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首页> 外文OA文献 >Chinese University EFL Teachers’ Knowledge of and Stance on Plagiarism = Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas
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Chinese University EFL Teachers’ Knowledge of and Stance on Plagiarism = Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas

机译：中文大学英语教师的Pla窃知识和立场=中国大学英语教师the窃的知识和态度

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摘要

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism.
机译：在过去的几十年中，窃在学术界引起了越来越多的关注。尽管以前的研究从各种角度研究了学生的gi窃行为，但对大学老师，尤其是英语作为外来英语写作环境中的understood窃行为的理解和回应方式，仍未得到充分研究。作为未来的学者的学术内部人士和教育家，大学教师在教育学生防止抄袭和维护学术诚信方面发挥着关键作用。他们对窃的了解和态度不仅对学生对窃的看法有至关重要的影响，而且还可以提供有关高等教育机构如何解决该问题的见解。本文报道的研究旨在通过对38家中国大学的108名教师进行抽样研究，以解决this窃研究中的这种不平衡。它利用包括文字判断和写作样本的定量和定性数据，研究了中国大学的英语外语教师是否具有英美抄袭观念，他们对检测到的cases窃案采取何种立场，以及哪些因素可能影响他们的看法。这项研究的发现质疑了普遍但过于简单的观点，即中国EFL作家容忍窃，并指出学术和教学经验会影响他们对窃的看法和态度。

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    Hu Guangwei; Sun Xiaoya;

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  • 年度 2016
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