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1.
Zachary W. Goldman San Bolkan Alan K. Goodboy 《Journal of Intercultural Communication Research》2014,43(1):45-63
This study investigates the relationship between teacher confirmation behaviors (i.e., responding to questions, demonstrating interest, interactive teaching style) and student learning outcomes (i.e., affective learning, student motivation) across three cultures: Turkey, China, and the United States. Results indicates the confirmation-learning relationship was significantly stronger in the United States and China than it was in Turkey. The findings from this study suggest that teacher confirmation is an effective teaching behavior that transcends cultures, yet the magnitude of its importance on student learning appears more relevant in America, and to a lesser extent in China, than it is in Turkey. 相似文献
2.
Durhane Wong-Rieger 《Int J Intercult Relat》1984,8(2):153-184
The purpose of this research was to develop and test a model of cross-cultural adaptation which proposes that adaptation to movement across cultures involves three processes: learning new social norms, matching behavior to these norms, and matching one's self-concept to the newly acquired behaviors and social norms. According to this model, adaptation problems arise when the foreigner fails in one or more of these processes so as to create various types of mismatches between the components of norms, behavior, and self-concept. Each type of mismatch was hypothesized to lead to a particular affective response and to be most effectively resolved by unique coping strategies which would restore balance among these three components. Successful adaptation, then, occurs when the foreigner uses the coping strategy which is appropriate to the type of mismatch problem encountered in the acculturation situation.This study tested the hypothesized relationship between mismatch problem, affective response, and coping strategy. Subjects were 40 foreign and 40 Canadian students at a Canadian university. They were presented with scenarios depicting five types of mismatches in hypothetical acculturation situations. Results showed that subjects' interpretations of these agreed with the mismatches proposed by the model. Moreover, their reported affective and coping responses confirmed the majority of the hypothesized relationships. These findings suggest the mismatch model may serve as a good framework for classifying diverse adaptation problems and for predicting the coping strategies which would effectively resolve these. 相似文献
3.
This metasynthesis critically surveyed and evaluated the learning impacts on counselor and psychology trainees’ multicultural development and intercultural competence through participating in cultural immersion (CI), based on published qualitative research evidence. Accordingly, this metasynthesis identified and assessed the characteristics, the methodological strengths and qualities, and the thematic findings of 33 qualitative and mixed-methods CI studies resulting from exhaustive database searches. Using a directed content analysis technique, a six-domain analytical framework was applied to code and analyze the themes reported in these studies. The results point to CI intervention as a multifaceted and versatile instructional apparatus that impacted and contributed to trainees’ multicultural development and intercultural learning multidimensionally, across cognitive, perceptual-attitudinal, affective, and skills-behavioral domains. These learning outcomes include trainees’ increased cultural awareness and knowledge (cognitive), enhanced reflexivity on their worldview, positionality, and attitude (perceptual-attitudinal), heightened emotion and growth in cultural empathy (affective), adaptation and display of new behaviors and relational skills and increased multicultural competence (skills-behavioral). Therefore, CI embodies many favorable characteristics of experientially-based learning as stipulated in the existing multicultural counseling and intercultural training literature. These findings lend nuanced empirical support for the application of CI to facilitate counselor trainees’ multicultural orientation, development, and skills, and offer insights into structural facilitators for enhancing immersion training. However, a lack of structural and methodological consistency and theoretical depth among the existing CI studies were observed as major limitations. Implications and recommendations for advancing future CI and multicultural training practice and research are discussed. 相似文献
4.
Dianna Hooker 《Multicultural Perspectives》2013,15(4):220-226
In this study the author examines the use of small peer-led collaborative learning groups to change students’ perceptions of mathematics and their success in developmental mathematics classes at a small tribal community college. The quasi-experimental study involved both quantitative and qualitative data. Rationale for, methods of, and outcomes from the implementation of the collaborative learning groups are discussed. 相似文献
5.
A Stages of Change Approach to Second Language Learning and Intercultural Willingness to Communicate
《Journal of Intercultural Communication Research》2013,42(1):13-28
This study of 207 Midwest college students applied McConnaughy, Prochaska, and Velicer's stage model to perceived value of second language learning (PVL2), and Kassing's intercultural willingness to communicate (IWTC). The stages of change factor structure (precontemplation, contemplation, action, and maintenance) explained 14% of the variance in IWTC. Of the four stages, action and maintenance explained 11%, and 3% of the variance, respectively. In addition, stages of change explained 15% of the variance in PVL2. Only precontemplation produced significant variation. Paired comparisons among eight languages revealed that Spanish was the language rated most valuable to learn. 相似文献
6.
Scholars have extensively studied acculturation from different theoretical perspectives among immigrants across the societies of settlement. However, there is a dearth of knowledge about acculturation from a culture learning approach in Hong Kong. This article reports the acculturative challenges among sixteen (16) Pakistani students from six different secondary schools in Hong Kong. The phenomenographic data analysis of semi-structured interviews revealed four categories of everyday experiences in schools that hinder their acculturation. These are mainly related to inter-ethnic interactions, sensitivity towards diverse learning and sociocultural needs, and the Chinese language teaching curriculum for non-Chinese speaking students. Although the study reports Pakistani students' experiences, the findings may also translate the acculturative challenges among students with an immigrant or ethnic minority background in settlement societies. The article also discusses both the theoretical and practical implications for studying and helping immigrant young people in multicultural contexts. 相似文献
7.
《Journal of Intercultural Communication Research》2013,42(3):300-318
In today's interconnected multicultural world, citizens' differential levels of intercultural communicative competence (ICC) can play an important role in the amount of enthusiasm, time, and efforts they invest in second or foreign language (L2) communication and learning. ICC has recently found its way into L2 theory and research. This study attempted to first develop a measure of ICC and then explore the relationship between Iranian L2 learners' ICC and their L2 learning motivation, on the one hand, and between gender and the development of ICC, on the other. The participants were 180 B.A. English Literature/Translation and M.A. TEFL (Teaching English as a Foreign Language) students at several Iranian universities. A test battery including the final version of the ICC questionnaire and an L2-learning motivation questionnaire adapted from Gardner's attitude/motivation test battery was then administered to a random selection of 70 students (M = 30 and F = 40). The correlation results indicated that there was a strong, positive relationship between L2 learners' ICC and L2-learning motivation. Meanwhile, t-test results demonstrated that Iranian female and male L2 learners did not possess different levels of ICC. The finding related to the ICC and motivation association suggests that an account of ICC development be incorporated into L2 teachers' classroom agendas at different educational levels. 相似文献
8.
This study compares the effects of three different evaluation conditions on the “continuing motivation” of grade school students in Iran and the U.S. In both cultural groups, the highest continuing motivation was shown by students in a self-evaluation condition followed, in order, by students in the peer comparison and teacher evaluation conditions. While the generalizability of evaluation effects is perhaps the most striking finding, it may he noted that these effects were to some extent modified by individual differences in achieving orientation and sex role. Also of interest were the effects of performance level on continuing motivation, In this case, higher levels of performance on the task were generally followed by greater continuing motivation. The theoretical implications of this and other findings were discussed in terms of Current achievement theory. 相似文献
9.
10.
《Journal of Intercultural Communication Research》2013,42(2):75-88
This study investigated the differences in willingness to communicate (WTC) between Americans and Chinese living in China and the United States, and the factors affecting WTC between these two nationalities. A battery of questionnaires was administered to 47 American and 54 Chinese college students in China, and 51 American and 42 Chinese college students in the US. Overall Americans were found to be more willing to communicate with Chinese than were Chinese with Americans. Participants living abroad reported higher levels of WTC than those living in their home country. Among Chinese, WTC was positively related to self-perceived communication competence, language competence, immersion time and motivation being positively correlated and negatively associated with CA. Similar results were obtained from Americans, except that immersion time and language competence were not related to WTC. 相似文献
11.
Intercultural communication competence (ICC) is a need of today, for those who live in multicultural societies and have frequent interactions with culturally different individuals. It is strongly recommended to retest the integrated model of intercultural communication competence (IMICC) among multiple cultural perspectives. For this reason, this study adopted IMICC, retested it on the Asian context of Malaysia. The research employed a survey technique and collected data from 300 international students of a public university. The theoretical model of the research was analyzed using Structural Equation Modelling (SEM). Most of the established paths of IMICC were supported. The findings show sensation seeking and attitude toward other culture (ATOC) directly influenced ICC. The mediating effect of ATOC was empirically justified through the findings. Nevertheless, the mediating effect of motivation to engage in intercultural communication (MTEIIC) towards sensation seeking and ethnocentrism with ICC was not established. The results are promising; however, it is the initial step toward the validation of IMICC on the Asian context. The research practically contributes usage of the model to the policymakers in order to develop future strategies/policies for international students. Further refinement and retesting of the model are necessary for future studies. 相似文献
12.
Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. 相似文献
13.
This research examined effects of Japanese national identification and attitude toward the United States on attitude toward learning English and self-assessed English proficiency among a sample of Japanese university students (N = 377). We assessed various components of Japanese national identification drawn from previous work by Kosterman and Feshbach [Kosterman, R., & Feshbach, S. (1989). Towards a measure of patriotic and nationalistic attitudes. Political Psychology, 10, 257–274] and Karasawa [Karasawa, M. (2002). Patriotism, nationalism, and internationalism among Japanese citizens: An etic-emic approach. Political Psychology, 23(4), 645–666], specifically: patriotism (positive identification with and affective attachment to country), nationalism (perceptions of national superiority and support for national dominance), internationalism (support for international goodwill and cooperation), and commitment to national heritage (devotion to national symbols and cultural heritage). Patriotism predicted less positive attitudes toward learning English, whereas nationalism, internationalism, and pro-U.S. attitudes predicted more positive attitudes toward learning English. Nationalism also predicted higher self-assessed English proficiency. These relationships remained after controlling for the instrumental value of English and demographic factors in multiple regression equations. Our findings highlight the need for closer examination of specific aspects of Japanese national identification, and their relationships with Japanese attitudes toward the English language. 相似文献
14.
Penn Tsz Ting Ip 《Inter-Asia Cultural Studies》2017,18(4):558-580
This article studies rural migrant women working in the Shanghai beauty parlour industry, focusing on how this industry emphasises affective labour and articulates it along lines of migration, gender and seniority. The analysis looks at three types of female beauty workers: apprentices, senior beauticians, and entrepreneurs. Bringing together Hardt and Negri’s (2004) theorisation of affective labour and Yang Jie’s (2011) notion of aesthetic labour, this article investigates how the affective and aesthetic labour demanded from these migrant women affects their minds and bodies, and their position and value in the marriage market. On the basis of fieldwork conducted in Shanghai, the article begins by exploring the ways in which the demand of Shanghai beauty parlour industry for affective labour impacts the ability of rural migrant women to enter into other forms of affective relationships. It goes on to argue that affective labour in this industry is not wholly negative, but modifies bodies and minds in ways that can be both oppressive and enabling, depending on, among other things, the beauty worker’s level of seniority. Finally, the article proposes that, in the beauty parlour industry, there is a reciprocality with affective labour that includes the workers as well as the clients. 相似文献
15.
Miriam Fonseca 《Int J Intercult Relat》1978,2(3):283-294
Considerable research has been done on personal space, its determinants, methods of measurement, and traits of personality related to it. It is quite certain that personal space aspects are learned, and this accounts for the cultural differences found. This study was an attempt to consider the role of vicarious learning in establishing and changing children's personal space. A second purpose of the experiment was to gather some data on Brazilian boys and girls' personal space dimensions. Subjects: Forty-eight boys and 48 girls attending fifth grade with a mean age of 11 years and five months. Method: Personal space of subjects was measured twice using the Pedersen Personal Space Measure (a simulated pencil and paper measure of personal space). Between the two measurements subjects were submitted to one of the four experimental conditions: Group I saw a model being punished for invasion of personal space; Group II saw the model being rewarded; Group III saw no consequences happen to the model; and Group IV had no exposure to models. Results: The differences between the first and second measurements of personal space revealed that the four groups differed significantly: Group I increased personal space; Group II and group III decreased it; While group IV did not change. The hypothesis that vicarious learning influences the formation and modification of personal space was thus confirmed. As for the exploration on Brazilian children's personal space, it was found that although there were no differences due to sex of the subject, both boys and girls kept significantly smaller distances from girls than from boys, probably revealing social influences. 相似文献
16.
The empirical research has not provided definitive answers to questions about how to assess and report academic adjustment and whether or not it influences psychological and sociocultural adjustments. This study is a longitudinal investigation into the relationship between academic and psychological adjustment of international students from South Asian countries in a cross-cultural learning context who partied in Teaching Chinese to Speakers of Other Languages (TCSOL) teacher education programs in Chinese universities. Using Zun's Self-Rating Depression Scale and the self-developed Scale of Academic Adaptation, the first test in December 2017 (T1) and the second in December 2019 (T2) were conducted to measure depression, learning motivation, learning behavior, learning efficacy, academic achievement, and satisfaction of South Asian students. The paper discovered significant positive correlations between five variables, indicating an interaction between the five aspects showing how involved and effective overseas students were in learning in China and a cross-lagged relationship between depression and academic adjustment. This longitudinal empirical study of international students in China aimed to help expand the application of cross-cultural adjustment theory in different educational backgrounds, and provide diverse samples and methods different from the traditional western perspective. 相似文献
17.
This research investigates the relationship between different valence contact of migrants with native people and their motivation to avoid further interactions with the majority group, as a preventing factor of adaptation by either side. Specifically, the joint and differential effects of positive and negative contact of migrants with natives on outgroup avoidance were addressed by examining also the mediating role of affective variables such as stereotype threat, symbolic threat and anxiety. Hypotheses were tested on two samples of African immigrants in Italy and Syrian immigrants in Turkey. Positive contact was not associated with outgroup avoidance and anxiety among African respondents who reported higher negative contact with natives. This evidence was not found among Syrian immigrants. In both samples, however, the moderating role of negative contact was found on stereotype threat. Across the two samples, anxiety was the strongest mediator of the relationship between negative contact of migrants on their avoidance of the majority group. Overall, the evidence we gathered furthers knowledge of the impact of negative intergroup contact on preventing migrant social integration. 相似文献
18.
Damian J. Rivers 《Int J Intercult Relat》2011,35(1):111-123
Building upon the seminal work of Kosterman and Feshbach (1989), the previous context specific work of Karasawa (2002), and the recent work of Sullivan and Schatz (2009), this paper examines four psychosocial facets of Japanese national identification in relation to a selection of English language learning processes among 401 Japanese university students majoring in English and International Communication. Based upon the literature discussed, a theoretical model of causality was created by the author and tested via the application of a structural equation modeling analysis. The outcome of this process suggests that within the social context of Japan, ‘commitment to national heritage’ is a significant mediator of both ‘nationalistic’ and ‘patriotic’ attitudes. It was also found that ‘nationalism’ was a significant positive predictor of ‘internationalism’ and of a positive ‘orientation toward English speaking culture and community’, whereas ‘patriotism’ was found to be a negative predictor of ‘internationalism’ and of a positive ‘orientation toward English speaking culture and community’. These findings, in addition to other more pedagogically focused outcomes are discussed in relation to the function and promotion of aspects of Japanese national identification, and the possible impact which the various facets, particularly patriotism, may have upon the development of positive intercultural relations and learning English as a foreign language. 相似文献
19.
Khatereh Saghafi Gholamreza Zareian 《Journal of Intercultural Communication Research》2017,46(5):424-440
Foreign language writing anxiety is an affective response to the dynamicity within the process of foreign language acquisition which made learners brave winds of change sweeping through their emotional state as a result of what they may experience a trance-like state of flux. This investigation reports on English as a foreign language (EFL) learners’ writing anxiety based on an ecological perspective within the framework of nested ecosystem model. Current study was conducted on four upper-intermediate EFL learners, aged 14–18. Semi-structured stimulated recall interviews, teacher observation, student journal, and task-motometer were all instrumented over ten classroom sessions to provide information regarding learners’ writing anxiety which were analyzed qualitatively. Along the lines of nested ecosystem model, emerging patterns of learners’ writing anxiety were analyzed under four categories of micro-, meso-, exo-, and macrosystems. Findings of the present study offered adequate decisive evidence supporting the fluctuating trajectories and variables concerning learners’ writing anxiety within the interaction of the individual and environmental factors. 相似文献
20.
The complexity of learning science rests in the fact that it not only possesses a unique lexicon and discourse but also that it ultimately entails a way of knowing. This article involves a case study that examines the academic engagement and perceptions of a group (N = 30) of high school students regarding their science literacy practices. These students were participating in an Engaging Latino Communities in Education (ENLACE) program whose purpose is to increase Latina/o high school graduation rates and assist them with college entrance requirements. The students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question—What kind of science classroom learning environment supports science-literate identities for ENLACE students?—was juxtaposed with a corollary question: What does multicultural education mean for the science classroom? We incorporate Banks's (2016) five dimensions of multicultural education as interpretative lenses. Overall findings suggest that when Latina/o students are engaged in meaningful laboratory investigations and inquiry activities and when the teaching resembles that of culturally responsive instruction, they are more likely to develop a science-literate identity. 相似文献