Chinese university teachers’ perceptions and practices regarding plagiarism: knowledge, stance, and intertextual competence

ABSTRACT

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.

KEYWORDS:

• Plagiarism
• disciplinary background
• Chinese university teachers
• paraphrasing skills

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was jointly supported by a scholarship from China Scholarship Council (No. 2017-3192) and a Philosophy and Social Sciences Research Grant from JilinUniversity (No. 2016zz018).