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  • 1.
    Bardel, Camilla
    et al.
    Stockholm University.
    Erickson, Gudrun
    University of Gothenburg.
    Granfeldt, Jonas
    Lund University.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Offering research education for in-service language teachers2017In: Language Teaching, ISSN 0261-4448, E-ISSN 1475-3049, Vol. 50, no 2, p. 290-293Article in journal (Other academic)
    Abstract [en]

    Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.

  • 2.
    Pecorari, Diane
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Petrić, Bojana
    University of Essex.
    Plagiarism in second-language writing2014In: Language Teaching, ISSN 0261-4448, E-ISSN 1475-3049, Vol. 47, no 3, p. 269-302Article in journal (Refereed)
    Abstract [en]

    Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students’ and teachers’ sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.

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