文獻(xiàn)整理和結(jié)構(gòu)分析范例

1、資料整理文獻(xiàn)整理閱讀資料(一)：JohnUnger.(2007).ADevelopmentalAnalysisofaConceptMap,Speech,andGesture.TheAsianEFLJournalQuarterly,vol.9no.358-92.閱讀資料(二：SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCybernetics,PartC,311-324.Gesture的定義主題文獻(xiàn)內(nèi)容（1）將文章中的內(nèi)容原樣（不能變動(dòng)）復(fù)制（2）文章中引用的文獻(xiàn)，從文章的參考資料處找到，復(fù)

2、制在下面。來源（填寫文獻(xiàn)內(nèi)容來源的文早）是講話過程中自發(fā)的和獨(dú)特的手勢、McNeill(1992)describedgesticulationsasspontaneousandidiosyncraticgesturesthatoccurwhileonespeaks(p.36).McNeill,D.(1992).Handandmind:Whatgesturesrevealaboutthought.Chicago:TheUniversityofChicagoPress.Unger，J.(2007).ADevelopmentalAnalysisofaConceptMap,Speech,andGest

3、ure.TheAsianEFLJournalQuarterly9(3)5892不是自發(fā)的，而是一定的講話情景中產(chǎn)生的Chousgesturesarelessspontaneousbecausetheyweregeneratedinthecontextofapre-plannedoralpresentationinwhichaconceptmapwaspositionedasasemioticresourcetosupportcommunicationintheEnglishlanguage.Unger，J.(2007).ADevelopmentalAnalysisofaConceptMap,S

4、peech,andGesture.TheAsianEFLJournalQuarterly9(3)58-92是口語的一種思維方式gestureisatypeofthinkingforspeaking(McNeill&Duncan,2002).McNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress是涉及身體活動(dòng)的有表現(xiàn)力和有意義的體態(tài)活動(dòng)Gesturesareexpr

5、essive,meaningfulbodymotionsinvolvingphysicalmovementsofthefingers,hands,arms,head,face,orbodySushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andGesture的分類主題文獻(xiàn)來源手勢分為四類：圖標(biāo)型的,比喻性的、節(jié)拍性的、指向型的Themajorcategoriesforthegesturesinthepresentstudywereiconic,metaphoric,beats,anddeicticg

6、estures.Iconicgesturesareverysimilartothesemanticcontentofspeech.Metaphoricgesturescreateakindofcontainedspace,asifthespeakerwereholdingorcontainingsomething.Anothertypeofgestureisbeats:Beatsaresonamedbecausetheylooklikebeatingmusicaltime(McNeill,1992,p.15).Deicticgesturespointsomewhere.McNeill,D.(1

7、992).Handandmind:Whatgesturesrevealaboutthought.Chicago:TheUniversityofChicagoPressMcNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress.三種分類handandarmgesturesheadandfacegesturesbodygesturesSushmitaMitra,Tinku

8、Acharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCybernetics,PartC,311-324.Gesture的重要性/功能主題文獻(xiàn)來源展示私人語言和心里預(yù)測1.McNeill(1992)andothers(e.g.,McCafferty,1998;McNeillandDuncan,2000)haveusedgesturetoinferprivatespeechandthepsychologicalpredicate.McNeill,D.(1992).Handandmind:Whatgesturesrevealaboutth

9、ought.Chicago:TheUniversityofChicagoPress.McCafferty,S.(1998).NonverbalexpressionandL2privatespeech.AppliedLinguistics,7,73-96.McNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp141-161)NewYork：CambridgeUniversityPressMcNeill,D.,&Duncan,S.(2000).Gro

10、wthpointsinthinking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress人類創(chuàng)造意向的基礎(chǔ)Inotherwords,humanshavesensingbodiesthatmovethroughtheworld,andthisisfoundationaltotheimageshumanscreate.McNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-for-speaking.InD.McNei

11、ll(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress承載交際功能McCafferty(2004)concludesthathisstudy“providesevidencethatrepresentationalgesturescarrycommunicativefunctions(McCafferty,2004,p.162).McCafferty,S.(2004).Spaceforcognition:gestureandsecondlanguagelearning.InternationalJourna

12、lofAppliedLinguistics,14,148-165.McNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress對相互之間不斷變化的最近發(fā)展區(qū)很重要Gestureswerecrucialtotheparticipantsworkingwithineachothersever-changingZPD.McNeill,D.,&Duncan,S.(2000).G

13、rowthpointsinthinking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress心理預(yù)測Inaddition,gesturehasbeenfoundtoberichinexamplesofthepsychologicalpredicateand/orGrowthPoints(McNeill,1992).McNeill,D.(1992).Handandmind:Whatgesturesrevealaboutthought.Chicago:TheUn

14、iversityofChicagoPress.McNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress了解人類認(rèn)知Mostimportant,gestureprovidesawindowintohumancognition(McNeill&Duncan,2000).McNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-

15、for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress.McNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress四個(gè)作用1)conveyingmeaningfulinformationor2)interactingwiththeenvi

16、ronment.Agesturemayalsobeperceivedbytheenvironmentasacompressiontechniquefortheinformationtobetransmittedelsewhereandsubsequentlyreconstructedbythereceiver.JohnUnger.(2007).ADevelopmentalAnalysisofaConceptMap,Speech,andGesture.TheAsianEFLJournalQuarterly,vol.9no.358-92Gesture與Language關(guān)系的研究主題文獻(xiàn)來源很多書籍

17、和文早從不同角度研究Therearemanybooksandjournalarticlesinvestigatinggestureandlanguagefromavarietyofperspectives.SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCybernetics,PartC,311-324.最相關(guān)的二項(xiàng)象研究是手勢的成長點(diǎn)概念和手勢是一種話語思維的研究Themostrelevantarticlesforthisstudyarethosethatinvestigatedlangu

18、ageandgesturewiththeoreticalframeworksrelatedtotheworkofVygotsky.Thisincludesthenotionofagrowthpoint,andthatgestureisatypeofthinkingforspeaking(McNeill&Duncan,2002).ThoughnotdirectlyrelatedtoVygotskyswork,Kitas(2000)ImagePackagingHypothesisisalsoreviewed.McNeill,D.,&Duncan,S.(2000).Growthpointsinthi

19、nking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress.Kita,S.(2000).Howrepresentationalgestureshelpspeaking.InMcNeill(Ed.),Languageandgesture(pp.162.185)NewYork*CambridgeUniversitySushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,a

20、ndCybernetics,PartC,311-324.二項(xiàng)關(guān)于手勢與思想的關(guān)系研究Twostudiesinvestigatingtherelationshipofgestureandthinkingforspeakinginafirstlanguage(LI)andsecondlanguage(L2)areMcCafferty(2004)andNegueruela,Lantolf,Jordan,andGelabert(2004).McCafferty,S.(2004).Spaceforcognition:gestureandsecondlanguagelearning.Internation

21、alJournalofAppliedLinguistics14148-165SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCyberneticsPartC311324手勢是話語的思想gestureisatypeofthinkingforspeaking手勢和空間的使用作為二語學(xué)習(xí)思維的在我組織形式McCaffertys(2004)focuswasontheintrapersonaluseofgesture,specifically,“theuseofgestureandspaceasase

22、lf-organizingformofmediationforL2learning(McCafferty,2004,p.149).McCafferty,S.(2004).Spaceforcognition:gestureandsecondlanguagelearning.InternationalJournalofAppliedLinguistics14148-165SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCybernetics,PartC,311-324.為認(rèn)知和交際提供方便Cle

23、arlyevidentinMcCaffertys(2004)studyisthewayspatio-motoricthinkingplayedastrongfacilitativeroleforcognitionandcommunication.McCafferty,S.(2004).Spaceforcognition:gestureandsecondlanguagelearning.InternationalJournalofAppliedT.inanistics14148-165SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASu

24、rvey.Systems,Man,andCyberneticsPartC311-324承載交際功能McCafferty(2004)concludesthathisstudy“providesevidencethatrepresentationalgesturescarrycommunicativefunctions(McCafferty,2004,p.162).McCafferty,S.(2004).Spaceforcognition:gestureandsecondlanguagelearning.InternationalJournalofAppliedLinguistics14148.1

25、65SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCyberneticsPartC311-324二語講話人不會(huì)轉(zhuǎn)向二語講話的思維Negueruelaetal.(2004)foundthatL2speakersdidnotshifttoanL2wayofthinkingforspeaking.Negueruela,E.,Lantolf,J.,Jordan,S.,&Gelabert,J.(2004).The“privatefunctionofgestureinsecondlanguagespe

26、akingactivity:astudyofmotionverbsandgesturinginEnglishandSpanish.InternationalJournalofAppliedLinguistics,14,113147SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCybernetics,PartC,311-324.手勢展示一定的文化AccordingtoMcCaffertyandAhmed(2002),theirfindingssupporttheideathatthoseli

27、vinginanothercultureappropriatesomeofthemetaphoricgesturescommoninthatparticularculture.McCafferty,S.(2002).GestureandcreatingzonesofproximaldevelopmentforsecondlanguagelearningModernLanguageTournal86192202SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCybernetics,PartC,

28、311-324.手勢展示心理活動(dòng)Intermsoftherelationshipofgestureandthepsychologicalpredicate,McCafferty(1998)foundthatparticipants“didindeedusegesturesthatwereverymuchtiedtowhatitwastheywerestrugglingwith(McCafferty,1998,p.82).McCafferty,S.(1998).NonverbalexpressionandL2privatespeech.AppliedLinguistics773-96Sushmi

29、taMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCybernetics,PartC,311-324.手勢、思維、語言相互父織McCaffertys(1998)findingssupportthenotionthatlanguageisembodied.Moreover,withregardstotherelationshipofgesture,thought,andspeechthethree(thought,gesture,andspeech)areintertwined(McCafferty,199

30、8,p.93).McCafferty,S.(1998).NonverbalexpressionandL2privatespeech.AppliedLinguistics773-96SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCybernetics,PartC,311-324.對相互發(fā)展變化中的最近發(fā)展區(qū)McCafferty(2002)emphasizedtheZPDasasituatedandco-constructedactivity.GestureswerecrucialtotheS

31、ushmitaMitra,TinkuAcharya(2007)Gesture很重要participantsworkingwithineachothersever-changingZPD.McCafferty,S.(2002).GestureandcreatingzonesofproximaldevelopmentforsecondlanguagelearningModernLanguageJournal86192.202Recognition:Systems,CyberneticsAMan,PartC3Survey.and11324成長點(diǎn)McNeillandDuncan(2000)identi

32、fiedaspecificpointintheutterancecalledaSushmitaMitra,Tinkugrowthpoint(GP)(seealsoMcNeill,1992).Acharya.(2007).Gesture1McNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-for-speaking.InD.McNeill(Ed.),LanguageRecognition:ASurvey.andgesture(pp.141-161).NewYork:CambridgeUniversityPress.Systems,Man,and2M

33、cNeill,D.(1992).Handandmind:WhatgesturesrevealaboutthoughtChicago:TheUniversityofChicagoPressCybernetics,PartC,311-324.代表性的手Kitas(2000)mainargumentisthattherearetwotypesofthinkingunderlyingSushmitaMitra,Tinku勢展示二種representationalgestures:analyticthinkingandspatio-motoricthinking(forKita,Acharya.(200

34、7).Gesture思維2000,representationalgesturesareiconicgesturesandabstractdeicticgestures).Recognition:ASurvey.Kita(2000)describesanalyticthinkingaslinguisticandnon-linguistic,includingSystems,Man,andscripts.Mostimportant,analyticthinkingdoesnotnecessarilyinvolveanyinformationfromthesenses.Spatio-motoric

35、thinkingisawayoforganizing“informationwithactionschemasandtheirmodulationaccordingtothefeaturesoftheenvironment(Kita,2000,p.164).Kita,S.(2000).Howrepresentationalgestureshelpspeaking.InMcNeill(Ed.),Languageandgesture(pp.162-185).NewYork:Cambridge，UniversityCybernetics,PartC,311-324.Conceptmap的作用主題文獻(xiàn)

36、來源促成寫文章中的單詞和短語Aconceptmappromptslearnerstowritewordsandphrasesincircles,ovals,orothershapes.Theseshapesarethenconnectedwithlinkingwordsandlines,thusreflectingameaningful,visual/semanticarrangementofvocabularyandconcepts(Novak&Gowin,1984).Novak,J.D,&Gowin,D.B.(1984).Learninghowtolearn.NewYork:Cambrid

37、geUniversityPress.SushmitaMitra,TinkuAcharya.(2007).GestureRecognition:ASurvey.Systems,Man,andCybernetics,PartC,311-324.閱讀資料(一)：JohnUnger.(2007).ADevelopmentalAnalysisofaConceptMap,Speech,andGesture.TheAsianEFLJournalQuarterly,vol.9no.358-92.實(shí)證論文框架整理項(xiàng)目名稱內(nèi)容所引用的資料來源理論框架Mediation:Mediationisgenerallyun

38、derstoodastheuseofconcreteobjectsandabstractsigns,includinggesture,tomonitorand/orregulatementalactivity(Wertsch,1998;Wells,1999).Signification:Vygotsky(1978)presentedsignificationastheprocessofassigningmeaningtoanobject;thus,creatingasign,suchastyingastringaroundonesfingertoremembersomething.Semiot

39、icresources:Semioticresourcescanbegenerallyunderstoodasthose“actionsand“objectsthatgainmeaningduringsocialcommunication(VanLeeuwen,2005,p.4).Theseactionsandobjectshavea“theoreticalsemioticpotentialandan“actualsemioticpotential(ibid).研究目的Withregardstothepresentstudyontherelationshipofgesture,language

40、,andaconceptmap,theredoesnotappeartobeanypriorresearchontherelationshipsofconceptmapsandgesturesusedinaformalpresentationbyateacherofEnglishasaForeignLanguage,whoisalsoalearnerofEnglish.研究問題QuestionOne:Howdidgestureexemplifyfigure,ground,path,andmanner(i.e.,motionevents),andusingthemotioneventasauni

41、tofanalysis,wastheiranygesturalevidenceinashiftinthinkingforspeakinginthedata?QuestionTwo:Howdidgestureandtheconceptmapsupportand/orconstrainChousEnglishlanguageandoverallcontentduringthisoralpresentation?研究方法被試ChouselectedasatellingcaseTheparticipantsincludedanativespeakerofEnglish,anativespeakerof

42、DutchwhocompletedhisBAinEnglishatBerkleyintheU.S.A,anativespeakerofTurkish,andfivenativespeakersofThai.實(shí)驗(yàn)場所ThemajorportionoftheresearchtookplacewithstudentsinanadvancedreadingcoursethatwasapartoftheMATEFL(MasterofArtsinTeachingEnglishasaForeignLanguage)programatauniversityinNorthernThailand,whichisc

43、alledNorthernUniversityforthestudy.數(shù)據(jù)收集Asmentioned,dataforthepresentstudywasvideoandaudiodata,andtheconceptmap,withadditionaldatafromthelargerstudyusedfortriangulation(Huberman&Miles,1998).Huberman,M.,&Miles,M.(1998).Datamanagementandanalysismethods.InN.DenzinandY.Lincoln(Eds.),Collectingandinterpre

44、tingqualitative(matenailS).ThousandOaks,CA:Sage.數(shù)據(jù)分析Forthecurrentpaper,therearetwosegmentsofdatapresentedintheResults/Discussionwithdetailedgesturetranscription:SegmentOne,aone-minuteandtwenty-fivesecondsegmentthattakesplaceatthebeginningofChouspresentation,andSegmentTwo,aneighteen-secondsegmentatth

45、eendofherpresentation.Additionally,anOraltranscription(i.e.nogesturetranscription)forChousentirepresentationbeforequestionsfromtheaudienceisintheAppendix.對Gesture編碼codingwasaccomplishedbymovingbackandforthbetweenthetranscriptionsofgesture,video,audio,thegesturecategories;thenre-questioningparameters

46、ofthecategoriesandadaptingthecategoriesslightlytoeffectivelydelineatethetypesofgesturesfoundinthedata.研究結(jié)果與討論SegmentOne:HerlessformalL2oralspeechisguidedbyformalL2writingrepresentedbytheConceptMapandthearticleChoureadpriortotheoralsummary,hisdata,astrongexampleofashiftinthinki

47、ngforspeakingwouldbeindicatedbyChouproducingacontainermetaphor,whichisnotcommonforspeakersofChinese,butiscommonforspeakersofEnglish(McNeill&Duncan,2000).inSegmentOnethereisanexampleofChouboundingaspaceofftothesideofherconceptmapandappearingtoholdthisspaceouttotheaudienceoverseveralwords,returningtot

48、hissamespacewiththesamegesture,exceptthepalmisangledslightlydowntowardtheaudienceandherfingersareslightlycurled.AnEnglishspeakerwouldcreateacontainerwiththepalmfacingup(McNeill,1992).Inaddition,thereareotherdifferencesinChousgesturethatmatchmoreofwhatwouldbeexpectedfromnativeEnglishspeakers.Inthenex

49、texamplefromSegmentOnebelow,themostnoticeablegesturethatsupportedChousspeechwastheco-occurrenceofaconcretedeicticgesturewhenChoureferstotheorgansoftheeyesinline7.Duringaquestionandanswerperiodfollowingherpresentation,theparrot/puppet-likegestureoccurredthreeoutofthefourtimestheword“eyesoccurred.McNe

50、ill,D.(1992).Handandmind:Whatgesturesrevealaboutthought.Chicago:TheUniversityofChicagoPress.McNeill,D.,&Duncan,S.(2000).Growthpointsinthinking-for-speaking.InD.McNeill(Ed.),Languageandgesture(pp.141-161).NewYork:CambridgeUniversityPress.SegmentTwoshesubstitutesagesturetodescribemannerbecauseshedoesn

51、otknoworcannotrememberthemannerverbbounce.Withregardstothesupportofmeaning,Chousupportsthemeaningfor“senseand“groundridewiththebouncingmovementofherhand.Theco-occurrenceofthebeatswiththeswitchingoftheprepositionssuggeststheyareconnected.Chouveryclearlydisplaysherbodilyorientationtothephysicalenviron

52、mentwiththemovementofaplanepositionedintheareaaboveherhead.Intermsoffigureandground,sheispositioningherselfasgroundandtheobjectasfigure.Itcanalsobeinferredthatthepathisintheairaboveherandthefigure(theplane)ismovingaway.ThissequenceofgesturesimpliesalargersceneasthebackgroundwithChouatgroundlevelandtheplaneintheskyaboveherhead.ThiswasjustoneofmanymomentsinthedatawhereChouusesgesturetoprovideabackgroundforthecon