Appendix 3（第1页）

Appendix3

PlagiarisminTheirOhatdAmeritsSayaboutAcademiesty[1]

ZHAofEnglish，PurdueUy（USA）

Abstract

ThisstudyiionsofandattitudestiarismbyeseESLstudentsaudentswithquestioerviewasthemaia。Itwasfoundthatesestudeedlessknowledgeofplagiarismthaudeoalackofpreviousinstru。esestudentsshoweddiffereionsaboutsomecasesofplagiarismsugmemorizedwordswithoutg，whichmayhavebeeheemphasisoionineselearningculture。However，esestudentsheldsimilarattitudestiarism;thatis，theythoughtitwasmandshouldeduwasuiohefindings，thispapercallsforesesoretimeaddressingtheproblembymakingitpartofthecurriculum。

Keywiarism;studehieseaudentparisoionsandattitudes

1。Introdu

Withthedevelopmentofglobalizatiodecadehaswithana10-foldiheernatiosiries，ingtheUS，UK，Australiaandu&Brooks，2008;Haan，2009）。Thedramatitheernatiosirieshasplater-culturalunithespotlightofresearsedfuageteag，amongwhiportalydiscussedissueisiiosandplagiarism。Thereseemsaprevaleiiosaremoreprooplagiarizethaiveterparts（Deckert，1993;Marshall&Garry，2006;Martin，2012;Sowden，2005）。Withaneasyandquiitioheaorpracticeoftakingsomeoneelse’swork，idea，etdpassingitoffasone’sown”（lishDiary），plagiarismisinnoleissue。Instead，asscholarshaveargued，theceptofplagiarismis“fullyembeddedwithinasocial，politidculturalmatrixthateaniedfromitsiion”（S，1995，p。23），andtherefore“obeuoodintermsofplexrelatioext，memory，andlearning”（Pennycook，1996，p。201）。Thisbetweenculture，mem，andplagiarismhasdirectedscholars，attentiosfromures，especulturesthatemphasizememorizatioherefore，differeerhenotionsofplagiarismaownershipweredevelopedandwhichemphasizestheinalityofworksayofauthors（Pennycook，1996）。

TheabovedisayhaveservedasapotentialcausetoputAsiasandNESB（non-Englishspeakingbad）students，whoareusuallystereotypedasmorelikelytoplagiarizethaiveterparts，ierofresearplagiarism（Deckert，1993;Martin，2012;Sowden，2005）。AmongAsias，esestudentsareeveypedandstigmatized（Bamford&Sergiou，2005;Bloch&Chi，1995;Deckert，1993;Hayes&Introna，2005;Shei，2005）inthatmanyscholarsbelievetheesecultureplacesgreatemphasisoionandthusmemandrhavebeeesestudeyle（Bamford&Sergiou，2005;，1999;Deckert，1993;Hayes&Introna，2005;Introna，Hayes，Blair，&Wood，2003;Pennycook，1996）whichplaysaroleinshapis，preferredwaysoftextincorporation（Bloch&Chi，1995）。Seeingtheinfluenosasapotentialcausef，somescholarsclaim:“Theesehaveionintherealsehetismadeasasimultaofthemeheseareallsacrificedtotheory”（FrederickStewart，1865，p。138，asPennycook，1996，p。219）。Atthesametime，however，otherscholarshaveshowhyaandingforesestudentsihink“lagiarismisofteherouteseselearoapeteing”（Shei，2005，p。97）。Thisdisscholars’attitudestowardesestudentsvis-à-vistheissueandplagiarismhasgeedmuchresearch。

Previousresearchhascoveredawiderangeioplace—Ameri，2012;Martin，Rao，&Sloan，2011），Britain（Bamford&Sergiou，2005;Gu&Brooks，2008;Hayes&Introna，2005;Ial。，2003），Australia（Lahur，2004;Maxwell，Curtis，&Vardanega，2008;Song-Turner，2008），anda（Hu&Lei，2012;Zhang，Li，&Duan，2008），ahodologiesinthesed—questionnaires（Bamford&Sergiou，2005;Deckert，1993;Hayes&Introna，2005;Ial。，2003;Martin，2012;Maxwelletal。，2008），intervie;Introna，2005;Hu&Lei，2012;Ial。，2003;Matalene，1985;Pennycook，1996），writtes（Lahur，2004;Shi，2004;arker，2012），audies（Li&ave，2012）。Despitetheplethoraofresearplagiarism，scholarshavefailedtofindescholarsfiweesasregardingplagiarism。Deckert（1993）reportedesestudeleaboutplagiarism;Pennycook（1996）andBamfordandSergiou（2005）foushaddiffereioionandcasesofplagiarism;Rawwas，Al-Khatib，andVitell（2004）reportedthatesestudentsperceivedacademiestyasmoreacceptablethaudents;Shi（2004）observeddifferengsentendrefereweesas。

However，Myers（1998）remarkedthat，“despitethestereotypeslagiarizinggoesonamongU。S。studentsaswell”（p。12）。Otherscholars，bygempiricalresearch，alsofouwogroupsofstudeudentsandnativeEudents）verysimilar。Ial。（2003）reportedsimilarpersofplagiarismbetweeishstudents。Asfsofperceivedseriousnessofplagiarism，”Maxwelletal。（2008，p。25）foundweenAustralianandAsias（esestudentsiial。（2011）andMartin（2012）bothreportednosignifitdifferenplagiarismbetweenAsiasindAmeritsandcriticizedthestereotypicalviewofesestudents。

Thedifferehodologiesused，thevariousbadsofs，andthedifferentgroupsofesepartits（i。e。，ueandgraduatestudents）mayallhavecausedthedisthefindingsofpreviousresearch。Moreover，despitethewideceofresearesestudentsandplagiarism，alargeportioudieseithersurveyedstudents’knowledgesimplequestionnairesorexamiincorporatioingprhtextanalysis。Onlyasmallhestudieslookedatthedeeperlayersoftheissueintervie;Introna，2005;Hu&Lei，2012;Ial。，2003），amongwhiestudies（Hayes&Introna，2005;Ial。，2003）examinedacademiestyinagehplagiarismbeingaminorpartratherthanthefocusofthestudies。Others（Hu&Lei，2012）studiedstudeionsof“twoformsofiy，i。e。，unaowledgeddparaphrasing”（p。813）。However，oimportas，i。e。，thepersofdiffereareregardedasplagiarismiernauheattitudestiarismofesestudents，wasnhlyied。

Thelackofresearchthatfoesestudeionsofandattitudestowardvariouskindsihetradidingsofpreviousresearchbothrequiremoreresearchtobeducted。Therefore，tofulfilltherequirement，thisstudyaimstoexploreeseESLstudeionsofandattitudestiarismaoahefollowingresearchquestions:

（1）Doesestudentshaveaderstandiionofplagiarism?Ifnot，whatistheheirmisuanding?

（2）Areesestudents，audeionsofcasesofplagiarismthesame?Ifnot，howaretheydifferent?

（3）Areesestudents’audents’attitudestiarismthesame?Ifnot，howaretheydifferent?

&hodology

Manystudiesonplagiarismhavebeeaskstudentsiftheyhaveeverplagiarizedorthataskforstudents’knowledgeofplagiarism。However，theseformsofresearselvesprovidereliableandgfindings，astheselfreportedresultsmaye，aionnairesalorevealstudesaandings。Therefore，iudy，aquestioh“yesorionswasfirstusedtoelits’self-reportedknowledgeofplagiarism。Later，“hy”questionsaswellascasesrequiris’judgmentswerefollowedtoexplorewhatstudentsreallyknolagiarism。Finally，interviewswereemployedtoelicitthedeeperthoughtsofstudentstosupplemesofthequestioquestionsingwhetheresestudehesameuandingofplagiarismastheirnativespeakimisuandiudentsmayhavelagiarism，andwhatattitudesesestudentsaudentshiarism，couldbefullyied。

2。1Partits

&ithisstudywere27esestudentsaudentsenrolledinalargepubliiversityiedStates。Ofthe27esepartits，16weremalesand11werefemales;19werefreshmen，sixweresophomoresandtwowerejuniesrangedfrom18to21，withanaverageageof19。1。TheydifferentmajorsinputerSgineering，PhysiagemeiveStudies，AathematidEics。ExceptforfivestudeheirhighschooledutheUS，alloftheother22fiheirhighsa。Amongthe17Ameripartits，tenweremalesandseveehreeweresophomoresandfourwerejuniors。Similarlytotheesepartits，theiragesrangedfrom18to21withanaverageageof18。9years。AllofthemfiheirhighstheUS。Theirmajorsingineering，Biology，Chemistry，Elemeion，HospitalityandTemes，andEidwerethereforealsodiverse。Adetailedprofileofthepartitsissho

&its’profile

2。2Data

Datawerecollectedbyusiioerviews。ThequestioedfromDeckert（1993）aal。（2008），edthreeparts。Thefirstpartaskedforstudents’demographiation，whicludedtheirage，gender，yearinsajor，nationality，andtheplacewheretheyfiheirhighschooledu。Thesedpartiionsaskingforstudeeduandingofplagiarism，previousinstruplagiarism，andattitudestiarism。Thelastpartincluded10daskedstudentstojudgewhetherthesecaseswereplagiarismaheiracceptability。Thesemi-struterviewswereusedtoeliationfromstudentswithregardtotheirpersofandattitudestiarism。

&hequestioributedtothepartits，apilotstudywasductedwithfiveesestudentsandfourAmerits，ehesameuotesttheapplicabilityofthei。Basedosofthepilotstudyaiospartigiudy，modifiadetiionnaire。

&udyrevealedthatstudentshadsuffitprofiEnglishtoallowthequestioobeadministerediobothpopulations。Fortheesepartits，thequestionnairewasadministeredinasingleclassperiod（50miyearpositioudeheeriodtofinishthesurvey，butmostofthestudentsfihinhalfanhour。FortheAmeripartits，thequestionnairewasadministeredviaemail。Altogethertheresearcherdistributedthequestioo30esestudentsaudehequestionnaireswerehandedin，27eseresponsesand17Ameriseswerefoundtobevalidandstitutedthequestioaforthisstudy。

SixesestudentsandfourAmeritspartitheinterviews。gstudents’oralprofiterviewwasduglish，too。However，ineesepartitshaddifficultyexpressingthemselvesiheyweretoldtofeelfreetocode-switEnglishaerviewswerealldutheresearcher’sofficewithaquieteablef。Alltheinterviewswererecordedwiththetoftheierviewswiththeesestudentslastedfrom15to20minutes，whiletheiheAmeritslastedforabout10miheversationwithesestudeoutheiraboutplagiarismandtheinflueneselisherenotdiscussedartits。

2。3Dataanalysis

&udeothequestioaiheywerefirstgpseudonymssothatlatertheiransatchedwiththequestionnaireresponses。

&s’respohequestionswithyesorheirdemographiatioioaspreadsheetinwhichthestudents’answerswereahroughmathematicalcal;students’judgmentsofcasesofplagiarismwerethe。StudeotheopeioypedintoaWorddot。Theinterviewregsweretraegorizedbasedohemesfoundis’respohequestioheiions，andtheresearchquestions。