بررسی پراکندگی و کارکرد ارجاعات درون متنی در مقالات چاپ شده به زبان فارسی در علوم انسانی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
موضوع پژوهش حاضر بررسی ارجاعات درون متنی در مقالات علمی به زبان فارسی و طبقه بندی کارکردهای آنها و معرفی شیوه های صحیح استفاده از ارجاعات درون متنی است. در این پژوهش به طور خاص کیفیت ارجاعات و کارکرد آنها در درون متن مقالات علمی پژوهشی رشته های علوم انسانی مورد مطالعه قرار گرفت. روش مطالعه تلفیقی و شامل کدگذاری کیفی ارجاعات و بررسی کمی آنها بود. پیکره ی زبانی مورد مطالعه شامل مقالات نشریات علمی پژوهشی چهار رشته ی ادبیات فارسی،علوم دینی، علوم تربیتی و روانشناسی بود که به شیوه تصادفی انتخاب شد و حجم نهایی پیکره شامل 60 مقاله کامل از مجلات مندرج در فهرست نشریات معتبر وزرات علوم بود. کدگذاری ارجاعات مورد استفاده در مقالات بر اساس چارچوب نظری توسط پژوهشگران متخصص این حوزه انجام گرفت. داده های استخراج شده وارد برنامه نرم افزاری SPSSشده و جداول فراوانی برای بررسی کمی شکل و کارکرد ارجاعات و آمار استنباطی برای بررسی تفاوتهای بین رشته ای بکار گرفته شد. نتایج نشان داد که: 1- بیشترین فراوانی استفاده از ارجاعات مربوط به رشته های علوم دینی است.2- ارجاعات کامل اسمی دارای بیشترین فراوانی هستند. 3- کارکرد ارجاع ها از نوع ارجاع ایده به مرجع اصلی، و تقویت ادعای نویسنده اند و از سایر کارکردها ارجاع مانند تعیین هویت با فعل گزارشی و مقایسه یافته های نویسنده با یافته های تحقیق دیگران کمتر بهره برده شده است. نتایج این تحقیق نکات ارزشمندی در راستای درک گفتمان علمی و تناسب کارکرد ارجاعات با بافت گفتمانی مقالات و نکات کلیدی قابل ملاحظه در تدوین مطالب و آموزش نگارش دانشگاهی دربر دارد.A study of in-text citation functions in Persian research articles in the humanities
A major problem which can lower the quality of academic research reports is inappropriate use of different in-text citation forms and functions. The aim of the present research was to investigate in-text citations in research articles in Persian and to classify their functions. Citations and their functions were studied within the text of research articles in the humanities. The methods were both quantitative and qualitative, including coding and counting of citations. The corpus included articles from journals indexed by the Iranian Ministry of Science, Research and Technology in four disciplines: Persian literature, religious studies, education, and psychology. Limiting random selection to articles published in the last decade, yielded 60 complete articles for final analysis of citations. Coding in-text citations based on the theoretical framework was done and validated by the researcher, a supervisor and a third expert coder with 98 percent agreement. The results showed that: 1) the most frequent use of in-text citations in the article was seen in religious studies; 2) integral nominal citations were the most frequent in the reviewed articles; 3) The main functions of in-text citations used by the authors were referring to the main source and supporting the author's claim and functions like comparing author's findings with findings in the literature were not used commonly. Most in-text citations do not compare the author's findings with previous research findings (%93.6); and are located in the literature review and introduction sections indicating weaknesses in the discussion section. These results imply incomplete mastery of the standards of scientific discourse in the targeted domain.Keywords: Academic writing, Citation, In-text citation, Research writing, Scientific Discourse IntroductionIn academic writing, citations are essential parts of research writing. References and citations are extremely important for improving the quality of research reports and their characteristics, forms, and functions can be researched in different parts in the structure of a scientific article (Zhang, 2022). Therefore, one of the important research traditions in the field of writing, especially academic writing, is the discussion and examination of citations and their functions. Pointing to evidence in the research literature, researchers assume a collective nature for scientific writing and research articles believe that no research work stands alone. Every article is enclosed in the circle of thematic texts before it, and citation and referencing has become an important criterion in the evaluation of articles. It is generally assumed that if an article has appropriate references and has been cited a lot, it is of high quality (Sims & McGhee, 2003). Picking from texts, blind copying and pasting, not mentioning the source, excessively using in-text citations, not referring to correct sources, wrongly referring to sources, using sources incorrectly, and problems of this kind are problems that hinder high quality research writing and in order to improve novice writers’ research writing, there is a need for investigation and training in this area. Another obvious problem is the lack of familiarity of novice researchers with the diverse and advanced functions of citations in scientific texts and, resulting in their incorrect use. Based on the research background, one main problem in using references in scientific texts may be the limited use of their varied functions. In the present study, the quantity and quality of citations and the diversity of their functions within the text of research articles in the fields of humanities were studied using text analysis. Specifically, the research focused on finding answers to the following questions: 1) what is the frequency of using various in-text citations functions in Persian humanities articles and which are used more by Iranian authors? 2) What are the disciplinary variations in in-text citations in articles from different fields of humanities? Materials and MethodsThe research method used in this study included both quantitative lexical frequency analysis and qualitative text analysis and coding. In the qualitative part, research articles were coded in terms of the form and function of in-text citations based on the models by Thomson and Tribble (2001) and Swales (1990) by three experts. In the quantitative phase frequencies of different citation forms and functions were studied. More precisely, the research method was a combination of qualitative text analysis and quantitative counting of linguistic markers. The reason for choosing three people for coding was to increase the possibility of comparing qualitative data analysis and determining the coefficient of agreement in coding. In the quantitative section, for each of the classifications, frequency and percentage were calculated with respect to the average number of total words in different categories.The corpus was academic writing in Persian and the research articles were randomly selected from refereed and indexed publications in recent years in the four fields of Persian literature, religious studies, education and psychology. After selecting the articles and ensuring that there was no significant difference in the average number of words of the selected articles in the desired fields, coding was done by the researchers based on the agreed codebook. Then the resulting data were entered into SPSS and frequency tables were extracted and analyzed. The manual coding of the functions of in-text citations included Swales’ (1990) integral and non-integral categories and Thomson and Tribble’s (2001) seven categories. For each discipline, a separate category frequency was extracted for later inferential analysis. Discussion of Results and ConclusionsThe analysis revealed that in the targeted Persian academic corpus, which includes the texts of 60 research articles published in reputable journals, articles in religious studies had the highest percentage of in-text citations. A notable majority of existing citations were in full integral form, within the syntactic structure of sentences in nominal form. Non-integral citations outside the syntactic structures of the text sentence were very few and citations with reporting verbs within the sentence were rare. The authors of the academic corpus under study used in-text citations mainly to attribute the idea to its source and to strengthen the idea presented in different parts of the article. The use of in-text citations to communicate between sources and to compare findings with the literature was neglected. One possible interpretation of these findings is that most articles do not include a strong discussion and conclusion section, because the use of in-text references to compare the reported findings with the literature had a very low frequency. The teaching of academic writing needs special attention to these genre parts in the structure of research reports.
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