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RISS 인기검색어
- 검색키워드
- 저자 : ( Ming Tzu Liao ) (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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Students` Behaviors and Views of Paraphrasing and Plagiarism in an EFL Academic Setting
( Ming Tzu Liao ),( Chiung Ying Tseng ) 범태평양 응용언어학회 2010 Journal of Pan-Pacific Association of Applied Ling Vol.14 No.1
This study examines EFL skillful writers` and less skillful writers` performance and perceptions of paraphrase and plagiarism, the extent to which their performance matches perceptions, and factors for their plagiarism. Ninety-five postgraduates and undergraduates in Taiwan accomplished a paraphrasing task and a questionnaire. The findings found a mismatch between the participants` behaviors and perceptions. The participants tended to deny having committed plagiarism and claimed they were aware of the importance of paraphrase. However, such belief has contrasted sharply with their behaviors in the paraphrasing task in which both postgraduates and undergraduates failed to produce acceptable paraphrasing tasks. Correct paraphrases were scarcely detected in their paraphrasing tasks. The reasons for the gap included not having explicitly learned paraphrase, unsuccessful transfer of paraphrasing knowledge to their writing due to the lack of experience and practice, and influence of their citation practice in Chinese writing. And the undergraduates plagiarized more strings of words than the graduate students. The possible reasons could include the undergraduates` less sufficient metacognitive knowledge and metacognitive strategies, as well as their immature cognitive development, which need further investigation. Reasons for the participants` plagiarism included their limited English writing abilities and difficulties in rephrasing sources, insufficient knowledge and practice on paraphrase and citation, and lack familiarity with the topic. This study suggests that to elevate EFL students` awareness and performance in paraphrasing, improving their English proficiency and metacognition may be necessary. In addition, awareness of the differences between English and Chinese citation practice, and explicit discussions and continuous practice on paraphrase and citation should be emphasized in EFL writing classes.
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( Ming Tzu Liao ),( Chiung Ying Tseng ) 범태평양 응용언어학회 2010 Journal of Pan-Pacific Association of Applied Ling Vol.14 No.2
This study examines skillful EFL writers` and less skillful writers` EFL performance and perceptions of paraphrasing and inappropriate text borrowing, the extent to which their performance matches perceptions, and the factors behind their problematic text borrowing. Ninety-five postgraduates and undergraduates in Taiwan accomplished a paraphrasing task and completed a questionnaire. The findings revealed a mismatch between the participants` behaviors and perceptions. The participants tended to deny having committed plagiarism and claimed they were aware of the importance of paraphrasing. However, such belief has contrasted sharply with their actual behaviors in the paraphrasing task in which both postgraduates and undergraduates failed to produce acceptable texts. The reasons for this included not having explicitly learned paraphrasing, unsuccessful transfer of paraphrasing knowledge to writing due to a lack of experience and practice, and the influence of their citation practice in Chinese writing. In addition, the undergraduates plagiarized more strings of words than the graduate students did. The possible reasons for this could include the undergraduates` less sufficient metacognitive knowledge and strategies, as well as their immature cognitive development. This study suggests that to raise EFL students` awareness of and performance in paraphrasing, improving their English proficiency and metacognition, and practice on paraphrasing are necessary in EFL writing classes.
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