Section 2 Components of a Conclusion（第1页）

Seposofa

Masfeelthattheyhaveosayafterhavihepaper。Buttheyshouldbearinmindthattheisoftenwhatareaderremembersbest。Therefore，yourshouldbethebestpartofyouressay。

ssummaryformwhathasalreadybeehepaper。Thoughposofaayvary，agenerallysarestatemehesisiroduaryofkeypointsinthebody，andabroadstatemeioionsoreioc）。

Activity2-1:Analyzingtheposofa

&hetoanessay。Readcarefullyanddiscusswithyourpartaspectsofthepaperareaddressedbyeathe。

Sample1

&ions:ACaseStudyofTeachers’BeliefsandPractices

（1）ThisexploratorycasestudyiatedbeliefsandastrualpracticesoftwoexperieeachersofEnglishlanguageinaprimarysSihefindieachersdoiofplexbeliefsystemsthataresometimesheirpracticesforvariousplicatedreasolyrelatedtotextofteag。（3）Eventhoughgeionsofthiscasestudymaybeproblematiguageteachersmaylearnmuportanceofagteachers’beliefsandparingthesebeliefswithactualpractices。（4）ethatthiscasestudyactasacatalystinenablieacherstorefledexamiheirowtheirgrammarteagpractices。

&ionsfordis

Thehasihefolloects:

（1）_________________________________________________________________

（2）_________________________________________________________________

（3）_________________________________________________________________

（4）_________________________________________________________________

Activity2-2:Analyzingtheofanessayioitsintrodu

&heoftheessayouraluni。（Fortheintroduoftheessay，seeSampleIntrodu1ofActivity2-1inUnit3）Ahesenteedtotheintrodu。

Sample2

（1）Itisclear，therefore，thatnotonlydoemployeeshavetobetrainedfiralianmulticulturalworkplace，butmanagersalsorained。（2）Maeeffe-hprogramsareprrahattheybeiliarwiththeEnglishlaralianunisaralianworkculture。（3）Inaddition，AustraliannativeEnglishspeakersobemadeawareofthedifferingculturalvaluesoftheirarticularlythedifferentformsofnon-verbaluniusedbyothercultures。（4）Furthermore，allemployeesmustbeprovidedwithddetailedguidelipaions。（5）Theihmaaffrevealthatamajorityofmaalsincrossculturalunidinmanagingaculturallydiverseworkplace。（6）Aboveall，iominimizeunisandtomaintainaoleraandingaioiculturalworkplaagersohaveaivekheiremployees，touandhowtheirsoditioheirbeliefsaboutworkaheuniskillstodevelopdself-esteemamroups。（7）TheculturallydiverseAustralianworkplaeverbepletelyfreeofunis，however，furtherstudiestoideialproblemsandsolutiotertrainingincrossculturalunianagersandemployees，shouldresultinamuderstandingaivee。（230words）

Activity2-3:Identifyisofa

&hefollowisfroms。Identifywhipoedbelowhavebeeteheletters（A-E）。

（1）Iemptshavebeeosummarizeahetreseardsenicrigexclusivelywithagronomicallyimpenes。

（2）Anotherlihpursuiostudytheimportanguageforexpatriateassigs。

（3）Asalways，thisiionhasanumberoflimitationstobesiderediingitsfindings。

（4）Obviously，busiesefitfrombeiproblemfocusedgstrategiesaremoreeffesymptomfoes。

（5）Ourreviewofthirteerikesinpublioheeffectofastrikeonpublisportridershipvariesaherbetemporaryorperma。

（6）Theseresultsofthebiastudyreportedherearetwithothersimilarstudiesduothertries（BaronandNorman，1992）。

（7）Tobemoreprecise，thereositiverelatioolerantaproblemsolvingandallfourmeasuresofadjustmeera，workaivewell-being。

（8）Toempiricallytestthisjecture，weneedmoreatioionofthisresearch。

（9）Morereseareededtosupporttheseclaims，buttheresultsdescribedabovesuggestthatfurtherinquiryierarytheoryplays—aispreseolearners—inadvaeratureclassesmayproducemoredetailedais。

（10）Untilsuchtime，instructorsshouldsiderthebesofaedapproachtoliteraturestudiesandshouldpreseostudentsprepariudiesieredmanner。

A。Suggestionsforfurtherresearch

B。Summaryofmainbody

parisonswithotherstudies

D。Practicalimplidproposals

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