,BackgroundHistoryTheory翻译图式研究综述体验式教学法研究综述Methodology翻译教学与研究的新框架语料库翻译学综述Comprehensive英语写作中纠错性反馈的有效性与策略-文献综述,.,Examples,ESP的性质、范畴和教学原则兼谈在我国高校开展多种类型英语教学的可行性近三十年来我国高校英语专业教学回顾与展望秦秀白华南理工大学学报(社会科学版)外语教师教育研究综述刘学惠外语教学与研究,.,3.MajorelementsinLR,.,4.Writingprinciples,Majorprinciplestofollow:Reviewthesourcesthataremostrelevanttoyourthesis.Describeorwriteyourreviewasclearandobjectiveasyoucan.,.,Tips,Definekeytermsorconceptsclearlyandberelevanttoyourtopic.Discusstheleast-relatedreferencetoyourquestionfirstandthemostrelevantlast.Concludeyourreviewwithabriefsummary.Startwritingyourreviewearly.,.,5.Difficulties,ContentOrganizing,.,ShouldIlistallthedefinitionsofaterm?,CommonproblemAdozenofdefinitionDmunicationstrategiesandL2speakingabilityCommunication;communicationstrategies;communicationcompetence?Variablestobemeasuredinyourstudyhavetobedefinedconceptually.,.,Example,RelationshipbetweenmotivationandL2achievementofnon-EnglishmajorsEducation?OfthechildrenandmiddleschoolstudentsinL1learning?OftheadultinL2learning?Solution:L2motivationinandoutsidetheChinesecontextAdultL2learning,.,WhatshallIdoiftherearenoempiricalstudiestobecommented?,UseofL1inL2writingNoempiricalstudies.Solution:UseofL1inL2reading?Speaking?Examinefromawiderperspectiveandsearchforthemostpertinentstudiestoevaluate.,.,Difficultiesinorganizing,nologiclinkamongsubheadingsfragmentarypatches,notcoherentFunnelapproach漏斗原则fromthegeneraltothespecificfromtheabstracttotheconcreteformthetheoreticaltotheempiricalfromthe“longshots”tothe“close-ups”fromotherstoyourstudy,.,Difficultiesinorganizing,2.Aseriesofempiricalstudiesneedtobedescribedorcommentedon.Howtopresentthem?commonwaystopresent:variablesresearchdesigns:cross-sectional;longitudinaltypesofsubjectsdesignsindata-collectionfindingstheoreticalassumptions(e.g.:L2proficiency),.,Frequently-occurringproblems,1.NodirectrelevanceRelevancyisthefirstandparamountcriterionforjudgingthequalityofareview.“Howisitrelevanttomystudy?”2.NoproperheadingsandclearsignpostProperheadingshelpreadersanticipatethecontentandcapturetheflowofargument.Attention!Numberingandwording(parallelism),.,23,语体(genre)意识:AcademicEnglishvs.ColloquialEnglish:我们对网络经济越来越有兴趣。neteconomy人们对网上购物作了很多研究。onlineshopping,.,24,我们对网络英语越来越有兴趣。WeremoreandmoreinterestedinnetEnglish.WevemoreandmoreinterestsinnetEnglish.WeareincreasinglyinterestedinnetEnglish.TherearegrowinginterestsinnetEnglish.NetEnglishhasattractedincreasinginterests.IncreasinginterestshaveemergedinnetEnglish.GrowinginterestshavebeenfocusedonnetEnglish.IncreasinginterestshavebeendirectedtonetEnglish.,.,25,人们对网上购物作了很多研究。Wevedonealotofresearchaboutonlineshopping.Theresalotofresearchaboutonlineshopping.Thereisconsiderableresearchinvestigatingonlineshopping.Muchresearchhasbeendonetoexploreonlineshopping.Considerableresearchhasbeenconductedregardingonlineshopping.,.,26,.,27,.,FrequentprobleminwritingbyCS,中国学生在学术写作中通常出现的问题，如：AtTsinghua,thebestuniversityinChina,considerableimportanceisattachedtoimprovingstudentsEnglishinthatallofthemwillhavethechancetouseitaftertheirgraduation.Lackofawarenessofhedging.,.,6.Evaluatingmaterials,Beforeyoureadauthorshipandauthority;accuracyandverifiabilityLR1vs.LR2,.,LiteratureReview1,Smith(1990)conductedanexperimentonfearandself-esteemwith150undergraduates.Inthestudyhetestedsubjectself-esteemandthenexposedsubjectsoneatatimetoafear-inducingsituation.Hefoundthatthosewithlowerselfesteemfeltgreaterfear.JonesandJones(1982)surveyedelderlyresidents.Therespondentswhohadthegreatestindependence,self-esteem,andphysicalhealth,hadthelowestdegreeoffearofbeingthevictimofcrime.Inastudyofcollegewomen,Rosenberg(1979)foundthatthegreaterindependenceonefelt,thelessthefearofbeingleftaloneinadarkenedroom.DeSallosstudy(1984)of45collegemalesfoundthatthosewhohadthegreatestself-esteemfelttheleastdegreeoffailure.Yu(1988)foundthesameforcollegefemales.Hong(1980)conductedatelephonesurveyof200welfarerecipientsandfoundnorelationshipbetweenfeelingsofindependenceandfearofcrime.,.,LiteratureReview2,Peoplewithgreaterself-esteemappeartobelessfearful.Laboratorystudieswithcollegestudents(DeSallo,1984;Smith,1990;Yu,1988)findastrongnegativerelationshipbetweenself-esteemandfear.Thesamerelationshipwasfoundinasurveyofelderlypeople(JonesandJones,1982).Onlyonestudycontradictedthisfinding(Johnson,1985).Thecontradictoryfindingmaybeduetothepopulationused(prisoninmates).Ingeneral,itappearsthatself-esteemandfeararenegativelyrelated.Self-esteemisstronglyrelatedtofeelingsofindependence(seeGomez,1977;Zarnoth,1985),andindependencewasfoundtodecreasefeelingsoffearofcrime(Jones,1982;Rosenberg,1979).OnlyHong(1980)didnotfindasignificantrelationbetweenindependenceandfearofcrime.Itwastheonlystudythatstudiedwelfarerecipients.,.,CommentsonLR1andLR2,综述2明显比综述1要好。Why?综述1尽管文字表达比较清晰、流畅，但它仅仅只是将相关文献进行简单地罗列和排序，也没有对这些文献进行评价。综述2有机地整合了相关文献，中心意思明确，文字简洁。主题句(斜体部分)提纲挈领，分别整合了自尊与恐惧、自尊与独立性关系的研究，同时，对文献进行了客观的评价，使读者对所综述的文献有一个直观、清晰的认识。,.,Whenyouread,TableofcontentsIndexesPrefaces,forewords,glossaries,andappendicesChaptertitles,headings,andsubheadingsOrganizationBeginningsandendings,.,Afteryouread,Valuerelevanceoverconvenience.Questionsforyoutoconsider:Howdoesthesourcerelatetoyourthesis?Dateandformofthepublications?Objectivity?Theintendedaudience?Credibility?Critics?Sourcelanguage?Informative?Reappearingfacts?,.,Note-taking,ThepreliminarybibliographyPBhelpsyoutopinpointsourcesthatprovevaluable.VS.finalbibliographythatusu.appearsattheendofresearchpaper.NotebookpaperCardsorslips,.,Informationyouneedtorecord,BookNameofauthor,editorDateTitleandsubtitleEditionPlaceofpublicationPublisherPagenumbers,ArticleNameofauthor,editorDateTitleandsubtitleNameofpublicationVolumeofprofessionalorscholarlypublicationPagenumbers,.,Typesofnotes,Quotationnote(4reasons;lessthan30%)ParaphrasenoteSummarynoteCombinationnoteOutlinenotePersonalcommentnote,.,Qualitiesofgoodnotes,LegibilityTakenotesoncardsTakenotesininkWriteononlyonesideofacardPutonlyoneideaonacardUsewhateverabbreviationsyoufindconvenientfornotesAccuracyCompleteness,.,Accuracy,ReadyourresearchmaterialcarefullyReadpreciselyDistinguishamongfacts,inferenceandopinionsUseconventionalmechanicsofspelling,capitalization,andpunctuation,.,Completeness,IdentifythesourceofwhatappearsoneachcardMarkthepagenumbermarkthesubject,.,Homework2:,Writingaliteraturereview.,.,Literaturereview:majorcomponents,前言（Introduction）：进行该项研究的意义，或者为什么要开展该项研究或为什么要写这篇文章。主体（国内外研究进展与现状LiteratureReview）：（1）在国外（International），都有哪些人或者哪些机构在该领域做了哪些事，开展了哪些方面的研究，他们采用的是什么方法，解决了什么问题，优势在哪，不足又在哪，对于他们存在的不足，你有什么可能的解决方法。（2）在国内（China），都有哪些人或者哪些机构在该领域做了哪些事，开展了哪些方面的研究，他们采用的是什么方法，解决了什么问题，优势在哪，不足又在哪，对于他们存在的不足，你有什么可能的解决方法。总结（未来展望Futurework）：对于目前国内外的研究现状，你认为未来可从哪些方面加以深入研究。,.,7.StepsforWritingaLitReview,PlanningReadingandResearchAnalyzingDraftingRevising,.,AnalyzingSources,AliteraturereviewisneverjustalistofstudiesitalwaysoffersanargumentaboutabodyofresearchAnalysisoccursontwolevels:IndividualsourcesBodyofresearch,.,FourAnalysisTasksoftheLiteratureReview,.,SummaryandSynthesis,Inyourownwords,summarizeand/orsynthesizethekeyfindingsrelevanttoyourstudy.Whatdoweknowabouttheimmediatearea?Whatarethekeyarguments,keycharacteristics,keyconceptsorkeyfigures?Whataretheexistingdebates/theories?Whatcommonmethodologiesareused?,.,SampleLanguageforSummaryandSynthesis,NormadinhasdemonstratedEarlyworkbyHausman,Schwarz,andGraveswasconcernedwithElsayedandSterncomparedalgorithmsforhandlingAdditionalworkbyKarasawaet.al,Azadivar,andParryet.aldealswith,.,Example1:SummaryandSynthesis,Undertherestrictionofsmallpopulations,fourpossiblewaystoavoidprematureconvergencewerepresented.Thefirstoneistorevisethegeneoperators.GriffithsandMilesappliedadvancedtwo-dimensionalgeneoperatorstosearchtheoptimalcross-sectionofabeamandsignificantlyimproveresults.Thesecondwayistoadjustgeneprobability.LeiteandToppingadoptedavariablemutationprobabilityandobtainedanoutperformedresult.,.,Example2:SummaryandSynthesis,PiagetstheoryofstagesofcognitivedevelopmentandEriksonsstagesofpsychosocialdevelopmentarecommonlyusedforeducationalpsychologycourses(BorichSlavinetc.).Piagetdescribedcharacteristicbehaviors,includingartisticonessuchasdrawing,asevidenceofhowchildrenthinkandwhatchildrendoastheyprogressbeyonddevelopmentalmilestonesintoandthroughstagesofdevelopment.,.,ComparisonandCritique,Evaluatesthestrengthandweaknessesofthework:Howdothedifferentstudiesrelate?Whatisnew,different,orcontroversial?Whatviewsneedfurthertesting?Whatevidenceislacking,inconclusive,contradicting,ortoolimited?Whatresearchdesignsormethodsseemunsatisfactory?,.,Sample1:LanguageforComparisonandCritique,Inthisambitiousbutflawedstudy,JonesandWangThesegeneralresults,reflectingthestochasticnatureoftheflowofgoods,aresimilartothosereportedbyRosenblattandRoll,.,ThecriticalresponsetothepoetryofPhillisWheatleyoftenregistersdisappointmentorsurprise.SomecriticshavecomplainedthattheverseofthisAfricanAmericanslaveisinsecure(Collins78),imitative(Richmond54-66),andincapacitated(Burke33-38)atworst,theproductofa“Whitemind”(Jameson414-15).Others,incontrast,haveapplaudedWheatleyscritiqueofAnglo-Americandiscourse(Kendrick222-23),herrevisionofliterarymodels,Sample2:LanguageforComparisonandCritique,.,Thesituationistmodelhasalsoreceiveditsshareofcriticism.Oneofthemostfrequentlycitedshortcomingsofthisapproachcentersaroundtheassumptionthatindividualsenterintotheworkcontexttabularasa.,Sample3:LanguageforComparisonandCritique,.,EvaluativeAdjectives,UnusualSmallSimpleExploratoryLimitedRestrictedFlawed,ComplexCompetentImportantInnovativeImpressiveUsefulCareful,.,Analyzing:PuttingItAllTogether,Onceyouhavesummarized,synthesized,compared,andcritiquedyourchosenmaterial,youmayconsiderwhetherthesestudiesDemonstratethetopicschronologicaldevelopment.Showdifferentapproachestotheproblem.Showanongoingdebate.Centerona“seminal”studyorstudies.Demonstratea“paradigmshift.”,.,WhatdoresearchersKNOWaboutthisfield?WhatdoresearchersNOTKNOW?Whyshouldwe(further)studythistopic?Whatwillmystudycontribute?,Analyzing:PuttingItAllTogether,.,8.Drafting:AnOverview,Tohelpyouapproachyourdraftinamanageablefashion,thissectionaddressesthefollowingtopics:ExigencyThesisStatementOrganizationIntroductionandconclusionCitations,.,ThesisStatements,Thethesisstatementoffersanargumentabouttheliterature.Itmaydoanyoforacombinationofthefollowing:Offeranargumentandcriticalassessmentoftheliterature(i.e.topic+claim).Provideanoverviewofcurrentscholarlyconversations.Pointoutgapsorweaknessesintheliterature.Relatetheliteraturetothelargeraimofthestudy.,.,Example1:ThesisStatements,Inspiteofthesedifficultieswebelievethatpre-serviceelementaryartteachersandclassroomteachersneedsomeknowledgeofstagetheoriesofchildrensdevelopmentthengoesontoreviewtheoriesofdevelopment,.,Researchonthemeaningandexperienceofhomehasproliferatedoverthepasttwodecades,particularlywithinthedisciplinesofsociology,anthropology,psychology,humangeography,history,architectureandphilosophy.Manyresearchersnowunderstandhomeasamultidimensionalconceptandacknowledgethepresenceofandneedformultidisciplinaryresearchinthefield.However,withtheexceptionoftwoexemplaryarticlesbyDesprsandSomervillefewhavetranslatedthisawarenessintogenuinely,interdisciplinarystudiesofthemeaningofhome.,Example2:ThesisStatements,.,Polyvalencereferstothesimultaneousbindingofmultipleligandsononeentitytomultiplereceptorsonanother.Inthisarticle,Ireviewrecentdevelopmentsinpolyvalenceanddiscussthenumerousopportunitiesforchemicalengineerstomakecontributionstothisexcitingfield,whoseapplicationsincludedrugdiscovery,tissueengineering,andnanofabrication.,Example3:ThesisStatements,.,Inthisarticle,wereviewandcritiquescholarshiponplace-basededucationinordertoconsidertheingredientsofacriticalplace-basedpedagogyfortheartsandhumanities.Webeginbyreviewingecohumanismscallforamorelocallyresponsiveeducationinlightofthemarginalizationofplaceandcommunity,Example4:ThesisStatements,.,9.Organization,Fivecommonapproachestoorganizingthebodyofyourpaperinclude:TopicalDistanttocloseDebateChronologicalSeminalStudy,.,Characteristics1:Topical,MostcommonapproachBreaksthefieldintoanumberofsubfields,subjectareas,orapproachesDiscusseseachsubsectionindividually,sometimeswithcritiquesofeachMostusefulfororganizingalargebodyofliteraturethatdoesnothaveoneortwostudiesthatstandoutasmostimportantoraclearchronologicaldevelopment,.,Threeimportantareasofthisfieldhavereceivedattention:A,B,C.AhasbeenapproachedfromtwoperspectivesFandG.ThemostimportantdevelopmentsintermsofBhavebeenChasalsobeenanimportantareaofstudyinthisfield.,Characteristics1:Topical,.,Characteristics2:DistanttoClose,Atypeoftopicalorganization,withstudiesgroupedbytheirrelevancetocurrentresearch.Startsbydescribingstudieswithgeneralsimilaritiestocurrentresearchandendswithstudiesmostrelevanttothespecifictopic.Mostusefulforstudiesofmethodsormodels.,.,Method/ModelM(slightlysimilartocurrentresearch)addressesDrawinguponmethod/modelN(moresimilartocurrentresearch)canhelp.Thisstudyappliestheprocedureusedinmethod/modelO(mostsimilartocurrentresearch)to.,Characteristics2:DistanttoClose,.,Characteristics3:Debate,Anothertypeoftopicalapproach,withachronologicalcomponent.Emphasizesvariousstrandsofresearchinwhichproponentsofvariousmodelsopenlycriticizeoneanother.Mostusefulwhenclearopposingpositionsarepresentintheliterature.,.,TypicalLanguageofDebate,Therehavebeentwo(three,four,etc.)distinctapproachesthisproblem.ThefirstmodelpositsThesecondmodelarguesthatthefirstmodeliswrongforthreereasons.Instead,thesecondmodelclaims,.,Characteristics4:Chronological,ListsstudiesintermsofchronologicaldevelopmentUsefulwhenthefielddisplayscleardevelopmentoveraperiodoftimeLinearprogressionParadigmshift,.,ThissubjectwasfirststudiedbyX,whoargued/foundIn(date),Ymodified/extended/contradictedXsworkbyToday,researchbyZrepresentsthecurrentstateofthefield.,Characteristics:Chronological,.,Characteristics5:SeminalStudy,Beginswithdetaileddescriptionofextremelyimportantstudy.Laterworkisorganizedusinganotherpattern.Mostusefulwhenonestudyisclearlymostimportantorcentralinlayingthegroundworkforfutureresearch.,.,ThemostimportantresearchonthistopicwasthestudybyXin(date).FollowingXsstudy,researchfellintotwocamps(extendedXswork,etc.),Characteristics5:SeminalStudy,.,Exercise:OrganizationalPatterns,Reviewthefourexamplesandanswerthefollowingquestions:Canyouidentifytheorganizationalpatternforeachofthefoursamples?Doyourecognizethesefromyourfield?Whichoneareyoumostlikelytouse?,.,Introductions,Indicatescopeoftheliteraturereview.Providesomebackgroundtothetopic.Demonstratetheimportanceorneedforresearch.Makeaclaim.Offeranoverview/mapoftheensuingdiscussion.,.,Example:Introduction,Thereiscurrentlymuchcontroversyoverhownonhumanprimatesunderstandthebehaviorofotheranimatebeings.Ontheonehand,theymightsimplyattendtoandrecallthespecificactionsofothersinparticularcontexts,andtherefore,whenthatcontextrecurs,beabletopredicttheirbehavior(TomaselloTomasello,1997)andanumberofanecdotalobservations(e.g.,Savage-Rumbaugh,1984)havebeenadducedonbothsidesofthequestion,butfewstudiesdirectlyaddressthequestion:Dononhumanprimatesunderstandtheintentionsofothers?,.,Conclusions,Summarizethemainfindingsofyourreview.Provideclosure.Explain“sowhat?”Implicationsforfutureresearch.ORConnectionstothecurrentstudy.,.,Example:Conclusion,Insummary,althoughthereissomesuggestiveevidencethatchimpanzeesmayunderstandothersintentions,therearealsonegativefindings(e.g.,Povinellietal.,1998)andahostofalternativeexplanations.Asaconsequence,currentlyitisnotclearwhetherchimpanzees(orothernonhumanprimates)distinguishbetweenintentionalandaccidentalactionsperformedbyothers.Incontrast,thereareseveralstudiesindicatingthatchildrenasyoungas14monthsofagehavesomeunderstandingofothersintentions,butthelackofcomparativestudiesmakesitdifficulttoknowhowchildrencomparetoapes.Thisstudyisthefirsttodirectlycomparechildren,chimpanzees,andorangutanswiththeuseofanonverbaltaskinwhichthesubjectsweretodiscriminatebetwee