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An Analysis of Korean University Students' Textual Borrowing in L1 and L2 원문보기

  • 저자

    Lee, Jung Hwa

  • 학위수여기관

    HANKUK UNIVERSITY OF FOREIGN STUDIES. GRADUATE SCHOOL

  • 학위구분

    국내박사

  • 학과

    영어학과

  • 지도교수

    최호성

  • 발행년도

    2014

  • 총페이지

    180 p

  • 키워드

    plagiarism textual borrowing patchwriting learning process;

  • 언어

    eng

  • 원문 URL

    http://www.riss.kr/link?id=T13538973&outLink=K  

  • 초록

    An Analysis of Korean University Students' Textual Borrowing in L1 and L2 This dissertation explored Korean university students' textual borrowing while writing in Korean (L1) and English (L2). It examined students' writing in an ecologically valid setting and used both statistical and textual data. It asked: (1) whether instruction on avoiding plagiarism is effective at reducing students' copy rates; and (2) how textual borrowing strategies change over time. In order to explore whether consistent instruction on plagiarism affects participants' copy rates over time, a plagiarism detection program, DeVAC was used. The results illustrated that with continuous instruction on plagiarism for a semester, students' copy rates in Korean and English diminished over the semester, while copy rates in English were higher than in Korean. Second, by modifying Campbell's (1990) textual borrowing categories; appropriate (paraphrase, summary, quotation) and inappropriate (exact copy and near copy), occurrences of each category were calculated to determine whether students' strategies of textual borrowing were changing over time. For appropriate borrowings, paraphrase was the most frequent, both in L1 and L2, and it increased overtime. Meanwhile, inappropriate exact copy and near copy plunged as time went by. Comparing languages, appropriate textual borrowing appeared more in L1, while inappropriate textual borrowing appeared more in L2. To explore changes in textual borrowing strategies over time, four students' texts, comprised of two in Korean and two in English, were analyzed by comparing the first writing with the last writing. As students' texts are presented, their salient writing features are also illustrated. The comparison showed their development of writing skills in that they tried to modify the original texts more in the last writing. In addition, differences in Korean and English texts emerged in that students paraphrased more freely in Korean and copied more in English. However, in the last writing, regardless of the source language, inappropriate textual borrowing behaviors almost completely disappeared.


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