外語(yǔ)學(xué)科學(xué)術(shù)研究的特點(diǎn)與論文寫(xiě)作.ppt

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ResearchMethods英語(yǔ)教研室劉泉厚2010 12 14 FromholisticresearchtopartialstudiesSyntheticapproachvsanalyticapproach holisticresearchtopartialstudies綜合法分析法整體部分整體觀成分觀面向內(nèi)部結(jié)構(gòu)面向外部結(jié)構(gòu)了解過(guò)程了解結(jié)果 InductiveapproachVsDeductiveapproachExamplesforthese InductiveapproachvsDeductiveapproach歸納法 演繹法1 以數(shù)據(jù)為出發(fā)點(diǎn)以假設(shè)為出發(fā)點(diǎn)2 沒(méi)有事先形成的看法進(jìn)行預(yù)示3 可以生成假設(shè)檢驗(yàn)假設(shè)4 成果 描述或提出假設(shè)成果 理論 Qualitativeapproach定性VsQuantitativeapproach定量Whatarethey Onceuponatime anextraterrestrial外星人paidavisittoabigcityinChina DwellingNarrowness QualitativeapproachincludesObservationparticipant參與者Itincinterview taperecording diary camerashooting videono participantobservation judgeinacontest Verbalreporting口頭自述Eg atthattime Iwasjustgoinghome Questionnaire dataanalysis etc 蝸居 Quantitativeapproach1 statisticalmethod randomsampling Rockteatowhitemouse 2 experimentalmethodExperimentalgroupvscontrollinggroup Variables independentvariablevsdependentvariable MethodasivWhilescores performanceasdvModeratevariable moretimeforlearning Controlvariableas sameteacher andbook Qualitativeapproach quantitativeapproachParticipationtoacquireexperienceexperiencetoacquiredata只有通過(guò)個(gè)人主觀經(jīng)驗(yàn)才能認(rèn)識(shí)人類行為只有擺脫主觀狀態(tài)才能了解社會(huì)現(xiàn)象的因果關(guān)系了解就是移情了解要保持距離依賴定性數(shù)據(jù)依賴定量數(shù)據(jù) Researchasystematicprocessofinquiry 1 aquestion problem orhypothesis2 data 3 analysisandinterpretationofdata 創(chuàng)新的幾個(gè)要素 新問(wèn)題新材料新數(shù)據(jù)新方法新觀點(diǎn)新理論 1 確定方向 選好課題 有價(jià)值 有持續(xù)發(fā)展的可能符合自己的興趣愛(ài)好自己力所能及 兩種不同目的的研究 1 用國(guó)外理論解決中國(guó) 中文 的問(wèn)題 2 用中國(guó) 中文 的事實(shí)解決國(guó)際學(xué)術(shù)領(lǐng)域的問(wèn)題 6 理論聯(lián)系實(shí)際 教學(xué)理論 聯(lián)系教學(xué)實(shí)際語(yǔ)言理論 聯(lián)系語(yǔ)言實(shí)際文學(xué)理論 聯(lián)系具體作家 文本和作品翻譯理論 聯(lián)系具體譯作應(yīng)用英語(yǔ) 聯(lián)系實(shí)際工作 業(yè)務(wù) 業(yè)務(wù)素質(zhì) 能力等 2 論文題目的確定 大處著眼 小處入手題目盡量反映具體的研究?jī)?nèi)容和方法 例 ClassroomInteractivePracticesforDevelopingL2Literacy AMicroethnographicStudyofTwoBeginningAdultLearnersofEnglish ANewApproachtoAssessingStrategicLearning TheCaseofSelf RegulationinVocabularyAcquisitionTheRoleofFormulaicLanguageinSecondLanguageAcquisition AReviewTheConstructionofStanceinReportingClauses ACross disciplinaryStudyofTheses 3 摘要的撰寫(xiě) 例1 Abstract ThreecomponentsofSLAresearch input output internal externalfactorsandinterlanguagesystem havecloserelationwithcognitivelinguistics anddoingresearchontheprocessofSLAperspectivesisofguidingimprotanceandofpracticalvaluetoSLAandcollegeEnglishteaching 例2 ModellingLearningDifficultyandSecondLanguageProficiency TheDifferentialContributionsofImplicitandExplicitKnowledgeRodEllisUniversityofAuckland Thisarticlere examinesthequestionofwhatmakessomegrammaticalstructuresmoredifficulttolearnthanothers arguingthatthisquestioncanonlybeproperlyunderstoodandinvestigatedwithreferencetothedistinctionbetweenimplicitandexplicitknowledgeofasecondlanguage UsingabatteryofteststhatweredesignedtomeasureimplicitandexplicitL2grammaticalknowledgeofseventeengrammaticalstructures Ellis2005 learningdifficultyinrelationtothesetwotypesofknowledgewasinvestigated Theresultsshowedthatstructuresthatwereeasyintermsofimplicitknowledgewereoftendifficultintermsofexplicitknowledgeandsometimesviceversaandthat overall therewasnocorrelationbetweentherankordersofdifficultyofseventeengrammaticalstructuresforthetwotypesofknowledge Acorrelationalanalysisshowedthatthestructuresvariedastowhetheritwasimplicitorexplicitknowledgeofthemthatwasrelatedtoameasureofgenerallanguageproficiency Aregressionanalysisdemonstratedthatbothtypesofknowledgepredictgenerallanguageproficiency 例3 The you have ConstructioninChinese aCognitiveAnalysis InChinese the you have neutral n constructioncanbeusedasanadjectivedenotingpositivedegreesorproperties Forexample 1 Lixiaojieyouliandan youshencai MsLihasfacehasbody MsLihasabeautifulfaceandagoodfigure Previousresearches Zhang 2002 Shi 2004 havefoundthatnotallnounsusedinthisconstructioncanleadtoanadjectivalinterpretation Shi 2004 pointsoutthatthenouninthisconstructionreferstoasocialaverage andthewholeconstructionmeanssomethinglike havingsomethingbetter ormore thanaverage Forexample youliandan haveaface actuallymeans havingabetterthanaverageface or lookingpretty Butwhatspecialsemanticpropertiesdothenounsusedintheconstructionshave Whydosuchconstructionsusuallysuggestapositive orbetter than average interpretation Whatarethecognitivebasesfortheinterpretation Whathavepromptedthespeakertouseaconstructionlikethisinsteadofexplicitlyusingapositiveadjectivebeforethenoun Thesearethequestionsthepresentpapertriestofocusonfromacognitiveperspective Usingdatafrom AdictionaryofModernChinese 2005 theauthorfindsthatnounsthatcanbeusedinthisconstructionarerestrictedinnumberandhavethefollowingproperties 1 havingtodowithbodyparts e g 三圍 threemeasurements thebosom thewaistandthebottom 臉蛋 face 腦袋 head 身材 figure 胸脯 bosom etc 2 denotinghumanproperties e g 地位 position 見(jiàn)解 opinion 價(jià)值觀 value 覺(jué)悟 consciousness 禮數(shù) manners 力氣 strength 品格 personality etc 3 measurementsandquantity e g 尺度 measurements 水平 level 年紀(jì) age etc Thesenounsareneutralwithrespecttothedegreesofthemeasurementsorquantities socialaverage butwhenusedinthe you have constructiondenotingpossession theyimplyaspecialdegree usuallyapositiveone orabetter than averagevalue Iarguethatthepositiveinterpretationofthistypeof you constructionistheresultofaninteractionbetweentheconstructionandthenouninquestion Asthenounsmostlydenotepropertiesthatpeopledesire theynormallyleadtoapositiveinterpretationwhenusedwith you have Cognitivelyspeaking bymakingsomecommonpropertyasalient prominentpossessionofsomeoneconcerned thepropertyimmediatelybecomesthefigureandthepropertiesthatother average peoplehavebecomethebackground Thefigurethusachievesspecialprominenceincontrasttothebackgroundaverage Usinganeutralnouninthe youconstruction andomittingapositiveadjectiveincreasescognitiveprocessingeffortbutachievestheeffectofbrevity indirectnessandfuzziness Suchconstructionsarealsousedveryofteninparallelsforrhythmandforcefulness 修改意見(jiàn) Thanksforthis andapologiesforthedelay Letmesaysomethingsabouttheabstract thatIhopeareuseful Onyourtitle IthinkIwouldsay The you have constructioninChinese IthinkIwouldalsoaddaChinesecharacterandanumbersuperscripton you toindicatethetone That tomyeyes wouldmakeitlookalittlemoreserious Firstline Iwouldchangethescarequotes I dsaysomethinglike the you have neutral n etc Samepointasfortitle really Inexample 1 IwouldembellishtheChinesesentencewithtonesandcharacters justtomakeitlookmoreserious Change Previousresearches to Previousresearch and have to has Sameremarksforyouexampleinthelastlineofthisparagraph Typically onedoesn tputquestionsinanabstract Idon tknowwhetherIamoldfashionedbutitseemstomethatabstractsshouldonlycontaindeclaratives Maybeyoucouldfindanalternativewayofexpressingparagraphtwo Thesearejustafewthoughtsabouttheabstract Ithinkabstractsareincrediblyhardthingstowriteandtheyalwaystakemedaysanddaystogetright Ithinkabstractreaders selectioncommittees likepreciseexamplessothattheycanseethegeneraldriftoftheanalysis ifnottheanalysisitself andpersonallyIlikeabstractsthatcontainmaterialthatchallengessomesignificantpieceoftheory thatis thatdonotjustpresentdescriptionsofthings It snicetohaveagoodargumentsometimes 4 關(guān)鍵詞的選擇 社科學(xué)術(shù)論文中關(guān)鍵詞的標(biāo)引 關(guān)鍵詞 關(guān)鍵詞 關(guān)鍵詞標(biāo)引 規(guī)范標(biāo)引TheMarkofKeyWordsinSocialAcademicArticles Keywords keywords themarkofkeywords criterion 馬克思勞動(dòng)價(jià)值論爭(zhēng)50年 王璐 思想戰(zhàn)線 200516 關(guān)鍵詞 馬克思 勞動(dòng) 價(jià)值觀 爭(zhēng)論 經(jīng)濟(jì)學(xué)怎樣成了一門(mén) 數(shù)學(xué)科學(xué) 經(jīng)濟(jì)思想史的一種簡(jiǎn)要考察 賈根良 徐尚 南開(kāi)學(xué)報(bào) 哲社版 200515 關(guān)鍵詞 數(shù)學(xué)形式主義 數(shù)學(xué) 本位論 實(shí)在論 例1 第二代認(rèn)知科學(xué)與概念范疇關(guān)鍵詞 范疇 具身哲學(xué) 動(dòng)態(tài)構(gòu)建 啟示Keywords category embodiment dynamicconstrual implications 例2 TheAcquisitionorderofcoherencerelations OncognitivecomplexityindiscourseKeywords childlanguage discoursecoherence Cognition Dutch AspectinterpretationinRussian apragmaticaccountKeywords aspect Russian Semantics Pragmatics GCI theory 8 結(jié)論 與引言和摘要呼應(yīng)交代問(wèn)題的提出與本研究的成果指出研究的局限和進(jìn)一步研究的方向 三線表格的使用 1 先制作一個(gè)普通表格 打開(kāi)菜單 表格 插入表格 選擇列數(shù) 3 行數(shù) 4 文檔中出現(xiàn)一個(gè)三列四行的帶框線表格 輸入內(nèi)容 注意要選 左對(duì)齊 2 鼠標(biāo)移到在表格左上角 出現(xiàn)四向箭頭時(shí)選中表格 點(diǎn)黑 打開(kāi)菜單 格式 邊框和底紋 在設(shè)置中選擇 無(wú) 取消表格的所有框線 3 再選中表格 打開(kāi)菜單 格式 邊框和底紋 在線型寬度下拉列表中選擇一條粗一點(diǎn)的線 如1又1 2磅 在右邊的各種實(shí)框線中 為表格添加 上 下 框線 確定 4 下面需要添加標(biāo)題欄的橫線 打開(kāi) 視圖 工具欄 繪圖 添加繪圖工具欄 點(diǎn)擊繪圖中的直線工具 按住shift鍵 手畫(huà)一條與表格線等長(zhǎng)的細(xì)線 5 此時(shí)手繪線可能不在合適的位置 偏上或偏下 按住Alt鍵 用鼠標(biāo)移動(dòng)直線到合適的位置上 點(diǎn)擊工具欄上的 打印預(yù)覽 就可以看到一個(gè)簡(jiǎn)單的三線表已經(jīng)畫(huà)好了 還可以修飾一下內(nèi)容文字 使其與標(biāo)題文字的位置相配 不同論文寫(xiě)作的研究方法可以有所側(cè)重 也可以融合 附件是參考范文 仔細(xì)閱讀 揣摩其方法 紙質(zhì)版的是本科論文樣本 希望能夠超越之 Diglossia雙言 雙語(yǔ)registervariation語(yǔ)域變體 THANKYOU