TY - JOUR
T1 - Chinese university teachers’ perceptions and practices regarding plagiarism
T2 - knowledge, stance, and intertextual competence
AU - Hu, Guangwei
AU - Shen, Yunhua
PY - 2020
Y1 - 2020
N2 - Although much has been written about Chinese students’ understandings of illegitimate intertextual practices, few studies have investigated Chinese university teachers’ perceptions of plagiarism, let alone the effects of their disciplinary background on their knowledge of and attitudes toward plagiarism. This paper reports on a study that examined the knowledge that 128 Chinese university teachers of different disciplinary backgrounds had of plagiarism, their attitudes toward identified plagiarism, and their own ability to engage in legitimate paraphrasing. Multiple regression analyses showed that disciplinary background and teaching experience were significant predictors of the participants’ knowledge of plagiarism, whereas disciplinary background and overseas experience significantly predicted their stance on plagiarism. A logistic regression analysis identified disciplinary background as a significant predictor of the participants’ ability to produce legitimate paraphrases. Qualitative analyses of the participants’ open-ended responses revealed that their criteria for plagiarism aligned with Anglo-American conceptions of plagiarism and that intertextual competence was dependent in no small measure on linguistic competence.
AB - Although much has been written about Chinese students’ understandings of illegitimate intertextual practices, few studies have investigated Chinese university teachers’ perceptions of plagiarism, let alone the effects of their disciplinary background on their knowledge of and attitudes toward plagiarism. This paper reports on a study that examined the knowledge that 128 Chinese university teachers of different disciplinary backgrounds had of plagiarism, their attitudes toward identified plagiarism, and their own ability to engage in legitimate paraphrasing. Multiple regression analyses showed that disciplinary background and teaching experience were significant predictors of the participants’ knowledge of plagiarism, whereas disciplinary background and overseas experience significantly predicted their stance on plagiarism. A logistic regression analysis identified disciplinary background as a significant predictor of the participants’ ability to produce legitimate paraphrases. Qualitative analyses of the participants’ open-ended responses revealed that their criteria for plagiarism aligned with Anglo-American conceptions of plagiarism and that intertextual competence was dependent in no small measure on linguistic competence.
KW - Chinese university teachers
KW - disciplinary background
KW - paraphrasing skills
KW - Plagiarism
UR - http://www.scopus.com/inward/record.url?scp=85087298131&partnerID=8YFLogxK
U2 - 10.1080/10508422.2020.1776616
DO - 10.1080/10508422.2020.1776616
M3 - Journal article
AN - SCOPUS:85087298131
JO - Ethics and Behavior
JF - Ethics and Behavior
SN - 1050-8422
ER -