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研究生:周哲民
研究生(外文):Che-min Chou
論文名稱:我「寫」故我「抄」:臺灣大學生英語摘要寫作之抄襲
論文名稱(外文):"I Write Therefore I Scribe": Taiwanese Undergraduates' Plagiarism in English Summary Writing
指導教授:周利華周利華引用關係
指導教授(外文):Li-hua Chou
學位類別:碩士
校院名稱:國立臺灣海洋大學
系所名稱:應用英語研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:英文
論文頁數:165
中文關鍵詞:英語摘要寫作資訊運用行為抄襲抄襲原因抄襲教學臺灣大學生大一英文英語為外語
外文關鍵詞:English summary writinginformation useplagiarismfactors for plagiarismplagiarism instructionTaiwanese undergraduatesFreshman EnglishEnglish as a Foreign Language (EFL)
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過去幾年來,關於抄襲的研究急遽增長。其中,英語為外語之寫作研究指出,英語學習者,尤其在亞洲地區,常因對西方寫作模式不熟悉與英語能力不足等因素下,導致學生易於抄襲。然而,在臺灣學術界中,探討英語學習者之資訊運用及其抄襲原因之關係等相關實證研究,尚付之闕如。因此,本文旨在探討臺灣大學生英語摘要寫作之情形,及抄襲之原因。本研究包含摘要寫作、探討各種資訊運用原因之問卷、及半結構式訪談。所以,本文採用三角驗證法驗證之。研究對象係一百零三位來自四個大一英文班級的臺灣大學生。研究結果顯示:一、學生在撰寫英語摘要時,其資訊運用行為包含逐字抄襲、抄襲關鍵句子、書寫個人閱讀心得、用已知的字彙與文法來改寫、及其他甚小的修改,例如更換同義字或文法結構,在抄襲的句子間增加連接詞,及更動句子順序。二、其中,學生抄襲原因為英語能力(含英語能力不足、缺乏英語寫作信心、及視自我為外語學習者)、著作權之理解、摘要寫作及抄襲之誤解、抄襲教學匱乏、同儕影響、視模仿為學習過程、及寫作時間和作文字數之限制。三、在抄襲教學之後,量化上,實驗組學生之自我評量中,相較於前測,抄襲的句子有明顯地減少。質化上,作文分析亦可證明此項結果。此外,學生們表示,透過抄襲教學,學習到如何撰寫英語摘要、何謂抄襲、及如何避免抄襲。總結而言,此研究希望能解釋各種實際運用資訊及其原因間之動態關係,英語寫作教師亦可藉此研究結果,進一步瞭解學生的抄襲原因是如何影響其英語摘要寫作。最後,教學與研究上之建議,亦在文末一併提出。
Recent years have seen dramatic proliferation of studies dealing with plagiarism issue. Researchers of English as a Foreign Language (EFL) writing have proposed that EFL writers, mostly in Asia, may readily plagiarize owing to unfamiliarity with Western academic writing style and insufficient language proficiency. Nevertheless, empirical research to forge links among EFL learners’ information use and factors for academic misconduct in Taiwanese academia is scant. This research probes Taiwanese undergraduates’ information use when summarizing articles in English and their reasons for plagiarism. This study involved summary writing task, survey concerning reasons for various types of source use, and semi-structured interview. Triangulation was adopted for data analysis. Four intact Freshman English classes with 103 students participated. Results are presented as follows: 1) To summarize articles, students’ information use included copying verbatim, copying key sentences, writing personal reactions to said article, paraphrasing in their own language, plus minor modifications: e.g., changing synonyms and/or grammatical structure, adding conjunctions between copied sentences, altering sentence sequence. 2) Factors in textual borrowing consist of English proficiency (language difficulty, lack of English writing confidence, being an EFL learner), understanding of authorship, misunderstanding of summary writing and plagiarism, insufficient plagiarism instruction, peer influence, viewing imitation as a learning process, and constraints of required number of words and time. 3) After plagiarism instruction, quantitatively, upon comparison with pre-test written works, students in the experimental group self-reported the amount of their copied language significantly decreasing. Qualitative textual analysis affirmed this improvement: they understood summary writing, plagiarism issues and plagiarism avoidance through such training. This study may explain the dynamic relationship among authentic information use, and its underlying reasons, while lending English writing instructors better understanding of how students’ beliefs toward plagiarism relate to summary writing. Finally, pedagogical and theoretical recommendations are presented.
CHAPTER ONE INTRODUCTION 1
General Background Information 1
Terminology 6
Research Gap 9
Research Purposes 10
Research Questions 10
Significance of Research 11
Overview 12
CHAPTER TWO LITERATURE REVIEW 13
Students Plagiarism in English as a First Language 13
Plagiarism perceptions 13
Plagiarism factors 18
Inappropriate information use 19
Students Plagiarism in English as a Second Language 21
Plagiarism perceptions 21
Plagiarism factors 26
Inappropriate information use 28
Students Plagiarism in English as a Foreign Language 31
Plagiarism perceptions 31
Plagiarism factors 33
Inappropriate information use 34
CHAPTER THREE METHODOLOGY 37
Research Design 37
Context 39
Participants 40
Data Collection Procedure 41
Student Questionnaire 45
Design of questionnaire 45
Administration of questionnaire 57
Statistical analysis 58
Student Summary Task 58
Source text 59
Administration of writing task 59
Textual analysis 60
Student Interview 61
Design of interview 62
Administration of interview 62
Qualitative analysis 62
CHAPTER FOUR RESULTS 64
Students’ Information Use Behaviors 64
Students’ self-reported answers of copied language 65
Copying verbatim 66
Copying some key sentences 67
Writing students’ reactions to the source text 68
Paraphrasing 69
Other minor modifications 70
1. Adding conjunctions between copied sentences 70
2. Changing synonym or grammar 70
3. Changing sentence sequence 71
Students’ Plagiarism Factors 72
Statistical findings 73
1. Lack of English proficiency 73
(1) English difficulty 73
(2) Lack of English writing confidence 75
(3) Being an EFL learner 77
2. Lack of plagiarism instruction and peer influence 78
3. Understanding of authorship 82
Qualitative findings 83
1. Lack of English proficiency 83
(1) Insufficient English vocabulary and grammatical knowledge 83
(2) Lack of English writing confidence 85
(3) Being an EFL learner 86
2. Misunderstanding of summary writing 87
3. Misunderstanding of plagiarism 90
4. Lack of plagiarism instruction and peer influence 91
5. Viewing imitation as a learning process 92
6. Constraints of required number of words and time 93
Effectiveness of Plagiarism Instruction 94
Quantitative findings 94
Qualitative findings 96
1. Understanding of summary writing 96
2. Understanding of plagiarism 100
3. Understanding of avoiding plagiarism 101
CHAPTER FIVE DISCUSSION AND CONCLUSION 106
Students’ Information Use 106
Appropriate information use 106
Inappropriate information use 107
Writing personal reactions 109
Students’ Reasons for Plagiarism 109
Language 110
Education 111
Effectiveness of Plagiarism Instruction 113
Statistical findings 113
Qualitative findings 114
Pedagogical Implications 115
Limitations of the Study and Recommendations for Further Research 118
Conclusion 121
REFERENCES 124
APPENDIX A: Student Questionnaire (Modification of Experts’ Comments) 133
APPENDIX B: Student Questionnaire (Modification of Statistical Analysis) 139
APPENDIX C: Student Writing Task (Pre-test) 145
APPENDIX D: Student Writing Task (Post-test) 147
APPENDIX E: Student Interview Guide 149
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