0.6/字_潤稿_論文_8239字_20130717 - 潤稿

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[必]工 作 量：8239字（請載明字數或估算大約總字數。違者直接刪文）
[必]工作報酬：0.6/字（無預算或預算過低，都會被直接刪除。*請註明以中文或外文計價。）
[必]涉及語言：英語
[必]所屬領域：英語教學(帶有簡易統計)（例：教育/醫學/法律）
[必]文件類型：論文（例：論文摘要/期刊/書信。* 專業文類必須符合對應最低費率要求）
[必]截 稿 日：2013/07/17（若為急件，請加乘急件費率。計算方式請見置底公告）
[必]應徵期限：徵到為止
[必]聯絡方式：站內信
[必]付費方式：完稿後確認無誤後5天內付清（例：預付OO元訂金，交稿後XX天內付清餘額，完稿後YY天內付清。
案主跟譯者需協定何時及如何付款，以避免日後爭議。）
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[選]工作要求： 英語教學或語言學相關背景碩士以上(寫過論文)且用字遣辭精準
若對統計(報導數據方式)了解更佳
[選]參考段落：
[選]試 譯 文：

The table of presenting two-way MANOVA significance for between-group effects
(media of teaching materials) and for within-group effects (content of
teaching materials) are presented below in table 4.4.
Table 4.4 shows that the p-value for between-group subjects treatment was
lower than .05(p= .00), revealing that significance existed. Moreover, the
same result was gained from the within-subjects treatment because a
significance was found as well (p= .00). However, when the focus is put on
the interaction between the between-group effect and within-group effect,
there were no significance (p= .646). To sum up, when the between-group
treatment (text-based or film-based) or within-group treatment
(cross-cultural issues or non-cross-cultural issues) was conducted
separately, there was an effect on the treatment since the significance was
discovered in each kind of treatment setting. Yet, the significance did not
exist when there was an interaction between two independent variables—the
between-group factor (the form of teaching materials) and within-group factor
(the content of teaching materials). In other words, the relationship between
two independent variables was not clear and powerful enough to show that
these two factors interacted to improve the results of speaking fluency.

[選]其他事項：教授指出報導數據方式非期刊或論文專業報導方式,

因此請勿只有改文法,內容希望也能一併改成專業報導數據的方式.感謝^^


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