Functions of Reporting Verbs in the Result and Discussion Section of Research Articles over Sciences
محورهای موضوعی : Research Paper
Fereshteh Dehghan
1
,
Hossein Saadabadi Motlagh
2
,
Seyed Foad Ebrahimi
3
1 - English Department, Bushehr Branch, Islamic Azad University, Bushehr, Iran
2 - English Department, Bushehr Branch, Islamic Azad University, Bushehr, Iran
3 - English department, Shadegan Branch, Islamic Azad University, Shadegan, Iran
کلید واژه: Research Articles, Functions of RVs, Reporting Verbs, Result and Discussion Section,
چکیده مقاله :
The interaction between the writers and the experts while using citations is one of the main features of academic texts. For the integration of external experts into the text, writers usually use reporting verbs, which seem to function differently. Furthermore, selecting reporting verbs (RVs) by the researchers of disciplines seem to vary. This paper explored the functions of RVs across two disciplines of hard and soft sciences. To this end, a total number of 200 “Results and Discussion” section of research articles from the four sciences categories, namely Life Sciences, Social Sciences and Humanities, Physical Sciences and Engineering, and Health Sciences were gathered and used as the data, and their functions of RVs were analyzed based on Hyland’s framework (2002). Hyland (2002) considered three basic RV types based on their function, including research, cognitive, and discourse acts, subsequently dividing each category into several subcategories. The results showed that the writers in Life Sciences used more research acts in comparison to the other disciplines. In terms of cognition acts, the rates of tentative verbs were high in all sciences since the researchers tried to report the results with caution as they were uncertain about the findings. The results approved this claim, indicating the high frequency of tentative verbs under the category of discourse acts, across disciplines using verbs like hypothesize, indicate, and suggest to show doubt with different rates. The obtained results can guide novice writers of the above-mentioned four disciplines to advance an authorial perspective and adjust to the expert conventions of the relevant research areas.
Abasi, A. R., Akbari, N., & Graves, B. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing, 15(2), 102-117.
Abasi, A. R., & Graves, B. (2008). Academic literacy and plagiarism: Conversations with international graduate students and disciplinary professors. Journal of English for Academic purposes, 7(4), 221-233.
Agbaglo, E. (2017). The types and the frequencies of reporting verbs in research articles written by lecturers in a Ghanaian university. Journal of Literature, Languages and Linguistics, 34, 51-57.
Banks, D. (2002). Systemic functional linguistics as a model for text analysis. ASp. la revue du GERAS(35-36), 23-34.
Bloch, J. (2010). A concordance-based study of the use of reporting verbs as rhetorical devices in academic papers. Journal of Writing Research, 2(2), 219-244.
Borg, E. (2000). Citation practices in academic writing. Patterns and perspectives: Insights into EAP writing practice, 26-42.
Boyack, K. W., Small, H., & Klavans, R. (2013). Improving the accuracy of co‐citation clustering using full text. Journal of the American Society for Information Science and Technology, 64(9), 1759-1767.
Charles, M. (2006). The construction of stance in reporting clauses: A cross-disciplinary study of theses. Applied linguistics, 27(3), 492-518.
Clugston, M. F. (2008). An analysis of citation forms in health science journals. Journal of Academic Language and Learning, 2(1), A11-A22.
Davis, M. (2013). Computability and unsolvability. Courier Corporation.
Ding, Y., & Cronin, B. (2011). Popular and/or prestigious? Measures of scholarly esteem. Information processing & management, 47(1), 80-96.
Dressen, D. (2003). Geologists’ implicit persuasive strategies and the construction of evaluative evidence. Journal of English for Academic purposes, 2(4), 273-290.
Fairclough, N. (1992). Discourse and text: Linguistic and intertextual analysis within discourse analysis. Discourse & society, 3(2), 193-217.
Flowerdew, J., & Forest, R. (2009). Schematic structure and lexico-grammatical realization in corpus-based genre analysis: The case of research in the PhD literature review. Academic writing: At the interface of corpus and discourse, 15-36.
Friedman, D. A. (2019). Citation as a social practice in a TESOL graduate program: A language socialization approach. Journal of Second Language Writing, 44, 23-36.
Ghadessy, M., & Gao, Y. (2001). Simplification as a Universal Feature of the Language of Translation. Journal of Asian Pacific Communication, 11(1), 61-75.
Harwood, N. (2008). Citers' use of citees' names: Findings from a qualitative interview‐based study. Journal of the American Society for Information Science and Technology, 59(6), 1007-1011.
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.
Harwood, N., & Petrić, B. (2012). Performance in the citing behavior of two student writers. Written Communication, 29(1), 55-103.
Hendricks, M., & Quinn, L. (2000). Teaching referencing as an introduction to epistemological empowerment. Teaching in Higher Education, 5(4), 447-457.
Howard, A. E. (1995). The changing nature of work. Jossey-Bass.
Huang, Y. (2022). A Corpus-Based Study on the Semantic Use of Reporting Verbs in English Majors’ Undergraduate Thesis Writing. Journal of Language Teaching and Research, 13(6), 1287-1295.
Hyland, K. (1999). Academic attribution: Citation and the construction of disciplinary knowledge. Applied linguistics, 20(3), 341-367.
Hyland, K. (2002). Authority and invisibility: Authorial identity in academic writing. Journal of pragmatics, 34(8), 1091-1112.
Hyland, K. (2005). Stance and engagement: A model of interaction in academic discourse. Discourse studies, 7(2), 173-192.
Hyland, K. (2013). Writing in the university: education, knowledge and reputation. Language teaching, 46(1), 53-70.
Hyland, K., & Jiang, F. K. (2018). “In this paper we suggest”: Changing patterns of disciplinary metadiscourse. English for specific purposes, 51, 18-30.
Hyland, K., & Salager-Meyer, F. (2008). Scientific writing. Annual review of information science and technology, 42(1), 297.
Jafarigohar, M., & Mohammadkhani, A. (2015). Reporting verbs in Applied Linguistics research articles by native and non-native writers. Theory and Practice in Language Studies, 5(12), 2490.
Jalilifar, A. (2009). Request Strategies: Cross-Sectional Study of Iranian EFL Learners and Australian Native Speakers. English Language Teaching, 2(1), 46-61.
Jarkovská, M., & Kučírková, L. (2020). Citation practices in EFL academic writing: The use of reporting verbs in Master’s thesis literature reviews. Indonesian Journal of Applied Linguistics, 10(2), 571-579.
Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research articles. English for specific purposes, 24(3), 269-292.
Khedri, M., Heng, C. S., & Ebrahimi, S. F. (2013). An exploration of interactive metadiscourse markers in academic research article abstracts in two disciplines. Discourse studies, 15(3), 319-331.
Kroll, B. (1990). Second language writing (Vol. 10). Cambridge: Cambridge University Press.
Kwon, M. H., Staples, S., & Partridge, R. S. (2018). Source work in the first-year L2 writing classroom: Undergraduate L2 writers' use of reporting verbs. Journal of English for Academic purposes, 34, 86-96.
Liardét, C. L., & Black, S. (2019). “So and so” says, states and argues: A corpus-assisted engagement analysis of reporting verbs. Journal of Second Language Writing, 44, 37-50.
Liu, R., & Wang, S. (2019). How citation is signaled: A corpus-based study on reporting verbs in Chinese academic papers. In Chinese for specific and professional purposes (pp. 53-71). Springer.
Lu, X., Yoon, J., Kisselev, O., Casal, J. E., Liu, Y., Deng, J., & Nie, R. (2021). Rhetorical and phraseological features of research article introductions: Variation among five social science disciplines. System, 100, 102543.
Manan, N. A., & Noor, N. M. (2014). Analysis of reporting verbs in Master's theses. Procedia-Social and Behavioral Sciences, 134, 140-145.
Manan, N. A., & Noor, N. M. (2015). The use of integral citations in master’s degree theses. International Journal of Education and Research, 5(7), 233-246.
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.
Myers, G. (1989). The pragmatics of politeness in scientific articles. Applied linguistics, 10(1), 1-35.
Nguyen, L. T. T., & Pramoolsook, I. (2015). Move analysis of results-discussion chapters in TESOL master’s theses written by Vietnamese students. 3L, Language, Linguistics, Literature, 21(2).
Parkinson, J. (2013). Adopting academic values: Student use of that-complement clauses in academic writing. System, 41(2), 428-442.
Pecorari, D. (2008). Academic writing and plagiarism: A linguistic analysis. Bloomsbury Publishing.
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.
Petrić, B. (2012). Legitimate textual borrowing: Direct quotation in L2 student writing. Journal of Second Language Writing, 21(2), 102-117.
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.
Pickard, V. (1995). Citing Previous Writers: What Can We Say Instead of'Say'? Hong Kong Papers in Linguistics and Language Teaching, 18, 89-102.
Ruiying, Y., & Allison, D. (2003). Research articles in applied linguistics: Moving from results to conclusions. English for specific purposes, 22(4), 365-385.
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.
Shaw, P., & Pecorari, D. (2013). Source use in academic writing: An introduction to the special issue. Journal of English for Academic purposes, 12(2).
Sowden, C. (2005). Plagiarism and the culture of multilingual students in higher education abroad. ELT journal, 59(3), 226-233.
Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge University Press.
Swales, J. M. (2014). Variation in citational practice in a corpus of student biology papers: From parenthetical plonking to intertextual storytelling. Written Communication, 31(1), 118-141.
Swales, J. M., & Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge university press.
Thomas, S., & Hawes, T. P. (1994). Reporting verbs in medical journal articles. English for specific purposes, 13(2), 129-148.
Thompson, G., & Yiyun, Y. (1991). Evaluation in the reporting verbs used in academic papers. Applied linguistics, 12(4), 365-382.
Thompson, P., & Tribble, C. (2001). Looking at citations: Using corpora in English for academic purposes. Language Learning & Technology, 5(3), 91-105.
Un-udom, S., & Un-udom, N. (2020). A Corpus-Based Study on the Use of Reporting Verbs in Applied Linguistics Articles. English Language Teaching, 13(4), 162-169.
