研究生: |
黃悅捷 Baring, June April M. |
---|---|
論文名稱: |
臺灣碩士論文《討論》章節中引文使用形式與功能之跨領域分析 A Cross-disciplinary Study on the Forms and Functions of Citations in the Discussion Sections of Master's Theses from Taiwan |
指導教授: |
張珮青
Chang, Pei-Chin |
口試委員: |
陳浩然
Chen, Hao-Jan 尤雪瑛 Yu, Hsueh-Ying 張珮青 Chang, Peichin |
口試日期: | 2021/08/19 |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2021 |
畢業學年度: | 109 |
語文別: | 英文 |
論文頁數: | 131 |
中文關鍵詞: | 引文形式 、引文修辭功能 、碩士論文 、討論章節 、應用語言學 、生物學 |
英文關鍵詞: | forms of citation, rhetorical functions of citations, MA thesis, Discussion sections, Applied Linguistics, Biology |
DOI URL: | http://doi.org/10.6345/NTNU202101362 |
論文種類: | 學術論文 |
相關次數: | 點閱:122 下載:18 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
引文在碩士論文寫作中扮演非常重要的角色,有鑒於引文使用之重要性以及如何恰當地在論文中使用引文,對於以英語為第二語言(EFL)的寫作者來說有相當程度之困難性,本研究旨在調查臺灣兩個不同領域中,以英文寫作之論文中引文的使用方式。自臺灣博碩士論文知識加值系統中,擷取20篇應用語言學碩士論文和20篇生物學碩士論文,共計40篇論文之《討論》章節中,分析與研究引文的使用形式和修辭功能。首先,本研究使用Swales(1990)的架構將引文分為融入式和非融入式兩類,再根據Petrić(2007)的九項修辭功能架構將引文進行分類。
研究結果指出,兩組學科的碩士論文作者在《討論》章節中有不同的引文使用方式。在使用形式上,應用語言學的作者幾乎皆會使用融入式與非融入式這兩種引文形式。在引用資料時,應用語言學學科的作者,傾向專注在研究者和被引用的研究資訊上;生物學科的作者則使用較多非融入式引用來強調資訊本身,而不是所引用資料的研究者或作者。在修辭功能方面,引文有著許多不同的修辭功能。具體來說,應用語言學的作者主要使用引文來進行比較,同時應用引文來討論、解釋和證明其研究結果;相較之下,生物學科的作者採用更多的描述性方式,使用歸屬式引文來展示資訊並將其資訊歸屬於所引用的資訊來源。
研究結果顯示本研究中的兩組論文作者皆仍在學習與發展其在碩士論文中使用引文的能力。為了提升作者更有效地使用引文形式和修辭功能之意識,本研究也提出幾項建議,供未來英語寫作者及相關研究參考。
Citation is an important feature which contributes to the success in master's (MA) thesis writing. Given the significance of citation and the considerable difficulty that EFL writers might have in citing appropriately in MA thesis, the current study investigates the citations used in English written Master's theses between two disciplines in Taiwan. The study examines the forms and rhetorical functions of citations in 20 Applied Linguistics and 20 Biology Master's (MA) theses Discussion sections, taken from the National Digital Library of Thesis and Dissertations in Taiwan. First, the citations were classified into integral and non-integral forms using Swales' (1990) framework. The citations were then categorized based on Petrić's (2007) framework, which consists nine items of rhetorical functions.
The results show that the writers of the MA thesis from the two disciplines have different citation practices in their Discussions sections. In terms of forms, the AL discipline writers utilized the two forms almost equally. When citing sources, AL writers tend to focus the attention on both the researcher and the information of the cited research. BIO discipline writers, on the other hand, deploy significantly more non-integral citations in order to foreground the information instead of the researchers or authors of the cited sources themselves. In terms of rhetorical functions, the results reveal that the citations are used for a variety of rhetorical functions. Specifically, the AL discipline writers utilized citations mostly for Comparison purposes, alongside the Application citations to provide explanation and justification to why their results were as obtained. By contrast, the BIO discipline writers took a more descriptive approach by using Attribution citations to display knowledge by attributing information to the sources they cited.
The results suggest that the two groups of writers in the present study may still be in the process of developing their ability to utilize citations in their MA thesis. Implications are drawn regarding raising writers' awareness in deploying more effective forms and rhetorical functions of citations in MA thesis.
Adnan, Z. (2004). Citing behaviours in Indonesian humanities research articles. ASAA e-journal of Asian linguistics & language teaching. (6), p. 1-18. https://hdl.handle.net/1959.11/2164
Andrews, R. (2005). Models of argumentation in educational discourse. Text-Interdisciplinary Journal for the Study of Discourse, 25(1), 107-127.
Anthony, L. (2019). AntConc (Version 3.5.8). Tokyo, Japan: Waseda University. https://www.laurenceanthony.net/software
Bahadofar, R., & Gholami, J. (2019). Types and functions of citations in master’s theses across disciplines and languages. Discourse and Interaction, 10(2), 27-45. DOI: 10.5817/DI2017-2-27
Basturkmen, H. (2009). Commenting on results in published research articles and masters dissertations in language teaching. Journal of English for Academic Purposes, 8(4), 241-251.
Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines (2nd ed.). Buckingham: Open University Press.
Biber, D., Connor, U., & Upton, T. (2007). Discourse on the Move. Using corpus analysis to describe discourse structure.
Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5(1), 4-18. DOI:10.1016/J.JEAP.2005.10.002
Borg, E. (2000). Citation practices in academic writing. Patterns and perspectives: Insights into EAP writing practice, 26-44.
Charles, M. (2006). Phraseological patterns in reporting clauses used in citation: A corpus-based study of theses in two disciplines. English for Specific Purposes, 25(3), 310-331. https://doi.org/10.1016/j.esp.2005.05.003
Chen, T. Y., & Kuo, C. H. (2012). A genre-based analysis of the information structure of master's theses in applied linguistics. The Asian ESP Journal, 8(1), 24-52.
Cheng, S. W. (2012). A contrastive study of master thesis acknowledgements by Taiwanese and North American students. Open Journal of Modern Linguistics, 2(01), 8.DOI: 10.4236/ojml.2012.21002
Coffin, C. J. (2009). Incorporating and evaluating voices in a film studies thesis. Writing and Pedagogy, 1(2), 163-193. https://doi.org/10.1558/wap.v1i2.163
Dong, Y. R. (1996). Learning how to use citations for knowledge transformation: Non-native doctoral students' dissertation writing in science. Research in the Teaching of English, 428-457. doi: 10.1016/s0889-4906(97)00054-9
Fazel, I., & Shi, L. (2015). Citation behaviors of graduate students in grant proposal writing. Journal of English for Academic Purposes, 20, 203-214.
Feak, C., & Swales, J. (2004). Academic writing for graduate students. Ann Arbor, MI: University of Michigan Press.
Feak, C. B., & Swales, J. M. (2009). Telling a research story: Writing a literature review. University of Michigan Press.
Flowerdew, J., & Li, Y. (2007). Language re-use among Chinese apprentice scientists writing for publication. Applied linguistics, 28(3), 440-465. doi: 10.1093/applin/amm031
Harwood, N. (2009). An interview-based study of the functions of citations in academic writing across two disciplines. Journal of Pragmatics, 41(3), 497-518. doi: 10.1016/j.pragma.2008.06.001
Harwood, N. (2010). Research-based materials to demystify academic citation for postgraduates. In: Harwood, Nigel, (ed.) English Language Teaching Materials: Theory and Practice (pp. 301-321). Cambridge University Press, Cambridge.
Harwood, N., & Petrić, B. (2012). Performance in the citing behavior of two student writers. Written Communication, 29(1), 55-103. https://doi.org/10.1177/ 0741088311424133
Hu, G., & Wang, G. (2014). Disciplinary and ethnolinguistic influences on citation in research articles. Journal of English for Academic Purposes, 14, 14-28. https://doi.org/10.1016/j.jeap.2013.11.001
Hyland, K. (1999). Academic attribution: Citation and the construction of disciplinary knowledge. Applied linguistics, 20(3), 341-367. doi: 10.1093/applin/20.3.341
Hyland, K. 2000. Disciplinary Discourses: Social interactions in academic writing. Harlow London: Longman Pearson Education.
Hyland, K. (2004a). Disciplinary interactions: Metadiscourse in L2 postgraduate writing. Journal of Second Language Writing, 13(2), 133-151. doi: 10.1016/j.jslw.2004.02.001
Hyland, K. (2008). Genre and academic writing in the disciplines. Language Teaching, 41(4), 543-562. doi:10.1017/S0261444808005235
Hyland, K. (2013). Writing in the university: education, knowledge and reputation. Language teaching, 46(1), 53-70. http://dx.doi.org/10.1017/S0261444811000036
Hyland, K., & Jiang, F. (2019). Points of reference: Changing patterns of academic citation. Applied Linguistics, 40(1), 64-85. https://doi.org/10.1093/applin/amx012
Jalilifar, A. (2012). Academic attribution: Citation analysis in master's theses and research articles in applied linguistics. International Journal of Applied Linguistics, 22(1), 23-41. https://doi.org/10.1111/j.1473-4192.2011.00291.x
Jalilifar, A., & Dabbi, R. (2012). Citation in Applied Linguistics: Analysis of Introduction Sections of Iranian Master's These. Linguistik online, 57(7). https://doi.org/10.13092/lo.57.252
Jalilifar, A., Soltani, P., & Shooshtari, Z. G. (2018). Improper textual borrowing practices: Evidence from Iranian applied linguistics journal articles. Journal of English for Academic Purposes, 35, 42-55. https://doi.org/10.1016/j. jeap.2018.06.003
Kafes, H. (2017). Citation practices among novice and expert academic writers. Egitim ve Bilim, 42(192). https://doi.org/10.15390/EB.2017.6317
Kwan, B. S. C., & Chan, H. (2014). An investigation of source use in the results and the closing sections of empirical articles in Information Systems: In search of a functional-semantic citation typology for pedagogical purposes. Journal of English for Academic Purposes, 14, 29-47. doi: 10.1016/j.jeap.2013.11.004
Lee, J. J., Hitchcock, C., & Casal, J. E. (2018). Citation practices of L2 university students in first-year writing: Form, function, and stance. Journal of English for Academic Purposes, 33, 1-11. https://doi.org/10.1016/j.jeap.2018.01.001
Mansourizadeh, K., & Ahmad, U. K. (2011). Citation practices among non-native expert and novice scientific writers. Journal of English for Academic Purposes, 10(3), 152-161. doi:10.1016/j.jeap.2011.03.004
Mastura, N. I. A. (2013). Citation typologies and rhetorical functions of citations in master dissertations. Creative Practices in Language Learning and Teaching (CPLT), 1(2), 61-74. http://ir.uitm.edu.my/id/eprint/29526
Nguyen, L. T. T., & Pramoolsook, I. (2016). Citation Practice in the Whole TESOL Master’s Theses by Vietnamese Postgraduates. 3L: Language, Linguistics, Literature®, 22(3). http://doi.org/10.17576/3L-2016-2203-06
Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Heinle, Cengage Learning.
Paltridge, B. (2002). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes, 21(2), 125-143. doi: 10.1016/s0889-4906(00)00025-9
Paltridge, B., & Starfield, S. (2019). Thesis and dissertation writing in a second language: A handbook for students and their supervisors. Routledge.
Pecorari, D. (2006). Visible and occluded citation features in postgraduate second-language writing. English for Specific Purposes, 25(1), 4-29. doi: 10.1016/j.esp.2005.04.004
Petrić, B. (2007). Rhetorical functions of citations in high-and low-rated master's theses. Journal of English for Academic Purposes, 6(3), 238-253. doi: 10.1016/j.jeap.2007.09.002
Petrić, B., & Harwood, N. (2013). Task requirements, task representation, and self-reported citation functions: An exploratory study of a successful L2 student's writing. Journal of English for Academic Purposes, 12(2), 110-124. DOI: 10.1016/j.jeap.2013.01.002
Samraj, B. (2002). Introductions in research articles: variation across disciplines. English for Specific Purposes, 21, 1–17 DOI: 10.1016/S0889-4906(00)00023-5
Samraj, B. (2008). A discourse analysis of master's theses across disciplines with a focus on introductions. Journal of English for academic purposes, 7(1), 55-67. doi: 10.1016/j.jeap.2008.02.005
Samraj, B. (2013). Form and function of citations in discussion sections of master's theses and research articles. Journal of English for Academic Purposes, 12(4), 299-310. doi: 10.1016/j.jeap.2013.09.001
Shi, L. (2004). Textual borrowing in second-language writing. Written communication, 21(2), 171-200. https://doi.org/10.1177/0741088303262846
Stoecker, J. L. (1993). The Biglan classification revisited. Research in Higher Education, 34(4), 451-464. 0361 0365/93/0800-0451507.00/0
Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge, Cambridge University Press.
Swales, J. M. (2013). [Review of the book Disciplinary identities: Individuality and community in academic discourse, by K. Hyland]. Journal of Second Language Writing, 22, 1–3. doi.org/10.1016/j.jslw.2012.09.001
Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1). Ann Arbor, MI: University of Michigan Press.
Swales, J., & Feak, C. (2012). Academic writing for graduate students (3rd ed.). Ann Arbor, MI: The University of Michigan Press.
Thompson, P. (2001). A pedagogically-motivated corpus-based examination of PhD theses: Macrostructure, citation practices and uses of modal verbs [Unpublished Doctoral dissertation]. University of Reading. http://citesee rx.ist.psu.edu/viewdoc/download?doi=10.1.1.119.9129&rep=rep1&type=pdf
Thompson, P. (2005). Points of focus and position: Intertextual reference in PhD theses. Journal of English for Academic Purposes, 4(4), 307-323. doi: 10.1016/j.jeap.2005.07.006
Thompson, P., & Tribble, C. (2001). Looking at citations: Using corpora in English for academic purposes. Language Learning & Technology, 5(3), 91-105.
Varga, M., & Gradečak-Erdeljić, T. (2017). English and Croatian citation practices in research articles in applied linguistics: a corpus-based study. Kalbotyra, 70, 153-183. https://doi.org/10.15388/Klbt.2017.11199
Weissberg, R., & Buker, S. (1990). Writing up research. Englewood Cliffs, NJ: Prentice Hall.
White, H. D. (2004). Citation analysis and discourse analysis revisited. Applied linguistics, 25(1), 89-116. https://doi.org/10.1093/applin/25.1.89
Yang, Y., & Alison, D. (2003). Research articles in Applied Linguistics: moving from results to conclusions. English for Specific Purposes, 22, 365–385. doi: 10.1016/S0889-4906(02)00026-1
Yeh, C. C. (2009). Student researchers' citation behavior. Taiwan Journal of TESOL, 6(1), 1-21. 10.30397/TJTESOL.200903_6(1).0001
Yeh, C. C. (2010a). New graduate students’ perspectives on research writing in English: A case study in Taiwan. Journal of Academic Language and Learning, 4(1), A1-A12.
Yeh, C. C. (2010b). Citation practices in TESL research articles: A comparative study. Asian ESP Journal, 6(2), 40-64.