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ThedevelopmentalfeaturesofusingcitationsinChineseEFLlearnertheses:Cross-sectionalandlongitudinalevidence
FangXuNanjingUniversityELT2014,Nanjing,OCT24-26
OutlineIntroductionCitationtypologiesResearchquestionsandmethodsDevelopmentinstudentcitations:Cross-sectionalevidenceDevelopmentinstudentcitations:LongitudinalevidenceDiscussions
1.IntroductionLearningtousecitationsposesconsiderablechallengestonovicewriters,especiallyL2students.
TheissueTobetterunderstandL2students’challengesandfeaturesincitationuse,wefirstneedtoknowwhatscholarsdoinpublishedwriting.Althoughtheunderlyingassumptionisbeingchallengedthatcitationusebyscholarsshouldbethemodelforstudentwriting(Petri?,2007),questionsremain.
TheissueWhatdoscholarsciteinrespectivesectionsoftheresearchwriting?Whatspecificstrategiesdoscholarsuse?Howdotheycitesoastoconstructaresearchnetworkandsituatetheirstudiesinthenetwork?Whattextualformsofcitationaremostfrequentlyusedbyscholarsintermsofintegratingotherpeoplesideaswhilehighlightingauthorialvoice?
TheissueAscomparedtoscholarlywriting,whatdostudentsdoingeneral?HowdostudentsdevelopwaysofcitationintheirBA,MAandPhDtheseswhentheirresearchreadingandwritingexperiencesaccumulateacrossyears?
PreviousstudiesCitationsinpublishedwritingCitationtypesandrhetoricalfunctions,citationuseindifferentsectionsofRA(e.g.KwanChan,2014；Xu,2012)Disciplinarydifferencesandculturaldifferences(e.g.Hyland,2009；Pennycook,1996)Researchers’perceptions(AksnesRip,2009)Longitudinalfeatures(Salagar-Meyer,1999)
PreviousstudiesCitationsinstudentwritingLearners’citationtypesandfunctions(e.g.MansourizadehAhmad2011；Petri?2007,2012)Textualborrowingplagiarism(e.g.LiCasanave,2012；Pecorari,2006)Learnerperceptions,L2acquisition(Cai,2012；MaQin,2014;Xu,2013)
Previousstudies
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