臺灣博碩士論文加值系統

本次研究目的在於檢視台灣學生對抄襲與改述二者的認知與實際表現之間的關係。研究對象包含六十三位國立高雄師範大學英語系二年級的學生與四十七位應用英語研究所的研究生。在研究過程中，這些學生必須要完成一份改述測驗、一份抄襲辨認測驗、以及填答一份問卷；以期能發覺：受試者對改述與認知的實際表現；受試者對改述與抄襲的認知；受試者對改述與抄襲的認知是否符合他們的實際表現；以及說明受試者抄襲行為的可能原因。
　　改述測驗的結果顯示：
1. 百分之二十二的受試者曲解了原來文本的意思。
2. 大部分的受試者無法寫出正確的改述。
3. 在改述測驗中，大部分的受試者沒有提供正確的資料來源。
　　抄襲辨認測驗的結果顯示：
1. 受試者能夠區分逐字逐句的抄襲與正確改述之間的差異。
2. 受試者可能無法辨別不正確的改述、與正確改述但沒有提供資料來源二者之間的異同。
　　根據問卷所得的結果，受試者表示：
1. 他們對於改述與提供資料來源的知識不足。
2. 他們知道如何正確引用。
3. 他們了解抄襲的嚴重性，因而會盡量避免犯這樣的錯誤。
4. 在做研究報告時，他們沒有抄襲的經驗。
　　導致受試者抄襲行為的可能原因：
1. 受試者的第二或外國語言寫作能力有限
2. 視抄襲為精熟目標語言的方法
3. 無法理解原來文本的意思
4. 對於改述及避免抄襲的知識與經驗不足
5. 教師不夠重視改述與抄襲
6. 受試者本身的人格特質或對於改述與抄襲的態度
　　最後，本實驗建議將來的研究可以檢視文本的難易程度對受試者在改述與抄襲方面的表現是否會造成影響；另外，在實驗中也可加入與受試者之間的訪談，以期更能了解受試者對抄襲的實際觀感。

The present study aimed to examine the relationship between Taiwanese students’ perceptions and performance on paraphrase and plagiarism. Sixty-three English-major sophomores and forty-seven graduate students in the TESOL program in National Kaohsiung Normal University were required to finish a paraphrasing task, a plagiarism identification test, and a questionnaire. Therefore, this study intended to address: the participants’ performance on paraphrase and plagiarism; the participants’ attitudes toward paraphrase and plagiarism; whether the participants’ perceptions matches their performance on paraphrase and plagiarism, and the possible reasons accounting for the participants’ plagiarism.
The results of the participants’ paraphrasing tasks show that:
1. 22% of the participants misinterpret the meaning of the source material.
2. Most of the participants fail to offer appropriate paraphrasing tasks.
3. Most of the participants fail to provide proper citation or documentation in their paraphrasing tasks.
The results of the plagiarism identification test suggest that:
1. Both graduate and undergraduate students were able to identify word-for-word plagiarism and correct paraphrase.
2. The participants would struggle between incorrect paraphrase and paraphrasing plagiarism.
Based on the data gathered in the questionnaire, the graduate and undergraduate students reported that:
1. They had insufficient knowledge of legitimate paraphrase and citation.
2. They knew how to quote correctly.
3. They were aware of the seriousness of plagiarism and thus they would try to avoid it.
4. They had not committed plagiarism when writing research papers.
Possible reasons provided by the participants which might account for their plagiarizing behaviors:
1. The participants’ limited second/foreign language writing ability
2. Copying as a way of mastering the target language
3. Misunderstanding of the meaning of the source materials
4. Their insufficient knowledge and experiences in paraphrase and avoiding plagiarism
5. The instructors’ less emphasis on paraphrase and plagiarism
6. Their personal characteristics and attitudes toward paraphrase and plagiarism
Finally, further studies are recommended to examine the influence which readability of the reading passage might bring to the Participants’ performance on paraphrase and plagiarism; to include further interview with the participants to better understand their actual knowledge of plagiarism.

ABSTRACT…………………………………………………………………………i
TABLE OF CONTENTS……………………………………………………………v
LIST OF TABLES…………………………………………………………………vii
LIST OF FIGURE…………………………………………………………………viii

CHAPTER ONE INTRODUCTION
Background and Motivation……………………………………………………1
Statement of the Problem………………………………………………………2
Purpose of the Study……………………………………………………………4
Research Questions………………………………………………………………4
Significance of the Study……………………………………………………5
Limitations of the Study………………………………………………………5
Definitions of Terms…………………………………………………………6

CHAPTER TWO LITERATURE REVIEW
The Western Conventions: Notions of Ownership and Authorship........................7
The Emergence of Academic Cheating………………………………………9
Types of Plagiarism………………………………………………………10
Determinants of Students’ Plagiarism……………………………12
The Chinese Conventions of Text Imitation……………………15
Students’ Perceptions of Paraphrase and Plagiarism………19

CHAPTER THREE METHODOLOGY
Subjects…………………………………………………………………24
Instruments……………………………………………………………25
Reading Passage……………………………………………………25
Plagiarism Identification Test……………………………25
Questionnaire………………………………………………………26
Procedure……………………………………………………………26
Data Analysis……………………………………………………29

CHAPTER FOUR RESULTS AND DISCUSSIONS
Paraphrasing Tasks…………………………………………………………30
Plagiarism Identification Test………………………………………42
Perceptions of Paraphrase and Plagiarism………………………45
Possible Reasons Accounting for Plagiarism……………………49

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions…………………………………………………………53
Pedagogical Implications………………………………………54
Bridging the Gap………………………………………………55
Classroom Strategies…………………………………………56
Suggestions for Further Studies………………………………58

REFERENCES…………………………………………………………60

APPENDIXES
APPENDIX A. Paraphrasing Activity………………………68
APPENDIX B. Plagiarism Identification Test…………71
APPENDIX C. A Questionnaire on the Students’ Perceptions………75
APPENDIX D. Coding Scheme for Textual Borrowing……………………78

LIST OF TABLES
Table 1. Paraphrasing Tasks of Graduate and Undergraduate Students…31
Table 2. Portions of Plagiarized Text of the Subjects…………………33
Table 3. Participants’ Samples of Types of Plagiarism…………………36
Table 4. Frequency and Percentage of Each Choice for the Four Passages in the Plagiarism Identification Test by Graduate and Undergraduate Students…………………………………………………………………43
Table 5. Means and Standard Deviations of the Subjects’ Perceptions of Paraphrase and Plagiarism ………………………………………………………45
Table 6. One-way ANOVA of Responses to the Questionnaire Between Postgraduates and Undergraduates…………………………………………………47
Table 7. Means and Standard Deviations of the Perceptions Between Graduate and Undergraduate Students……………………………………………48

LIST OF FIGURE
Figure 1. The Procedure of the Study……………………………………………28

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