A cross-language study on citation practice in PhD theses

Monreal, Carmen Soler; Salom, Luz Gil

doi:10.6018/ijes/2011/2/149641

Cited by 40 publications

(34 citation statements)

References 28 publications

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“…Since there are few studies on the LR chapters (Kwan, 2006) and especially on citations used in these chapters (Soler-Monreal & Gil-Salom, 2012), the findings on citations in the LR chapters of the current corpus were compared with those of Jalilifar and Dabbi (2012), and others in the literature (if relevant) in order to have a better understanding about the citation practice of Vietnamese M.A. students.…”

Section: Citation Typesmentioning

confidence: 99%

Citations in Literature Review Chapters of TESOL Master’s Theses by Vietnamese Postgraduates

Nguyen

Pramoolsook

2016

GEMA

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Citing other works poses difficulties for novice writers, especially the non-native English speaking students in their first experience of writing for academic purposes; the master's (M.A.) thesis. However, few studies were conducted on these students' citations in their M.A. theses. This paper, therefore, presents the study of in-text citations in 24 literature review (LR) chapters of TESOL M.A. theses written by Vietnamese students. Employing the Antconc software, Thompson and Tribble's (2001) framework for citation types and functions, and discourse-based interviews with the actual thesis writers and their thesis supervisors, the study confirmed the claim that non-native novice writers cannot fully learn crucial citation practices from mere reading of the guidelines. Besides these writers' preference for integral citations and a very limited number of citation functions used in their LR chapters, this study also identified the presence of several secondary citations, the students' "invented" ways of citing previous researchers, grammatical mistakes and the absence of further discussions of the cited works. These findings tend to render the students' LR chapters as ineffective, in terms of grammar and the rhetorical functions of LR chapters in synthesizing, arguing and indicating the relevancy of the reviewed literature for the niche of their research to be established. Furthermore, these findings indicate a need for an increased amount of formal instruction in academic writing courses which aims at equipping novice writers with the means to successfully acknowledge the sources and at raising their awareness about the various functions and rhetorical effects of the students' citations in their academic writing.

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Section: Citation Typesmentioning

confidence: 99%

Citations in Literature Review Chapters of TESOL Master’s Theses by Vietnamese Postgraduates

Nguyen

Pramoolsook

2016

GEMA

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“…In confirmation of contrastive citation studies (Pickard, 1995;Groom, 2000;Pecorari, 2006;Soler-Monreal and Gil-Salom, 2012;Loan and Pramoolsook, 2015), the Sudanese and British students were found to employ different patterns of reporting verbs (a total of 156 for the former compared and 111 for the Sudanese. It appears that the British scholars had a wider inventory of verbs to draw from.…”

Section: Distribution Of Reporting Verbsmentioning

confidence: 73%

Citation Practices in the Literature Review: A Contrastive Study of Sudanese and British Applied Linguistics Ph.D. Theses

Ali

2016

WJEL

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Manifest intertextuality is a fundamental aspect of all academic discourse, and, hence, this study purports to explore the myriad functions of citation in a representative and contrastive corpus drawn from 20 Literature Review chapters in the domain of Applied Linguistics, and equally divided among Ph.D. theses successfully defended in Sudan and Britain. A variety of typologies were utilized to elicit citations, including Thompson's (2005) classification of integral and non-integral citations, together with Hyland's (2002) designation of denotative and evaluative functions associated with reporting verbs. Groom's (2000) and Petric's (2007) notions of averral and attribution, propositional responsibility and knowledge transformation also inform this investigation. Results indicate that the dense deployment of citations and the predilection both corpora have for integral structures, verbatim quotations and present active Discourse reporting verbs are largely dictated by the discursive and human-imbued nature of Applied Linguistics. On the other hand, the findings reveal that Sudanese candidates formally and functionally employ citations in manners markedly different from their British peers. Thus, the Sudanese corpus is characterized by blatant errors, repetition and awkwardness in both documenting sources and reporting the findings of research. Moreover, naïve unwarranted quotations and authorial evaluations were ubiquitously observed, as compared to the British corpus. More significantly, there were ample variations in the way in which the two groups conceive of the role of the Literature Review. While the British adopted a range of Writer-oriented and metadiscoursal strategies to amalgamate and integrate the cited materials within their mainstream arguments, the Sudanese candidates were strictly concerned with unmediated and uncontested attribution of ideas to their authors. Such is the synthetic nature of the resultant type of this Literature Review that the writer's textual voice is submerged under the sheer burden of successive descriptive citations, thus eclipsing almost all of the objectives of this chapter in critiquing sources and subordinating the cited literature to the overarching transformative perspective of the thesis writer. The Discussion is illuminated through extensive quotations from the two corpora.

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“…Citation as a key distinctive feature of academic writing is obligatory in scholarly writing as a means of meeting preliminary requirements and creating an authorial stance. There have been cross-genre and intra genre studies on citations in scholarly published writing such as journals (Harwood, 2009;Hu & Wang, 2014;Hyland, 1999Hyland, , 2000Kafes, 2017), students' academic writing such as BA theses (Schembri, 2009), MA theses (Azlan, 2013;Jallifar & Dabbi, 2012;Rabab'ah & Al-Marshadi, 2013) and PhD theses (Dong, 1996;Maroko, 2013;Monreal & Salom, 2011;Thompson, 2000;Thompson & Tribble, 2001) and focusing on both genres concurrently (Jalilifar, 2012). However, rare studies comparing citation practices of native and non-native speakers of English have been conducted (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…However, rare studies comparing citation practices of native and non-native speakers of English have been conducted (e.g. Kafes, 2017;Monreal & Salom, 2011;Rabab'ah & Al-Marshadi, 2013). In the studies in Turkey concerning citation practices (Işık-Taş, 2008;Kafes, 2017;Kan, 2016;Yağız, Ötügen, Kaya, & Aydın, 2014), it can be said that there is an inadequate number of studies on this issue.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Turkish and English L1 Writers’ Citation Practices in Doctoral and Master’s Theses

Doğan

Yağız

Kaçar

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Citation is one of the important components of academic writing to provide justification for writers' arguments and demonstrate the novelty of the writers' position in the academia. This study investigates the citation practices of Turkish and English L1 writers in M.A. and PhD theses. This corpus-based study employed a qualitative approach. A corpus of 34 theses, 17 Turkish L1 writers' theses (10 M.A. and 7 PhD theses) and 17 English L1 writers' theses including 10 M.A. theses and 7 PhD theses, was selected. A rubric was prepared to analyse the 34 theses in the corpus via qualitative content analysis. Even though Turkish and English L1 writers' citing tendencies appear to be parallel with writing norms and conventions in the field of ELT, Turkish L1 writers have more challenges regarding integrating citations with their own voices and positions more than English L1 writers, which may stem from a lack of instruction, insufficient awareness of citation norms and conventions, cultural factors and linguistic background.

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A cross-language study on citation practice in PhD theses

Cited by 40 publications

References 28 publications

Citations in Literature Review Chapters of TESOL Master’s Theses by Vietnamese Postgraduates

Citations in Literature Review Chapters of TESOL Master’s Theses by Vietnamese Postgraduates

Citation Practices in the Literature Review: A Contrastive Study of Sudanese and British Applied Linguistics Ph.D. Theses

A Comparison of Turkish and English L1 Writers’ Citation Practices in Doctoral and Master’s Theses

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