Envisioning a Successful Professional Self through a Negotiation-Themed Advanced Chinese Course

Autor/inn/en	Zeng, Zhini; Jia, Junqing
Titel	Envisioning a Successful Professional Self through a Negotiation-Themed Advanced Chinese Course
Quelle	In: Foreign Language Annals, 56 (2023) 3, S.764-785 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12705
Schlagwörter	Professional Identity; Chinese; Second Language Learning; Second Language Instruction; Learning Experience; Internship Programs; Overseas Employment; Intercultural Communication; Languages for Special Purposes; Cultural Awareness; Communicative Competence (Languages); Cultural Differences; Business Communication; Work Environment; Vignettes; Holistic Approach + Suchen Sie Ihr Suchwort? China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Lernerfahrung; Berufspraktische Ausbildung; Auslandstätigkeit; Interkulturelle Kommunikation; Sprachhandlungsfähigkeit; Cultural identity; Kulturelle Identität; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kultureller Unterschied; Unternehmenskommunikation; Arbeitsmilieu; Holistischer Ansatz
Abstract	A great deal of research has recognized the necessity of receiving proper predeparture training for being able to truly benefit from international internship experiences. However, few researchers have taken the next step by exploring how domestic programs could pedagogically and psychologically prepare students for their professional experiences abroad. This study examines the role that a language-for-specific-purposes course plays in the process of preparing students for their upcoming internship experiences in the target culture, with a focus on intercultural negotiation. The findings suggest the students were able to successfully develop the cultural awareness and communicative skills necessary to engage in the negotiation of cultural boundaries. Furthermore, the study discusses how the introduction of a role model, in-depth workplace scenarios, and creating a holistic view of one's learning experiences are the three pedagogical elements that contribute to the construction of a professional L2 self. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01