Academic English Reading and Writing學(xué)習(xí)通超星期末考試答案章節(jié)答案2024年

AcademicEnglishReadingandWriting學(xué)習(xí)通超星期末考試章節(jié)答案2024年ESP=Englishfor_____Purpose

答案:Special;

special;

Specific；specificEGP=Englishfor_____Purpose

答案:General;generalEAP=Englishfor_____Purpose

答案:Academic;academicListoutsomeusuallyseenacademicevents.

答案:Writingthesisforyourbachlordegree,master'sdegreeanddoctoratedegree,writingAcademicarticles,writingareportonyourscientificresearch,academicseminars,academiclectures,academicconferences,otheracademccommunicationsListoutsomeusuallyseengeneralcategoriesofacademicinstitutions.

答案:Colleges,Universities,AcademicPublishingHouses,Academicsocieties,researchorgniationsWhatisthemeaningof"academic"inthephrase"AcademicEnglish"?

答案:Inmostcases,“academic”means“beingrelatedtosomespecificdesciplines,esp.teachingorlearningofsomespecificdesciplines,researchwithinsuchdesciplinesandcommunicationsinsuchdesciplinesesp.withincollegeoruniversities.Whatisanacademicinstitution?

答案:Academicinstitutionisaneducationalinstitutiondedicatedtoeducationandresearch,whichgrantsacademicdegrees.WhatarethefeaturesofAcademicEnglishinLinguisticDimensionbasedon

Uribe's

opinion?

答案:DiegoUribesaidthatthelinguisticcomponentincludesthefollowingareas:phonological,lexical,grammatical,sociolinguistics,anddiscourse.WhatarethefeaturesofacademicEnglish,basedontheinformationfrom?

答案:·

itusesformalacademiclanguageandavoidscolloqualisms·itusuallyavoids'I'andiswritteninthethirdpersonandoftenusesimpersonalstructures·itisobjectiveandimpartial·itoftenusesthepassivevoice·itistentativeandcautious·therearelotsofreferencestootherwriters·thetextsarewellstructured·therearewelldevelopedparagraphswhichoftenstartwithastrongtopicsentence·therearelinkingwordswhichgivethetextcohesionWhatisAcademicEnglish?

答案:AcademicEnglishalsonamedasEnglishforAcademicPurposes(EAP)isoneofthestylesofEnglishforSpecificPurposes(ESP),avarietyofEnglishusedbypeopleintheacademicworldorothersinvolvedinacademiccommunication

asanobviousdistinctionwiththelanguageusedfordailycommunicationorEnglishfortheGeneralPurposes(EGP).

It'sthelanguageusedinacademiclectures,academicseminars,academicbooks,andandacademicjournals.Readthearticle"2009TowardsanorganicapproachtoinvestigatingCAFinInstructedSLA"in"學(xué)習(xí)通":Isthisstudyaprimaryoneorasecondaryone?Why?

答案:Itisasecondarystudy.Theresearcherdoesnotdependonhisownresearchdataforargumentationbutbywayofalotofstudiesbyothers.Readthearticle"中國大學(xué)生英語學(xué)習(xí)記憶策略使用調(diào)查報告(英文)_賽丹"in"學(xué)習(xí)通"，andlistoutallitsfirst-levelheadings.

答案:Abstract,1.Introduction,2.DefinitionsandClassificationsofLLSandMs,3,ParticipantsandMethology,4.ResultsandDiscussion,5.Implications,References,andAppendixC.Doesthethearticle"Lexicaldensityanddiversityindissertationabstracts"in"學(xué)習(xí)通"isaprimarystudyorsecondarystudy?Why?

答案:Primarystudy.Thewritersofthearticlecollectedandanalyzedthe

dataoftheirowntoanswerthequestionoftheirstudy.Readthethreearticles

in"學(xué)習(xí)通":2022Aptistestreview,2022Interpretigntestingandassessment,and2021Universialstrategiesfortheimprovementofexpressivelanguageskillsintheprimaryclassroom:Asystematicreview.

Whatkindofresearchdotheyrecord:aprimarystudy,asecondarystudy

oralliteraturereview？Why?

答案:Literaturereview.Thewriterismainlyconcerningwithmajoradvancesanddiscoveries,significantgapsintheresearh,currentdetabes,andpossiblefutureresearch.Whatarethetwoprinciplesforyoutofollowwhenyouaresetingheadingsandsubheadingsfordiffirentpartsofaresearchpaper?

答案:Oneisthatthesamelevelsofheadingsunderthesameheadingshouldbeidenticalintheirgrammamticstructure;Theotheristhatoneheadingcannotcontainonlyonesubheading.Whatisthegrammaticalstructureofthetitle"GrammarexercisesinDutch,FinnishandglobaltextbooksforteachingGermanasaforeignlanguage"?

答案:NominalgroupconstructionWhatisthegrammaticalstructureofthetitle"HowmanywordsdoyouneedtospeakArabic?AnArabicvocabularysizetest"?

答案:CompoundconstructionWhatkindsoftitlescanweuseforaresearchpaperfromtheperspectiveofgrammaticalstructure?

答案:Generallyspeaking,wemayusethefollowingtitles:a)Declarative-sentenceconstruction(theTitleismadeupofadeclarativesentence),;b)Nominalgroupconstruction(theTitleismadeuipofnominalphrases);Compondconstruction

(theTitleisdividedintotwopartsorhalves,mainlybycolons);andd)Questions(theTitleismadeupofaninterrogativesentence).Listoutthenecessarystagesforaresearhertodointhewhole

processofaprimarystudy.

答案:1.Makeclearwhatthepreviousresearchhaddoneaboutaproblemortopic.2.Findoutwhathasnotbedone,orwhatisuncertain.3.Choosetheproblemyouwanttosolveamongthosethathavenotbeendone,orarestilluncertain.4.Designorchooseyourresearchmethodfortheresearchyouwilldo5.Doyourresearchandcollectyourdata

6.Answerthequestionbywayofanlysizingyourdata.Inacademicjournals,whataretheusuallyseencomponentsforaprimarystudyresearchpaper?

答案:Title,Abstract,Keywords,Introdution,Researhmethod,Results,Discussion,Conclusion,References.Whatarethemaincomponentsforaprimaryresearchpaperinthesiswriting,esp.experimentalstudyandstatiticalstudy?

答案:Theyare:Title,Abstract,Keywords,TableofContents,Introduction,Theoreticalframework,Literaturereview,Methods,Results,Discussion,Conclusion,Implications,Limitationsanddirectionsforfuturestudies,References,Appendix.Theremaybesomevariationsindifferent

fieldsandfordifferent

academicworks.Whatarethetwotypicalcategoriesofresearch,basedonwhethertheresearcherwillcollectdatabyhimself?

答案:Thesetwocategoriesofresearch

areprimaryresearchandsecondaryresearch.Whatistherelationshipbetweenresearchandaresearchpaper?

答案:Research

isasystemicprocesstosupplyasolutionorananswertoaquestioninascietificway.

Researchpaperisapieceofwrittenrecordoftheresearchprocessandresultsforthecommunicationamongthemembersina

scientific

ciricle.

Sowithoutscientificresearch,therewouldbenoscientificresearchpaper.Whereas,withoutresearchpapers,therewouldbenoefficientcommunicationsamongtheresearchersofthesameinterest,whichwillbringaboutthedifficulltyoftheimprovementonfurtherscientificresearch.

Thisisbecausewithourcommunication,thepeopleoftheinterestwouldknownothehistroyofresearchandthecurrentstateoftheresearchand

sotheyhavetodoalotofredundantwork.Whatkeypointsdoesadescriptiveabstractusuallyprovide?

答案:Anindicativeabstractisgenerallymadeupofthreeparts?Backgroupd(Introduction)

?

Purpose?Listofgeneralkeycontents.

?ConclusionsWhatkeypointsdoesaninformativeabstractusuallyprovide?

答案:Itcancoverallthekeypointsfromthepaper:-Introduction(Background)-Purpose(KeyQuestions)-Materials&Methods(Whatwasdone)-Results(Whatwasfound)-Conclusions&Discussion(Answer&Implication)Whatprinciplesshouldwefollowwhenchoosingkeywords?

答案:Weshouldusespecificnounwordsandphrases.Avoidunnecessaryprepositionsandacronyms.Whatarethekeywordsofaresearchpaper?

答案:Themostimportantandrelevantwordsandphrasesshowingthemaincontentoftheresearcharticle.Whatmodeldoesthefollowingabstractbelongto?Whatfunctionalcompoentsoftheresearchpapercanbefoundintheabstract?StudiesofL2writingdevelopmentusuallymeasureT‐unitsandclausalsubordinationtoassessgrammaticalcomplexity,assumingthatincreasedsubordinationistypicalofadvancedwriting.Inthisarticlewechallengethispracticebyshowingthatthesemeasuresaremuchmorecharacteristicofconversationthanacademicwriting.ThearticlebeginswithacriticalevaluationofT‐unitsandclausalsubordinationasmeasuresofwritingdevelopment,arguingthattheyhavenotproventobeeffectivediscriminatorsoflanguageproficiencydifferences.Theseshortcomingsleadtothequestionofwhetherthesemeasuresactuallycapturethecomplexitiesofprofessionalacademicwriting,andifnot,whatalternativemeasuresarebettersuited?Corpus‐basedanalysesareundertakentoanswerthesequestions,investigating28grammaticalfeaturesinresearcharticlescontrastedwithconversation.Theresultsaresurprising,showingthatmostclausalsubordinationmeasuresareactuallymorecommoninconversationthanacademicwriting.Incontrast,fundamentallydifferentkindsofgrammaticalcomplexityarecommoninacademicwriting:complexnounphraseconstituents(ratherthanclauseconstituents)andcomplexphrases(ratherthanclauses).Basedonthesefindings,wehypothesizeasequenceofdevelopmentalstagesforstudentwriting,proposingaradicallynewapproachforthestudyofcomplexityinstudentwritingdevelopment.

答案:Itisaninformativeabstract.Background,

purpose,method,findings,implication,suggestion.Whatmodeldoesthefollowingabstractbelongto?Whatfunctionalcomponents

oftheresearchpapercanyoufindbyreadingthefollowingabstract?ThestudyintendedtomeasuretheeffectsofculturalbackgroundknowledgeonL2readngcomprehension.Thereseacherchosetwopassageswhichwerebasedindifferentculturesbutwithsimilarlinguisticdifficulty.OnepassageisabouttheChineseMid-AutumnFestivalandtheotherisabouttheThanksgivingDayintheUnitedStates.Sixtysecond-yearnon-Englishmajorsreadthesetwopassageseachatattime.Oncehereadingwasover,thestudentstookacomprhensiontest.Eventually,thescoresonthetwocomprehensionestswerecompared.TheresultsshowedthatthestudentsdisplayedabettercomprehensioninreadingapassageabouttheChineseMid-AutumnFestival.

答案:Itisaninformativeabstract.Thepurpose,methodandthefindingsofthestudycanbefoundinit..Whatfunctionalcompoentsofthearticlecanwegetfromthefollowingabstract?ThisstudyinvestigatedwhetheradultlearnerscouldeventuallyachievenativelikeproficiencyinL2inflectionalmorphologythatisnotinstantiatedintheirL1withtheincreaseofL2proficiency.Theparticipantswere47L1‐ChineseofL2‐Englishspeakers.TheyweredividedintothreegroupsaccordingtotheirlevelsofEnglishproficiency,andtheirmorphologicalperformanceinL2‐Englishpluralswasindividuallytestedwithaself‐pacedword‐by‐wordreadingtaskandanoralinterview.Accordingtotheresults:(1)allthethreegroupsshowedareliabledegreeofsensitivitytoEnglishplurals;althoughL2proficiencywasnon‐significantintheiroverallperformance,theadvancedparticipantsdisplayedamoresimilarpatternofperformancetothenativeEnglishspeakersascomparedtotheless‐advancedones;and(2)theparticipants’productionaccuracyincreasedwiththeincreaseinEnglishproficiency.Overall,thefindingssuggestedthatadultL2learnerscouldeventuallyacquireL2morphologywiththeincreaseofL2proficiency.

答案:Purpose,method,findings,conclusion.Whatmodeldoesthefollowingtheabstractbelongto?Whatinformationaboutthearticlecanyouobtaininthisabstract?

Writingafaultyliteraturereviewisoneofmanywaystoderailadissertation.Thisarticlesummarizessomepivotalinformatinonhowtowriteahigh-qualitydissertationliteraturereview.Itbeginswithadiscussionofthepurposesofareview,presentstaxonomyofliteraturereviews,andthendiscussesthestepsinconductingaquantitativeorqualitativeliteraturereview.Thearticleconcludeswithadiscussionofcommonmistakesandaframeworkfortheself-evalutionofaliteraturereview.

答案:Itisatypicaldescriptive/indicativeabstract.Intheabstract,theauthorfirstshowsthesignificanceofaliteraturereview.Thentheauthorlistssomekeytopicsofthearticle:somepirvotalinformationonhowtowriteahigh-qualitydissertationliteraturereview(purposes,taxonomy,steps,commonmistakesandframeworkforself-evalution).Whatmodeldoesthefollowingabstractbelongto?Whatfunctionalcomponentscanbefoundinit?

AmethodologicalreviewofqualitativeresearchsynthesesinCALL:Thestate-of-the-art

Qualitativeresearchincomputer-assistedlanguagelearning(CALL)hasreceivedmoreattentionrecently,mostevidentlyfromthepublicationsoftwospecialissuesonqualitativeresearchinCALLbyCALICOJournal(2015)andLanguageLearning&Technology(2018).TheinherentstrengthofqualitativestudiesinCALListhattheycelebratedepthofinterpretationbyfocusingonspecificcontextsandasmallnumberofparticipants.Yetthisstrengthcansometimesbeperceivedasalimitationwhentransferabilityandapplicabilityoffindingsareconsidered.However,thispotentialshortcomingcanbeovercomewhenfindingsofmultiplestudiesaremeaningfullysynthesised,forexample,inaqualitativeresearchsynthesis(QRS).QRSisarelativelynewformofresearchsynthesisinCALLwhichsystematicallysummarisesqualitativefindingsguidedbyresearchquestionsandapredeterminedresearchprotocol.Toreportcurrentmethodologicalpracticesandidentifyareasofstrengthsandweaknesses,thisexploratoryreviewanalysesthemethodologicalsectionsof16QRSinCALLusingarecent,CALL-basedQRSmethodologicalframeworkcomprisingsevenstages(Chong&Plonsky,2021).Findingsreportedincludeimplementationofthesevenmethodologicalstages,andconvergentanddivergentmethodologicalpractices.Suggestions,especiallyaboutqualitativedataextractionandsynthesis,aremadeinlightofthefindings.

答案:Descriptiveabstract.

Introduciton(background,problem,solution),purpose,foci,findings,suggestions,Readingthefollowingabstractforthejournalarticle"Chaos,ComplexityandLanguageLearning"andanswerthequestionsbelow:Complexsystemstheoryisarelativelynewparadigmforunderstaningsystemsbehavior.Itwasoriginallydevelopedinthefieldsofmathematicsandphysicalsciences.Complexsystemstheoryhasalsobeenwidelyproposedasanimportantnewwaytolookatsocialandcognitivesciences,includinglanguagelearning.Onecriticismofthisnewparadigminthefieldoflanguagelearningisthatnoclearmodeloflanguagelearningbasedoncomplexsystemstheorhasbeendeveloped.Thispaperconsidersthecurrentstateoflanguageseducation,providesanoverviewofcomplexsystemstheoryandthenproposesabasicmodeloflanguagelearningbasedonthenewparadigm.Thepaperconcludeswithsomeimplicationsofadoptingacomplexsystemsmodeloflanguagelearning.Whatinformationofthearticledoestheabstractintroduce?Whattypeofabstractdoesitbelongto?Basedontheinformationoftheabstract,whattypeofstudydoyouthinkthearticleisabout,aprimarystudyorasecondaryone?

答案:Itintroducesthebackgroundinformation,theproblem,andthefociofthearticleincludingthecureentstateoflanguageeducation,theoverviewofcomplexsystemtheory,theproposalofabasicmodeloflanguagelearningandtheimplications.Itisadescriptiveabstract.Thestudyisasecondarystudy.Whatmodeldoesthefollowingabstractbelongto?Whatfunctionalcomponentsdoesitconsistof?AreviewofrecentresearchinEFLmotivation:Researchtrends,emergingmethodologies,anddiversityofresearchedpopulationsTheincreasinginterestinEnglishasaforeignlanguage(EFL)acrosstheglobehasnecessitatedlearningopportunitiesthatengageandsustainstudents’motivationtolearnEnglish.ThispaperaimstoprovideananalysisoftrendsinEFLmotivationbetween2016and2020.Whileexamining90studiespublishedduringthistimeframe,wehavefocusedonanoverviewofmethodologies,theories,andbackgroundsofresearchedpopulations.WehavealsoaimedtosummarizethekeyfindingsoftheliteratureinordertodiscusstheemergentthemesincurrentEFLmotivationresearch.Hence,thispaperoffersacomprehensiveanalysisandsynthesisofrecentEFLmotivationresearchtrends.Although24countriesandeconomieswererepresented,manystudiescamefromTaiwanandChina.Furthermore,mostofthestudiesfeaturedsocioeconomicallyprivilegedstudentsandstudentsatthehigherlevelsofeducation,withfewmentionsofdisadvantagedpopulations.Wefoundextensiveuseoftechnology,throughwhichwecanidentifyaviablepathforenhancinglanguagelearning,teaching,andfutureresearch.ThisreviewhighlightstheneedforsustainableinterventionsandstudieswithdiversepopulationsintheexpandingfieldofEFL.

答案:Descriptiveabstract.Introducton,purpose,contents,conclusions,andsuggestion./star3/origin/86eca45fce3d879d6180280979bf1887.png

答案:Itisandescriptiveabstract.Itestabilshestheresearchfield,pointsoutthecurrentproblem,

andintroducesthefociofthestudy:

discoursecommunity(theoriginsanddevelopment,definition,andcharacteristics),theconstructionofthefoundationsandbasiccontentsfordiscourseanalysisandpossiblepathsforpromotingdiscourseanalysis.Whatmodeldoes

thefollowingabstractofthearticlebelongto?Whatfunctionalcomponentscanbefoundinit?WiththedevelopmentoftheWWWandInternet,hyperreadinghasbecomeanissuefordiscussionintheeducationalfieldandmorespecificallyinthefieldofEnglishasasecondorforeignlanguage.Yet,verylittleisknownaboutitsnatureconcerningthereadingprocess.Therefore,thepurposeofthispaperistwofold:first,toexaminewhetherthehypertextualmediumaffectslearners’readingcomprehensionand,second,toanalyzelearners’useofstrategiesinhardcopyandonlinereadingcontexts.FiftyuniversitystudentsfromthedisciplineofTourismreadaresearcharticleinEnglishtakenfromanonlinejournal.Halfthestudents(n=25)readitinaprintedformatandtheotherhalf(n=25)readitinitsonlineversion.MaterialsincludedanEnglishacademicreadingtesttomeasurelearners’comprehensionoftheacademicpassageandareadingstrategyquestionnairetodeterminewhichstrategieswereemployedbystudents.Statisticalanalysesrevealedthatthehypertextualmedium1)didnotaffectlearners’overallreadingcomprehension,and2)promotedtheuseofreadingstrategies,includingbothtop-downandbottom-upstrategies.Theseresultsarediscussedandsuggestionsforfurtherresearcharegiven.

答案:Itisaninformative(informative-descriptive)abstract.

Thebackground(introduction),

purpose,method,findings,generalizationofdiscussionandsuggestions.Whatmodeldoes

thefollowingabstractofthearticlebelongto?Whatfunctionalcomponentscanbefoundinit?Contextiseverything:reflectionsonCLILintheUKABSTRACTContentandLanguageIntegratedLearning(CLIL),involvingteachingoneormoresubjectsthroughthemediumoftheforeignlanguage,iswidespreadinEurope,butonlyofferedinasprinklingofUKschools.Sustainabilityhasbeenapersistentissuesincethe1970s.ThefocushereisonEnglandbutvariousissueswillbefamiliartocolleaguesinotherpartsoftheUK.ThearticletracesCLIL'ssporadicdevelopment,initiativestakentosupportit,andthedistinctivechallengesitfaces.TheimplementationissuesarequitedifferentfromthoseinmainlandEurope,wheresuccessfulCLILisusuallyassociatedwithconditionsrarelyencounteredintheUK.CLILinEuropeisalmostsynonymouswithteachingthroughthemediumofEnglish;nootherlanguagehasthisstandingintheUK,withtheexceptionofthoseareaswhereGaelic-orWelsh-mediumeducationiswellestablished.ThearticleconsidershowsomeformofCLILmightbeimplementedintheUKandwaysofsupportingitinthecontextofnationalpolicies.TheauthordrawsonhisperspectiveasonewhowaspresentwhensignificantinitiativeswereproposedintheEuropeanUnion,theCouncilofEuropeandtheUK.

答案:Itisadescriptiveabstract.

Thebackground(introduction),

purpose,keypoints,mainperspectives.Whatmodeldoesthefollowingabstractbelongto?Whatfunctionalcomponentscanbefoundinit?EFLlearners’useofonlinereadingstrategiesandcomprehensionoftexts:AnexploratorystudyThisstudyinvestigatedEFLlearners’onlinereadingstrategiesandtheeffectsofstrategyuseoncomprehension.Tofulfillthepurposesofthisstudy,aWeb-basedreadingprogram,EnglishReadingOnline,wascreated.ThirtyappliedEnglishmajors,dividedintoahighgroupandalowgroupbasedontheirproficiencylevels,wereaskedtoreadfourauthenticonlinetexts;twowereappropriatetothestudents’levelofproficiency,andtwoweremoredifficult.Resultsfromdataanalysisshowedthattheuseofsupportstrategiesdominatedthestrategyuseandcontributedtomostofthecomprehensiongains,butanexclusivedependenceonsupportstrategiesdidnotsuccessfullypredicttheincreaseinscoresonmainideasanddetailswhenthestudentswerereadingmorechallengingtexts.Onthewhole,theuseofglobalstrategiessignificantlycontributedtobettercomprehension,especiallyforlowproficiencystudents.

答案:Itisaninformativeabstract.Thepurpose,method,findingsandtheconclusionoftheresearchcanbefoundinit.Whatmodeldoes

thefollowingabstractofthearticlebelongto?Whatfunctionalcomponentscanbefoundinit?ExtensiveviewingofcaptionedandsubtitledTVseries:astudyofL2vocabularylearningbyadolescentsABSTRACTThisstudyaimsatexploringthepotentialofextensiveTVviewingforL2vocabularylearning,andtheeffectsassociatedwiththelanguageoftheon-screentext(L1orL2),typeofinstruction(pre-teachingtargetitemsornot)andlearners’proficiency.Atotalof106secondaryschoolstudents(Grade8)dividedinto4classesparticipatedinaone-yearpedagogicalintervention,viewing24episodesofaTVseriesunderfourexperimentalconditionswitheachclassbeingassignedtoadifferenttreatment:(1)captionsandpre-teaching,(2)captionsandnon-pre-teaching,(3)subtitlesandpre-teaching,and(4)subtitlesandnon-pre-teaching.Followingapre-/post-testdesign,formrecallandmeaningrecallgainswereexamined.Resultsshowedthatparticipantslearntvocabularyinallfourconditions,withgreatergainsinrecallingformthaninrecallingformandmeaning.Theanalysisalsoshowedthat,overall,groupsthatwerepre-taughtthetargetitemsperformedbetter,independentlyofthelanguageoftheon-screentext.Animportantfindingistheroleoflearners’proficiencypriortotheintervention,withhigherproficiencyrelatedtohighergains.Thestudycontributestotheareaofforeignlanguagelearningthroughaudio-visualinputwithresultsfromalongitudinal,classroom-basedstudywithadolescentlearners.

答案:Itisaninformativeabstract.Purpose,Method,Findings,OriginalityReadingthefollowingabstractandanswerthequestionsbelow:Inthisarticle,weexaminecurrentpracticesinthemeasurementofsyntacticcomplexitytoillustratetheneedformoreorganicandsustainablepracticesinthemeasurementofcomplexity,accuracy,andfluency(CAF)insecondlanguageproduction.Throughin-depthreviewofexamplesdrawnfromresearchoninstructedsecondlanguageacquisition,weidentifyanddiscusschallengestotheevidentiarylogicthatunderliescurrentapproaches.Wealsoilluminatecriticalmismatchesbetweentheinterpretationsthatresearcherswanttomakeandthecomplexitymeasuresthattheyusetomakethem.Buildingfromthecaseofcomplexity,wepointtorelatedconcernswithimpoverishedoperationalizationsofmultidimensionalCAFconstructsandthelackofattentiontoCAFasadynamicandinterrelatedsetofconstantlychangingsubsystems.Inconclusion,weoffersuggestionsforaddressingthesechallenges,andwecallformuchcloserarticulationbetweentheoryandmeasurementaswellasmorecentralrolesformultidimensionalityanddynamicityinfutureCAFresearch.Whattypicalmodeofabstractdoesitbelongto？

答案:Itisanindicative(adescriptive)abstract.Whatisthesignificanceoftheabstractofanacedemicarticle?

答案:Itallowsreaderstomakedecisionsaboutyourproject.

Byreadinganabstract,thereaderscouldeasilyidentifythemajorcontentsofthearticlewithinaveryshorttimesoastodeterminewhetherthearticleisusefultotheiracademicresearch.ratherthanbywayofreadingtheentirepapers.Yoursponsoringprofessorcanusetheabstracttodecideifyourresearchisproceedingsmoothly.

Theconferenceorganizerusesittodecideifyourprojectfitstheconferencecriteria.

Theconferenceaudience(faculty,administrators,peers,andpresenters'families)usesyourabstracttodecidewhetherornottoattendyourpresentation.Whatfactorscandeterminethechoiceof

abstractmodes?

答案:Therearetwomainfactors:oneisthetypeofresearch,theotheristhe"GuideforAuthors"ofthejournalonwhichyouwanttopublishyourarticle.Whatdifferencesaretherebetweenaninformativeabstractand

adescriptiveabstract?

答案:Aninformativeabstract

suppliesthefacturalordetailedinformationon

thekeypointsofaresearchpaper(Background,Methods,Results,Conclusion,etc.andthesewordsmayevenappearassubheadings).Itisappropriateforaprimarystudyresearchpaper.A(n)descriptive(indicative)abstractonlyprovidesalistofthegeneralkeycontentsofaresearchpaper.Essentially,peopleviewthismodelasanoutline,ratherthanasummary,ofthearticle.Itisusuallyusedforasecondarystudyresearchpaper.Whattypicalmodelsdowehaveforabstracts?

答案:Therearetwotypicalmodelsofabstractsusuallyused:informativeabstractsanddescriptiveabstracts.Theremayalsobeanintegrationofthesetwomodels:informatiive-descriptiveabstracts.Whatisanabstract?

答案:Itisasummaryorbriefrepresentationofaresearchpaper.Describethepriciplesforsummarizingapassage.

答案:Useyourownlanguagetoconveytheideas;usesomekeywordsinthesummaryandaccordinglygiveatitleforthesummary;Avoidthetechnicallanguage;WriteinsimpleandunderstandableEnglish;

Thesummarymustbeobjectiveandwritteninthethirdperson;Illustrations,examples,quotationas,etccanbeommitted;Followtheoriginalorganizationofthepassage;Replacelongphraseswithsinglewordsanduseparticipialclausesinsteadofcompletesentences.Describethestagesfor