Complexities and Dynamics of Korean Graduate Students' Textual Borrowing in Academic Writing

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Autor/in	Rhee, Eunsook Ha
Titel	Complexities and Dynamics of Korean Graduate Students' Textual Borrowing in Academic Writing
Quelle	(2010), (362 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Temple University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-5255-7
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Academic Discourse; Second Language Learning; Plagiarism; Cultural Background; Cultural Differences; Interviews; Misconceptions; Observation; Graduate Students; Qualitative Research; Student Attitudes; Intellectual Property; Content Analysis; Writing Skills; Tutoring; English for Academic Purposes; Citations (References); South Korea; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Discourse; Diskurs; Zweitsprachenerwerb; Plagiat; Kultureller Unterschied; Interviewing; Interviewtechnik; Missverständnis; Beobachtung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Qualitative Forschung; Schülerverhalten; Geistiges Eigentum; Inhaltsanalyse; Writing skill; Schreibfertigkeit; Förderkonzept; Nachhilfeunterricht; Citations; Zitat; Korea; Republik; USA
Abstract	Academic writing in U.S. higher education often involves textual borrowing, referred to as the integration and documentation of reading sources and carried out with summaries, quotes, and paraphrases. Second language (L2) English students are likely to use sources inappropriately and consequentially are accused of plagiarism based on university faculties' moral judgments. A body of research on textual borrowing including this study has provided strong evidence that these students' inappropriate source use does not result from their intention to steal other's intellectual property and language, but from their cultural backgrounds or situated factors in their U.S. academic contexts. Few research studies, however, offer a thorough view of how both cultural backgrounds and situated factors are associated with a variety of L2 students' textual borrowing practices; much empirical attention has focused on a more limited examination of Chinese student populations. In this respect, this study explores the complex and dynamic nature of Korean graduate students' source use by investigating faculty expectations both in Korea and in their L2 academic setting and these students' perceptions and practices of textual borrowing. For these investigations, a qualitative research study was conducted, and multiple sources of data were analyzed: (a) interviews with two faculty informant groups and the student participants, (b) observations of a Master's meeting and group study meetings, (c) tutoring sessions at the Writing Center, and (d) written texts, including institutional and instructional documents, email messages, and multiple handouts, outlines, and essays. These sets of data were analyzed using two different methods: content analysis and text analysis. The findings of this qualitative research revealed that both cultural and situated factors were associated with the Korean students' understandings of and changes in textual borrowing practices. With regard to their initial understandings, the results showed that although the participants understood textual borrowing in terms of citation methods and writing skills, their practices were not aligned with their perceptions nor with faculty expectations. However, I noted that in the process of the research period, most of them achieved the purposes of textual borrowing by utilizing reading sources strategically and thus fulfilled their academic goals required in the situated context. Based on these findings, pedagogical implications are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10