Phd Dissertation Elt

Phd Dissertation Elt-55
However, the insights gained through this study are likely to be beneficial in the international context as well, particularly in the similar EFL academic writing contexts.

However, the insights gained through this study are likely to be beneficial in the international context as well, particularly in the similar EFL academic writing contexts.

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Although all post-graduate students not necessarily follow the same trajectory in their academic career by pursuing an M. followed by a Ph D Degree, in general there are likely to be differences in the knowledge claim construction and the academic discourse employed, and the degree of sophistication in the employment of citations in the M. Being informed of the differences and similarities regarding citation practices in both are likely to provide a road map and valuable insights for English as an Academic English (EAP) course developers, instructors and materials developers so that they can modify the existing academic writing materials and in-class instruction in line with the learning needs of post-graduate students in terms of citation skills development by laying due emphasis on the appropriate source use, and citation patterns in ELT-related research.

They are also likely to be useful for the aforementioned audience in addressing the concerns arising from the lack of familarity with discipline-specific academic writing conventions and citation styles in order to enhance the post-graduate students’ level of academic integrity, which, in return, will lead to the development academic integrity among novice scholars in the Turkish tertiary academic context.

Novices employed citations less than experienced ones and preferred the citation function ), in a study on the rhetorical citation functions in low-rated and high-rated M. theses in gender studies, revealed that both types of theses used citatons but they were used for the knowledge display.

Few attempts have been made to describe the source use of Turkish writers in English.

From this date forward, research studies carried out on citation practices have focused on different dimensions of citation: citation types grounded in linguistic criteria and syntactic position (Swales ) investigated the citation practices of sixteen students enrolled in TESOL programme in the UK.

He emphasized the problems of NNS of English in terms of source integration and found that when NNS of English failed to cite appropriately, they could be blamed for breaching academic integrity.Citation hereby assists the writer to demonstrate what is different from previous arguments, and in what way the gap is to be filled emphasizing the new ideas and arguments.Nevertheless, the formal statement of others’ views requires achieving certain conventions and norms, which can otherwise cause ethical and legal constraints and accusations such as plagiarism, patch-writing or inappropriate text.Through an applied linguistic lens, for example, citation practices have been studied from three research traditions: discourse analysis, English for research purposes and genre analysis.The starting point of citation practices in applied linguistics goes back to Swales’ study () on the textual analysis of citation.The findings will shed light into citation practices of not only English L1 writers but also Turkish writers.Thus, they will fill a research gap related to this field particularly, as there seem to be no cross-linguistic studies focusing on the types of citation transformation in graduate theses in the Turkish academic context.In order to be recognized as a member of a professional academic writing community, it is crucial for novice writers, particularly non-native speakers of English (NNS) need to be informed of various citation practices in their academic disciplines as well as what, how, when and why to cite relevant studies when needed (Swales ).In order to raise students’ awareness of academic integrity by teaching them the academic conventions of acknowledgement and citation styles in accordance with their academic disciplines, it is necessary to reveal the differences between citation practices employed by writers with English as L1 (native speakers of English) and those with English as L2 (non-native speakers of English).This study investigates the types of citation transformation preferred by both English L1 (native language) writers and Turkish writers who use English as a foreign language (L2). Based on the relevant literature, a rubric was prepared by the researchers in order to analyse the theses by means of qualitative content analysis.The corpus consists of 34 theses, 17 of which are Turkish writers’ theses in English language including 10 M. and 7 Ph D theses and 17 English L1 writers’ theses comprised of 10 M. The findings revealed that three forms of content integration consisting of direct quotation, patchwriting and critical evaluation were markedly different in English L1 and Turkish writers’ theses.


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