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Se4:StrategiesLiteratureReview
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Befinwritingyourliteraturereview，youshould（1）clarifyy;（2）fihr;（3）narrowyourtopisiderwhetheryoursourcesaret;（5）findafocus;（6）structawthesisstatement;（7）sideranization.
Similartoprimaryreseareurereviewrequiresfes:
1.Problemformulation:whichtopicorfieldisbeingexaminedandwhatareitspoissues?
2.Literatureseargmaterialsrelevabeingexplored
3.Dataevaluatiwhichliteraturemakesasignifitributioandiopic
4.Analysisaion:disgthefindingsandsofpertiure
Inassessingeachpiesiderationshouldbegivento:
·Provearetheauthor’stials?Aretheauthumentssupportedbyevidence（e.g.primaryhistoricalmaterial，casestudies，istitstifigs）?
&y:Istheauthor’sperspe-handedorprejudicial?Istrarydatasideredorispertiinfoprovetheauthor’spoint?
·Persuasiveness:Whichoftheauthor’sthesesaremostleastg?
·Value:Aretheauthumentsandsg?Doestheworkultimatelytributeinanysignifitwaytofthesubject?
Activity4-1:Learningfromsamples
&hefollolesofliteraturereviewanddoexergroups.
Sample1:
LanguageandGender:ABriefLiteratureReview
Withthegehoffeministworkinmanyacademicfields，itishardlysurprisingthattherelatioweenlanguagearasiderableattentioyears.Iogobeyond“folklinguistic”
assumptionsabouthowmenandwomenuselaheassumptionthatwomeive”
，forexample），studieshavefoanythingfromdifferentsyntactiologicalorlexicalusesoflaoaspeversationanalysis，suinationandtrol，iionsaeraalfeatures.Whilesomeresearchhasfolyoionofdiffereherworkhassoughttoshowhowlinguisticesbothrefledreproducesocialdifference.Agly，Coates（1988）suggeststhatresearguageandgenderbedividedifoihosethatfodifference.
Muchoftheearlierworkemphasizeddominance.Lakoff’s（1975）piwestedthatwomeypicallydisplayedaraures，suchastagquestions，whichmarkeditasinferiorahus，shearguedthatthetypeofsubordinatespeeedbyayounggirl“willlaterbeahersusetokeepherinademeaningpositioreatherseriouslyasahumanbeing”
（1975，p.5）.WhilethereareeproblemswithLakoff’swork—heranalysiswasnotbasedonempiricalresearple，aiofsubordih“roblematic—theemphasisondominanderstatheuchofthiswork.Researeopicsmore，iedmoreoftehefler，andsoon（see，forexample，Zimmerma，1975）.Thechieffocusofthisapproa，hasbeentoshowhowpatterioweenmethedominantpositionofmey.
&udies，however，havetakeapproachbylookingnotsomuixed-sexiionsasathowsame-sexgroupsprodutypesofiion.Inatypicalstudyofthistype，MaltzandBorker（1982）developedlistsofwhattheydescribedasmen’sauresoflaheyarguedthatthesenormsofiionwereasame-sexgroupsratherthanmixed-sexgroupsandthattheissueisthereforeoneof（sub-）culturalmisuniratherthansoequality.Muchofthisresearchhasfoparisoweehepetitiveversationalstyleofmeiveversationalstyleofwomen.
Whilesomeofthemorepopularworkofthistype，suen（1987），lacksacritision，theemphasisondifferehelessbeeeriroupiionsandinemphasizioseewomen’slaonlyas‘subordialsoasasignifitsubculturaldomain.
AlthoughCoates’（1988）distinisclearlyausefuloalsoseemsevidentthatthesetroachesarebyuallyexclusive.Whileitisimportantoherefore，hasimplistiofpowerandteandgenderonlyinmixed-groupdynamics，itisalsoimportantwomen’slinguisticbehaviourasifitexistedoutsidesocialrelationsofpower.AsandO’Leary（1988）ask，“itbecethatmenareaggressiveandhierarchically-anizedversationalists，whereasectedtoprovideversationalsupport?”
（p.80）.Clearly，thereisscreatdealmoreresearchthat
·isbasedonempirien’sandwomen’sspeech;
&haplexuandingeionships（sothatwomen’ssilenple，beseenbothasasiteofoppressionandasasiteofpossibleresistance）;
·looksspecificallyatthetextsoflaherthanassumingbroadgendereddifferences;
·involvesmoreworkbymenonlanguageandgender，siouandmaleusesoflaermsofdifferencehavebeehusrunningthedangermehe‘norm’andwomen’sspeechas‘different’）;
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