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《Journal of Intercultural Communication Research》2013,42(3):253-264
This study explores the concept of “third culture,” which has not been tested by quantified measures since it was introduced. This study develops the 10-item measurement of third culture based on three dimensions—equality, commonality, and transcendence. Two hundred and fifteen international married individuals from 42 countries participated in a self-administered email survey. The findings indicated that the new scale is reliable and functions as a single dimension instead of as three subdimensions. Suggestions for future study as well as several implications on theory and methodology are discussed, drawing on the experience of this study. 相似文献
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The increasing cultural diversity within tertiary education and workplace environments requires students and graduates to be knowledgeable and effective in cross-cultural adjustment and managing potential acculturative stress. One of the ways to increase their cross-cultural adjustment is via cross-cultural training (CCT). Given the predominantly business-oriented nature of previous reviews, this paper systematically examined whether CCT was effective when applied to tertiary students. The analysis of different types of CCT and its outcomes was guided by Ward, Bochner, and Furnham’s (2001) ABC (Affective, Behavioural, and Cognitive) model that comprehensively explained the affective, behavioural, and cognitive facets of cross-cultural adjustment. We reviewed 35 CCT studies published post-1990 with control group design or pre-post training evaluation. CCT in tertiary education has become increasingly multi-method and experiential. CCT programs with behavioural components had the most consistent evidence of effectiveness. Programs with both behavioural and cognitive components were more effective than cognitive- and didactic-alone programs. CCT appeared to be particularly effective in enhancing tertiary students’ academic and career performance. Practical implication and suggestions for future research directions are discussed. 相似文献
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Wee Pin Goh Jonathan Lee Ong Kim Hairon Salleh 《International Journal of Educational Research》2009,48(4):258-273
Self-rating bias is particularly likely in organizational behavior research as individuals tend to inflate their expertise, skills and character. This study aims to examine how two culturally diverse groups of teachers and their reporting officers respond to self-ratings of their own teaching skills and leadership skills respectively. It is posited that such response may be culturally based. To ensure validity of comparisons, analyses were done using linear Rasch measures in logits rather than the non-linear raw scores. No significant differences were found between the perceptions of Singaporean teachers and their reporting officers on teaching and leadership skills. The Bahraini data however revealed teachers’ perceptions of own teaching skills were significantly higher than that of their reporting officers. The opposite is true for the Reporting officers’ perceptions of our leadership skills. Bahraini teachers’ perceptions of their own teaching skills were also found to be significantly higher than that of their Singaporean counterparts. The findings support the notion that individuals’ thinking and behavior is influenced by how they process social and cultural information. 相似文献
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王敏 《合肥师范学院学报》2011,29(2):101-105
从语用顺应论的四个研究视角即语境关系的顺应、语言结构的顺应、顺应的动态性、顺应过程的意识程度来分析,论证语类的成功口译过程呈现了听辨、分析、推理、综合、理解的动态思维线路。在这一动态过程中,译员要动态地选择顺应对象或层面的口译策略,实现相应的顺应。 相似文献
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In this paper,the author applies Jef Verschueren's Pragmatics as a Theory of Linguistic Adaptation as the theoretical basement.And the generation of code- switching is discussed under the guidance of Yu Guodong's Adaptation Model as well.Conclusions can be drawn as: teacher's English/Chinese codeswitching is an adaptation to linguistic reality,social conventions and teacher's psychological intentions,the first two being considered as passive switching and the last being active switching.Teacher's codeswitching as understanding-facilitating strategy forms the most important factor that triggers teacher's English/Chinese codeswitching. 相似文献
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毕丽娟 《佳木斯教育学院学报》2015,(2):60-61
以耶夫?维索尔伦的语言顺应理论为依据,分别从心里世界、社交世界和物理世界来研究小说《追风筝的人》中对话者怎样顺应这三个世界,从而达到良好的交际目的。旨在证明顺应论对于分析小说对话具有强大的阐释力。 相似文献
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Climate adaptation research increasingly focuses on the socio-cultural dimensions of change. In this context, narrative research is often seen as a qualitative social science method used to frame adaptation communication. However, this perspective neglects an important insight provided by narrative theory as applied in the cognitive sciences and other practical fields: human cognition is organized around specific narrative structures. In adaptation, this means that how we ‘story’ the environment determines how we understand and practice adaptation, how risks are defined, who is authorized as actors in the change debate, and the range of policy options considered. Furthermore, relating an experience through story-telling is already doing ‘knowledge work’, or learning. In taking narrative beyond its use as an extractive social research methodology, we argue that narrative research offers an innovative, holistic approach to a better understanding of socio-ecological systems and the improved, participatory design of local adaptation policies. Beyond producing data on local knowledge(s) and socio-cultural and affective-emotive factors influencing adaptive capacity, it can significantly inform public engagement, deliberation and learning strategies–features of systemic adaptive governance. We critically discuss narrative as both a self-reflective methodology and as a paradigmatic shift in future adaptation research and practice. We explore the narrative approach as a basis for participatory learning in the governance of socio-ecological systems. Finally, we assemble arguments for investing in alternative governance approaches consistent with a shift to a ‘narrative paradigm’. 相似文献