Citation Analysis: The Uses Of Citation In Introduction Sections Of Postgraduate Theses In The Field Of Turkish Language Education

The aim of this study is to determine the frequencies and types of citation in introduction sections of postgraduate theses in the field of Turkish language education. In this descriptive survey model study, 20 graduate theses -10 master and 10 doctoral theses- were analysed. These theses were selected randomly from 9 university in which both master and both doctoral theses were completed in Turkish language education programme. In the study, the introduction sections of postgraduate theses in the field of Turkish language education were analysed, in the theses which had a separate theoretical section that theoretical section wasn’t analysed. In the study, which was based on Thompson and Tribble’s (2001) classification of citation types, content analysis was used. Expertisation method was used for providing the study’s reliability. In this context, by making an evaluation meeting with a faculty member who is expert in qualitative analysis and in the field of Turkish education, consensus was provided on all of the data obtained from the examination of the theses. These are the basic results obtained in the study: In introduction sections of master theses totaly 189 citations, in introduction sections of doctoral theses totaly 390 citations were determined. In addition to this, it was obtained that in introduction sections of master theses 10,28 citation was used in per 1000 words, and in introduction sections of doctoral theses 13,45 citation was used in per 1000 words. The majority (%80,95) of citations established in master theses and nearly general (%67,69) of citations established in doctoral theses were from the non-integral citation types. Theses writers tend to use non-integral citation types in introduction sections, consequently it can be said that they prefer to emphasize information rather than author.