چکیده:
This study was an analytical account of EFL postgraduate learners’ use of verbs in citing other scholars in their own writing. Particular interest was differing extents of these verbs as categorised by Myer (1997), namely verbs representing a statement of scholarly writing, verbs communicating knowledge of scholarly writing, and verbs denoting cognition of scholarly writing, each of which has subcategories. To achieve this, 40 postgraduate dissertations and theses by the University of Dar es Salaam students were purposively selected. From these citation verbs from the introduction and literature review chapters were posted to the Microsoft Excel sheets and frequencies of occurrences were computed for each verb before assigning them to their relevant categories. The findings indicate the predominance of verbs of cognition of scholarly writing (notably perception and interpretation verbs) followed by those denoting knowledge of scholarly writing (notably procedural verbs). The least used category was verbs belonging to a statement of scholarly, especially inclusive verbs with only 10 instances of occurrence.
خلاصه ماشینی:
Analysis of Citation Verbs in EFL Academic Writing: The Case Study of Dissertations and Theses at the University of Dar es Salaam, Tanzania 1183.
From these citation verbs from the introduction and literature review chapters were posted to the Microsoft Excel sheets and frequencies of occurrences were computed for each verb before assigning them to their relevant categories.
In another study, Hanania and Akhtar (1985) compared the profile of the finite verbs across the five rhetorical sections of 20 Master’s theses in biology, chemistry, and physics with respect to voice, tense, aspect, and modality.
verb taxonomy by Hyland (2002a), an analysis was performed on 614 academic written assignments (compared with proficient writing by native-speaking students in the UK in both frequency and textual examination), 697 questionnaires, and interviews with 13 students and three teachers.
The current study thus sought to analyse the use of citation verbs in EFL Academic Writing in dissertations and theses using the University of Dar es Salaam as a case study.
The overall use of citation verbs in the three key areas of statement of scholarly writing, knowledge or action of scholarly writing and cognition of scholarly writing are presented in figure 1 below.
These were followed by verbs referring to knowledge of scholarly writing, with 59 (31%) frequencies of occurrence.
The least used category was that of verbs denoting statement of scholarly writing, which had 54 (28%) instances of use.
In the current study, 12 inclusive verbs were noted to be used by EFL academic writers, with an overall 36 frequencies.