Students’ Citation Knowledge, Learning, and Practices in Humanities and Social Sciences  

Oleh:

Yeh, Chun-Chun

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Asian ESP Journal vol. 8 no. 3 (2012), page 97-125.
Topik: citation; academic writing; graduate student writing; disciplinary differences
Fulltext: 97-125.pdf (202.48KB)

Isi artikel

Recent research has demonstrated that appropriate and strategic use of citation is an essential skill for academic researchers. Learning to use citation has therefore been recognized as an important part of students’ acculturation into their disciplinary discourses. Although research has investigated various aspects of student citation practices, little has been known about how students perceive citation functions, how they learn to cite, and what they know about their own citation practices. To explore students’ citation knowledge and learning, this study recruited five graduate students from four humanities and social sciences departments. It adopted the semi-structured and discourse-based interview methods as the main tools of investigation, which were then triangulated with quantitative text analysis. Results suggested that more advanced graduate students could articulate more rhetorically sophisticated citation functions. Students obtained citation knowledge from sources including advisors, model theses, graduate courses, and their readings, although it appeared that their learning from these sources was largely informal and incidental. Finally, the study found that these students differed in their levels of citation knowledge, favored reference types, and preferred ways of presenting cited information. These differences may be accounted for by disciplinary cultures, research writing experience, and the written language of the thesis. Implications of the findings for English for academic purposes (EAP) and directions for future research are discussed.

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