Reporting and Quoting: Functional Analyses of Logico-Semantic Relations of Clause Complex Citations

Jomaa, Nayef Jomaa; Bidin, Siti Jamilah

doi:10.17576/3l-2019-2501-12

Cited by 7 publications

(9 citation statements)

References 31 publications

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“…Regarding the discipline of Information Technology, the disciplinary influence affected the use of the processes through the highest number of material processes, followed by verbal and mental ones, as in other studies (Hyland, 1999;Thomas & Hawes, 1994). This finding is supported by another study (Jomaa & Bidin, 2019) which showed the dominant use of Expansion due to employing non-projecting processes represented by material processes in the first clause of the clause complex citation. However, the relational processes which occupied the second rank in terms of number and percentage in the present study were not included in previous studies which depended mostly on taxonomies of three classifications only: experimental research verbs, textual discourse verbs, and mental cognition verbs (Francis et al, 1996;Hyland, 1999;Thomas & Hawes, 1994;Thompson & Ye, 1991).…”

Section: Discussionsupporting

confidence: 51%

Exploring process ‘verbs’ in EFL postgraduates’ citations: A Systemic Functional Linguistics approach

Jomaa

Bidin

2019

Indonesian J. Appl. Linguist.

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Due to their significance in establishing a research background, citations have been under focus by several researchers. However, limited studies have applied the Functional Theory in analysing reporting verbs in citations. Hence, this study identifies citations in the literature review chapters of 20 PhD theses in Information Technology and Applied Linguistics by EFL postgraduates within the ESL context. These PhD theses were selected purposefully. This study explores qualitatively the processes based on the ideational metafunction of the Systemic Functional Linguistics. The findings show that the material processes were used dominantly, followed by relational, verbal, and mental processes, whereas the behavioural processes were less used. The use of processes 'verbs' is influenced by field and tenor as register variables. Thus, the findings imply that EFL postgraduates are unaware of using processes; therefore, they should receive discipline-specific instructions. Pedagogical textbooks for academic writing could be also developed based on the outputs of the present study.

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Section: Discussionsupporting

confidence: 51%

Exploring process ‘verbs’ in EFL postgraduates’ citations: A Systemic Functional Linguistics approach

Jomaa

Bidin

2019

Indonesian J. Appl. Linguist.

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“…In clause projection, another type of clause relation, there are only two possibilities, namely whether someone says or thinks. The projected clause of both "say" and 'think' is normally put in quotation marks [21]. It is used to indicate what someone says or thinks, such as in a dialogue.…”

Section: Figure 1 Clause Expansion (Ce)mentioning

confidence: 99%

Pedagogical Implication of Clause Expansion Mastery through E-Learning Instruction to Improve Academic English Writing Skills

Nurhamidah

Purwanto

Anwar

et al. 2021

Mid. Eur. Scin. Bul

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The current study investigated the pedagogical implication of Clause Expansion (CE) mastery to improve academic English writing skills. Fifteen students participated in the study. A two-cycle action research design was used to justify how the mastery of clause expansion contributed to the development of academic writing skills. Prior to intervention, they were assigned to write academic texts based on IELTS writing test. Then, they were given a three-week task-based e-learning instruction on CE., based on Systemic Functional Linguistic Framework of Clause Expansion.In the process of Explicit Instruction (EI) of CE, they were exposed in academic writing exercises to apply their knowledge on CE in various grammatical contexts in which it is required as Input Flood (IF). Another test was administered to see how it progressed from the pre-test. Then, another three-week task-based e-learning module, was given for their second online learning activities. A post-test was administered to see how it contributed to their overall writing skills. It turned out that CE mastery under e-learning special instruction did significantly improve their writing skills. They become more confident in writing academic texts. It is highly recommended that CE be taught as an integral part of a writing course.

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“…Recently, Jomaa and Bidin [9] examined the logicosemantic relations in citations by EFL postgraduates from the perspective of Systemic Functional Linguistics. Results from their study showed that logico-semantic relations in the citations consisted of expansion, projection, and a combination of expansion and projection with the dominant use of expansion, followed by a combination of expansion and projection, which indicates that EFL Arab postgraduates tend to employ more than two clauses in one citation.…”

Section: Previous Studiesmentioning

confidence: 99%

A systemic-functional analysis of parataxis and hypotaxis in academic IELTS sample essays

Pham¹

2020

JST-UD

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The International English Language Testing, which involves the assessment of four English skills has been selected as the preferred test to measure English language proficiency of non-native English speakers. In IELTS academic writing, grammatical range and accuracy, of which test-takers are required to use is one of the four criteria used to evaluate candidates’ written essays, which record a considerable occurrence frequency of clause complexes. In order to shape clause complexes, two basic kinds of logical relations in language are employed: parataxis and hypotaxis. They indicate how two or more adjacent clauses are connected to each other in dependent or interdependent ways. This study conducts an analysis of how clause complexes in IELTS academic exposition and discussion essays are formed by highly successful test-takers in light of functional grammar, thereby providing non-native writers with a better understanding of accurate parataxis and hypotaxis employment to produce good IELTS academic writing essays.

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Reporting and Quoting: Functional Analyses of Logico-Semantic Relations of Clause Complex Citations

Cited by 7 publications

References 31 publications

Exploring process ‘verbs’ in EFL postgraduates’ citations: A Systemic Functional Linguistics approach

Exploring process ‘verbs’ in EFL postgraduates’ citations: A Systemic Functional Linguistics approach

Pedagogical Implication of Clause Expansion Mastery through E-Learning Instruction to Improve Academic English Writing Skills

A systemic-functional analysis of parataxis and hypotaxis in academic IELTS sample essays

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