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    Literature

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    40 views11 pages

    Literature Review

    Uploaded by

    Đặng Cường
    Literature

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 11
    [RESEARCH METHODS LITERATURE REVIEW “The literature review help the researchers realize thatthe problem they ar interested in is part ata larger body of knowledge The review will also indicte whether there have already been {mp findings within ti research are, whether there are il ares tobe ivesigatd, and sarPtfer the research that is about to be conducted is likely to add new information to that body of knowledge. “Locating the sources forthe literature review Aacjas Been mentioned, material forthe Iiteratire review can be located within the (second fanguage acquisition) scpline and in adjacent areas (such as linguistics, ‘education Feholog, sociology or any oer discipline considered relevant tothe specific esearch tops, Fermertang the soures thee is anced to differentiate between sources wed for reference such im indves, computer searches, bibliography lists, and so on, and the actual and specific material ach as journal articles, reviews, ec. In the following section we provide a deseription of ot saevcnt inthe category of references we will discuss indices, computer searches, bibliographies, professional conferences, and the “underground” press. Indices Tacs ae publications which provide large numbers of references on a variety of topics, and ine therefor instrumental in pointing the researcher to existing material in the field. They are ‘he most commonly used source for obtaining references to the literature. The references are Tied aovording to author's name and subject, Listings include various types of information, ‘hut asthe year of publication, the place where the material was fist published or presented ‘Shere and how it ean be obtained, and the form in which it was published (peper, article, or Tepor) Most indices also inlude abstracts or fhe type of descriptions which summarize the cry of te material and are therefore useful for indicating tothe researchers the relevance of ihe anaterial to their research topie Different indices are published quately, monthly, bic annually, or annual ‘Computer search computer search isthe procedure by which refrences on certain topics ae generated from ‘mailable computer databases. Iisa quick, efficient way o obtain references to articles, reports tnd papers available in specific databases, Many instintons therefore require research students foruna computer search before the research study is conducted. “The mst important database in second language acquisition is the one by ERIC, which ncades 2 lrg number of documents on diffrent topics related to education. ERIC has « mumber of Cleainghouses in diferent areas. Those which compile language references are Language and Tingusics and Blinguel Edvation. tems can be generated from the dutabase afer the escrcher has identified descriptors from the Thesaurus of ERIC Descriptors. These descriptors reethen used to sean the database anda list of relevant references can be printed ou, beginning, ‘RESEARCH METHODS Mice ents eet ones, Each item Hed inloes the te, name of auth, dt, pace of Publication, where it can be obtained, and an abstract ofthe content of the doers oc ‘The ‘underground? press mate the cculaion of papers ad other material among colleagues, oen before the rateil is published ine it have recently completed Tanguage Seared towards researchers. Others tht include practical implications of he meee, findings ‘a more oriented towards practitioners. Some journals address both types of suheneee, ‘Haited collections and reviews ‘These have a thematic approach to presenting research, Bulied collections are books which contain 2 number of research articles on given themes. The editor, by adding descriptions and discussions of the contribution of each research article to the topic and theme of the eolection, {is attempting to create a conceptual framework forthe different studies. Edited collections ere sometimes based on papers presented at small symposia, conferences, or meetings devoted to specifi themes rs) ‘There ae also specifi reviews which survey and review trends of research in given areas. They cen be inthe form of annual volumes such asthe Annual Review of Applied Linguistics in which cach issue consists ofa collection of papers relating to topies which vary from year to year, orn the form of review journals such a the Review of Educational Research ot Educational Review. Organizing and reporting the review ofthe Hterature ‘Once the mater fr te review has ben cole, reviewed, nd summarie, tho resechers reed to synthesize it and ite the review ofthe ltestr, to decide how to organize the information, ato compile the bstracs inthe Herat report fen te naire of the esearch problem wll tenn he organization ofthe iterate revi ‘The review can be organized according to the amount of information bearing directly on the research problem, hati, cach question or hypo of tho research is substantiated by the ‘slvant errs. For example, in th study onthe relationship between age and sccond language eaming which inns hypotheses oat age and the rex of th leamer, age andthe language learning context, and age and lening sje, each of these hypotheses could be reseed by a review ofthe relevant erate. Alteratively, the review canbe organized aocording to the specific variables ofthe study. Thus in the same example, variables such as age (of children and adults) or context (formal and informal) are addressed separately, All the variables are eventually integrated and lead tothe final set of variables of the study, that of th relationship between age and second language Jeaming in a formal context. “Another approach sto present th literature chronologically or historically, The researchers citer begin by reviewing the least recent teratue on the topic and move towards the more urrent research nthe fel, or presen the most curent research fist and work back to he es {eomt material For controversial esearch pics the Lert review canbe reported ia way ‘at represens the diferent pints of view or diferent schools of thought, focsing on sesific research studies which represent each of these groups. Reporting the literature review al is organize, itis synthesized ina special section ofthe research article or the Iterature review. (.) [RESEARCH METHODS ‘The literature review is generally preceded by a section relating tothe context ofthe problen In that section the researchers provide general background tothe research problem, te mujor ‘more detil including information about the methodological approaches used and the data” collection procedures and analysis, ‘The description and synthesis of a number of research studies then leads toa final statement ‘regarding the rationale forthe study. Specifically, a rationale i a justification forthe research, ‘an explanation as to why and how the proposed study should be conducted, and what the curent study will do that othe studies didnot. The researchers argue the ease that there is a need for this study and tt it will provide meaningful significant, and neve information inthe research statement of the purpose and general plan for the ‘In putting together the literature review thea, we recommend thatthe researchers focus on the following points: the prevailing and current theories which underie the research problem ‘the main controversies bout the issue, an about the problem ‘the major findings inthe eea, by whom, and when the studies which canbe considered the better ones, end wy escription of the types of research studies which can provide the basis for the current theories and controversies + crtcism ofthe work i the area =the rationale and purpose ofthe proposed stu. he length ofthe review will vary according tothe tye ofrescerch report being prepare. (See (Chapter 10 on ths issue.) In an article for a professional journal the review is often limited to {to or tree pages. It essentially sets the research problem in context end may contain oaly five to ten references. On the other hand, for theses and dissertations en extensive review and reference to many inore sources and reports is needed, Ia fact the review ofthe iterture is one ‘of the major parts ofthe work. I will therefore inchude more headings and subheadings, end ‘more detailed information about each article, Regardless ofthe numberof references std in the review, itis very important dl hey should beupto date, Here are some general guidelines; 1. Work toward a specific focus, ‘The review of literature should-be like a discussion with ftiend concerning the studies, research reports, and writings that bear diecly on your own effort, Be very clear in your thinking. 2, Organize a plan, Have an outline, for which the best guido is the problem itself. Begin the discussion ftom a 3. Stess Relatedness, Remind the reader constantly of how the literature you are discussing i related tothe problem, Use skeleton outline to asist you in establishing his relationship, 4. Review the Literatare; Don't Copy It ‘More important than what the study says is what you say about the study. 5. Establish the Relationship ofthe Literature to your Project ‘This can be done by charting each study in relation tothe problem or subproblem it addresses, Study carefully before beginning to wit. 6. Summarize Your Thoughts and Ideas, Continue asking the question, “What does it ll mean?” and continue searching for relatedness. Practical advice given to help the writer know when the review of literate is completed includes the following ideas: 1. Finding circular patterns inthe materials you are reading (same arguments, seme findings, te.) usually indicates thatthe researcher is familiar withthe key ideas ofthe literature, 2. Use two or three articles that impressed you as models for your own literature review. 3. Wrtinga rough draft then refining will improve clarity. 4. Ask others for feedback. ‘The review of related literature is an important pice in your research effort and should be given ‘he attention it deserves. Doing this successfully will not only help you to clarify your own forts, but wll also make your path easier for your readers to follow. From: Background Research / The Review of Titerature Ry Karen Vaverka, Stelle Fer Beading: ‘Whatis a review of the literature? | Questions to Ask Yourself ‘Question o Ask About Books and Articles | Final Notes ‘What i a review ofthe literature? RESEARCH METHODS A litrature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally you will be asked to writ one asa separate assignmeat (+) bet te oe it s part of the introduction to an essay, research report, or thesis. In wing the 'terstre review, your purpose isto convey to your reader what knowledge and ideas have noes ‘Sablshed ona topo, and what thee strengths and weaknesses are. As a peor of wating, te Herstre reviow must be defined by a guiding concept (eg, your research objective’ the Problem or issue you are discussing ot your argumentative thesis). I's not just a descriptive lit ofthe material availabe, ora set of sumimatis, : Besides enlarging your knowledge about the topic, writing a literature review lets you gain and demonstrate skills in two areas: |. Information seeking: the ability to sean the literature effciemly, wing manual or ‘omputerized methods to identify asc of usefl articles and books 2. critical appraisal: the ability to apply principles of analysis to identity unbiased and valid studies, A literature review must do these things? ‘be rganized around and related directly to the thesis or research question you are developing 3. synthesize results into summary of whet is and isnot know entity areas of controversy in the literature 4 formulate questions that need further research ‘Ask yourself questions lke these: 1+ Mas the speife thesis, problem, or research question tha my terature review helps todefine? 2 What type of literature review am I conducting? Am I looking at isnies of theory? methodology? polioy? quantitative research (eg. onthe effectiveness of anew procedure)? gualtative research (e., stuies)? 3. What isthe seope of my iterate review? What types of publistion am T using (et, Jounal, books, government documents, poplar medi)? What discipline am I working (¢e., musing psychology, sociology, medicine)? ‘4. How good was my information seeking? Hes my search been wide enough to ensue Ive found all the relevant material? Has it been narrow enough tn excl inelovatt material? ‘sthe mumber of sources I've used appropriate forthe length of my paper? 5 Have I eritclly analyzed the Iteratue use? DoT follow through eset of concepts and 'o cach other in the ways they deal with them? Instead of just items, do assess them, discussing strengths and weaknesses? ed studies contrary to my perspective? ‘Will the reader find my literature review relevant, appropriate, and useful? z i B e 5 ‘Askyourself questions lke these about each book or article you ince: Has the author formulated a problemissue? Initeloaly defined? Ist significance (scope, sevetty, relevance) clearly established? {Could te problem have been approached more effetvely from another perspective? ‘What is the author's research orientation (eg, interpretive, ctical science, combination)? ‘What is the author's theoretical framework (e2., psychological, developmental, feminist)? ‘What i the relationship between the theoretical and research perspectives? Hise the author evaluated the liteture relevant 0 the problemfssue? Docs the author ‘clude iterature taking postions she or he doesnot agree wth? Freee tearch study, how good are the basic components of the study design (e popuation, intervention, outcome)? How accuse and valid are the measurements? Is the Teuhsis ofthe data accurate and relevant tothe research question? Ae the conclusions ‘validly based upon the data and analysis? 9, Inmateral writen fora popular readership, does te auhor use appeals to emotion, one vigad examples, or setriealycharged language and tone? Is there an objective basis to ‘he reasoning ori the author merely "proving" what he or she already believes? 10, How does the author structure the argument? Can you “deconstruct” the flow of the frgument to soe whether or whee it breaks down logically (eg. in establishing cause- cffct relationships)? 11, In what ways does paveepe ‘book or article contribute to our understanding ofthe problem under std, and in what ways isi useful for practice? What are the strengths an imitations? 12. How does this book or aril relate to the specific thesis or question T am developing? Final Notes: ‘a iteatare review i a pied of discursive prose, not list desribing or sutmarzing one piece arlierature afer another. Its usally a bad sig to see every paragraph beginning with the name Cf researcher, Instead, organize the literature review into sections that present themes ot feny trends acting relevant theory. You are not trying to lst all he material published, bart synthesize and evaluate it according tothe guiding concept of your thesis or research question, ‘if you are writing an annotated bibliography, you may nec to summarize each item bret, tut should stil fellow trough themes and concepts nd do some crisal assessment of mat {ects overall ntcoduction and conclusion to state the scope of your coverage and to formulate the question, problem, or consept your chosen mera iuminses. Usually you will ave he pte of grouping tens ito sections~this helps you indeate comparisons and relationships ‘You may be se to write a paragraph or soto introduce the focus ofeach seston. Iriten by Dena Taylor, Director, Health Sciences Writing Centre, and Margaret Procter, Coonlinator, Biting Support, University of Toronto. Copyright 2006. All igh reserved RESEARCH METHODS ‘Saagestions for writing a Literature review: Srp tig 8 the conclison your eredictin, your intention to address range of perspectives or areas of emphasis; +B Your Lit Review seation, sequence these ia some logical progression (earliest to most oftople > # Parereph (or more) foreach = remember change paregraphs with changes of topic ‘empiricel research, for example, and the sutomatic equation of subordinate with "weak is problematic - the emphasis ox dominance has understandably remained atthe Centre of ‘uch ofthis work. Reseach bas shown how men nominated topics more, interupted more ‘often, held the flor for longer, and so on see, fr example, Zimmerman and West, 1975). ‘The chief focus of this approsch, then, hes been to show how patiems of interaction ‘between men and women reflect the dominant postion of men in society. ‘Some studies, however, have taken a different approach by looking not so much at power in mixed-sex interactions as t how same-sex groups produce certain types of interaction, Tn a typical study of this type, Matz and Borker (1982) developed lists of what they described es men's and women's fetues of language, They argued that these norms of iteration were aoquired in same-sex groups rather than mixed-sex groups and thatthe issue is therefore one of (sub-Jeultural miscommunication rather than social inequality. ‘Much of this research has focused on comparisons between, for example, the competitive ‘conversational style of men and the cooperative conversational style of women, some ofthe more popular work of this type, such as Tannen (1987), lacks a critical

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