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Appendix 302（第1页）

Appendix302

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4.

AsPiety（2002，asBamford&Sergiou，2005，p.21）remarks，plagiarism“issubjective...lagiarismtoonepersonisnotnecessarilyplagiarismtoanother，”

especiallytopeoplefromaurebad.Therefore，therehasbeenatroversyoverwhetheresestudentshavediffereionsofandholddifferentattitudestiarismfromtheirnativeEnglish-speakioahisquestion，thispaper，bysurveying27esestudentsaudentsenrolledinalargepubliiversityintheUSandinterviewingsixoftheesepartidfouroftheAmeridthatesestudeedifferenerits.Thesedifferenlyreflectpreviousinstrureplagiarismaionsofsomecasesasplagiarismaability.Itwasfoundthatesestudeleinstruplagiarismbeftheuyexceptforthefivewhoreceivedtheirhighschooledueritrast，allAmeritsrestruexplaininglagiarismisandtheproperwaysofdrefereng.Thislastrucausedesestudentstonothaveaderstandingofplagiarism，asdemohedefinitionstheypriarism，theirjudgmeeheirentsdurierviews.Asforthedifferehepersofthecases，thedistineis“usingmemorizedwordsfromtextbookswithoutg.”

Mostesestudehislagiarism，andthismayhavebeeheemphasisoionofeselearningculture.

&hedifferenesestudeionsofsomekindsofplagiarismshouldhethattheytendtoplagiarize，becausetheesestudentscdsidereditplagiarismandthusuable.Similarly，theybelievedplagiarismwasmandshouldeduwasuiosiesestudentslacksuffiowledgeofplagiarismandmayhavebeeheirdesewritingstyle.However，theiraentnessofplagiarismiheydeservemoreatteion，andinstrusteadofstereotype，stigma，andpuherefore，sWesterhenotioninatedfrom，ieagofEnglishasaseguagetoesestudeoshowmtowardesestudents，andjudgesuspiciouscasesofplagiarism“onthegroundofstudespentinreseardwritihaiesof”

（Shei，2005，p.97）.

&isimportanttocallforabroaderuandingofionsWesterisequallycruoriestopromoteaandingofplagiarismwidelytostudentsintheprocessofteaginnocebasedonigexcusableallthetime.Therefore，thestakeholdersina，i.e.，policymakersiioeachers，researdstudeocollaborateaeinpromotieagofthenatureofplagiarism，ingwhatasaresideredplagiarism，holagiarism，skills，andwaysofdreferensiderihatmostuheEnglish-speakingacademiunityinUS，UK，andAustralia“wereveryihesubjectpracticesmightbetermedplagiarism”

（Pecorari，2001，p.238），ashouldspeeduponinstruaboutplagiarism，notonlyiies，butalsoinhighschools，sincemoreesestudentsaregoingabrheredu.Theyobewellpreparedfortheseriousissueofplagiarismioadapttothenewaoreeasilyandsuccessfully.Notonlyshouldinstruaboutplagiarismbepartofthecurriculum，butalsomorereseareeded—sihefindiAmerihighschooleduakesadiffereisworthiinghowplagiarismisaddressedinAmerihighschools，sothatthoseexperienalsobeadoptedinesehighsdueag.

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