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1、Research Methods 英語教研室 2011.05.16,From holistic research to partial studies Synthetic approach vs analytic approach,holistic research to partial studies 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) 了解過程 了解結(jié)果,Inductive approach Vs Deductive approach Examples for the
2、se,Inductive approach vs Deductive approach 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,Qualitative approach定性 Vs Quantitative approach定量 What are they?,Qualitative approach includes Observation participant參與者 It inc interview, tapereco
3、rding,diary,camera shooting，video no- participant observation（judge in a contest） Verbal reporting 口頭自述 Eg, at that time,I was just going home Questionnaire ; data analysis.etc,Quantitative approach 1. statistical method (random sampling) Rocktea to whitemouse,2. experimental method Experimental gro
4、up vs controlling group,Variables (independent variable vs dependent variable) Method as iv While scores, performance as dv Moderate variable (more time for learning) Control variable as (same teacher, and book),Qualitative approach quantitative approach Participation to acquire
5、 experience experience to acquire data 只有通過個(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),Research a systematic process of inquiry：,1）a question, problem, or hypothesis 2) data; 3) analysis and interpretation of data.,創(chuàng)新的幾個(gè)要素,新
6、問題 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 符合自己的興趣愛好 自己力所能及,兩種不同目的的研究,（1）用國外理論解決中國（中文）的問題 （2）用中國（中文）的事實(shí)解決國際學(xué)術(shù)領(lǐng)域的問題,6. 理論聯(lián)系實(shí)際,教學(xué)理論：聯(lián)系教學(xué)實(shí)際 語言理論：聯(lián)系語言實(shí)際(認(rèn)知，隱喻，社會(huì)語言學(xué)，語用學(xué))，跨文化交際 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：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內(nèi)容和方法,,例：Classroom Interactiv
7、e Practices for Developing L2 Literacy: A Microethnographic Study of Two Beginning Adult Learners of English,,A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition The Role of Formulaic Language in Second Language Acquisition: A Review The Construction
8、 of Stance in Reporting Clauses: A Cross-disciplinary Study of Theses,3. 摘要的撰寫,介紹選題的意義 交代研究的方法 描述得出的結(jié)論,例1:,Abstract: Three components of SLA research, input/output, internal/external factors and interlanguage system, have close relation with cognitive linguistics, and doing research on the process o
9、f SLA perspectives is of guiding improtance and of practical value to SLA and college English teaching.,例2： Modelling Learning Difficulty and Second Language Proficiency: The Differential Contributions of Implicit and Explicit Knowledge Rod Ellis University of Auckland,This article re-examines the q
10、uestion of what makes some grammatical structures more difficult to learn than others, arguing that this question can only be properly understood and investigated with reference to the distinction between implicit and explicit knowledge of a second language. Using a battery of tests that were design
11、ed to measure implicit and explicit L2 grammatical knowledge of seventeen grammatical structures (Ellis 2005), learning difficulty in relation to these two types of knowledge was investigated.,,The results showed that structures that were easy in terms of implicit knowledge were often difficult in t
12、erms of explicit knowledge and sometimes vice versa and that, overall, there was no correlation between the rank orders of difficulty of seventeen grammatical structures for the two types of knowledge. A correlational analysis showed that the structures varied as to whether it was implicit or explic
13、it knowledge of them that was related to a measure of general language proficiency. A regression analysis demonstrated that both types of knowledge predict general language proficiency.,例3： The “you (have)” Construction in Chinese: a Cognitive Analysis,In Chinese, the “you (have) + (neutral) n.” con
14、struction can be used as an adjective denoting positive degrees or properties. For example, (1) Li xiaojie you liandan，you shencai. Ms Li has face has body. Ms Li has a beautiful face and a good figure.,,Previous researches (Zhang, 2002, Shi, 2004) have found that not all nouns used in this cons
15、truction can lead to an adjectival interpretation. Shi (2004) points out that the noun in this construction refers to a social average, and the whole construction means something like “having something better (or more) than average”. For example, “you liandan”(have a face) actually means “having a b
16、etter than average face”, or “l(fā)ooking pretty”.,,But what special semantic properties do the nouns used in the constructions have? Why do such constructions usually suggest a positive (or better-than- average) interpretation? What are the cognitive bases for the interpretation? What have prompted the
17、 speaker to use a construction like this instead of explicitly using a positive adjective before the noun? These are the questions the present paper tries to focus on from a cognitive perspective.,Using data from “A dictionary of Modern Chinese”(2005), the author finds that nouns that can be used in
18、 this construction are restricted in number and have the following properties: (1) having to do with body parts, e.g.: 三圍(three measurements: the bosom, the waist and the bottom); 臉蛋(face),腦袋(head),身材(figure),胸脯(bosom),etc;（2）denoting human properties, e.g.: 地位(position),見解(opinion),價(jià)值觀(value),覺悟(co
19、nsciousness),禮數(shù)(manners),力氣(strength),品格(personality),etc;（3）measurements and quantity, e.g.:尺度(measurements),水平(level),年紀(jì)(age),etc.,,These nouns are neutral with respect to the degrees of the measurements or quantities (social average), but when used in the “you” (have) construction denoting posses
20、sion, they imply a special degree, usually a positive one, or a better-than-average value. I argue that the positive interpretation of this type of “you” construction is the result of an interaction between the construction and the noun in question. As the nouns mostly denote properties that people
21、desire, they normally lead to a positive interpretation when used with “you” (have).,,Cognitively speaking, by making some common property a salient ,prominent possession of someone concerned, the property immediately becomes the figure and the properties that other (average) people have become the
22、background. The figure thus achieves special prominence in contrast to the background average. Using a neutral noun in the “you construction” and omitting a positive adjective increases cognitive processing effort but achieves the effect of brevity, indirectness and fuzziness. Such constructions are
23、 also used very often in parallels for rhythm and forcefulness.,修改意見,Thanks for this, and apologies for the delay. Let me say some things about the abstract, that I hope are useful.On your title, I think I would say The you (have) construction in Chinese.... I think I would also add a Chinese charac
24、ter and a number superscript on you to indicate the tone. That, to my eyes, would make it look a little more serious.,First line, I would change the scare quotes. Id say something like the you (have) + (neutral) n ... etc. (Same point as for title, really.)In example (1), I would embellish the Chine
25、se sentence with tones and characters, just to make it look more serious.Change Previous researches to Previous research and have to hasSame remarks for you example in the last line of this paragraph.,Typically, one doesnt put questions in an abstract. I dont know whether I am old fashioned but it s
26、eems to me that abstracts should only contain declaratives. Maybe you could find an alternative way of expressing paragraph two.,These are just a few thoughts about the abstract. I think abstracts are incredibly hard things to write and they always take me days and days to get right. I think abstrac
27、t readers (selection committees) like precise examples so that they can see the general drift of the analysis, if not the analysis itself, and personally I like abstracts that contain material that challenges some significant piece of theory, that is, that do not just present descriptions of things.
28、 Its nice to have a good argument sometimes.,4. 關(guān)鍵詞的選擇,學(xué)科領(lǐng)域 問題 研究方法,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 The Mark of Key Wordsin Social Academic Articles Key words key words; the mark of key words; 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 “數(shù) 學(xué) 科學(xué)” 經(jīng)濟(jì)思想
29、史的一種簡要考察 (賈根良 、徐尚 , 南開學(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 Key words: category; embodiment; dynamic construal; implications,例2：,The Acquisition order of coherence relations: On cognitive complexity in discourse Key words: child language; discourse coher
30、ence; Cognition; Dutch,,Aspect interpretation in Russian a pragmatic account Key words: aspect; Russian; Semantics; Pragmatics; GCI-theory,8. 結(jié)論,與引言和摘要呼應(yīng) 交代問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），打開菜
31、單“格式邊框和底紋”，在設(shè)置中選擇“無”，取消表格的所有框線。（3）再選中表格，打開菜單“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“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，手畫一條與表格線等長的細(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)簡單的三線表已經(jīng)畫好了。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。,不同論文寫作的研究方法可以有
32、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。,,,TIGER, tiger, burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare seize the fire? An
33、d what shoulder and what art Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand and what dread feet? What the hammer? what the chain? In what furnace was thy brain? What the anvil? What dread grasp Dare its deadly terrors clasp? When the stars threw down their spe
34、ars, And waterd heaven with their tears, Did He smile His work to see? Did He who made the lamb make thee? Tiger, tiger, burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry? 虎，虎，于黑夜的林木 明亮如火團(tuán)錦簇 是怎樣的天工或神目 成就你驚人的雄姿？ 在多遠(yuǎn)的深淵或穹蒼點(diǎn)燃 你雙眼的烈焰？ 他揮動(dòng)的是怎樣的翅翼？ 捕捉火舌的是怎樣的手指？ 用怎樣的臂力和巧妙 把你的心臟打造？ 當(dāng)你的心臟開始跳動(dòng) 他有怎樣的從容？ 是怎樣的錘？是怎樣的鎖鏈？ 在怎樣的熔爐里把你的腦筋鍛煉？ 用怎樣的鐵砧？用怎樣的掌力 緊緊握住這個(gè)致命的危機(jī)？ 當(dāng)星辰紛紛把長矛拋縱 而且用淚水灑滿天篷 他是否看著自己的作品微笑？ 他是否創(chuàng)制了你又創(chuàng)制羊羔？ 虎，虎，于黑夜的林木 明亮如火團(tuán)錦簇 是怎樣的天工或神目 成就你驚人的雄姿？,Some Examples of Cultural Differences,Suggested points,THANK YOU!,
外語學(xué)科學(xué)術(shù)研究的特點(diǎn)與論文寫作.ppt
