Oral Academic Discourse Socialization in Multicultural Group Work: Negotiating Participation and Identities Among Management Graduate Students in Taiwan PDF Download
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Languages : en
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Author: Denise Carpenter Mussman
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Category : Business education
Languages : en
Pages : 198
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This study addresses the process of oral academic socialization that learners of a second language and culture undergo to succeed in disciplinary graduate courses. The participants were students from Mainland China and Taiwan pursuing an International Master of Business Administration (IMBA) degree at the University of Missouri-St. Louis (UMSL). Guided by social constructivist and language socialization theories, this ethnographic case study investigated factors that facilitated oral academic discourse socialization of speakers of Chinese. A group of eight IMBA Chinese and Taiwanese students studied their first academic year in their home country before transferring to study abroad in the U.S. to complete their graduate degree. After the beginning of their second semester of studies in the U.S., they shared their experience of adapting to oral academic discourse in the classroom and workplace over a period of eight months. The participants reflected on sociocultural differences in education, challenges they encountered, and coping strategies in their disciplinary studies through a second language and culture. Following the academic coursework, five of the same participants began an internship in St. Louis, of which they shared their challenges and strategies working in a second language and culture. They also reflected on how these experiences compared to their academic classes. Data were derived from focus groups, individual interviews, reflective journals, and field notes from class observations. Drawing on data analysis rooted in grounded theory, findings from transcripts and notes were triangulated. Open and axial coding were used to identify features and themes of the socialization process in academic and professional settings.
Author: Sue Wang
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Languages : en
Pages : 221
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In recent years, researchers have started to address the under-researched issues of academic oral language development. However, up to now, there is still little research exploring the longitudinal oral academic language development of Chinese graduate students who pursue their studies at the post-secondary level in the Unites States. Representing the largest number of international students who learn English as a foreign language, Chinese students find themselves facing a significant challenge when English becomes the medium of instruction in their new academic community, not only for written but also for spoken tasks, the performance of which decides their academic success. By focusing on one particular oral activity--oral presentations--this study explores how Chinese graduate students are socialized into the academic community of which they are to become members, what language difficulties these students have, and how these students improve their language use during this discourse socialization process. This study is framed in language socialization theory, according to which, novices and children learn the culture of a community through its language, and they also learn to use the language appropriately in this process. Following a qualitative case study design, data were obtained on 9 students from multiple sources including interviews, documents, and presentation video samples over a course of a year to explore this continuous and dynamic process. Results indicated that Chinese graduate students' prior academic experience did not prepare them for this particular activity of oral presentations; and participants were socialized into the academic community through observations, peer support, expert assistance and practice. However, the socialization process for individual participants varied greatly depending on both their individual agency and assistance available to them. Oral presentations, as a complex activity, require the participants to learn the relevant culture embedded within it and to learn the appropriate language to perform the task. The study contributes to the language socialization theory by focusing on the Chinese graduate students in the United States context and contributes to the language socialization research methodology by employing systemic functional linguistics approach (SFL) as an analysis tool for longitudinal linguistic development. The findings will inform second language curriculum and instruction, particularly oral language instruction.
Author: Mei-ching Ho
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Category : English language
Languages : en
Pages : 626
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Languages : en
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Author: Tim Anderson
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Languages : en
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Category :
Languages : en
Pages : 147
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International students come from various cultural and linguistic backgrounds and encounter problems and challenges (Lee, 1997) when they first arrive at American universities. One of the reported challenges they encounter is speaking and listening skills in academic settings (Ferris & Tagg, 1996; Lee, 1997), which they perceive as being "serious impediments to full class participation" (Lee, 1997, p. 93) as international students. Being unable to clearly and accurately speak English may contribute to their discomfort and frustration in their daily routines and academic performance (Tsen & Newton, 2002). The purpose of the present study was to examine speaking difficulties that Taiwanese graduate students perceive to experience in academic settings. Specifically, the research questions which guided this study were: 1. How comfortable do Taiwanese graduate students feel in academic situations in this study? 2. Of all international students' perceived speaking difficulties, which ones are the most difficult as perceived by Taiwanese graduate students? 3. Which factors have a major impact on international students' speaking performance in academic settings? The participants in this study were the 40 Taiwanese graduate students (TGS) who matriculated at The University of Tennessee during the fall of 2008. Data collected from the subjects, using a survey, were analyzed using descriptive statistics and revealed the following results. The TGS felt more comfortable speaking English to their fellow students and instructors before or after class rather than in class. Leading class discussion, participating in large group discussions, answering questions in class, and giving presentations were in ascending order of difficulty. Cultural factors play a minor role in influencing TGS' willingness to participate in class activities: their general English speaking ability plays a more dominant role in engaging in class activities. Essentially, the findings of the present study indicate that when TGS actively engage in task-oriented activities, they are more likely to interact with their fellow students and instructors, which in turn increases their level of comfort in belonging to and becoming full active participants in academic discourse communities.
Author: Xia Wu
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Category : Chinese students
Languages : en
Pages : 176
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"Understanding international students' academic socialization is important for both the students and Western higher educational institutions. Speaking activities, as part of academic socialization practices, are as important as writing tasks for international students. However, in the research field of international students' academic socialization, speaking activities have been neglected. In addition, studies that specifically focus on Chinese international students are limited. I conducted a qualitative case study to address the above research problems. This study was conducted in an undergraduate anthropology class, which included many types of speaking activities. Language socialization and identity negotiation theories were used as the theoretical framework in my study. I used participant observations, in-depth interviews, and document analysis as data collection methods, and I used grounded theory as the analytic framework to analyze data. The findings of this study deepen knowledge about Chinese international students' academic socialization experience in U.S. higher education in two perspectives: 1) by discussing the conflicts that the Chinese international students encountered in their academic socialization experience, this study has revealed the multifaceted identities that these Chinese international students negotiated, constructed and performed in their academic socialization experience; 2) through analyzing these students' participation and their thoughts during the speaking activities, this study found that the students' understanding of learning, and their understanding of the role of discussion were the major reason that impeded their participation in the speaking activities. Therefore, this study contributes to the research field of international students' academic socialization experience"--Page v.
Author: Hui-Jung Tang
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Category : Adult students
Languages : en
Pages : 237
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"Many Taiwanese adults pursue English learning because of its prevalence in intercultural communications worldwide. Although Taiwanese students benefit from Communicative Language Teaching (CLT) and mature students who are 23 years old and over contributed to a significant portion of college student body, scant research has explored how mature Taiwanese students (re)construct their identities as English users in pair/group work. Therefore, the classroom ethnography explored the research question: What experience of identity (re)construction do mature Taiwanese students of English undergo in a CLT class, especially in pair/group work? The findings demonstrated that the students (re)constructed their identity as confident and creative English users and the transformation was mediated by the instructor's communicative stance and amicable relations among most interviewees. The study interweaved a theoretical framework consisting of sociocultural theory (SCT) and poststructuralist identity theory. The two theories share the viewpoints of learners as sense-making human beings. Language learning in SCT is perceived as a mediated process to participate in a practice and expand one's zone of proximal development. In poststructuralist identity theory, learners enact their identities while using languages in reconstructing relations with others and the world and realizing who they are. I opted for purposive sampling to find an interaction rich research site. Then, I collected the data in a Taiwanese EFL classroom informed by CLT in the spring semester of 2010-2011 academic year. The instructor and 24 students participated in the study and I interviewed 10 out of 24 students. The classroom ethnography examined naturally occurring data, including recordings of pair/group discussions, interviews, field notes from classroom observation, questionnaires, and other artifacts. I analyzed the data systematically based on grounded theory looking for patterns of language use to understand the participants' experience and identity (re)construction in pair/group activities. The findings indicated that most interviewees' (re)formulated their English user identities in the struggle between two forces. On one end, most interviewees did not see themselves as capable English users because of their unpleasant learning history and the permeated standard of accuracy in English learning. On the other end, the instructor's CLT approach, his flexibility in accepting code-switching, and the amicable relations among most students made most interviewees saw themselves and the English language differently. The identities as confident English users emerged in most interviewees' data. Additionally, the students' humorous language play projected the identities as creative English users who could manipulate languages to entertain themselves and others. Such language play also offered rich learning opportunities to experiment with English. The study offers implications for pedagogy and theory. The classroom ethnography reaffirms that language learners (re)construct their identity while using languages, and identity as a "site of struggle" and "changing over time" (Norton & McKinney, 2011, p. 74). In considering pedagogical approaches, educators can reflect on how certain approaches position learners to empower students to take on personae in a new language"--Pages viii-ix
Author: 徐佳楠
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Category : Chinese students
Languages : en
Pages : 0
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