東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A case study of the development of s...

Hu, Tsui-Chun.

Linked to FindBook

Google Book

Amazon

博客來

A case study of the development of symbolic and intercultural competence among Chinese learners of English in the context of a Taiwanese university.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A case study of the development of symbolic and intercultural competence among Chinese learners of English in the context of a Taiwanese university./
Author:	Hu, Tsui-Chun.
Description:	229 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Foreign Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3598665
ISBN:	9781303474385

A case study of the development of symbolic and intercultural competence among Chinese learners of English in the context of a Taiwanese university.
Hu, Tsui-Chun.

A case study of the development of symbolic and intercultural competence among Chinese learners of English in the context of a Taiwanese university. - 229 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2013.

While there is ample literature that has discussed intercultural communication and intercultural competence of Chinese learners of English, ethnographic accounts and interactional analyses of development of learners' symbolic competence (SC) (Kramsch, 2006; Kramsch & Whiteside, 2008) in the classroom setting are scant. Examinations of intercultural interactions, evaluations of competence, and formulation of pedagogical recommendations have often relied on notions of intercultural development that divide self and other and adopt nationalist views of culture. In light of this, this study distinguishes itself particularly by acknowledging language learners as individuals with rich affections and memories and the agency to shape their own actions and identities rather than as passive knowledge receivers, and accordingly, aims to identify opportunities shaping development of English learners' SC in the English as a Foreign Language context. To achieve this purpose, a case study design provides an in-depth analysis of activity in one classroom and a focus on voices representing multiple perspectives within a specific bounded system.

ISBN: 9781303474385Subjects--Topical Terms:

1064562
Education, Foreign Language.

A case study of the development of symbolic and intercultural competence among Chinese learners of English in the context of a Taiwanese university.
LDR:03529nam a2200301 4500 001 1960497
005 20140616133323.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303474385
035 $a (MiAaPQ)AAI3598665
035 $a AAI3598665
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hu, Tsui-Chun. $3 2096173
245 1 2 $a A case study of the development of symbolic and intercultural competence among Chinese learners of English in the context of a Taiwanese university.
300 $a 229 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Erin Kearney.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2013.
520 $a While there is ample literature that has discussed intercultural communication and intercultural competence of Chinese learners of English, ethnographic accounts and interactional analyses of development of learners' symbolic competence (SC) (Kramsch, 2006; Kramsch & Whiteside, 2008) in the classroom setting are scant. Examinations of intercultural interactions, evaluations of competence, and formulation of pedagogical recommendations have often relied on notions of intercultural development that divide self and other and adopt nationalist views of culture. In light of this, this study distinguishes itself particularly by acknowledging language learners as individuals with rich affections and memories and the agency to shape their own actions and identities rather than as passive knowledge receivers, and accordingly, aims to identify opportunities shaping development of English learners' SC in the English as a Foreign Language context. To achieve this purpose, a case study design provides an in-depth analysis of activity in one classroom and a focus on voices representing multiple perspectives within a specific bounded system.
520 $a The themes emerging from the analysis support the central claim that the way that a language teacher shapes classroom discourse impacts opportunities for developing SC. In the classroom under study, activities which allowed students to perform their English language abilities and observe others' performance in English generated opportunities for developing SC in that learners both discovered and established their subjective positioning in relation to the English language. In addition, incorporation of digital media and introduction of certain topics enabled learners to raise awareness of and reflect on their positions in life and to reframe their perspectives on a range of subjects, all processes that constituted opportunities for developing SC. Moreover, a classroom atmosphere characterized by carnivalesque qualities and that included language play in interaction is identified as another opportunity for developing SC in that alternate realities were imagined and reframing moves became possible for learners. However, the data in this study indicated that cultural representations based solely in a teacher's personal perceptions and/or from narrow, essentialist or stereotypical views, as well as instruction that treats meanings as definite and pre-determined, curbed development of SC in that there was no space for students to be autonomous speakers in the interactions.
590 $a School code: 0656.
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Sociology, Sociolinguistics. $3 1669082
690 $a 0444
690 $a 0441
690 $a 0636
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1026373
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 0656
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3598665