Section 4 Strategies of Writing Literature Review（第1页）

Se4:StrategiesLiteratureReview

Befinwritingyourliteraturereview，youshould（1）clarifyy;（2）fihr;（3）narrowyourtopisiderwhetheryoursourcesaret;（5）findafocus;（6）structawthesisstatement;（7）sideranization。

Similartoprimaryreseareurereviewrequiresfes:

1。Problemformulation:whichtopicorfieldisbeingexaminedandwhatareitspoissues?

2。Literatureseargmaterialsrelevabeingexplored

3。Dataevaluatiwhichliteraturemakesasignifitributioandiopic

4。Analysisaion:disgthefindingsandsofpertiure

Inassessingeachpiesiderationshouldbegivento:

·Provearetheauthor’stials?Aretheauthumentssupportedbyevidence（e。g。primaryhistoricalmaterial，casestudies，istitstifigs）?

&y:Istheauthor’sperspe-handedorprejudicial?Istrarydatasideredorispertiinfoprovetheauthor’spoint?

·Persuasiveness:Whichoftheauthor’sthesesaremostleastg?

·Value:Aretheauthumentsandsg?Doestheworkultimatelytributeinanysignifitwaytofthesubject?

Activity4-1:Learningfromsamples

&hefollolesofliteraturereviewanddoexergroups。

Sample1:

LanguageandGender:ABriefLiteratureReview

Withthegehoffeministworkinmanyacademicfields，itishardlysurprisingthattherelatioweenlanguagearasiderableattentioyears。Iogobeyond“folklinguistic”assumptionsabouthowmenandwomenuselaheassumptionthatwomeive”，forexample），studieshavefoanythingfromdifferentsyntactiologicalorlexicalusesoflaoaspeversationanalysis，suinationandtrol，iionsaeraalfeatures。Whilesomeresearchhasfolyoionofdiffereherworkhassoughttoshowhowlinguisticesbothrefledreproducesocialdifference。Agly，Coates（1988）suggeststhatresearguageandgenderbedividedifoihosethatfodifference。

Muchoftheearlierworkemphasizeddominance。Lakoff’s（1975）piwestedthatwomeypicallydisplayedaraures，suchastagquestions，whichmarkeditasinferiorahus，shearguedthatthetypeofsubordinatespeeedbyayounggirl“willlaterbeahersusetokeepherinademeaningpositioreatherseriouslyasahumanbeing”（1975，p。5）。WhilethereareeproblemswithLakoff’swork—heranalysiswasnotbasedonempiricalresearple，aiofsubordih“roblematic—theemphasisondominanderstatheuchofthiswork。Researeopicsmore，iedmoreoftehefler，andsoon（see，forexample，Zimmerma，1975）。Thechieffocusofthisapproa，hasbeentoshowhowpatterioweenmethedominantpositionofmey。

&udies，however，havetakeapproachbylookingnotsomuixed-sexiionsasathowsame-sexgroupsprodutypesofiion。Inatypicalstudyofthistype，MaltzandBorker（1982）developedlistsofwhattheydescribedasmen’sauresoflaheyarguedthatthesenormsofiionwereasame-sexgroupsratherthanmixed-sexgroupsandthattheissueisthereforeoneof（sub-）culturalmisuniratherthansoequality。Muchofthisresearchhasfoparisoweehepetitiveversationalstyleofmeiveversationalstyleofwomen。

Whilesomeofthemorepopularworkofthistype，suen（1987），lacksacritision，theemphasisondifferehelessbeeeriroupiionsandinemphasizioseewomen’slaonlyas‘subordialsoasasignifitsubculturaldomain。

AlthoughCoates’（1988）distinisclearlyausefuloalsoseemsevidentthatthesetroachesarebyuallyexclusive。Whileitisimportantoherefore，hasimplistiofpowerandteandgenderonlyinmixed-groupdynamics，itisalsoimportantwomen’slinguisticbehaviourasifitexistedoutsidesocialrelationsofpower。AsandO’Leary（1988）ask，“itbecethatmenareaggressiveandhierarchically-anizedversationalists，whereasectedtoprovideversationalsupport?”（p。80）。Clearly，thereisscreatdealmoreresearchthat

·isbasedonempirien’sandwomen’sspeech;

&haplexuandingeionships（sothatwomen’ssilenple，beseenbothasasiteofoppressionandasasiteofpossibleresistance）;

·looksspecificallyatthetextsoflaherthanassumingbroadgendereddifferences;

·involvesmoreworkbymenonlanguageandgender，siouandmaleusesoflaermsofdifferencehavebeehusrunningthedangermehe‘norm’andwomen’sspeechas‘different’）;

·aimsnotonlytodesdexplainbutalsotoguageandsocialrelationships。

Exercise1:Readtheliteraturerevieletethefollo>

Exercise2:Identifydifferentortliteraturesinthisliteraturereview。Findoutspecificexamplesinthisliteraturereviewanddiscussthefunsofthese>

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