Students' Behaviors and Views of Paraphrasing and Inappropriate Textual Borrowing in an EFL Academic Setting

Autor/inn/en	Liao, Ming-Tzu; Tseng, Chiung-Ying
Titel	Students' Behaviors and Views of Paraphrasing and Inappropriate Textual Borrowing in an EFL Academic Setting
Quelle	In: Journal of Pan-Pacific Association of Applied Linguistics, 14 (2010) 2, S.187-211 (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1345-8353
Schlagwörter	Graduate Students; Metacognition; Foreign Countries; English (Second Language); Cognitive Development; Second Language Learning; Second Language Instruction; English for Academic Purposes; Writing (Composition); Undergraduate Students; Questionnaires; Student Attitudes; Plagiarism; Transfer of Training; Language Proficiency; Taiwan + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Kognitive Entwicklung; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibübung; Fragebogen; Schülerverhalten; Plagiat; Training; Transfer; Ausbildung; Language skill; Language skills; Sprachkompetenz
Abstract	This study examines skillful EFL writers' and less skillful writers' EFL performance and perceptions of paraphrasing and inappropriate text borrowing, the extent to which their performance matches perceptions, and the factors behind their problematic text borrowing. Ninety-five postgraduates and undergraduates in Taiwan accomplished a paraphrasing task and completed a questionnaire. The findings revealed a mismatch between the participants' behaviors and perceptions. The participants tended to deny having committed plagiarism and claimed they were aware of the importance of paraphrasing. However, such belief has contrasted sharply with their actual behaviors in the paraphrasing task in which both postgraduates and undergraduates failed to produce acceptable texts. The reasons for this included not having explicitly learned paraphrasing, unsuccessful transfer of paraphrasing knowledge to writing due to a lack of experience and practice, and the influence of their citation practice in Chinese writing. In addition, the undergraduates plagiarized more strings of words than the graduate students did. The possible reasons for this could include the undergraduates' less sufficient metacognitive knowledge and strategies, as well as their immature cognitive development. This study suggests that to raise EFL students' awareness of and performance in paraphrasing, improving their English proficiency and metacognition, and practice on paraphrasing are necessary in EFL writing classes. (Contains 6 tables.) (As Provided).
Anmerkungen	Pan-Pacific Association of Applied Linguistics. Department of English, Namseoul University, 21 Maeju-ri, Seonghwan-eup, Cheonan-city, Choongnam, Korea 330-707. Tel: +82-2-3290-1995; e-mail: paalkorea@yahoo.co.kr; Web site: http://www.paal.kr/journal/journal.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10