Literature review
LITERATURE REVIEW文献综述
Why write LR?
Dr. Lili Ann SMM4999 - Literature Review 10
Why write LR?
In the context of a research paper on a thesis, the literature review provides a background to the study being proposed. The background may consider one or more of the following aspects depending on the research question being posed:
Dr. Lili Ann
SMM4999 - Literature Review
8
Why write LR?
The purpose of a literature review is for you to take a critical look at the literature (facts and views) that already exists in the area you are researching. A literature review is not a shopping list of everything that exists, but a critical analysis that shows an evaluation of the existing literature and a relationship between the different works. It demonstrates the relevance of the research.
literature review原则
literature review原则【实用版】目录1.文献综述的定义与原则2.文献综述的目的与意义3.文献综述的写作步骤与方法4.文献综述的常见问题与解决策略正文一、文献综述的定义与原则文献综述，又称文献回顾，是指对某个特定主题或领域的相关研究进行全面、系统、深入的梳理与分析。
其目的是为了揭示研究领域的发展脉络、研究热点和未来发展趋势，为后续研究提供理论依据和研究方法。
在进行文献综述时，需要遵循以下几个原则：1.选择相关性：只选择与研究主题密切相关的文献进行综述，剔除无关或轻度相关的文献。
2.时间性：选择一定时间范围内的文献，通常以近五年的文献为主，以保持综述的时效性。
3.权威性：选择具有学术权威性和影响力的文献，以保证综述的质量和可信度。
4.全面性：尽量选择各个方面、各个层次的文献，以全面反映研究领域的整体状况。
二、文献综述的目的与意义文献综述的目的主要包括：1.梳理研究领域的发展历程，了解研究背景和现状。
2.发现研究领域的热点问题和未来发展趋势。
3.为后续研究提供理论基础和研究方法。
4.提高研究者的学术素养，培养其独立思考和创新能力。
文献综述的意义主要体现在：1.节省研究者阅读大量文献的时间和精力。
2.提高研究质量，降低重复研究的概率。
3.促进学术交流和合作，推动研究领域的发展。
三、文献综述的写作步骤与方法文献综述的写作步骤可以分为以下几个阶段：1.选题与范围确定：明确研究主题，界定综述范围，确保综述内容的相关性和时效性。
2.文献检索与筛选：利用学术数据库、图书馆等资源进行文献检索，根据原则筛选相关文献。
3.文献阅读与分析：通读筛选出的文献，提炼核心观点、研究方法、成果与不足，进行比较分析。
4.撰写综述文章：根据分析结果，按照提纲撰写综述文章，做到结构清晰、观点明确、论述严谨。
常用的文献综述方法有：1.归纳法：按照研究主题或问题，将相关文献的观点、方法、成果等归纳总结。
2.演绎法：从某一研究主题或问题出发，逐步拓展到其他相关领域或问题。
Literature Review怎么写
Literature Review，简称LR，是留学生论文中常见的一个重要部分，以下是本站长期总结整理出的一些要点，供大家参考：What this handout is aboutThis handout will explain what a literature review is and offer insights into the form and construction of a literature review in the humanities, social sciences, and sciences. IntroductionOK. You've got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a "thumbs up" or "thumbs down" as you leaf through the pages. "Literature review" done. Right?Wrong! The "literature" of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. "Literature" could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources.What is a literature review, then?A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.But how is a literature review different from an academic research paper?The main focus of an academic research paper is to develop a new argument, and a research paper will contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.Why do we write literature reviews?Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper's investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.Who writes these things, anyway?Literature reviews are written occasionally in the humanities, but mostly in the sciences and social sciences; in experiment and lab reports, they constitute a section of the paper. Sometimes a literature review is written as a paper in itself.topLet's get to it! What should I do before writing the literature review?ClarifyIf your assignment is not very specific, seek clarification from your instructor:Roughly how many sources should you include?What types of sources (books, journal articles, websites)?Should you summarize, synthesize, or critique your sources by discussing a common theme or issue?Should you evaluate your sources?Should you provide subheadings and other background information, such as definitions and/or a history?Find modelsLook for other literature reviews in your area of interest or in the discipline and read them to get a sense of the types of themes you might want to look for in your own research or ways to organize your final review. You can simply put the word "review" in your search engine along with your other topic terms to find articles of this type on the Internet or in an electronic database. The bibliography or reference section of sources you've already read are also excellent entry points into your own research.Narrow your topicThere are hundreds or even thousands of articles and books on most areas of study. The narrower your topic, the easier it will be to limit the number of sources you need to read in order to get a good survey of the material. Your instructor will probably not expect you to read everything that's out there on the topic, but you'll make your job easier if you first limit your scope.And don't forget to tap into your professor's (or other professors') knowledge in the field. Ask your professor questions such as: "If you had to read only one book from the 70's on topic X, what would it be?" Questions such as this help you to find and determine quickly the most seminal pieces in the field.Consider whether your sources are currentSome disciplines require that you use information that is as current as possible. In the sciences, for instance, treatments for medical problems are constantly changing according to the latest studies. Information even two years old could be obsolete. However, if you are writing a review in the humanities, history, or social sciences, a survey of the history of the literature may be what is needed, because what is important is how perspectives have changed through the years or within a certain time period. Try sorting through some other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to consider what is currently of interest to scholars in this field and what is not.topStrategies for writing the literature reviewFind a focusA literature review, like a term paper, is usually organized around ideas, not the sources themselves as an annotated bibliography would be organized. This means that you will not just simply list your sources and go into detail about each one of them, one at a time. No. As you read widely but selectively in your topic area, consider instead what themes or issues connect your sources together. Do they present one or different solutions? Is there an aspect of the field that ismissing? How well do they present the material and do they portray it according to an appropriate theory? Do they reveal a trend in the field? A raging debate? Pick one of these themes to focus the organization of your review.Construct a working thesis statementThen use the focus you've found to construct a thesis statement. Yes! Literature reviews have thesis statements as well! However, your thesis statement will not necessarily argue for a position or an opinion; rather it will argue for a particular perspective on the material. Some sample thesis statements for literature reviews are as follows:The current trend in treatment for congestive heart failure combines surgery and medicine.More and more cultural studies scholars are accepting popular media as a subject worthy of academic consideration.See our handout for more information on how to construct thesis statements. Consider organizationYou've got a focus, and you've narrowed it down to a thesis statement. Now what is the most effective way of presenting the information? What are the most important topics, subtopics, etc., that your review needs to include? And in what order should you present them? Develop an organization for your review at both a global and local level:First, cover the basic categoriesJust like most academic papers, literature reviews also must contain at least three basic elements: an introduction or background information section; the body of the review containing the discussion of sources; and, finally, a conclusion and/or recommendations section to end the paper. Introduction: Gives a quick idea of the topic of the literature review, such as the central theme or organizational pattern.Body: Contains your discussion of sources and is organized either chronologically, thematically, or methodologically (see below for more information on each).Conclusions/Recommendations: Discuss what you have drawn from reviewing literature so far. Where might the discussion proceed?Organizing the bodyOnce you have the basic categories in place, then you must consider how you will present the sources themselves within the body of your paper. Create an organizational method to focus this section even further.To help you come up with an overall organizational framework for your review, consider the following scenario and then three typical ways of organizing the sources into a review:You've decided to focus your literature review on materials dealing with sperm whales. This is because you've just finished reading Moby Dick, and you wonder if that whale's portrayal is really real. You start with some articles about the physiology of sperm whales in biology journals written in the 1980's. But these articles refer to some British biological studies performed on whales in the early 18th century. So you check those out. Then you look up a book written in 1968 with information on how sperm whales have been portrayed in other forms of art, such as in Alaskan poetry, in French painting, or on whale bone, as the whale hunters in the late 19th century used to do. This makes you wonder about American whaling methods during the time portrayed in Moby Dick, so you find some academic articles published in the last five years on how accurately Herman Melville portrayed the whaling scene in his novel.ChronologicalIf your review follows the chronological method, you could write about the materials above according to when they were published. For instance, first you would talk about the British biological studies of the 18th century, then about Moby Dick, published in 1851, then the book on sperm whales in other art (1968), and finally the biology articles (1980s) and the recent articles on American whaling of the 19th century. But there is relatively no continuity among subjects here. And notice that even though the sources on sperm whales in other art and on American whaling are written recently, they are about other subjects/objects that were created much earlier. Thus, the review loses its chronological focus.By publicationOrder your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on biological studies of sperm whales if the progression revealed a change in dissection practices of the researchers who wrote and/or conducted the studies.By trendA better way to organize the above sources chronologically is to examine the sources under another trend, such as the history of whaling. Then your review would have subsections according to eras within this period. For instance, the review might examine whaling from pre-1600-1699, 1700-1799, and 1800-1899. Under this method, you would combine the recent studies on American whaling in the 19th century with Moby Dick itself in the 1800-1899 category, even though the authors wrote a century apart.ThematicThematic reviews of literature are organized around a topic or issue, rather than the progression of time. However, progression of time may still be an important factor in a thematic review. For instance, the sperm whale review could focus on the development of the harpoon for whale hunting. While the study focuses on one topic, harpoon technology, it will still be organized chronologically. The only difference here between a "chronological" and a "thematic" approach is what is emphasized the most: the development of the harpoon or the harpoon technology.But more authentic thematic reviews tend to break away from chronological order. For instance, a thematic review of material on sperm whales might examine how they are portrayed as "evil" in cultural documents. The subsections might include how they are personified, how their proportions are exaggerated, and their behaviors misunderstood. A review organized in this manner would shift between time periods within each section according to the point made. MethodologicalA methodological approach differs from the two above in that the focusing factor usually does not have to do with the content of the material. Instead, it focuses on the "methods" of the researcher or writer. For the sperm whale project, one methodological approach would be to look at cultural differences between the portrayal of whales in American, British, and French art work. Or the review might focus on the economic impact of whaling on a community. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed.Once you've decided on the organizational method for the body of the review, the sections you need to include in the paper should be easy to figure out. They should arise out of your organizational strategy. In other words, a chronological review would have subsections for each vital time period. A thematic review would have subtopics based upon factors that relate to thetheme or issue.Sometimes, though, you might need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. Put in only what is necessary. Here are a few other sections you might want to consider:Current Situation: Information necessary to understand the topic or focus of the literature review. History: The chronological progression of the field, the literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology. Methods and/or Standards: The criteria you used to select the sources in your literature review or the way in which you present your information. For instance, you might explain that your review includes only peer-reviewed articles and journals.Questions for Further Research: What questions about the field has the review sparked? How will you further your research as a result of the review?Begin composingOnce you've settled on a general pattern of organization, you're ready to write each section. There are a few guidelines you should follow during the writing stage as well. Here is a sample paragraph from a literature review about sexism and language to illuminate the following discussion:However, other studies have shown that even gender-neutral antecedents are more likely to produce masculine images than feminine ones (Gastil, 1990). Hamilton (1988) asked students to complete sentences that required them to fill in pronouns that agreed with gender-neutral antecedents such as "writer," "pedestrian," and "persons." The students were asked to describe any image they had when writing the sentence. Hamilton found that people imagined 3.3 men to each woman in the masculine "generic" condition and 1.5 men per woman in the unbiased condition. Thus, while ambient sexism accounted for some of the masculine bias, sexist language amplified the effect. (Source: Erika Falk and Jordan Mills, "Why Sexist Language Affects Persuasion: The Role of Homophily, Intended Audience, and Offense," Women and Language19:2.Use evidenceIn the example above, the writers refer to several other sources when making their point. A literature review in this sense is just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence to show that what you are saying is valid. Be selectiveSelect only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the review's focus, whether it is thematic, methodological, or chronological.Use quotes sparinglyFalk and Mills do not use any direct quotes. That is because the survey nature of the literature review does not allow for in-depth discussion or detailed quotes from the text. Some short quotes here and there are okay, though, if you want to emphasize a point, or if what the author said just cannot be rewritten in your own words. Notice that Falk and Mills do quote certain terms that were coined by the author, not common knowledge, or taken directly from the study. But if youfind yourself wanting to put in more quotes, check with your instructor.Summarize and synthesizeRemember to summarize and synthesize your sources within each paragraph as well as throughout the review. The authors here recapitulate important features of Hamilton's study, but then synthesize it by rephrasing the study's significance and relating it to their own work.Keep your own voiceWhile the literature review presents others' ideas, your voice (the writer's) should remain front and center. Notice that Falk and Mills weave references to other sources into their own text, but they still maintain their own voice by starting and ending the paragraph with their own ideas and their own words. The sources support what Falk and Mills are saying.Use caution when paraphrasingWhen paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words. In the preceding example, Falk and Mills either directly refer in the text to the author of their source, such as Hamilton, or they provide ample notation in the text when the ideas they are mentioning are not their own, for example, Gastil's. For more information, please see our handout on plagiarism.topRevise, revise, reviseDraft in hand? Now you're ready to revise. Spending a lot of time revising is a wise idea, because your main objective is to present the material, not the argument. So check over your review again to make sure it follows the assignment and/or your outline. Then, just as you would for most other academic forms of writing, rewrite or rework the language of your review so that you've presented your information in the most concise manner possible. Be sure to use terminology familiar to your audience; get rid of unnecessary jargon or slang. Finally, double check that you've documented your sources and formatted the review appropriately for your discipline. For tips on the revising and editing process, see our handout on revising drafts.topWorks consultedWe consulted these works while writing the original version of this handout. This is not a comprehensive list of resources on the handout's topic, and we encourage you to do your own research to find the latest publications on this topic. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial.Anson, Chris M. and Robert A. Schwegler, The Longman Handbook for Writers and Readers. Second edition. New York: Longman, 2000.Jones, Robert, Patrick Bizzaro, and Cynthia Selfe. The Harcourt Brace Guide to Writing in the Disciplines. New York: Harcourt Brace, 1997.Lamb, Sandra E. How to Write It: A Complete Guide to Everything You'll Ever Write. Berkeley, Calif.: Ten Speed Press, 1998.Rosen, Leonard J. and Laurence Behrens. The Allyn and Bacon Handbook. Fourth edition. Boston: Allyn and Bacon, 2000.Troyka, Lynn Quitman. Simon and Schuster Handbook for Writers. Upper Saddle River, N.J.: Prentice Hall, 2002.。
literaturereview-英语文献综述-写作技巧
literaturereview-英语文献综述-写作技巧LITERATURE REVIEWThe literature review presents one of the greatest challenges of the research proposal to experienced and inexperienced researchers alike. The literature review:m Provides a conceptual framework for the reader so that the research question and methodology can be better understood.m Demonstrates to the expert reader that the researcher is aware of the breadth and diversity of literature that relates to the research question.It is important that you are able to provide an integrated overview of your field of study. This means that you show awareness of the most important and relevant theories, models, studies, and methodologies. You should indicate how these are relevant to your project, and how these works are similar to and/or different from your own research. The literature review is not simply a list or summary of books and articles that the researcher has read. Instead, it combines the most significant aspects of the works you have consulted, combining and synthesizing them in an integrated description of the field of study.A good literature review shows how the texts you have mentioned relate to the broad topic, as well as showing the expert reader that you have surveyed much of the appropriate literature. It also demonstrates that a number of different approaches - or ways of understanding - the material will be used, and, in combination, will help you to produce an original study.If you are having difficulty with this section, try structuring your work around these questions:m What are the broad bodies of literature that have relevance for your research topic (local and international)?m What methods and results have previous researchers in your field produced? What is the history of your area of study?m What theoretical model, or models, relate to your research topic? Describe these in detail.m What different methodologies have been used by other researchers in your area? Try to identify the key methodological issues that must be addressed, since these will determine your own choice of methodology.m What are the most recent research findings in your area of study?m What gaps and contradictions exist among these findings?What new research questions do these findings suggest?m What structure suits my literature review best?m What should I leave out?m What quotations should I include?Examples: (The research topic is "the History of Mental Illness in Natal in the period up to 1945")Unsuccessful Literature ReviewFoucault's works looked at mental illness, asylums, and the archaeology of knowledge. Roy Porter and Edward Shorter's histories of psychiatry and psychology show that definitions of mental illness have differed across time and place. Ernst andSwartz record that under colonialism science andmedicine contributed to racial, class, and sexualdiscrimination.Feminist writers Chesler and Showalter who have written on psychiatry will be important for this study. Post-structuralist and post-modernist approaches to theconstruction and representation of identities will be used.Post-colonialism's concern with the 'subaltern' and thesuppression of 'subaltern voices' will be significant.Successful Literature ReviewThis study will draw on diverse approaches to the history of psychiatry, and to the origins of segregation in southern Africa. Histories of psychiatry and psychology have shown that, although having a probable partial biochemical basis, the criteria for the definition of mental illness have differed across time and place. The history of science and medicine in both Europe and in the colonial order provide a means for exploring the role of biomedicine (including psychiatry) in contributing to racial, class, and sexual discrimination.Feminist analyses of the centrality of gender, and critiques of psychiatry and psychology, will be a key axis around which this study is formed. For example, while men of all races formed the majority of inmates at the Natal Government Asylum in nineteenth century Natal, women were deemed to be particularly prone to particular forms of mental illness.Post-structuralist and post-modernist approaches to the construction and representation of identities, and to the articulation of power, will provide a means of deconstructing the 'texts' and discourses which are an important part of this study. In particular, the works of Michel Foucault on mental illness,asylums, and the archaeology of knowledge will be considered. I recognise, however, that the application of Foucault's ideas in the African context is problematic. Post-colonialism's concern with the 'subaltern' and the suppression of 'subaltern voices' will be reflected in attempts to 'hear the voices' of the institutionalised.。
literature review的introduction
literature review的introductionIntroductionLiterature review is an essential component of academic research papers and dissertations. It involves systematically analyzing previous studies, theories, and scholarly articles relevant to the topic under investigation. By reviewing existing literature, researchers gain a comprehensive understanding of the existing knowledge, identify research gaps, and develop a theoretical framework for their own study. This introduction will discuss the importance of literature review, its purpose, and how it contributes to the overall research process.Importance of Literature ReviewLiterature review plays a crucial role in academic research as it helps establish the context and theoretical foundation for a study. It allows researchers to build upon prior work and contributes to the progression of knowledge in their specific field. By examining existing literature, researchers can identify the key theories, concepts, methodologies, and findings that are relevant to their research question. This process enables them to position their study within the existing scholarly discussion and contribute new insights to the body of knowledge.Purpose of Literature ReviewThe purpose of conducting a literature review goes beyond summarizing existing studies. It involves a critical analysis of the literature to identify the strengths and weaknesses of past research.By evaluating the credibility, relevance, and limitations of previous studies, researchers can identify gaps or unresolved issues in the literature. These research gaps provide the rationale for the current study, highlighting the need for further investigation. Therefore, literature review helps researchers identify the research questions and objectives that will guide their own study.Contribution to the Research ProcessLiterature review serves as a foundation for the research process by informing the research design, methodology, and data analysis. By synthesizing and interpreting the findings from past studies, researchers can identify the most appropriate research methods and data collection techniques for their own study. Literature review also helps researchers develop a conceptual framework or theoretical model for their study, guiding the formulation of hypotheses and research questions. Furthermore, by identifying gaps in the literature, researchers can design research studies that address the limitations of previous work and contribute new knowledge to the field.ConclusionThe introduction of a literature review provides an overview of its importance, purpose, and contribution to the research process. It highlights the significance of literature review in establishing the context for a study, identifying research gaps, and developing a theoretical framework. By conducting a thorough literature review, researchers can position their study within the existing scholarly discussion, establish the credibility of their research, and contributenew insights to the field. Overall, literature review forms an integral part of the research process and is crucial for generating high-quality and impactful research.。
什么是LiteratureReview（文献综述）？快到ddl你还懵？
什么是LiteratureReview（文献综述）？快到ddl你还懵？不知不觉，八月已经过了快一半了，还有不到一个月就要交dissertation，也就是毕业论文了。
在阅读了大量文献和确定研究方法主题后，作为dissertation的第一个大模块，很多小伙伴都在开始撰写Literature Review了。
最近，君君收到很多来自毕业生的消息，咨询如何写Literature Review，并觉得特别头疼这一部分。
今天，让我们一步一步剖析什么是LR怎么写好LR吧！首先，我们要明确什么是LR。
什么是LR01毕业论文作为学术性作文，LR部分需要向读者提供有关你主题的重要文献的分析性概述。
如果你的受众比你对该主题的了解少，那么你的目的就是教学。
当然啦，绝大多数同学做的研究项目属于这一种：如果受众（导师）比你更了解这个话题，那么你的目的是展示对该主题的熟悉程度，专业知识的贮备和智能。
# 将一个人的原创作品放在现有文献的背景下。
# 解释与您的主题相关的主要问题。
# 描述每项工作与正在考虑的其他工作的关系。
# 找出解释的新方法，并阐明以往研究中的任何差距。
# 解决之前看似矛盾的研究中的冲突。
# 确定哪些文献对理解您的主题做出了重要贡献。
# 指出进一步研究你的主题的方法。
LR要写什么？02简单来说，我们要牢牢记住一个词“结构合理well structured”你的想法必须在逻辑上从一个点流向另一个点，或是从一个点拓展散射开到几个相对于的研究问题上。
内容上我们主要有四大项必须满足概念：利用文献概述你正在考虑的主题，问题或理论。
归类：将你收集到的这些文献划分类别和概念，也就是按照Research Question归类关联：将前人的工作与你的工作，你想法之前的作品和你的研究点联系起来。
评估：对那些对理解和发展主题做出最大贡献的作品提供结论。
在写这四大部分的过程中，每当你计划将文献纳入你LR的过程中，先思考这几个问题：资格:这篇文章作者有什么资格来做出判断?中立:作者的观点是公正的还是有偏见的?可信度:作者的哪篇论文哪个观点令人信服，为什么?价值:作者的结论是否增加了你研究的问题的价值?看到这里，已经成功了一半啦！加油继续哦！内容上我们主要有四大项必须满足概念：利用文献概述你正在考虑的主题，问题或理论。
literature review大纲怎么写
一、简介1.1 文献综述的定义及意义文献综述是指对已有研究文献进行搜集、整理、分析和评价，以系统地总结并阐述某一领域内研究现状、问题及趋势的一种学术性文稿。
文献综述在学术研究中具有重要的地位和作用，它不仅可以帮助研究者全面了解某一领域的研究现状，还可以为其研究提供理论和实证依据，促进学术交流与发展。
1.2 文献综述的分类根据研究对象和内容的不同，文献综述可分为理论文献综述和实证文献综述两大类。
理论文献综述主要关注某一理论或概念的研究现状和演变过程，而实证文献综述则集中于某一现象或问题的实证研究成果。
1.3 文献综述的写作目的和要求撰写文献综述的目的在于系统整理和分析已有的研究成果，从而提供有关领域的全面、准确和客观的信息。
文献综述应当具有全面性、前瞻性、评价性和创新性，具备对所涉及的研究进行全面梳理和深入分析的能力。
二、文献综述的写作步骤2.1 确定研究范围和目标在进行文献综述之前，首先需要明确研究的范围和目标。
这包括确定研究的主题、领域、时间跨度和深度，以及所要达到的综述结果和效果。
2.2 收集文献资料收集文献资料是进行文献综述的首要步骤。
可以通过文献检索、网络搜索、文献引用和专家推荐等渠道获取相关的文献资料，并建立起一套完整的文献数据库。
2.3 文献筛选和整理在收集到大量文献资料后，需要对其进行筛选和整理，筛选出与研究目标和范围相符合的文献资料，并按照一定的逻辑和结构进行整理。
2.4 文献分析和评价对筛选和整理出的文献资料进行系统分析和评价，包括对其内容、方法、结论和贡献的评述，以及对其优缺点和局限性的分析。
2.5 撰写文献综述报告在完成文献分析和评价后，可以根据其结果撰写文献综述报告。
报告的结构应该包括综述的目的和意义、研究范围和目标、文献资料的搜集和整理过程、文献分析和评价结果，并给出对相关研究的展望和建议。
三、文献综述的写作技巧3.1 注重逻辑和结构文献综述的写作应该注重逻辑和结构的完整性和合理性，确保整个综述过程的条理清晰，观点连贯，论证有力。
literature review
三、注意事项 由于文献综述的特点，致使它的写作 既不同于“读书笔记”“读书报告”，也 不同于一般的科研论文。因此，在撰写文 献综述时应注意以下几个问题： ⒈、搜集文献应尽量全。掌握全面、大 量的文献资料是写好综述的前提，否则， 随便搜集一点资料就动手撰写是不可能写 出好的综述的，甚至写出的文章根本不成 为综述。
2 资料整理和组成文稿 2.1 资料整理 运用逻辑和统计方法对广泛收集到的资料进行筛选、 鉴别、分类、归纳等处理。通过阅读题录、文摘，浏览标题、作者、 出版单位、附录文献来识别文献资料与本综述选题的相关性和可靠 性，以确定具有实用意义的资料。分类的目的是使资料内容单元化， 可从大到小逐层逐级地划分。归纳的意义是使资料内容系统化并产 生初步的判断，可依时间顺序、价值属性等不同情况分别进行统计。 科学合理的文献检索、有序的整理好资料，就等于完成了编写任务 的一半。 2.2 组成文稿 这是撰写综述的中心环节，是运用技巧把经过处理 的资料编撰成文的过程。一般从历史背景、目前状况、发展趋势3个 方面加以叙述。通常分为两步走，第1步是撰写提纲，第2步是按编 写提纲将素材成文。如何把素材有机的组织起来，是写好综述的关 键，有3种素材的撰写方法可供参考：①以时间顺序为经，以个例事 实为纬，由远而近概括介绍课题研究的发展经过和概况，条理ቤተ መጻሕፍቲ ባይዱ分 清楚；②以学科领域为纲，以研究成果为目的的方法适宜于撰写交 叉学科、专业技术应用等方面的课题；③以不同研究方向或不同层 次为线，以研究单位(国家、机构或个人)、方法、结果及结论为珠， 由浅入深，纵横汇合，串成一体，要注意整篇文章的完整连贯，事 实之间的过渡要确保自然，语意流畅，使全文富有生气。
文献综述是对某一方面的专题搜集大 量情报资料后经综合分析而写成的一种学 术论文， 它是科学文献的一种。 文献综述是反映当前某一领域中某分 支学科或重要专题的最新进展、学术见解 和建议。它往往能反映出有关问题的新动 态、新趋势、新水平、新原理和新技术等 等。
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II. Literature ReviewIn the middle ages，the Grammar Translation Method was initially used to teach modern languages such as French，German and English in European countries. The Grammar Translation Method was one of foreign or second language teaching which made use of translation and grammar studies in the classroom. In other words，it was a way of studying a language through detailed analysis of its grammar rules，followed by the application of this knowledge to the task of translating sentences and texts in and out of the target language(Jack C Richards and Theodore S. Rodgers，2000.3-4).A typical lesson consist of the presentation of grammatical rules，a study of lists of vocabulary, as well as translation exercises. It has the dominant position in China until the Communicative Approach has been introduced in China.Since the traditional Grammar Translational method could not meet the needs of training oral talents，the Direct Method emerged as required. The Direct Method was also called Natural Method，Oral Method，Psychological Method or Reformed Method. ‘Direct’，here had three meanings: direct leaning，direct understanding learning and direct application. Sauveur and other believers of the Direct Method argued that a foreign language could be taught without translation or the use of the learner’s native tongue if meanings were conveyed directly through demonstration and action. To some extent，the Direct Method simplified the process of understanding and memorizing English in contrast to Grammar Translation Method. For instance，a student can easily understand what ‘smile’ means when the teacher points to his or her smiling face. By contrast，it is more difficult or time-consuming for learners to understand the definition of ‘smile’，namely ‘an expression on your face in which your mouth curves upwards to show that you are happy，amused，friendly，etc’. Obviously Direct Method is conducive to master English as a tool because learners are studying and using English directly without the interference of mother language. It stresses spoken language and phonetic teaching which does good to favorable lingual habits. It also results in a livelier classroom and accordingly more efficient teaching with the assistance of visual aids.After the Second World War broke out，the Audio-Lingual Method came into effect，which was also named Sentential Form Method. It focuses on listening and speaking. American structuralists sponsored by Leonard Bloomfield regarded language as a structural system and a set of habits. Particular emphasis was laid on mastering the building blokes of language and learning the rules for combining them. The father of American behavior Psychology B. F. Skinner, held the view that language was a process of frequent stimulus from outer environment and response from inner organs. These two viewpoints became the theoretical basis of Audio-Lingual Method. The Audio-Lingual Method was orally-centered and programmed by sentences or structures, which stressed imitation, set phrases, phonetic correctness and elegance，as well as frequent practice. It’s commented by experts that the Audio-Lingual Method contributed enormously to the development of foreign language teaching both theoretically and practically for its scientific foundation. So the Audio-Lingual Method was also regarded as an epoch-making teaching method.In1970’s the Communicative Approach, sprung up in European Economic Community (EEC) with England in the center. To promote the communication and cooperation among EEC，there was a surge of language learning. Functionalists insisted that language was a communicative tool that served all society and human beings. There was 1ittle chance or necessity for a Person to grasp all the vocabulary. It was wise enough for students to choose what they would need to learn, and in this way they could save their time and energy. The basic teaching unit of the Communicative Approach was discourse. Students could correct their own mistakes self-consciously without teacher’s interruption and rectification. It abandoned the formalism contained in the past teaching methods and paid much attention to the contents of a language. Functionalists figured out the multi-intention and multi-function of learning foreign languages, and advocated teaching students in accordance of their special need，which was prone to better effect. Most scholars had it in common that communication was the starting point and final aim of Englishteaching. For the first time，the ability to use English was placed on the agenda. So we can come to the conclusion that the Communicative Approach came into line with the requirements and trend of the society. While it is still not perfect. Some principles, such as focus on receptive skills, deemphasize the importance of error correction and strengthen the learners' autonomy do not reflect in English Teaching and Learning.The lexical approach is a new theory of language teaching. It appears when the vocabulary arouses people’s attention. Michael Lewis first came up with the idea in 1993 in his The Lexical Approach. Michael Lewis makes a strong and convincing case in the book for the primacy of meaning in language teaching. This approach should and will be welcomed by many teachers who emphasize lexico-semantic knowledge in their teaching and whose goal is successful communication over grammatical drilling and the ambiguous notion of correctness. These and other teachers and scholars will find in this book a lot of knowledge and common sense on language learning and the way language works, with carefully drawn distinctions, clear terminology, and valuable theoretical and practical ideas all towards building a tight argument for a switch from the present-practice-produce paradigm to an observe-hypothesize-experiment paradigm, with the lexicon and the generative power of words at its core. Maybe the most important value of the lexical approach is that it tells us a lesson that there is always a theory to support a kind of teaching method. We should focus on ‘approach’ not ‘method’ when we do the reform of language teaching.Lexis，grammar and speech sound make up the three major elements of a language. In the discussion of the relationship between vocabulary and grammar, D. A. Wilkins, a famous British linguist, once quoted that, ‘without grammar，very little can be conveyed, without v ocabulary, nothing can be conveyed.’ The lexicologist Mc Carty (1990) also said ‘No matter how well a student learns grammar, no matter how successfully he or she masters the sounds of a language，without words to express a wide range of meanings, communication in that language cannot happen in any meaningful way.’ Obviously，they all spoke highly of lexis and regarded it as the basic material and the most important component of a language.The Lexical Approach is based on the idea that an important Part of languageacquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or ’chunks’ and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar (Lewis，1993，P.95).The Lexical Approach can be summarized in a few words: language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks. Only when these significant chunks are connected with each other can discourse come into effect. Lexicalists also view that language consists of grammatiealised lexis, not lexicalized grammar. Grammar is subject to lexis rather than lexis subject to grammar.。