By Sarah Drake Brown
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This is o en the section where the inexperienced reader of SLA starts to reach for the sedatives. The important thing is that in the results section there should be at least a couple of sentences 26 Second Language Acquisition that tell you what the results actually were and that these are crystal clear. In the case of a quantitative study, the author may feel that they need to tell you all about the diﬀerent statistical procedures they went through, and indeed many editors and peer reviewers demand this.
Does it say (usually in a footnote) whether the study was funded by a particular body and who that body might be? Was it an independent body that would not put pressure on the researchers to come up with a particular set of findings or slant the conclusions in order to pursue a desired educational policy? Hopefully another green light will now appear! Normally the review of previous literature comes next as a separate section. Occasionally it is embedded in the introduction but I find this makes the job of distinguishing the context of the study from what other researchers in other parts of the world have done, somewhat diﬃcult.
Without some assistance from more experienced scholars this may become a demotivating experience. Particularly the last challenge, ge ing to grips with what the 21 Continuum Companion to Second Language Acquisition studies are reporting, can be an enormous one if the reader is not experienced in the metalanguage, the research traditions, the writing conventions and, perhaps most of all, the statistical information contained in these articles. Hopefully by reading this Companion, or by coming back to it from time to time, you will be enabled to access some of these articles more easily.
A Teacher's Guide to The Bill of Rights: A History in Documents by Sarah Drake Brown