亚洲免费av电影一区二区三区,日韩爱爱视频,51精品视频一区二区三区,91视频爱爱,日韩欧美在线播放视频,中文字幕少妇AV,亚洲电影中文字幕,久久久久亚洲av成人网址,久久综合视频网站,国产在线不卡免费播放

        ?

        What cause plagiarism in L2 writing and what can language educators do to prevent it

        2018-10-25 09:15:42王曾安琪
        校園英語·上旬 2018年10期
        關鍵詞:安琪簡介成都

        Plagiarism in L2 academic writing has been recognized as a noticeable issue for decades. The primary identification of plagiarism is the exact copy of the source text from others work without making any endeavor. It was regarded as “cheating” by academic institutions. But when discussing it in the ESL/EFL setting, the causation is more complicated than personal quality. Instead, the causations are various from learning experience to school policy.

        The notion of plagiarism in some countries is inherent within their culture is ungrounded. Cultural background can be one factor of plagiarism, but it is not the causation. Kyoko (2003) stated that the study of the L2 students different cultural perception might provide researchers a better understanding of their text borrowing strategy. In the EFL/ESL setting, the L2 writers shared different system of evaluating the ownership of the source text. However, this acknowledgment of culture difference impedes the teachers explicitly to identify the plagiarism behavior, thereby plagiarism phenomenon became more tolerable within the L2 context.

        Also, academic writing requires a comprehensive understanding of the sociocultural and intertextual aspect within the target language, which is more challenging for L2 writers. In Qing Gus study, the ten Chinese participants revealed that the reason of plagiarism was multiple, including the misunderstanding of teachers instruction, unfamiliar with Western academic writings criteria and the confusion of utilizing source text to develop the personal argument. The result of the study presented that it is a stereotype to relate the concept of “Chinese academic writing” with “plagiarism.”

        Another cause of plagiarism is that many institutional plagiarism disciplines remained unclear to student writers. The rules helped the L2 writers to be aware of the academic integrity but failed to guide them distinguish the inappropriate text borrowing strategy. The academic writing system required a reevaluation of the current anti-plagiarism strategy, as well as to establish a comprehensive policy framework.

        Furthermore, plagiarism is the counterpart of the authorship, but most L2 students havent developed a textual identity to address themselves as the author other than reader or “student.” In Abasis study, some L2 plagiarist had a high TOEFL writing score, and this suggested that lacking the authorship concept for the L2 writer is the more dominant cause of plagiarism other than their language competence since they often neglect the creative interaction in English writing.

        The professors reaction to students misconducted citation is another important element. Some teachers might have regarded the detecting process of plagiarism as unworthy. As a result, not only the L2 students faced the challenge of obeying the plagiarism policy, the educators also met the difficulty of preserve the academic integrity.

        To prevent plagiarism, the schools need to assist the students adapted to the Western academic writing system by providing specific and practical plagiarism policy to eliminate the mystification of the plagiarism for ESL/EFL teachers and learners, and thus release the L2 writers frustration of unsure and unconfident about their writing. The instructor needs to improve the interaction and feedback during the teaching procedure, also help students to apply practical text-borrowing teaching strategy. For L2 students, they need develop the authorship for their assignment and try to utilize critical thinking beyond paraphrasing the source text.

        References:

        [1]Abasi, A. R. & Graves, B. Academic literacy and plagiarism: Conversations with international graduate students and disciplinary faculty. Journal of English for Academic Purposes,2008,7:221-233.

        [2]Abasi, A. R., & Graves, B. Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school,2006.

        [3]Gu,Q & Brooks,J.Beyond the accusation of plagiarism, System, 2008,36:357-352

        [4]Sutherland-Smith, W. Pandoras Box: Academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes,2005,4:83-92.

        [5]Wheeler, G. Plagiarism in the Japanese universities: Truly a cultural matter? Journal of Second Language Writing,2009,18:17-29.

        [6]Yamada,K.What prevent ESL/EFL writers from avoiding plagiarism?:Analyses of 10 North-American college websites, System, 2003,31:247-258.

        【作者簡介】王曾安琪,成都銳領教育科技有限責任公司。

        猜你喜歡
        安琪簡介成都
        Phase-field modeling of faceted growth in solidification of alloys
        臉上灑滿星星的小女孩
        小讀者之友(2019年6期)2019-09-10 08:12:47
        臉上灑滿星星的小女孩
        莫愁(2019年3期)2019-02-22 01:46:04
        穿過成都去看你
        青年歌聲(2019年2期)2019-02-21 01:17:20
        臉上灑滿星星的小女孩
        數(shù)看成都
        先鋒(2018年2期)2018-05-14 01:16:16
        Research on Guidance Mechanism of Public Opinion in Colleges and Universities in Micro Era
        Book review on “Educating Elites”
        Hometown
        成都
        汽車與安全(2016年5期)2016-12-01 05:21:56
        午夜一区欧美二区高清三区| 日韩精品人妻系列中文字幕| 射精区-区区三区| 日韩人妻无码一区二区三区| 亚洲午夜无码AV不卡| 丰满人妻无套内射视频| 国偷自拍av一区二区三区| 在线播放免费播放av片| 91av视频在线| 中文天堂一区二区三区| 蜜桃精品人妻一区二区三区| 亚洲av无码xxx麻豆艾秋| 亚洲成a人片在线网站| 福利视频自拍偷拍视频| 亚洲国产成人av二区| 日本牲交大片免费观看| 麻豆变态另类视频在线观看| 日韩一区二区中文字幕视频| 亚洲gay片在线gv网站| 免费精品一区二区三区第35| 欧美精品aaa久久久影院| 精品视频手机在线免费观看| 777精品出轨人妻国产| 国产一区二区三区av在线无码观看 | 国产99久久久久久免费看| 国产成人精品三上悠亚久久| 久久精品国产亚洲av日韩一| 国产乱对白刺激视频| 粗了大了 整进去好爽视频| 国产精品一区二区三区不卡| 国产成人高清在线观看视频| 无人视频在线观看免费播放影院 | 无码av专区丝袜专区| 天堂网日韩av在线播放一区| 日韩aⅴ人妻无码一区二区| 亚洲色图视频在线 | 国产艳妇av在线出轨| 一区二区三区亚洲免费| 午夜精品射精入后重之免费观看| 美女裸体自慰在线观看| 免费的黄网站精品久久|