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近年来,随着大量国际学生前往英语国家留学,研究发现英语作为母语的学生与英语作为第二语言或外语的学生(以下皆简称为二语学生)在学术写作能力方面存在明显差距。其中,备受关注的话题常常涉及二语学生的所谓学术抄袭问题。本文从互文性的角度探索中国学生在学术写作中如何利用外部资料,尤其是如何利用外部资料来建立作者的声音。本文所指的互文性行为不仅涉及侵犯性互文行为(即抄袭),更重要的是指学生如何借助外部资源发展学术写作能力的实践行为。为此,本文通过对多种数据的收集和分析,其中包括对学生作文、访谈、问卷调查、机构文件等材料的分析,探索中国学生在互文性行为上的特点,思考行为背后的原因。
In recent years, as a large number of international students have come to study in English-speaking countries, there is a clear gap in academic writing skills between students who study English as a mother tongue and English as their second language or foreign language (hereinafter referred to as second language students). Among them, the topic of concern often involves the so-called academic plagiarism of second language students. This article explores how Chinese students use external materials in academic writing from the perspective of intertextuality, especially how to use external materials to establish the author’s voice. The intertextuality referred to in this article involves not only aggressive intertextuality (ie, plagiarism) but more importantly, how students develop their academic writing skills through external resources. To this end, this article through the collection and analysis of a variety of data, including student essay, interviews, questionnaires, institutional documents and other materials to explore the characteristics of Chinese students in intertextuality behavior, thinking behind the reasons.