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Appendix 3（第4页）

aable”

arenotmutuallyexclusivesismayjudgeonecaseasplagiarismyetstillsideritacceptable.

Whenaskedifhiriowritethepaperlagiarism，alltheAmeritsagreedandthoughtthatthistable.Similarly，mostesestudents（92.6%）alsothoughtthatalagiarismandfoundituable.However，twoesestudelagiarism.Thereasoheydidnotthisomethingf，asshowheatofoerviewee:

Ithinkthat[hiriowritethepaper]isnotplagiarism...becausehiremeanspaymht?SoIwillpaythewriter.Idon’tstealhispaper.Healsogotprofits，too.IfIsaer，aolefromhim，aeacherasmyoer，thatisplagiarism.（StudentC9）

Thisatrevealedthatsomestudentshaddiffereandingsofplagiarism.

&ofthecaseofusingwordsthathavebeegdisplayedadisthedAmerits.MostAmerits（64.7%）believedthatsualagiarism，andthoughtituable.versely，esestudeheoppositeopinion—onlynine（33.3%）ofallthe27esepartitsjudgedittobeplagiarism.Moreover，oftheswhojudgeditasplagiarism，sixsidereditacceptableeveitlagiarism.AlookatthefivestudeheirhighschooledutheUSyieldedmresults.Althoughthree（60%）ofthemjudgeditplagiarism，havingasimilarcorreseratetotheirAmeriterparts（64.7%），theyhadverydifferentattitudestotability;thatis，allofthefivebelieveditacceptableeventhoughtheyklagiarism.Thismayindicateafar-reaflueheemphasisoionineselearningculture.Manyscholarshaveremarkedonthis.Martin（2012）hasudentsfromAsianbadsteermslike‘Itissaid....’aideais...’withoutmentiohorspecifically...sarenotrequiredbecausealloftheknowledgethatsi]book”

（p.264）.Shei（2005）said，“Intermstowrite，[ese]studentsareencedaimesrequired）toreadandmemorizeportionsofclassicalworksaheir”

（p.98）.Thefollowingwordsfromanintervierovideaclearerpictureofthis.

Ina，whenweuseafamousseofthetimewe’trememberwhosaidthatinwhichessaysaidthat.Butwememorizedthequoteverywellbecauseoureseteacherrequiredustoremembermanypoemsaifulessays.Inourexam，weareaskedtowritethosememorizedpoemsaoo，butwee.Also，riteapositiohewritiion]，ifweusesomeofthosesentenswithoutg，wearenot[accusedof]plagiarizing.Ihinkweareknowledgeable，aeacherwillgiveusahighgrade.（StudentC21）

Whenlookis’judgmentsonthecasesof“other’sarticlesbygthesourcewithoutusingquotationmarks”

and“paraphrasingwordsfromother’sarticlesbygthesourcewithoutquotationmarks，”

itwasfoundthatesestudehosewhoattendedhighsa，werefusedaboutthosetwocases.Theessratesofjudgmentswerelow，suggestingthattheylackedthekgrequiresquotationsmarkshrasi.

Regardiherbideaswithoutgthesourceisplagiarism，88.2%oftheAmeritsand100%ofthefiveesestudentswhofinishedhighstheUSsidereditplagiarism，whileonly50%oftheother22esestudeasplagiarism.Thismaybeexplaihestudents’ats:

Bideasisean，ritiiveessaysinhighschool，weofiosupportourpositiohinkenoughreasons，soweBaidu[equivalenttoGoogle]formorereasons.Whehoseideasinouressay，weeaotsaidthatwaswrong...EvenifnowyoutellmeIe，Idonotknowhowtociteit.（StudentC9）

TheesestudeeddiffereionsofplagiarismfromtheAmerits;heless，gthecasesthatare“blatantg”

（Peoreseriouscases，theyhadsimilarjudgmentsandattitudes.Whenaskedif“aterialsalmostwordforwordfromaurningitinasone’soasplagiarism，96.3%oftheesestudentssidereditplagiarismandthusuable.However，inothercases，theymayhaveexhibitedsomemisuanding.Notonlydidtheesestudeeaboutaandingofplagiarism，butAmeritsdidso，too.Forexample，inthecaseswithoutusingquotationmarks”

and“gasourcethat’snotactuallyread，”

thecorreseratewasonly64.7%.Therefore，pariswithAmeritsdoesAmeritsarethebenchmark;theyhavesomemispers，too.AmorereasonabletodrawmaybethatAmerits，haviediernacademige，aremorefamiliarwiththeWesternnotionofplagiarism.

3.4Students’attitudestiarism

gthediffereweendAmerits’persofplagiarism，peoplemaybetemptedtodrawthethatthesetwogroupsofstudentswouldalsoexhibitdifferentattitudestiarism.However，resultsfromthisstudyshowedtheopposite，asillustratedinTable6.

&udents’attitudestiarism

&yofthestudeudents（59.3%）audents（64.7%）alike，heldtheopinionthatplagiarismshoulded，asoudeed，

Ithinkitisalluablebecauseitistakingsomeoneelse’sworkandsayingthatitisyourownwork.Thisislyingandsinceythroughmradeitshouldn’tbedoA2）

&herearemaswhobelievedthatsomeplagiarismshouldbetolerated.Whekindofplagiarismcouldbetoleratedierview，alltheaplagiarizingwithoutself-ess，ortoputitashouldbetoleratedifthepersondidoplagiarize，butdiditatlyoruionally.Thefollotsprovidethedetails.

Someshouldbetoleratedbecausetheremaybesomereasoimes，likemaybesomepeettowritethequotationmarksoudentC10）

lagiarismisanissuegmorality，allAmeritsahinkingplagiarismis“stealingandprofitihatisnotyours”

（StudentA2）.Similarly，mostesestudents（88.9%）sideredplagiarismamoralissue，too.Thisistwiththeresultsofthestudiesductedbyotherscholars，whofoundthatmoststudentsthinkplagiarizingism（Bamford&Sergiou，2005;Song-Turner，2008）.However，therewerethreeesestudentswhoheldadifferentopiudewokindsofopiwasthatwhetherplagiarismwasamoralissueorhesituation，asexpressedbyoerviewee:

&[plagiarism]isamoralissuedepeitcauses—ifsomeoneiofinishhomeworkorwritediaryforhimself，thiswon’tharmtheauthor，thenitisnotamoralissue;butifhecopiesorusesother’sworkorideaainhisoer，Imean，academicpaper，thisisamoralissue.（StudentC10）

&heropinion，heldbyohatplagiarismwasnotamoralissue.Theiransayhelpclarifyhisthought:

Ithinkitisjustpeoplebeihknowledge.Iesternscholarsrequireustocitebutthewell-ksorseverrequiredustocitethem.Theywritepoemsandgoodessaysforthepublic，thesodeventheheheirsenteneverquote，butpeoplehotheauthoris.（StudentC24）

Thisialthoughmostesestudents，likeAmerits，siderplagiarismm，therearesomeesestudentshavingavagueideaoftextownershipandauthorshipthatmayhavebeeheeselearniingstyle.