Literaturnachweis - Detailanzeige
Autor/in | Hsu, Chih-Hsin |
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Titel | Chinese Graduate Students' Narratives and Sociolinguistic Advice on Intercultural Communication at Southern U.S. Universities |
Quelle | In: Journal of Comparative and International Higher Education, 14 (2022) 1, S.170-185 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2151-0393 |
Schlagwörter | Asians; Graduate Students; Intercultural Communication; English (Second Language); Second Language Learning; Communicative Competence (Languages); Student Attitudes; Native Speakers; Vignettes; Advanced Students; Sociolinguistics; Cultural Differences; Verbal Communication; Communication Problems; Decision Making; Personal Narratives; Foreign Students; Collectivism; Individualism; Self Disclosure (Individuals); Self Esteem; Classification; Self Concept; Mandarin Chinese; Native Language; Cultural Influences Asian; Asiat; Asiatin; Asiaten; Asiate; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interkulturelle Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Schülerverhalten; Muttersprachler; Fortgeschrittener; Soziolinguistik; Kultureller Unterschied; Kommunikationsbarriere; Decision-making; Entscheidungsfindung; Erlebniserzählung; Individualismus; Self-esteem; Selbstaufmerksamkeit; Classification system; Klassifikation; Klassifikationssystem; Selbstkonzept; Cultural influence; Kultureinfluss |
Abstract | Although intercultural communication competence can be developed through cross-cultural experiences and dialogues (Jin, Cooper & Golding, 2016) and involving interactions (Rodenborg & Boisen, 2013), studies show that Chinese graduate students considered advanced English speakers continuously report difficulties in engaging in "intercultural communication" with Native English Speakers (NESs) in the U.S. (e.g., Gareis, 2012; Xiao & Petraki, 2007). Drawn upon co-cultural theory, the narrative-research-design study utilizing 17 scenario-hypothesized interviews reveals the experiences of eight Chinese advanced-ESL graduate students as they describe sociolinguistic struggles and cultural variations in verbal communication with the dominant linguistic group-NESs on their campuses. Four main instructive themes emerged. Specifically, participants felt misunderstood when NESs failed to understand that Chinese students' words were not literal or that their selfless words were self-centered decisions; and they insisted that truly effective intercultural communication would require effort from both sides on their host campuses. Through this underrepresented group's narratives, I outline recommendations for developing intercultural communication competencies for higher education institutions. (As Provided). |
Anmerkungen | Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |