Araştırma Makalesi
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A Comparison of Turkish and English L1 Writers’ Citation Practices in Doctoral and Master’s Theses

Yıl 2018, Cilt: 20 Sayı: 3, 842 - 855, 21.12.2018
https://doi.org/10.17556/erziefd.451443

Öz

A
COMPARISON OF TURKISH
AND ENGLISH L1 WRITERS’ CITATION
PRACTICES IN DOCTORAL AND MASTER’S THESES

Abstract

Citation is one of
the important components of academic writing in the aspects of providing
justification for writers’ arguments and demonstrating the novelty of the
writers’ position in the academia. This study investigates the citation
practices of Turkish and English L1 writers in M.A. and PhD theses. This
corpus-based study employed a qualitative approach. A corpus of 34 theses, 17
Turkish L1 writers’ theses consisting of 10 M.A. and 7 PhD theses and 17
English L1 writers’ theses including 10 M.A. theses and 7 PhD theses were
selected. Based on the relevant literature, a rubric was prepared to analyse
the 34 theses in the corpus by means of employing qualitative content analysis.
Even though Turkish and English L1 writers’ citing tendencies appear to be parallel
with writing norms and conventions in the field of ELT, Turkish L1 writers have
more challenges regarding integrating citations with their own voices and
positions more than English L1 writers, which may stem from four factors
comprising of lack of instruction, insufficient awareness of citation norms and
conventions, cultural factors and linguistic background.

 

Key Words: Citation practices, academic
writing, Turkish writers













 

Kaynakça

  • References Azlan, N.M.N.I (2013).Citation typologies and rhetorical functions of citations in master dissertations. Journal of Creative Practices in Language Learning and Teaching, 1(2), 61-74. Retrieved from https://kedah.uitm.edu.my/CPLT/images/stories/v1n2/Article5.pdf.
  • Bloch, J., & Chi, L. (1995). A comparison of the use of citations in Chinese and English academic discourse, In D. Belcher, & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy. Norwood, NJ: Ablex,
  • Blumenthal, L.F. (2014). Self-efficacy in low-level English language learners. (Unpublished MA thesis). Portland State University, Portland.
  • Çiftçi, F.S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (A case study). (Unpublished MA thesis). Gaziantep University, Gaziantep.
  • Coffin, C. (2009). Incorporating and evaluating voices in a film studies thesis. Writing & Pedagogy, 1,163–193. http://doi.org/10.1558/wap.v1i2.163.
  • Davidse, K., & Vandelanotte, L. (2011). Tense use in direct and indirect speech in English. Journal of Pragmatics, 43, 236–250. http://doi.org/10.1016/j.pragma.2010.07.022
  • 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, 30(4), 428-457. Retrieved from http://www.jstor.org/stable/40171551
  • ElMalik, A. T., & Nesi, H. (2008). Publishing research in a second language: the case of Sudanese contributors to international medical journals. Journal of English for Academic Purposes, 7, 87–96. http://doi.org/10.1016/j.jeap.2008.02.007
  • Harwood, N. (2004). Citation analysis: a multidisciplinary perspective on academic literacy. In M. Baynham, A. Deignan, & G. White (eds.), Applied linguistics at the interface. London: Equinox, pp.79-89.
  • Harwood, N. (2009). An interview-based study of the functions of citations in academic writing across two disciplines. Journal of Pragmatics, 41, 497-518. http://doi.org/10.1016/j.pragma.2008.06.001
  • Harwood, N. (2010). Research-based materials to demystify academic citation for postgraduates. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 301–321). New York: Cambridge University Press.
  • Hirvela, A. (2017). Argumentation & second language writing: Are we missing the boat?. Journal of Second Language Writing, 36, 69-74. http://doi.org/10.1016/j.jslw.2017.05.002
  • Hu, G. & Wang, G. (2014). Disciplinary and ethnolinguistic influences on citation in research articles. Journal of English for Academic Purposes, 14, 14-28. http://doi.org/10.1016/j.jeap.2013.11.001
  • Hunston, S. (1993). Evaluation and ideology in scientific writing. In M. Ghadessy, (Ed.), Register analysis: Theory and practice. (pp 57-73). London: Pinter.
  • Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21 (1), 66-78. http://doi.org/10.1177/003368829002100105
  • Hyland, K. (1999). Academic attribution: citation and the construction of disciplinary knowledge. Applied Linguistics, 20, 341–367. http://doi.org/10.1093/applin/20.3.341
  • Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman.
  • Hyland, K. (2002). Activity and evaluation: reporting practices in academic writing. In J. Flowerdew (Ed.), Academic discourse (115–130). London: Longman.
  • Hyland, K. & Milton, J. (1999). Assertions in students' academic essays: A comparison of English NS and NNS student writers. In R. Berry, B. Asker, K. Hyland, & M. Lam (Eds.), Language analysis, description, and pedagogy (pp. 147-161). Hong Kong: Language Centre, Hong Kong University of Science and Technology
  • Işık-Taş E. E. (2008). A corpus-based analysis of genre-specific discourse of research: The research article and the PhD thesis in ELT. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Jalilifar, R.D. (2012). Academic attribution: citation analysis in master’s theses and research articles in applied linguistics. International Journal of Applied Linguistics, 22, 23-41.http://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 theses. Linguistik Online, 57 (7), 91-104. http://dx.doi.org/10.13092/lo.57.252
  • Jogthong, C. (2001). Research article introductions in Thai: Genre analysis of academic writing. Unpublished doctoral dissertation, Morgantown, West Virginia, Department of Educational Theory and Practice.
  • Jomaa, N.J., & Bidin, S.J. (2017). Perspective of EFL doctoral students on challenges of citations in academic writing. Malaysian Journal of Learning and Instruction (MJLI), 14 (2), 177-209.Retrieved from http://mjli.uum.edu.my/images/vol14no2dec17/177-209cm.pdf
  • Kafes, H. (2017). Citation practices among novice and expert academic writers. Education and Science, 42:441-462. doi: 10.15390/EB.2017.6317.
  • Kan, M.O. (2016). Atıf çözümlemesi: Türkçe eğitimi alanındaki lisansüstü tezlerin giriş bölümlerine atıf kullanımları. Kastamonu Eğtim Dergisi, 24(3), 1289-1300. Retrieved from http://dergipark.gov.tr/download/article-file/210059
  • 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. http://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, 152-161. http://doi.org/10.1016/j.jeap.2011.03.004
  • Mohan, B.A. & Lo, W.A.Y. (1985). Academic writing and Chinese students: Transfer and developmental factors. TESOL Quarterly, 19(3), 515-534. doi:10.2307/3586276
  • Monreal, C.S. & Salom, L.G. (2011). A cross-language study on citation practices in PhD theses. International Journal of English Studies, 11(2), 53-75. http://dx.doi.org/10.6018/ijes/2011/2/149641
  • Myers, G. (1990). Writing biology: Texts in the social construction of scientific knowledge. Madison: University of Wisconsin Press.
  • Okamura, A. (2008). Use of citation forms in academic texts by writers in L1 and L2 context. The Economic Journal of Takasaki City University of Economics, 51(1), 29-44. Retrieved from http://www1.tcue.ac.jp/home1/k-gakkai/ronsyuu/ronsyuukeisai/51_1/okamura.pdf
  • Pecorari, D. (2008). Academic writing and plagiarism: A linguistic analysis. London: Continuum.
  • Pennycook, A. (1996). Borrowing others’ words: Text, ownership, memory and plagiarism. TESOL Quarterly, 30(2), 201-230. doi:10.2307/3588141
  • Petrić, B. (2005). Contrastive rhetoric in the writing classroom: A case study. English for Specific Purposes, 24, 213-228. http://doi.org/10.1016/j.esp.2004.09.001
  • Petric´, B. (2006). Citation practices in student academic writing. Unpublished doctoral dissertation, Budapest, Hungary: Eo¨tvo¨s Lora´nd University.
  • Petric, B. (2007). Rhetorical functions of citations in high- and low-rated master’s theses. Journal or English for Academic Purposes, 6, 238-253. http://doi.org/10.1016/j.jeap.2007.09.002
  • Rabab’ah, G. & Al-Marshadi,A. (2013). Integrative vs. non-integrative citations among native and non-native English writers. International Education Studies, 6(7), 78-87. http://dx.doi.org/10.5539/ies.v6n7p78
  • Statsky, W. P. (2009). Introduction to par legalism: Perspectives, problems and skills. US: Library of Congress.
  • Swales, J. M. (1986). Citation analysis and discourse analysis. Applied Linguistics, 7, 39-56. http://doi.org/10.1093/applin/7.1.39
  • Swales, J.M. (1990). Genre analysis. English in academic and research settings. Cambridge: 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. http://doi.org/10.1177/0741088313515166
  • Swales, J. M. & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (2nd ed.). Ann Arbor, MI: University of Michigan Press.
  • Szypszak, C. (2011). Understanding law for public administration. Sudburry, Massachusetts: Jones and Bartlett Publishers.
  • Thompson P. (2000). Citation practices in PhD theses. In L. Burnard and T. McEnery (Eds.), Rethinking language pedagogy from a corpus perspective. Frankfurt: Peter Lang.
  • 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.
  • Thompson, P. & Tribble, C. (2001). Looking at citations: Using corpora in English for academic purposes. Language Learning and Technology, 5(3), 91–105. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.615.1887&rep=rep1&type=pdf.
  • Thompson G. & Ye. Y. (1991). Evaluation in the reporting verbs used in academic papers. Applied Linguistics, 12(4), 365-382. http://doi.org/10.1093/applin/12.4.365
  • Thompson G. & Ye. Y. (1991). Evaluation in the reporting verbs used in academic papers. Applied Linguistics, 12(4), 365-382. http://doi.org/10.1093/applin/12.4.365
  • Tilfarlioğlu, F. T., & Ciftci, F. S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (A Case Study). Theory and Practice in Language Studies, 1(10), 1284-1294. http://dx.doi.org/10.4304/tpls.1.10.1284-1294
  • White, H., D. (2004). Citation analysis and discourse analysis revisited. Applied Linguistics, 25 (1), 89-116. http://doi.org/10.1093/applin/25.1.89
  • Yağız, O., Ötügen, R., Kaya, F & Aydın, B. (2014). A literature review analysis of the Turkish scholars’ research articles in ELT and applied linguistics. Procedia-Social and Behavioral Sciences, 158, 389-393 http://doi.org/10.1016/j.sbspro.2014.12.105

Türkçe ve İngilizceyi Anadili Olarak Kullanan Yazarların Doktora ve Yüksek Lisans Tezlerindeki Alıntı Yapma Uygulamalarının Karşılaştırılması

Yıl 2018, Cilt: 20 Sayı: 3, 842 - 855, 21.12.2018
https://doi.org/10.17556/erziefd.451443

Öz

TÜRKÇE VE İNGİLİZCEYİ ANADİLİ OLARAK KULLANAN YAZARLARIN
DOKTORA VE YÜKSEK LİSANS TEZLERİNDEKİ ALINTI YAPMA UYGULAMALARININ
KARŞILAŞTIRILMASI

 

Öz

Alıntı yapma, yazarların
fikir ve iddialarına gerekçe sağlamak ve onların akademik sahada fikirlerinin
orijinalliğini göstermek açısından akademik yazmanın önemli bileşenlerinden
biridir. Bu çalışma, İngilizce eğitimi alanındaki anadili Türkçe ve İngilizce
olan yazarların yüksek lisans ve doktora tezlerindeki alıntı yapma
uygulamalarını araştırmaktadır. Bu çalışmada derlemi içeren nitel yöntem
uygulanmıştır. Anadili Türkçe olan yazarlar tarafından yazılmış 10 yüksek
lisans ve 7 doktora tezi ile anadili İngilizce olan yazarlar tarafından
yazılmış 10 yüksek lisans ve 7 doktora tezi, toplamda 34 lisansüstü tez
araştırmanın derlemi için seçilmiştir. İlgili alan yazın temel alınarak
derlemdeki 34 lisansüstü tezi içerik analizi yöntemiyle analiz etmek için bir yönerge
oluşturulmuştur. Anadili Türkçe ve İngilizce olan yazarların alıntı yapma
eğilimleri, akademik yazım normları ve kurallarıyla paralellik göstermesine
rağmen, anadili Türkçe olan yazarlar, anadili İngilizce olan yazarlara göre
kendi düşüncelerini ifade etmede daha fazla problem yaşamaktadır. Bu durum;
öğretim eksikliği, kültürel faktörler, alıntı yapma normları ve kuralları ile
ilgili farkındalık eksikliği ve dil geçmişlerini içeren dört etkenden
kaynaklanıyor olabilir.

 











Anahtar Kelimeler: Alıntı
yapma, akademik yazma, Türk yazarlar

Kaynakça

  • References Azlan, N.M.N.I (2013).Citation typologies and rhetorical functions of citations in master dissertations. Journal of Creative Practices in Language Learning and Teaching, 1(2), 61-74. Retrieved from https://kedah.uitm.edu.my/CPLT/images/stories/v1n2/Article5.pdf.
  • Bloch, J., & Chi, L. (1995). A comparison of the use of citations in Chinese and English academic discourse, In D. Belcher, & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy. Norwood, NJ: Ablex,
  • Blumenthal, L.F. (2014). Self-efficacy in low-level English language learners. (Unpublished MA thesis). Portland State University, Portland.
  • Çiftçi, F.S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (A case study). (Unpublished MA thesis). Gaziantep University, Gaziantep.
  • Coffin, C. (2009). Incorporating and evaluating voices in a film studies thesis. Writing & Pedagogy, 1,163–193. http://doi.org/10.1558/wap.v1i2.163.
  • Davidse, K., & Vandelanotte, L. (2011). Tense use in direct and indirect speech in English. Journal of Pragmatics, 43, 236–250. http://doi.org/10.1016/j.pragma.2010.07.022
  • 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, 30(4), 428-457. Retrieved from http://www.jstor.org/stable/40171551
  • ElMalik, A. T., & Nesi, H. (2008). Publishing research in a second language: the case of Sudanese contributors to international medical journals. Journal of English for Academic Purposes, 7, 87–96. http://doi.org/10.1016/j.jeap.2008.02.007
  • Harwood, N. (2004). Citation analysis: a multidisciplinary perspective on academic literacy. In M. Baynham, A. Deignan, & G. White (eds.), Applied linguistics at the interface. London: Equinox, pp.79-89.
  • Harwood, N. (2009). An interview-based study of the functions of citations in academic writing across two disciplines. Journal of Pragmatics, 41, 497-518. http://doi.org/10.1016/j.pragma.2008.06.001
  • Harwood, N. (2010). Research-based materials to demystify academic citation for postgraduates. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 301–321). New York: Cambridge University Press.
  • Hirvela, A. (2017). Argumentation & second language writing: Are we missing the boat?. Journal of Second Language Writing, 36, 69-74. http://doi.org/10.1016/j.jslw.2017.05.002
  • Hu, G. & Wang, G. (2014). Disciplinary and ethnolinguistic influences on citation in research articles. Journal of English for Academic Purposes, 14, 14-28. http://doi.org/10.1016/j.jeap.2013.11.001
  • Hunston, S. (1993). Evaluation and ideology in scientific writing. In M. Ghadessy, (Ed.), Register analysis: Theory and practice. (pp 57-73). London: Pinter.
  • Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21 (1), 66-78. http://doi.org/10.1177/003368829002100105
  • Hyland, K. (1999). Academic attribution: citation and the construction of disciplinary knowledge. Applied Linguistics, 20, 341–367. http://doi.org/10.1093/applin/20.3.341
  • Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman.
  • Hyland, K. (2002). Activity and evaluation: reporting practices in academic writing. In J. Flowerdew (Ed.), Academic discourse (115–130). London: Longman.
  • Hyland, K. & Milton, J. (1999). Assertions in students' academic essays: A comparison of English NS and NNS student writers. In R. Berry, B. Asker, K. Hyland, & M. Lam (Eds.), Language analysis, description, and pedagogy (pp. 147-161). Hong Kong: Language Centre, Hong Kong University of Science and Technology
  • Işık-Taş E. E. (2008). A corpus-based analysis of genre-specific discourse of research: The research article and the PhD thesis in ELT. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Jalilifar, R.D. (2012). Academic attribution: citation analysis in master’s theses and research articles in applied linguistics. International Journal of Applied Linguistics, 22, 23-41.http://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 theses. Linguistik Online, 57 (7), 91-104. http://dx.doi.org/10.13092/lo.57.252
  • Jogthong, C. (2001). Research article introductions in Thai: Genre analysis of academic writing. Unpublished doctoral dissertation, Morgantown, West Virginia, Department of Educational Theory and Practice.
  • Jomaa, N.J., & Bidin, S.J. (2017). Perspective of EFL doctoral students on challenges of citations in academic writing. Malaysian Journal of Learning and Instruction (MJLI), 14 (2), 177-209.Retrieved from http://mjli.uum.edu.my/images/vol14no2dec17/177-209cm.pdf
  • Kafes, H. (2017). Citation practices among novice and expert academic writers. Education and Science, 42:441-462. doi: 10.15390/EB.2017.6317.
  • Kan, M.O. (2016). Atıf çözümlemesi: Türkçe eğitimi alanındaki lisansüstü tezlerin giriş bölümlerine atıf kullanımları. Kastamonu Eğtim Dergisi, 24(3), 1289-1300. Retrieved from http://dergipark.gov.tr/download/article-file/210059
  • 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. http://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, 152-161. http://doi.org/10.1016/j.jeap.2011.03.004
  • Mohan, B.A. & Lo, W.A.Y. (1985). Academic writing and Chinese students: Transfer and developmental factors. TESOL Quarterly, 19(3), 515-534. doi:10.2307/3586276
  • Monreal, C.S. & Salom, L.G. (2011). A cross-language study on citation practices in PhD theses. International Journal of English Studies, 11(2), 53-75. http://dx.doi.org/10.6018/ijes/2011/2/149641
  • Myers, G. (1990). Writing biology: Texts in the social construction of scientific knowledge. Madison: University of Wisconsin Press.
  • Okamura, A. (2008). Use of citation forms in academic texts by writers in L1 and L2 context. The Economic Journal of Takasaki City University of Economics, 51(1), 29-44. Retrieved from http://www1.tcue.ac.jp/home1/k-gakkai/ronsyuu/ronsyuukeisai/51_1/okamura.pdf
  • Pecorari, D. (2008). Academic writing and plagiarism: A linguistic analysis. London: Continuum.
  • Pennycook, A. (1996). Borrowing others’ words: Text, ownership, memory and plagiarism. TESOL Quarterly, 30(2), 201-230. doi:10.2307/3588141
  • Petrić, B. (2005). Contrastive rhetoric in the writing classroom: A case study. English for Specific Purposes, 24, 213-228. http://doi.org/10.1016/j.esp.2004.09.001
  • Petric´, B. (2006). Citation practices in student academic writing. Unpublished doctoral dissertation, Budapest, Hungary: Eo¨tvo¨s Lora´nd University.
  • Petric, B. (2007). Rhetorical functions of citations in high- and low-rated master’s theses. Journal or English for Academic Purposes, 6, 238-253. http://doi.org/10.1016/j.jeap.2007.09.002
  • Rabab’ah, G. & Al-Marshadi,A. (2013). Integrative vs. non-integrative citations among native and non-native English writers. International Education Studies, 6(7), 78-87. http://dx.doi.org/10.5539/ies.v6n7p78
  • Statsky, W. P. (2009). Introduction to par legalism: Perspectives, problems and skills. US: Library of Congress.
  • Swales, J. M. (1986). Citation analysis and discourse analysis. Applied Linguistics, 7, 39-56. http://doi.org/10.1093/applin/7.1.39
  • Swales, J.M. (1990). Genre analysis. English in academic and research settings. Cambridge: 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. http://doi.org/10.1177/0741088313515166
  • Swales, J. M. & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (2nd ed.). Ann Arbor, MI: University of Michigan Press.
  • Szypszak, C. (2011). Understanding law for public administration. Sudburry, Massachusetts: Jones and Bartlett Publishers.
  • Thompson P. (2000). Citation practices in PhD theses. In L. Burnard and T. McEnery (Eds.), Rethinking language pedagogy from a corpus perspective. Frankfurt: Peter Lang.
  • 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.
  • Thompson, P. & Tribble, C. (2001). Looking at citations: Using corpora in English for academic purposes. Language Learning and Technology, 5(3), 91–105. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.615.1887&rep=rep1&type=pdf.
  • Thompson G. & Ye. Y. (1991). Evaluation in the reporting verbs used in academic papers. Applied Linguistics, 12(4), 365-382. http://doi.org/10.1093/applin/12.4.365
  • Thompson G. & Ye. Y. (1991). Evaluation in the reporting verbs used in academic papers. Applied Linguistics, 12(4), 365-382. http://doi.org/10.1093/applin/12.4.365
  • Tilfarlioğlu, F. T., & Ciftci, F. S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (A Case Study). Theory and Practice in Language Studies, 1(10), 1284-1294. http://dx.doi.org/10.4304/tpls.1.10.1284-1294
  • White, H., D. (2004). Citation analysis and discourse analysis revisited. Applied Linguistics, 25 (1), 89-116. http://doi.org/10.1093/applin/25.1.89
  • Yağız, O., Ötügen, R., Kaya, F & Aydın, B. (2014). A literature review analysis of the Turkish scholars’ research articles in ELT and applied linguistics. Procedia-Social and Behavioral Sciences, 158, 389-393 http://doi.org/10.1016/j.sbspro.2014.12.105
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Bu Sayıda
Yazarlar

Fatma Şeyma Doğan 0000-0002-2904-802X

Oktay Yağız 0000-0001-7076-7774

İşıl Günseli Kaçar 0000-0003-3043-5040

Yayımlanma Tarihi 21 Aralık 2018
Kabul Tarihi 21 Kasım 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 20 Sayı: 3

Kaynak Göster

APA Doğan, F. Ş., Yağız, O., & Kaçar, İ. G. (2018). A Comparison of Turkish and English L1 Writers’ Citation Practices in Doctoral and Master’s Theses. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 842-855. https://doi.org/10.17556/erziefd.451443