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Chinese ESOL lecturers’ stance on plagiarism: does knowledge matter./ Jun Lei, Guangwei Hu.
// ELT journal. 2014, Vol. 68, No. 1. 2014.tr. 41-51. Research and discussion on plagiarism have focused predominantly on ESOL students with little attention paid to ESOL teachers. This article reports a study of Chinese university English lecturers’ knowledge of and stance on two intertextual practices (i.e. unacknowledged copying and unattributed paraphrasing) regarded as plagiarism in Anglo-American academia, and, consequently, in the wider international academic community. Drawing on 117 Chinese university English lecturers’ ratings of three short English passages and open-ended justifications of their ratings, the study found that around two-thirds and two-fifths of them recognized unacknowledged copying and paraphrasing as plagiarism, respectively, and held clearly punitive attitudes towards detected plagiarism. It also revealed that while there was a broad consensus of opinion about unacknowledged copying, understandings of unattributed paraphrasing appeared divergent and ambivalent. These findings not only call into question essentialized views of plagiarism that stereotype cultures as either condoning or condemning plagiarism but also suggest a need to raise Chinese university English lecturers’ awareness about Anglo-American notions of plagiarism.
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Informal, incidental and ad hoc: the information-seeking and learn strategies of health care patients / Uta Papen
// Language and education 2011, Vol26, N.2 2011p. 105-119 When people are ill, they want to know what is happening to them and how they can get better. Current health policies support patients’ access to health information and encourage them to take part in decisions regarding their health. But little is known about how patients learn and the difficulties they may encounter in the process. This paper discusses the information-searching and learning strategies of 45 adults living in the north-west of England. At the time of participating in the research, all but two of them were students in adult basic education or English classes. The qualitative interviews revealed a variety of strategies for learning about health and disease, including using the Internet and health books and asking others for support. Learning that was reported was informal and incidental. It was always embedded in the wider activities of dealing with ill-health and treatment. Learning could be constrained by various factors, including the severity of the illness, the hierarchical nature of the health care context and fear. Learning included gaining medical knowledge and learning to engage with specific texts, such as websites. The paper concludes with some comments on the role of adult education classes in supporting learning about health
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