Linguistic Recycling and Its Relationship to Academic Conflict

Autor/inn/en	Burgess, Sally; Martín-Martín, Pedro
Titel	Linguistic Recycling and Its Relationship to Academic Conflict
Quelle	In: AILA Review, 33 (2020) 1, S.47-66 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Academic Language; Writing (Composition); Language Usage; Citations (References); Applied Linguistics; Research Reports; Authors; Computational Linguistics; Citation Analysis; Researchers; Writing for Publication; English (Second Language); Responses; Second Language Learning; Conflict + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Sprachgebrauch; Citations; Zitat; Linguistics; Linguistik; Angewandte Linguistik; Research report; Forschungsbericht; Author; Autor; Autorin; Computerlinguistik; Citation; Zitatenanalyse; Researcher; Forscher; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Konflikt
Abstract	Reaching an understanding of how scholarly writers manage linguistic recycling remains a focus of many studies in applied linguistics, bibliometrics, and the sociology of science. The value apportioned to citations in research assessment protocols is one factor in this sustained interest, the challenges that managing intertextuality present for novice scholars, another. Applied linguists such as Harwood (2009) and Hyland and Jiang (2017) alongside sociologists of science have studied citation practices largely from the point of view of writers' reasons for citing (see Erikson & Erlandson, 2014 for a review) or readers' understanding of the function of the citation (e.g., Willett, 2013). Linguistic recycling as direct quotation of previously published research has received less attention from applied linguists, a notable exception being Petric's (2012) examination of students' quotation practices. Her study focuses on quoting writers' intentions. We know less, however, about cited authors' responses to quotations of their work. It is these responses that form the focus of our study. Taking our two most frequently cited publications, we compiled a corpus of direct quotations noting the quotation strategy and our responses to each instance of the reuse of our words. These responses ranged from pride and satisfaction through to annoyance at an instance of blatant misquotation. We then extended our corpus to include quotations from publications by three scholars who have played a role in debate around a key controversy in the English for research publication purposes (ERPP) literature. We presented these scholars with a representative sample of quotations of their publications related to the controversy and asked them to indicate which instances they regarded as unwarranted. Analysis of these authors' responses provides insights into the relationship of direct quotation to the rhetorical management of academic conflict. We suggest possible parallels with the expression of discrepancy in other domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01