東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The contextual knowledge of language...

Wang, Ying.

FindBook

Google Book

Amazon

博客來

The contextual knowledge of language and culture in education: Exploring the American university experiences of Chinese graduate students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The contextual knowledge of language and culture in education: Exploring the American university experiences of Chinese graduate students./
作者:	Wang, Ying.
面頁冊數:	127 p.
附註:	Director: Renee C. Falconer.
Contained By:	Dissertation Abstracts International63-10A.
標題:	Anthropology, Cultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3067255
ISBN:	0493866876

The contextual knowledge of language and culture in education: Exploring the American university experiences of Chinese graduate students.
Wang, Ying.

The contextual knowledge of language and culture in education: Exploring the American university experiences of Chinese graduate students. - 127 p.

Director: Renee C. Falconer.

Thesis (Ph.D.)--The University of Southern Mississippi, 2002.

The purpose of this study was to explore a group of Chinese graduate students' challenges in academic learning and daily communication with native English speakers. Using a case study strategy, the researcher interviewed five Chinese graduate students in the Fall 2001 and Spring 2002, interviewed four professors, conducted two group interviews, and particularly observed one participant the first day he arrived in the United States until finishing up this study. Even though they obtained high TOEFL scores, the study finds that this group of Chinese graduate students has difficulties in listening, speaking, reading, and writing. The explanations for their difficulties include the influences of the first language, academic major differences, cultural differences, limited language learning environment, orientation of grammar and reading method in China, translation process in language production, motivation, and age. These factors contribute to the paradox of their years of learning English at their home country and difficulties integrating into an American social and academic life. The study discussed the students' language difficulties, the influences of the first language, cultural differences, communicative competence, learning environment, affective factors such as motivation and age, and students' coping strategies. Discussions also include implications for both the students' home country and for American universities in the field of second language teaching and learning. In the American classroom, there is a need to address professional development, and to prepare teachers, instructors, and professors in understanding the uniqueness of culture. In China, teaching reading, writing, listening, and speaking needs to be simultaneous. Effort should be made to create an environment that requires English usage and to adopt imported textbooks. The study also discusses future research directions.

ISBN: 0493866876Subjects--Topical Terms:

735016
Anthropology, Cultural.

The contextual knowledge of language and culture in education: Exploring the American university experiences of Chinese graduate students.
LDR:02927nam 2200301 a 45 001 935584
005 20110510
008 110510s2002 eng d
020 $a 0493866876
035 $a (UnM)AAI3067255
035 $a AAI3067255
040 $a UnM $c UnM
100 1 $a Wang, Ying. $3 558207
245 1 0 $a The contextual knowledge of language and culture in education: Exploring the American university experiences of Chinese graduate students.
300 $a 127 p.
500 $a Director: Renee C. Falconer.
500 $a Source: Dissertation Abstracts International, Volume: 63-10, Section: A, page: 3531.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2002.
520 $a The purpose of this study was to explore a group of Chinese graduate students' challenges in academic learning and daily communication with native English speakers. Using a case study strategy, the researcher interviewed five Chinese graduate students in the Fall 2001 and Spring 2002, interviewed four professors, conducted two group interviews, and particularly observed one participant the first day he arrived in the United States until finishing up this study. Even though they obtained high TOEFL scores, the study finds that this group of Chinese graduate students has difficulties in listening, speaking, reading, and writing. The explanations for their difficulties include the influences of the first language, academic major differences, cultural differences, limited language learning environment, orientation of grammar and reading method in China, translation process in language production, motivation, and age. These factors contribute to the paradox of their years of learning English at their home country and difficulties integrating into an American social and academic life. The study discussed the students' language difficulties, the influences of the first language, cultural differences, communicative competence, learning environment, affective factors such as motivation and age, and students' coping strategies. Discussions also include implications for both the students' home country and for American universities in the field of second language teaching and learning. In the American classroom, there is a need to address professional development, and to prepare teachers, instructors, and professors in understanding the uniqueness of culture. In China, teaching reading, writing, listening, and speaking needs to be simultaneous. Effort should be made to create an environment that requires English usage and to adopt imported textbooks. The study also discusses future research directions.
590 $a School code: 0211.
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Higher. $3 543175
650 4 $a Language, General. $3 1018089
690 $a 0282
690 $a 0326
690 $a 0679
690 $a 0745
710 2 0 $a The University of Southern Mississippi. $3 1018511
773 0 $t Dissertation Abstracts International $g 63-10A.
790 $a 0211
790 1 0 $a Falconer, Renee C., $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3067255