研究生学术英语写作教程Unit5ReportingResults.docx

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

研究生学术英语写作教程Unit-5-Reporting-Results

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（%）indi