English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 80998/110426 (73%)
造訪人次 : 20954161      線上人數 : 922
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://nccur.lib.nccu.edu.tw/handle/140.119/31364

    作者: 李亞屏
    貢獻者: 別蓮蒂
    關鍵詞: 文化衝擊
    日期: 2005
    上傳時間: 2009-09-14 09:52:01 (UTC+8)
    摘要: 新文化衝擊下的成長--台灣學生赴美交換求學經驗
    The Acculturation Process and Influence of Taiwanese Exchange Students in the United States. Major Professor: Dr. Lienti Bei & Dr. Sharon A. DeVaney.

    With the increasing globalization of university education, the exchange programs among universities have become a hot topic that many students would be interested in. Every year thousands of exchange students from Taiwan select schools in the foreign countries, especial universities in the United States, as their exchange destination in order to learn foreign languages and to experience different cultures. Although the number of exchange students from Taiwan has been increasing annually, little research has investigated the acculturation process and reflections of exchange students in the host countries.
    The objectives of this research was to take a first step in exploring the impacts on Taiwan exchange students’ learning attitudes and socialization to the new culture that encountered during their study in the US. In addition, to understand the transition of students’ learning attitude and cross-culture adjustment that took place from their arrival in the United States to returning to their home countries. Therefore, three central questions was first generated to form the core of this study :1) What are the differences in class between the participants’ home universities and host universities? 2) What are the culture differences between the participants’ home country and host country? 3) How did the participants adjust themselves to fit into the different situations and how do they feel about the adjustment?
    The acculturation process and transition of exchange students’ learning attitude was examined here with a phenomengical and experimental research design. In order to understand thoroughly the exchange students’ learning and acculturation experiences in the US, this study arranged in-depth interviews with eight exchange student who had their exchange experiences in the US. Based on Hofestede’s four dimensions of culture and the differences between Socratic learning and Confucian learning, the study structured the research questions for the in-depth interviews. In addition, a questionnaire amended according to Hofestede’s four dimensions of culture was distributed to 26 former or prospective exchange students who selected for study at the universities in the US as a support data.
    Through the in-depth interviews and the analysis of questionnaire, the study found that interactions between professors and students in American classes are much higher than those in Taiwanese classes. This came from not only the differences of culture but also instructional arrangements of classes in American universities. The lower distance of American culture and the encouragement to the in class interaction did promote the exchange students’ participation in the US. In addition, given that the exchange students’ higher inclination and preferences to American or western culture and learning methods, they are more likely to have integrative or bicultural strategies to proceed their studies in the US.
    In sum, the study showed that exchange students rarely encounter problems of cultural adjustments, learning barriers or lack interpersonal communication that took place among students who pursue degrees in the US. Many of the exchange students maintained their original cultural identities and characteristics for expression in appropriate contests, such as collectivist relationship with classmates; however, they could also add a new behavioral repertoire to participate in American culture. Therefore, the study anticipates that exchange students integrated both the Confucian and the Socratic learning approaches and performed even better by American academic standards.
    Statement of Purpose 3
    Conceptual Development 5
    Culture Differences 7
    Power Distance 8
    Uncertainty Avoidance 9
    Individualism and Collectivism 10
    Masculinity and Femininity 11
    Learning Differences 11
    Summary 12
    Characteristics of Qualitative Research 13
    Socially Constructed Knowledge Claims 14
    The Researcher’s Role 15
    The Research Setting 16
    Selection of Site 16
    Participants Recruiting Process 16
    Interview Process 17
    Ethical Considerations 18
    Data Collection Procedures 18
    Primary Data 18
    Secondary Data 19
    Qualitative Analysis 20
    Phenomenological Approach Design 20
    Constant Comparative Analysis 21
    An Overview of Participant’s Background 22
    Purpose of Exchange Study 25
    In Class and Living Experiences 30
    Power Distance 30
    In Class Interaction 30
    Uncertainty Avoidance 36
    In Class Interaction 36
    Trust in American Society 38
    Individualism and Collectivism 42
    In Class Interaction 42
    Friendship in the United States 45
    In Class Exercise & Developing the Team Project 47
    Masculinity and Femininity 51
    In Class Competition 53
    Sports is Important to Americans’ Life 56
    Adjustment to Fit in the Learning/ Culture Difference57

    Summary of Finding and Conclusions 62
    Implications 67
    Instructional Implications 68
    Academic Implications 69
    Limitations and Future Research 70

    Appendix A: Consent Form for Exchange Students 79
    Appendix B: Structured Interview Questions 82
    Appendix C: In-Depth Interview Participant’s Data 84
    Appendix D: Exchange Report on the website 88
    Appendix E: Questionnaire Analysis 91
    參考文獻: Atkins, A. (2000). The effects of uncertainty avoidance on interaction in the classroom. Retrieved Dec., 2005 from http://www.cels.bham.ac.uk/resources/essays/Atkins%201.pdf
    Berry, J. W., & Sam, D. L. (1997). Acculturation and adaptation. In J. W. Berry, M. H. Segall & C. Kagitcibasi (Eds.), Handbook of cross-cultural psychology:Vol.3. Social behavior and applications (2nd ed., pp. 291-326). Boston: Allyn and Bacon.
    Biggs, J. (1996). Western misperceptions of the Confucian heritage learning culture. In D. Watkins & J. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp.45-67). Hong Kong: Comparative Education Research Center/ Melbourne: Australian Council for Education Research.
    Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
    Brislin, R.W., Bochner, S., & Lonner, W.J. (1975). Cross-culture perspectives on learning. Beverley Hills, CA: Sagte Publications.
    Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
    Dahl, S. (2004). An overview of intercultural research. Retrived Nov. 15, 2004 from http://stephan.dahl.at/intercultural/Hofstede_dimensions.html.
    Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research (p.2). Thousand Oak, CA: Sage.
    Creswell, J. W. (2003). Review of literature. Research Design (p.31). CA: Sage.
    Fetterman, D. M. (Ed.). (1988). Qualitative approaches to evaluation in education: The silent scientific revolution (p.179). NY: Praeger.
    Gao, G., & Toomey, S. (1998). Communicating effectively with the Chinese. CA: Sage.
    Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
    Greenholz, J. (2003). Socratic teachers and Confucian learners: Examining the benefits and pitfalls of a year abroad. Language and Intercultural Communication, 3(2), 122-130.
    Gallois, C., Barker, M., Jones, E., & Callan, V. J. (1992). Intercultural communication: Evaluations of lecturers and Australian and Chinese students. In S. Iwawaki, Y. Kashima & K. Leung (Eds.), Innovations in cross-cultural psychology (pp. 86-102). Amsterdam, Netherlands: Swets & Zeitlinger.
    Hall, E. (1976). Beyond culture. New York: Anchor Press.
    Hammond, S., & Gao, H. (2002). Pan Gu’s paradigm: Chinese education’s return to holistic communication in learning. In X. Lu, W. Jai & R. Heisey (Eds.), Chinese communication studies: Contests and comparisons (pp. 227-244). Westport, CT: Ablex.
    Holmes, P. (2004). Negotiating differences in learning an intercultural communication: Ethnic Chinese students in a New Zealand university. Business Communication Quarterly, 67(3), 294-307.
    Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Stage.
    Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301-320.
    Hofstede, G. (1990). Culture and organizations: Software of the mind. Landon: McGraw-Hill.
    Hofstede, G. (1994). Management scientists are human. Management Science, (pp.82-83)
    Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations. CA: Stage.
    Johansson, B., Marton, F., & Svensson, L. (1985). An approach to describing learning as change between qualitatively different conceptions. In A. L. Pines & L. H. T. West (Eds.), Cognitive structure and conceptual change. New York: Academic Press.
    Marshall, C. & Rossman, G. B. (1989). Designing qualitative research (1st print). CA: Stage.
    Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. SF: Jossey-Bass.
    Pratt, D. (1992). Chinese conceptions of learning and teaching: A westerner’s attempt at understanding. International Journal of Lifelong Education, 11(4), 301-319.
    Pratt, D. D., & Wong, K. M. (1999). Chinese conceptions of “ effective teaching” in Hong Kong: Toward culturally sensitive evaluation of teaching. International Journal of Lifelong Education, 18(4),241-258.
    Samuelowicz, K. (1987). Learning problems of overseas students: Two sides of a story. Higher Education Research and Development, 6, 121-143.
    Sternberg, R. (1997). Thinking styles. United Kingdom: Cambridge University Press, 100-101
    Triandis, H. C. (1995). Individualism and collectivism. Boulder. CO: Westview.
    Triandis, H. C., McCusker, C., & Hui, C. H. (1990). Multimethod probes of individualism and collectivism. Journal of Personality and Social Psychology, 59 (5), 1006-1020.
    Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57, 89-99.
    Watkins, D., & Bigg, J. (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Comparative Education Research Centre/ Melbourne: Australian Council for Education Research.
    劉鳳珍 (2004). 校園國際風,學位更加值 Cheers專刊, Nov.
    描述: 碩士
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0909330132
    資料類型: thesis
    顯示於類別:[國際經營管理英語碩士學程IMBA] 學位論文


    檔案 大小格式瀏覽次數


    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋