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Chinese doctoral students' perceptio...

Lin, Liang-Yin.

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Chinese doctoral students' perceptions of academic achievement, identity investment and use of English in an American university.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Chinese doctoral students' perceptions of academic achievement, identity investment and use of English in an American university./
作者:	Lin, Liang-Yin.
面頁冊數:	92 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
Contained By:	Dissertation Abstracts International75-01A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3596185
ISBN:	9781303426124

Chinese doctoral students' perceptions of academic achievement, identity investment and use of English in an American university.
Lin, Liang-Yin.

Chinese doctoral students' perceptions of academic achievement, identity investment and use of English in an American university. - 92 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.

Thesis (Ph.D.)--The University of Alabama, 2013.

For Chinese doctoral students, English is the most essential subject when studying in U.S. universities and living life in the U.S. Using English not only promotes academic success, but also helps them to pursue better job opportunities and a better life in the U.S. The purpose of this study was to explore Chinese doctoral students' English use, perceptions of academic achievement in relation to their academic motivation and identity investment. Chinese doctoral student interviews, questionnaires, classroom observations, and journal entries were used in this qualitative case study. The findings of the study show that Chinese doctoral students' English use and perception of academic achievement had impacts on their academic motivation. Moreover, Chinese doctoral students' identities were also reflected in the investment of academic achievement.

ISBN: 9781303426124Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Chinese doctoral students' perceptions of academic achievement, identity investment and use of English in an American university.
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