The Study of Reporting Verbs Used in Academic Research Reports by Thai Undergraduate Students

Abstract

The present study investigated second language (L2) writer’s employment of reporting verbs in the context of a Thai classroom. The researchers focused mainly on the frequency count of 40 research reports of third year students. The data from the introduction and literature review sections from selected studies were analyzed by using semantic categories of reporting verbs and their functions to answer the research questions of this study. The findings revealed the occurrences of reporting verbs (Argue, Show, Find and Think) types adopted from Francis et al. (1996, pp. 97- 101) and also the relation of the reporting verbs with their functions (textual reference, self as a source and uncited generalization). The result revealed that the Argue type was employed the most while the Think type was employed the least. This is in relation to their functions. Argue types were mainly used in textual references while the Think type used was found in self-referential function.