Section 4 Data Analysis and Discussion（第1页）

Se4:DataAnalysisandDis

&ionstokeepiingondataanalysisinclude:

·tioasetnecessaryf，orartialtransacceptable?Isthisclearlyreported?

·Werereliabilitycheedontranss（asreported）?

·Isitusefulfetreadersifdetailedinformationisprovidedonhotionsandorhoursofdatawereused?

·Isinformationabouttranssnecessaryfortheaudience?Ifso，isthisinformationprovidedinanappendixoroanyexamplesused?

Dissebeginwithamaryofthefindingsthatweredetailedissedtheoamoredetaileddisofeachresearchquestion。Itisalsotheprovisionofpossibleexplanatiosfouudy。parisofthepresentstudywiththeresultsfouudiesisalsoaentindisseparisoshavetheeffectsofhelpingthereaderuandhowthefiopreviouswork。Thefindingsmayprovideevidence，whichsupportsaendsearlierfindings，ortheymayiexistingframeworksoberesideredandrevised。Dissesalsoprovideentsaboutthesigheresultsortheirimplisfyortheory，whimakeiteasierforreaderstoihefindingsintoaframeworktheyalreadyknow。

Onceresearchprojectshavebeeheprovisionofafullsetoflimitationofastudyispossible。Thisalsomaybeihedisse。

&sofentshelpgeeideasforfurtherresearttoareasthatobeaddressedioadvahefield，and，ingeneral，serveasusefulpointersforbothnovidexperiencedresearchers。

Insum，dissesdeliedseveralentsinthefiions。

·Summaryoftheresults，

&ionofpossiblereasos，

·parisostotheseobtaiudies，

·entaryonthesignifiplisoftheresults，

·Disitation，

·Suggestedareaforfurtherstudies。

Activity4-1:Identifythedifferesindisse

Thefolloectiveexamplesfromthedisse。Readaheydepictwhitinthefiion。

（1）EllisandHe（1999）“Thefirstresearchquestioherelativeeffeodifiediionallymodifiedinput，aonL2learners’prehesofthisstudyireasonablelevelsofprehensionbeaallthrees”（p。297）。

（2）Williams（1999）“Itappearsthatlearleastatlowerlevelsofprofiotfrequentlyfoalaspeguage。Onelogiforthisisthatlower-levellearnersmayhaveenoughtodojusttomaintainunidtheyarethereforeuofotothesamedegreeasthemoreprofitlearners”（p。612）。

（3）Leow（2000）“[Althoughthefindings]providefurtherempiricefortheassobetweenawarenessaprogofL2datafoundinother-basesstudies，[theydonotsupport]adissobetweenawarenessandlearningasespousedbysomeresearchers”（p。568）。

（4）Berg（1999）“Findingsinthisiionlendsupporttotheviewofteheliteraturethattrainingisimportantforsuccessfulpeerresponse”（p。230）。

（5）Willett（1995）“Thequestioaskisnotwhiteraalroutirategiesarecorrelatedwithsuccessfullaion。Rather，wemustfirstaskwhatmeanirategieshaveinthelocaldhowtheyeostructpositiveidentitiesaionsaingagendas”（p。499）。

（6）MelziandKing（2003）“Itwouldalsobeofiodanalysesimilardataamongyoungerioihedevelopmeory[ofdiminutiveaffixuse]”（p。302）。

（7）Philp（2003）“Themajorityoflearedtoatleastpostsedarylevel，mostweresoicallyadvantaged，aheyweremotivatedtostudytheL2”（p。118）。

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