天才一秒记住【爱看书】地址：https://www.aksss.org
Se2:PurposeofLiteratureReview
banner"
>
Althoughliteraturereviewsmayvaryagtodise，theiroalissimilar.Aliteraturerevieilatiosignifitsourasubjedrelatesthefindihesesourarationalmaiurereviewauthor’sownthesis.Aliteraturereviewestablisheswhichsourcesaremostrelevanttoitsauthor’spointandwhichsourcesaremostcredibletothediseathand.Iurereview，theresultsofpreviousresearcharesummarized，anizedaed.
Theaimofaliteraturereviewistoshowyourreader（yourtutor）thatyouhaveread，andhaveagoodgraspof，themainpublishedwaparticulartopicorquestionihisworkmaybeinanyformat，inlimaybeaseparateassig，ororoductorysesofareport，dissertatiohelatterparticular，thereviewwillbeguidedbyyourresearchobjectiveorbytheissueorthesisyandwillprovidetheframeworkforyourfurtherwork.
Itisveryimportayourreviewshouldnotbesimplyadesofwhatothershavepublishedintheformofasetofsummaries，butshouldtaketheformofacriticaldis，showinginsightandanawarenessuments，theoriesandapproaches.Itshouldbeasynthesisandanalysisoftherelevantpublishedwork，lialltimestoyourowionale.
Activity2-1:Developingcritiking
Didthestudentinthefolloleshowcritikihefollraphawoquestions.
&（2001）suggestedthatteachersfiftedlearnersshoulduseadifferentiatedcurriculumthatprovidesgreaterdepth，variedtopiacceleratedpace.Theyalsoclaimthatteustbeusedtramgoalsaheindividualhegifted.Thisclaimisathatinformationandunisteologybeusedeffectivelytoassistthegiftedlearners...However，thepositiveresultsfiftedareheiionofteology.Thesestudentswillhavelikelylearnedwell，evenwithouttheiionofteologyintothecurriculuTeologyisohodinformation.
1.Ueshowcritialysisoftheauthor’swork.
2.Howwouldyouuheauthor’suseested”
and“thisparagraph?（Seelaoknowmore）
Activity2-2:Analyziures
Belowarefourversionsofaheliterature.Asyoureadthem，youmayheyvaryinanumberofways.Disgroupsaablewhichfollowsthetext.（Alsopayattentioationpatterheseversions.）
VersionA:
ThereadingsprovidegevideowhetherESLstudentsfruagebadsvaryinperformandbehavior.Kobayashi（1984）reportsdiffereioricalpatterns.Huang（1985）cludesthatgoodlanguagelearnersinPeople’sRepubliafiesadoptedbygoodlanguagelearnerselsewhere.Olleretal.（1970），ascitedbyTesdell，foundthatspellingerrorsvariedagtotheL1writiesdell（1984）foundnosuchvariation.
VersionB:
Fromastificperspective，retstudiesaimedatiiherlauralbadihelearningofEisfactory.Theavailablework（1-3）issmall-sdreportedonlyinsummaryforWeaknessesialdesignandiisticaltestsmeanthatnosbedrareseherresearecessary.
VersionC:
&leastfourpapersrelevaionofbadvariatioheearliestfoundthattheL1writingsystemhadaonspellingerrors（Olleretal.1970），butlaterworktradictsthisfinding（Tesdell1984）.JapanesemaybeiheirbadiheyainginEnglish（Kobayashi1984）.Oherhand，goodlanguagelearnersmaybesimilaralloverthew1985）.
VersionD:
Tesdell（1984）foundthatspellingdidnotvaryagtolanguagegroup，althoughheearlierstudy（Olleretal.1970）showingvariatitoRomannon-Rsystems.SpecificrhetoricalpatternsinwritiifiedforJapanesespeakersbyKobayashi（1984）.Irast，Huang（1985）seemedtoshowthatatleastgoodlanguagelearnersinPeople’sRepubliaadoptedsimilarstrategiestothoseidentifiedelsewhere（e.g.，Rubin1975）.Itisdifficulttodrawthesefiperhapstospeculatethatbaayaffealearningstyle.
Analysischart
本章未完，请点击下一章继续阅读！若浏览器显示没有新章节了，请尝试点击右上角↗️或右下角↘️的菜单，退出阅读模式即可，谢谢！