学术论文写作指导DiscussionofResults省公开课金奖全国赛课一等奖微课获奖课件

Chapter7

DiscussionofResults1/402024/5/1IntroductionTheFunctionsofaThesisDiscussionofResultsSampleAnalysisofaMastersThesisDiscussionofResultsFrequentlyAskedQuestions2/402024/5/1IntroductionInthischapter,wewillbeconsideringthediscussionofresultsasaseparatechapterfromthepresentationofresultsandconclusionchapters.Somethesescombinetheirpresentationanddiscussionofresultsorfindingsinasinglechapter.Incontrast,somethesescombinethediscussionofresultsandconclusioninonechapter.Theadvantagesofhaingacombinedchapter：

itcanavoidrestatingtheresultswhenyoudiscussthem.

itismucheasierforthereadertofollowthedevelopmentofthethesis.3/402024/5/1Theapproachthatistakenisoftendeterminedbydiscipinarypreferenceandthetypeofthesisthatisbeingwritten.Adiscussionwithyoursupervisorwillassistyouinarrivingattheoptionbestsuitedtotheresearchyouarereporting.Theapproachtakeninthischaptercanbeeasilyadaptedtothechoiceyoumake.4/402024/5/1Ifyoudecidetocombineyourpresentationofresultswithyourdiscussionofthoseresults,youwillmostlikelydevideyourresultsintomeaningfulsections(e.g.accordingtoresearchquestions/hypotheses,thematicormethodologicalfoci)andpresentyourdiscussionofeachsectionofresultsimmediatelyaftereachsectionorpartsectionofresultsthathasbeenpresented.Thesameapproachwouldapplyifyoudecidedtocombineyourdiscussionofresultsandyourconclusion.5/402024/5/1Consideringnowthediscussionofresultsasasinglechapter,webeginwithaconsideratonofthepurposeandfunctionsofthechapterbeforelookingatarangeofmoveandsub-moveoptionsthatmightbeconsidered.Thechapterwillagainconcludewithadiscussionofsomekeylingusticfeaturesofdiscussionchapters,someanswerstofrequentlyaskedquestons,furtheractivitiesandsuggestionsforfurtherreading.6/402024/5/1Whatismeantbydiscussingaresult?Whenyoudiscussaresult,youshouldgobeyondtheresultandexpressyourownopinionsabouttheresult,i.e.yourpersonalspeculationonthereasonsforaresult,yourjudgementonitssignificance,implications,andthepossibledirectionforfutureresearch,etc.Theessentialdifferencebetweenreportingaresultanddiscussingtheresultisthattheformerisfact-drivenwhilethelatterisopinion-driven.However,youropinionsarenotwhateveryouhavethoughtaboutbuttheyshouldbebasedoneitherexistingtheoriesorpreviousstudiesorcommonsense.Therefore,indiscussion,referencesareindispensable.7/402024/5/1Usuallythediscussiongoingtogetherwiththereportofaresultcannotbetoolongsincealengthydiscussionwillseparatetheanswerstotheresearchquestionsanditwilldistractthereader'sattention.Theelaborationofadiscussion,ifitisnecessary,canbemadeinthelastchapterofConclusion.8/402024/5/1TheFunctionsofaThesisDiscussionofResultsThekeypurposeofthischapteristodiscussthemeaningandsignificanceoftheresultsorfindingsoftheresearchyouarereporting.1.Anoverviewoftheaimsoftheresearchthatreferstotheresearchquestionsorhypotheses2.Asummaryofthetheoreticalandresearchcontextsofthestudy3.Asummaryofthemethodologicalapproachforinvestigatingtheresearchquestionsorhypotheses4.Adiscussionofthecontributionyoubelieveyourresultsorfindingshavemadetotheresearchquestionsorhypothesesandthereforetoexistingtheory,researchandpractice(i.e.theirimportanceandsignificance)5.Thisdiscussionwilloftenincludeaninterpretationofyourresults,acomparisonwithotherresearch,anexplanationofwhytheresultsoccurredastheydidandanevaluationoftheircontributiontothefieldofknowledge9/402024/5/1TheContentandStructureofaThesisDiscussionofResultsMoves1.Providebackgroundinformation2.Presentastatementofresult(SOR)3.Evaluate/commentonresultsorfindingsSub-movesa.restatementofaims,researchquestionsandhypothesesb.restatementofkeypublishedresearchc.restatementofresearch/methodologicalapproacha.restatementofakeyresultb.expandedstatementaboutakeyresulta.explanationofresult—suggestreasonsforresultb.(un)expectedresultc.referencetopreviousresearchd.exemplification—provideexamplesofresulte.deductionorclaimf.supportfrompreviousresearchg.recommendationh.justificationforfurtherresearch10/402024/5/1SampleAnalysisofaMastersThesisDiscussionofResultsIntroductiontoDisussionofResultsThischapterprovidesadetailedanalysisofkeyresearchfindingspresentedinchapter4,withreferencetoeachoftheresearchquestions.Theresultsofthestudyarealsodiscussedinrelationtopreviousresearchstudies.Thefirstsection(Section5.2)discussestherelationshipbetweenself-reportWTCandWTCbehaviorinthethreeclassroomcontextsobserved.DifferencesobservedinWTCbehaviorineachofthecontexts,andvariationsinWTCovertime,arediscussedinSections5.3and5.4.ThefourthsectionpresentsthefactorsthatlearnersperceivedasbeingofmostimportanceinaffectingtheirWTCinclass.Thelastsectionisabriefsummaryofthechapter.11/402024/5/1Thisonealsoprovidesanadvanceorganizerofwhatistobepresentedinthechapter.Theauthorbeginsbyexpainingthatherdiscussionwillbeorganizedaroundthefourresearchquestionsandthatitwillfocusontherelationshipbetweenherresultsandthoseofearlierresearchstudies.Whilethisisanimportantfeatureofadiscussionchapter,itshouldalsorefertotheotherfeatursofthediscussionthatareincludedinthediscussionchpter.Theparagraphthenoutlinesthefocusofeachsectionofthediscussionchapter.12/402024/5/1ResearchQueston11.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)13/402024/5/16.Resultsformanexaminationoftherelationshipbetweenself-reportWTCandWTCbehaviorinthreeclassroomcontextsonanindividualbasis,werefoundtobemixed(seeTable4.1).7.Forhalfoftheclass(Sherry,Jerry,RayandCathy),self-reportWTCwasconsistentwithactualWTCbehaviorinclass,whereasfortheotherhalf(Erica,Sophie,AllanandJohn),self-reportWTCcontradictedclassroomWTCbehavior.Move2a(SOR)Move2b(expansion)14/402024/5/18.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)15/402024/5/115.Thismayhavebeenduetoanover-optimisticself-reportingoftheirWTC,suggesting,perhaps,thattheirself-reportWTCwasineffectpaying'lipservice'tothesurvey,withoutactuallyhavingmadeanycommitmenttoparticipateactively(DornyeiandKormos:290).16.Inotherwords,theymayhavebeenconcernedaboutpresentingthemselvesfavorably,thuscauseingthemtorespondinaccurately.17.AnotherpossibleinterpretationcouldbethattheyhadhightraitWTC,buttheymayhaveneededextraencouragementfromtheteacher,andmorecooperationfromtheirpeerclassmates,forthemtoparticitpatemore.18.Allanactuallyexpressedhisconcernintheinterviewthattherewerenotanychancestotalkwhentheteachertalkedmostofthetimeinthewholeclasssituation.Move3a(explanation)Move3c(previousresearch)Move3a(explanation)16/402024/5/119.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)17/402024/5/123.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)18/402024/5/128.Thefindingsoftherelationshipbetweenself-reportWTCandWTCbehaviorinclassinthisstudydonotappeartofullysupportthoseofChanandMcCroskey(1987),inwhichobservationaldataindicatedthatfewerofthestudentswhohadlowscoresontheWTCscaleparticipatedinclass,thanthosewhoscoredhighonthescale.29.InChanandMcCroskey'sstudy,moreofthetotalparticipationinclasscamefromstudentswithhighscoresthanfromstudentswithlowscores.30.Theythereforeconcludedthatclassparticipationmaybeinlargemeasureafunctionofanindividual'sorentationtowardcommunication(traitWTC).31.Theresultsofthecurrentstudydonotsupportthisconclusion.32.ApossibleexplanationisthatChanandMcCroskeyconsideredstudents'participationinclasswhereL1insteadofL2wasused.33.ThiswouldmakethefindingsofthepresentstudynotcomparablewiththoseofChanandMcCroskey's,sinceWTCinL2wasunlikeytobe‘asimplemanifestationofWTCintheMove3b(unexpected)Move3c(previousresearch)Move3a(explanation)19/402024/5/1L1’MacIntyreetal'.s(1998:546).34.ItwasalsopossiblethatnotalllearnerswithhighWTCinthepresentstudyexhibitedhighparticipation.35.SimilarresultstothoseofChanandMcCroskeymayhavebeenfoundhadthesamplesizebeenlarger.36.Thefindingsofthepresentstudydo,however,supportWeaver's()conclusionthatstudents'WTCwithintheEFLclassroomvariedsignificantlyacrossdifferentspeakingsituationsandtasks.Move3b(unexpected)Move3c(previousresearch)20/402024/5/137.ThefindingsalsolendsupporttoMacIntyreetal'.s(a:377)acknowledgementoftheweakenssoftheself-reportquestionnnaireasareliablemethodforexanimingstateWTC,because‘thinkingaboutcommunicationintheL2isdifferentfromactuallydoingit’.38.WhiletheirstudyfailedtofindanyevidencefortheexistenceofstatedWTCbyusingthesinglemethodofaself-reportsurvey,inthepresentstudy,stateWTCwasidentifiedbyobservationofWTCinthreeclassroomcontexts.39.Onthisbasis,structuredobservationisproposedasamoresuitablemethodfortheexaminationofstateWTC,avariabledifficulttoidentifybyusingasingleself-reporttechnique.Move3b(expected)Move3c(previousresearch)Moves3g&h(furtherresearch&justification)21/402024/5/11.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.22/402024/5/16.theextenttowhichtheresultswereexpectedorunexpectedinlightofpreviousresearchisthenconsidered(sentences28-38).Firsttheauthorconsiderstheresearchthatherresultsdonotsupport(sentences28-35)and,indoingso,offerssomeexplanations(sentences32-35).Thenshereferstostudiesthatdosupportherresults(sentences26-38).7.Thediscussioncloseswitharecommendationandjustificationforfurtherresearch(sentences39).8.Theauthorthenmovesontodiscussherresultsforthesecondreserarchquestion.However,wewillfocusourattentionnowonpartofherdiscussionoftheresultsforresearchquestion4.23/402024/5/1ResearchQuestion4Researchquestion4investigatedthefactorsthatcouldhaveaninfluenceonwillingnesstocommunicatebehaviourinclass.Inaseparatesub-sectionforeachfactor,theauthorconsidersarangeofvariables.Theseareidentifiedinherintroductiontothediscussionofquestion4results.Oncewehavelookedatthisintroducition,wewillfocusourattentiononherdiscussionoftwoofthesefactors(mediunofcommunicationandculturalinfluences).24/402024/5/11.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.25/402024/5/1Mediumofcommunication1.WhetherL1orL2wasusedasthemediumofcommunicationalsoapperedtoexertaninfluenceonlearners'WTC.2.AsMacIntyreetal'.s(1998:546)havesuggested,thedifferencesbetweenL1andL2WTCmaybedueto‘theuncertaintyinherentinL2use’,andtheleveloflinguisticcompetencycanbeonedifferentiatingfactorexistinginL1andL2WTC.3.Inthisstudy,JerrynotedthatalackoflinguisticcompetenceinL2inhibitedcommunication,butwhenL1wasused,suchaproblemwasnotpresent.4.CathyalsoconsideredalackoflexicalresoucesinL2asafactoraffectingherperceivedcompetence,whichinturninfluencedwillingnesstocommunicateattimes.5.ThisseemstosupportHouse's()claimthatlackofactuallingusticcompetenceinL2canpreventcommunication.Move2a(SOR)Move3a(explanation)Move3d(exemplification)Move3b&c(expectedresult&previousresearch)26/402024/5/16.DifferencesinL1andL2WTCwerealsodetectedintaskengagementinpairwork.7.DornyeiandKormos()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)27/402024/5/1Culturalinfluences1.Kubotahasarguedthat‘thewaypeoplethink,speak,writeandbehaveiscertainlyinfluencedbythecultureinwhichtheyarebroughtup,andcertainlyculturaldifferenceindeedexists’(1999:15).2.Asdiscussedinthepreviouschapter,empiricalstudieshaveshownthattheculturalcontexthasanimpactonWTC,andWTCvariesgreatlyacrosscultures.3.AlthoughthesestudieswereassociatedwithWTCinL1,itseemedone'sculturalbackgroundalsoexercisedaneffectonone'sWTCinL2.4.Atleastonelearnervoicedthispointofviewinthisstudy.Move1b(background)Move2a(SOR)28/402024/5/15.Raymentionedtheinfluenceofhishomecultureonhiswillingnesstocommunicateandrelativelylowlevelofcommunicationinwholeclasssituations.6.RaycamefromJapan,acountrywhosecultureinitsdiscourseischaracterizedbycollectivism,whichpromotesconformitytogroupgoalsandhomogeneity,theoppositefaceofwhichisthediscouragementofindividualdiversityandcreativety(Kublta1999:20;Cheng).7.CulturalnormsinJapandonotvaluetalkativeness,andJapanesegenerallytendnotbobeouspoken(McCrosskeyetal.1985).8.IthasbeencitedintheliteraturethatthisperceivedreticencewasduetoConfucianinfluences(Cheng).9.Rayattributedhisrelativequietnessinthewholeclasstothisculturalinfluencerooteddeeplyinhim.10.Heregardeditasinappropriatetovolunteeranswerswithoutbeingcalleduponbyteacher.11.ThisattitudeseemstosupportTsui's(1996)claimthatthereappearedtobeawidespreadphenomenoninHongKongschoolsMove3d(exemplification)Move3c(previousresearch)Moves3a&c(explanation&previousresearch)Move3d(exemplification)Move3b&c(expected&previousresearch)29/402024/5/1thatstudentswouldnottaketheinitiativetovolunteeranswersuntiltheywerecalleduponbytheteachertodoso.12.ItwasaninterestingpointthatRaymadeofhimself,ofnotwantingtoberegardedasbeingtalkativeorattractingtheteacher'sattentionbyhispeers.13.Heseemedtobeawareofhisrelationswithothersinthesocialprocessofconductinghimself(WenandClement)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)30/402024/5/1Conclusion1.Thischapterhassummarizedthepresentstudy'sfindings,anddiscussedthemwithreferencetoeachoftheresearchquestions.2.Theresultshavealsobeenconsideredinrelationtorelevantpreviousstudies.3.ThestudyconfirmedthatWTCinL2possessesdualcharacteristics:atrait-levelWTCandastate-levelWTC.4.ItsuggestedthattraitWTCmaydetermineanindividual'sgeneraltendencytoinitiatecommunicationwouldtakeplace.5.Beingasituational-basedvariable,WTCinL2wasfoundtobesubjecttochangeacrosssituationsandovertime.6.Itsupportedtheclaimthatasingleself-reportmethodwasnotappropriatetoexaminestateWTC,avariabledetectedbytheobservationalmethodemployedinthisstudy.7.StructuredclassroomobservationwasthusproposedtobeamoresuitablemethodfortheexaminationofstateWTCinclass,avariablediffculttoidentifybyusingasingleself-reportmethod.31/402024/5/18.ResultsfromthisstudypointedtoanumberoffactorsthatparticipantsperceivedasbeingofmostimportanceininfluencingtheirWTCbehaviorinthreeclassroomcontexts.9.Thesefactorsincluded:numberofinterlocutor(s)inaparticularcommunicativecontext,faliliaritywithinterlocutor(s),interlocutor(s)'taskperformance,self-confidenceincommunication,falimiaritywithandinterestintopicsunderdiscussion,tasktypesforpair/groupwork,mediumofcommunicationandinfluenceofparticipants'culturalbackgrounds.32/402024/5/1SomeKeyLinguisticFeaturesofaThesisDiscussionofResultsAsyoudiscussthesignificanceofyourfindingsinlightofthebigpicture(theliteratureyoupresentedinyourliteraturereviewchapter),therewillbeoccasionswhenyoucanbequiteassertiveaboutthesignificanceandcontributionofyourfindingstothefieldyouareworkingwithinandoccasionswhenyouneedtobemoretentativeintheclaimsthatyoumake.Whilecareneedstobetaken,youshouldnotshyawayfromclaimingthataparticularfindingsupportsordoesnotsupportexistingresearchandknowledgeifitdoes.33/402024/5/1Inthediscussionchapter,youwillseektoaccountforparticularfindings.Ifyouarepresentingpossibilitiesratherabsolutecertainties,youneedtomakesurethatyouhedgeinyourpresentationofthem.Inthepreviouschapter,wereferredtovariouswaysinwhichhedgingcanbeachieved.Asanexampleofhowthiscanbeachievedinthediscussionchapter,considertheextensiveuseofhedgingapproachesthathavebeenusedinthefollowingparagraphfromwoursamplethesisdiscussion.34/402024/5/1HedginginthediscussionofResults1.ThefindingsaboveseemedtorevealthedualcharacteristicsofWTCproposedinpreviousstudies:thetrait-likeWTCandthesituation-basedWTC.2.MacIntyreetal's(1998:546)claimthatWTCinL2shouldnotbelimitedtoatrait-likevariavlebuta‘situationalvaviablewithbothtransientandenduringinfluences’appearedtobesupportedbythefindingsofthisstudy.3.Itispossible,however,thatlearners'WTCbehaviorintheclasscontextwasinfluencedbybothtrait-levelWTCandstate-levelWTC.4.AsMacIntyreetal.(1999)haspointedout,traitWTCmaybringanindividualintosituationsinwhichcommunicationwaslikely,butonceinaparticualrsituation,stateWTCcouldinfluencewhethercommunicationwouldtakeplace.5.MacIntyreandhiscolleaguesarguedthatstateWTCpredictedandaffectedthedicisiontoinitiateHedgeverbHedgeverbAdjectiveModalverbModalverb35/402024/5/1commnicationwithinaparticularsituation,whichmayexplainth