The Interplay between Identity Construction and L2 Investment during Study Abroad Program: Cases of MBA Students from China

Autor/inn/en	Shi, Xingsong; Guo, Xiaoyan
Titel	The Interplay between Identity Construction and L2 Investment during Study Abroad Program: Cases of MBA Students from China
Quelle	In: Language and Intercultural Communication, 21 (2021) 2, S.289-303 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shi, Xingsong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2020.1837853
Schlagwörter	Self Concept; Second Language Learning; Second Language Instruction; English (Second Language); Business Administration Education; Study Abroad; Masters Programs; Graduate Students; Cultural Awareness; Social Influences; Learning Processes; Professional Identity; International Education; Asians; Student Behavior; Discourse Analysis; Language Usage; Student Attitudes; Foreign Countries; China; United States + Suchen Sie Ihr Suchwort? Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Studies abroad; Auslandsstudium; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Cultural identity; Kulturelle Identität; Sozialer Einfluss; Learning process; Lernprozess; Internationale Erziehung; Asian; Asiat; Asiatin; Asiaten; Asiate; Student behaviour; Schülerverhalten; Diskursanalyse; Sprachgebrauch; Ausland; USA
Abstract	The study looked into three Chinese MBA students' discursive language and cultural behavior in an American study abroad (SA) program. It intended to unveil the complex social and individual factors shaping the students' second language (L2) and cultural learning. The key notions of identity and investment were employed to interpret the three MBA students' L2 acquisition in the American business school. The study revealed that learners' L2 investment and learning process during SA could be further complicated by their divergent academic and professional identities. Based on the findings, educational implications were drawn for SA programs in international education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01