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Study Abroad as Transformative Learn...

Wakana, Tomoko.

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Study Abroad as Transformative Learning Opportunity: Willingness to Communicate, Social Interactions, and Identity Development among Japanese Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Study Abroad as Transformative Learning Opportunity: Willingness to Communicate, Social Interactions, and Identity Development among Japanese Students./
作者:	Wakana, Tomoko.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	240 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
標題:	English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10816124
ISBN:	9780355930771

Study Abroad as Transformative Learning Opportunity: Willingness to Communicate, Social Interactions, and Identity Development among Japanese Students.
Wakana, Tomoko.

Study Abroad as Transformative Learning Opportunity: Willingness to Communicate, Social Interactions, and Identity Development among Japanese Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 240 p.

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2018.

This item must not be sold to any third party vendors.

Almost all international students studying abroad experience similar challenges with their target language, academic courses, establishing new social networks, and changing perceptions of themselves. However, the experience of these students can vary drastically in the end with respect to linguistic gains and quality of participation in social interactions. To scrutinize the puzzle of uneven study-abroad outcomes among international students-as well as to seek possible explanations for why East Asian international students in particular face hardships more than their counterparts from other regions of the world-this dissertation investigated willingness to communicate, social interactions, and identity development of Japanese international students during their study abroad in the Midwest region of the U.S. Participant narratives were analyzed using symbolic interactionism as a theoretical framework and narrative inquiry as a methodology. Impressions of themselves that participants wanted to present and connections they wanted to make with certain individuals influenced their use of English. For example, beliefs about English played a big role. When participants focused on accuracy and native-like pronunciation, they were less willing to speak English. In contrast, for participants who viewed English purely as a communicative tool, it was psychologically less challenging to use their English regardless of proficiency. The way participants viewed the English they speak and their English-speaking selves shaped decisions regarding who they would and would not interact with. Consistent with some past research, participants found it difficult to make and develop friendships with host nationals (in this study, Americans), in spite of their aspirations to interact. On the other hand, some participants showed a desire to distance themselves from those who are culturally similar to themselves, which is contrary to the commonly believed notion that East Asian students tend to form cliques with co-nationals and co-racials. Participants found their East Asian outward appearance stigmatizing because of an assumption among many host students that East Asians do not speak English proficiently. Additionally, participants were well aware of the assumption among host nationals that East Asians cling to each other and form exclusive cliques, which participants considered shameful given that they are studying "abroad." Feeling confined by their outward appearances and labels, participants engaged in acts that freed them from negative stereotypes by trying to distance themselves from fellow East Asians. They wanted to be a part of the non-stigmatized, American student population. In trying to understand these participants, the concept of human development stood out as especially promising. Most participants noted that they "grew up as human beings" during study abroad. I would argue that the experiences of my participants can largely be explained in terms of cosmopolitanism. Although there is a plethora of studies on linguistic use and gains, social interactions, identity development, and intercultural learning during study abroad, few researchers have made use of the concept of "human development" in their studies. I suggest further studies linking holistic human development and study abroad.

ISBN: 9780355930771Subjects--Topical Terms:

3423938
English as a Second Language.

Study Abroad as Transformative Learning Opportunity: Willingness to Communicate, Social Interactions, and Identity Development among Japanese Students.
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