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Section 4 Data Analysis and Discussion（第1页）

Se4:DataAnalysisandDis

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&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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