关键词
剽窃,第二语言,中国大学,英语教师,学术诚实,态度,认知,学术社会化
摘要
过去几十年学术领域里的剽窃引起了越来越大的担忧。尽管以前的研究已经从各个角度调查了学生剽窃,但对于大学老师,尤其是教授英语作为外语(EFL)的写作这种情况下的老师,在如何理解和应对剽窃方面的研究还很弱。作为学术局内人和未来学院的教育工作者,大学老师在教育学生反对剽窃和保持学术诚实上扮演关键角色。他们对剽窃的认知和态度对他们的学生对剽窃的认识不仅有关键影响力,而且还为高等教育机构如何处理问题提供真知灼见。本文的研究聚焦于来自38个大学的108位老师,着眼于把剽窃研究的失衡问题提出来。本文引用包含文本判断和写作样本的定量和定性的数据,考察中国大学的EFL教师和英美大学里对剽窃是否用的是同一概念,他们对查明剽窃事件采取何种姿态,以及什么因素可能影响了他们的认识。研究结果把认为中国EFL老师容忍剽窃、认为学术和教学经验对他们对剽窃的认知和态度有影响的流行但过于简单化的观点视为须要解决的问题。
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技术信息
收到: 29-11-2015
修订: 14-01-2016
公认: 22-02-2016
OnlineFirst: 15-05-2016
发布日期: 01-07-2016
文章修改时间: 46 天 | 期刊编号的平均时间修订 48: 29 天
文章接受时间: 85 天 | 期刊编号的平均接受时间 48: 73 天
预印本编辑时间: 169 天 | 期刊编号的平均编辑时间预印 48: 157 天
文章编辑时间: 214 天 | 期刊编号的平均编辑时间 48: 202 天
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被引用
引述 Web of Science
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如何引用
Hu, G., & Sun, X. (2016). Chinese university EFL teachers’ knowledge of and stance on plagiarism. [Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas]. Comunicar, 48, 29-37. https://doi.org/10.3916/C48-2016-03