研究生学术英语写作教程Unit5ReportingResults.docx
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研究生学术英语写作教程Unit5ReportingResults
Unit5ReportingResults
Objectives:
-Understandthefunctionandthemajorelementsoftheresultssection;
-Learnthemajorstepstodealwiththeresultssection;
-Usethetipsfordescribinggraphicinformation;
-Graspthetipsformakingcomparisonandcontrast;
-Learntheskillsforchoosingappropriategraphsandmakinggraphs.
Contents:
-Teacher’sintroduction;
-Readinganddiscussion:
TypesofLanguageforThinkingandLexicalCollocationalErrors;
-Languagefocus:
graphicdescription;comparisonandcontrast;
-Writingpractice:
usinggraphsanddescribinggraphs(tablesandcharts);
-Rewritingpractice:
graspingthemajormovesforoutliningtheresultssection;
-Classroomextension:
descriptionsofdataandgraphswhenreportingresults.
1.ReadingActivity
1.1Pre-readingTask
Doyouknowhowtoreporttheresultsofyourresearch?
Thestandardapproachtotheresultssectionofaresearchpaperistopresenttheresultswiththestatisticaltechniquessuchastablesandcharts.Thisdoesnotmeanthatyoudonotneedanytexttodescribedatapresentedingraphs.
Thinkaboutthefollowingquestionsbeforereadingthetextandthenhaveadiscussionwithyourclassmates.
1.Whatisthefunctionoftheresultssection?
2.Whatarethemajorelementsincludedintheresultssection?
3.Whatarethemajorstepsforyoutodealwiththeresultssection?
4.Howdoyoudescribegraphicinformationintheresultssection?
5.Howdoyoucompareandcontrastthedatapresentedingraphs?
ThefollowingispartoftheresultssectionofaresearchpaperwhichinvestigatedhowEFLlearners’typesoflanguageforthinkinginfluencetheirlexicalcollocationalerrorsinspeech.
1.2ReadingPassage
Results
TypesofLanguageforThinkingandLexicalCollocationalErrors
1Onekeyissueinthisstudywaswhetheralearner’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).Resultsofaone-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:
TypesofLanguageforThinkingandInaccuracyRatesofLexicalCollocations
Group
N
M
(%)
SD
(%)
F
Comments
Chinese(CH)
5
15.17
5.48
4.07*
CH>CE*
English(EN)
17
12.40
6.72
EN>CE*
ChinesemingledwithEnglish(CE)
20
8.44
4.32
Others
0
Note:
Meanshowstheaverageinaccuracyrateofcollocationsineachgroup.
*P<.05
(Hung-ChunWang&Su-ChinShih,2011)
1.3ReadingComprehension
1.3.1Readthefirstparagraphandidentifytheinformationelementsyoufindineachsentenceofthetext.
Sentences
Elements
Sentence1
Sentence2
Sentence3
Sentence4
1.3.2Someverbscanbeusedtolocatetheresultsoftheresearch,suchas“show”and“indicate”.Readthesecondandthirdparagraphscarefullyandthinkofthequestion:
Whichverbsdidtheauthorsuseforlocatingtheresults?
Paragraphs
Verbslocatingtheresults
Inthe2ndparagraph
Inthe3rdparagraph
1.3.3Readthesecondandthirdparagraphscarefullyandthinkofthequestion:
Whatisthefunctionofthelastsentenceinthe2ndand3rdparagraphsrespectively?
Sentences
Function
Lastsentenceinthe2ndparagraph
Lastsentenceinthe3rdparagraph
2LanguageFocus
2.1Graphicdescription
Theresultssectionclearlypresentsthefindingsofyourstudy.Itisusuallypresentedbothingraphandtext.First,preparethegraphsassoonasallthedataareanalyzedandarrangetheminthesequencethatbestpresentsyourresultsinalogicalway.Then,astheresultssectionistext-basedsection,thedescriptionofgraphsisofgreatimportanceinpaperwriting.Gooddescriptionscanhelpthereadersunderstandyourresearchbetterwhileusingasinglesentencepatterntodescribethestatisticalandgraphicinformationinaresearchpaperwillmakeyourreadersfeeltooboredandloseinterestinreadingon,soweneedtopaymoreattentiontothelanguageusewhendescribingthestatisticalandgraphicinformation.
Herewewillintroducesomeusefulwords,phrasesorsentencepatternswhichcanbeusedindifferentsituationsofgraphicdescription.
Situations
Expressions
Whenintroducingthegraphicinformationandmakingageneralstatement
Thechartshowsthepercentageof…
Theverticalaxisshows…
Thehorizontalaxiscompares…
Whenreferringtoagraph
Ascanbeseen/Itcanbeseenfromthegraph…
Ascanbeseen/ItcanbeseenfromGraph3,…
AsshowninGraph3,…
Fromthegraphabove,itmay/canbeseen/concluded/shown/estimated/calculated/inferredthat…
Thegraphshows/presents/providesthat…
Thegraphbelow/Thepiechartaboveshows/illustrates…
AccordingtoTable1,…
Whendescribingagraph
Therewasaminimal(slight,slow,gradual,steady)rise.
Therewasarapidincrease.
Therewasa(an)marked(large,dramatic,steep,sharp,abrupt)decrease(decline,reduction,fall,drop).
Therewasasuddenfluctuation.
Therewasnochange.
Whendescribingacurveoratrend
convex/concave;top/bottom;aslope/peak/plateau
agradual/slightincrease;asharp/steeprise;thepeak
arapid/abruptfall;aslightdip;nochange;slowfall
Itshowsanupwardtrend.
Itshowsadownwardtrend.
Whenmakingaconclusion
tosumup;inconclusion;
Itappearsthat…
Thetwochartsclearlyshow…
Ifyouneedtohighlightsignificantdatainatable/chart,youmayusesomeadjectivessuchas“apparent”,“clear”,“interesting”,“obvious”,“revealing”and“significant”tomakeyourviewpointknownandmeanwhileattractreaders’attention.
Thefollowingsentencepatternsareusefulforyouwhenyoureportsignificantresultsorfindings.
1.ItisapparentfromTable2that...
2.Table5isquiterevealinginseveralways.
3.FromChart5wecanseethatExperiment2resultedinthelowestvalueof...
4.Whatisinterestinginthisdataisthat...
5.InFigure10,thereisacleartrendofdecreasing...
6.AsTable2.1shows,therewasagreatdealofdifferencebetweentheexperimentalgroupandthecontrolgroup.
7.AsshowninTable6.3,chunkfrequencyalsohassignificantcorrelationwiththeindicesoforalproficiency.
8.TherewasnoobviousdifferencebetweenMethod1andMethod2.
2.1.1Thefollowingtablelistsresultsofaquestionnaireconcerningstudents’interestandperformanceinclass.
Question1:
YouareveryinterestedintheEnglishwritingcourse.
□Stronglyagree□agree□Idon’tknow□disagree□stronglydisagree
Question2:
Youareactiveingroupdiscussionintheclassroom.
□Stronglyagree□agree□Idon’tknow□disagree□stronglydisagree
Table1Dataconcerningthestudents’interestandparticipation
Item
stronglyagree
agree
Idon’tknow
disagree
stronglydisagree
N
P
N
P
N
P
N
P
N
P
1
35
50%
25
35.7%
2
2.9%
5
7.1%
3
4.3%
2
28
40%
28
40%
3
4.3%
7
10%
4
5.7%
Note:
N=number;P=percentage
Nowyouarerequiredtoreportresultsfromtheinterview.Thefollowingsentencepatternsmaybeusedinyourreport.
1.Ofallthesubjects,70completedandreturnedthequestionnaireform.
2.Themajorityofrespondentsfeltthat…
3.Overahalfofthosesurveyedindicatedthat…
4.Asmallnumberofrespondents…
5.Aminorityofparticipants(%)indicated...
6.InresponsetoQuestion