Study of the Cross-Cultural Adjustment of Four Native English-Speaking Teachers at Senior High Schools and Cram Schools in Taiwan PDF Download
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Languages : en
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Author: Wei-Ju Liao
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Languages : en
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This study investigates expatriate English teachers' cross-cultural adjustment in Taiwan. Cross-cultural adjustment theories and the differences between Chinese and Western culture are reviewed. Both qualitative and quantitative data were collected in order to develop the framework for the study. The process was examined across three facets of adjustment: general, working and interaction with host nation. The study was based on the framework of Black, Mendenhall and Oddou (1991) and develops an empirical cross-cultural adjustment model for native English- speaking expatriates who work in Taiwan as English teachers. The framework was successfully implemented by means of questionnaire and interview data and a literature review. The key findings of this study are: 1. Expatriate English teachers' job satisfaction, age, previous crosscultural experience and their motivation for or purpose in coming to Taiwan are the key factors which affect their intention to stay in Taiwan. 2. Expatriate English teachers' Mandarin or Taiwanese language ability has significant effects on their daily activities and social life outside work in terms of general adjustment. 3. Cross-cultural training for expatriate teachers could improve their living conditions in Taiwan in terms of general adjustment. 4. Expatriate teachers who possessed an undergraduate degree had more difficulties in their relationship with school management. 5. The total time expatriate teachers had spent living in Taiwan had some effect on their job satisfaction and adjustment in relation to interacting with the Taiwanese. Based on the empirical findings of this study, some recommendations for language education institutions and Westerners who are working or planning to work as English teachers in Taiwan are as follows: 1. Those who are planning to go to Taiwan to work as English teachers should receive some cross-cultural training and gain basic Mandarin or Taiwanese language skills before departure. An undergraduate degree is the basic qualification but an English teaching certificate or higher degree is strongly recommended. 2. English language education institutions should offer expatriate teachers cross-cultural training which includes basic local language skills, general information about living and working in Taiwan and the differences in the education system, teaching methodology and management style between Taiwanese and Western cultures. 3. When recruiting expatriate teachers, it is recommended that English language education institutions should avoid those who are including a trip to Taiwan as part of wider Asian travel and who are likely to stay in Taiwan for a relatively short time.
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Languages : en
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Author: 蔡靜儀 CHING-YI TSA
Publisher: 索引數位股份有限公司
ISBN: 986934352X
Category : Social Science
Languages : zh-CN
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The main purpose of this research was to explore culture shock and cross-cultural adaptation of foreign English teachers in Taiwan. According to the findings in this research, recommendations were made for foreign English teachers and educational organizations in Taiwan to serve as a basis of conducting further researches or setting relevantly educational policies. A convenient sampling was conducted, and six participants, including American, British, and Canadian teachers, filled in semistructured questionnaire and had in-depth interviews. The results were shown as follows: 1. Influence of culture shock: (1) The first impression in Taiwan was mostly negative feelings. (2) Guanxi and Face were the most distinguishing cultural characteristics. (3) Culture shock had little impact on life, but lack of English environment caused inconvenience. (4) Impact of work mainly resulted from management style, communicative mode, and supervisory system. (5) Classroom management emphasized on responsibility and selfgovernment. 2. Adaptive situation and influencing factors: (1) Most foreign English teachers in Taiwan had good adaptation in life, culture and work, and they attempted to adjust themselves so as to conform to Taiwanese's current situations. (2) Influencing factors were mainly grouped into three categories. Affective management could turn negative pressure into positive emotion. The learning of culturally relevant social skills was used to learn customs, languages, skills, and communications. The learning of cultural knowledge and cultural cognition assisted to notice cultural difference, changing belief, and limited power in cultural transition. 3. Results of cross-cultural adaptation: (1) Most difficult parts for foreign English teachers to adapt were food and local people. (2) Among Taiwanese customs they like are close relationship and interpersonal network, but “Face＂ culture caused confusion. (3) Differences in teaching philosophy, value, and Confucian value system caused adaptive problems. (4) Identifiable vocational culture found in school stressed individual styles and leadership of director. (5) Supervisory culture in school was mainly the system management with administrative codes and assignment regulations. (6) The longer time foreign English teachers stayed in Taiwan, the better life adaptation they would have. The personal qualities affected degrees of cultural and working adaptation in Taiwan. (7) The foreign English teachers, having oversea teaching experience, had a better adaptation in life and culture, but they had a poorer adaptation in work. All in all, some suggestions were made for foreign English teachers, for administrative organizations, and for further studies. 本研究之主要目的，在於探討外籍教師在臺灣任教期間文化衝擊與 跨文化適應之情形，並藉由研究結果與建議的提出，供有意來臺灣任教 的外籍教師，以及教育當局做為研究或訂定相關教育政策時之參考。本 研究以便利抽樣，選取六位分別來自美國、英國及加拿大籍教師進行半 結構式問卷與深度訪談。本研究結果主要歸納為三個層面： 一、文化衝擊的影響： （一）對台灣的第一印象大多為負面的認知； （二）關係與面子是最顯著的文化特徵； （三）生活中缺乏英語環境，導致生活不便； （四）工作衝擊源於管理風格、溝通模式，和監督系統； （五）班級經營強調負責任與自我管理。 二、文化適應情況與影響因素： （一）大部分外師文化適應良好，並且樂於自我調整以符合現況； （二）影響因素分為三方面： 1. 透過情意管理的學習，可將負面壓力變成正面情緒； 2. 文化相關社會技能的學習，可達成習俗的了解、語言習得、技巧純熟，以及溝通順暢等目的； 3. 認知學習模式的學習，可有效涵養文化知識與提升文化認知之敏感度。 三、跨文化適應的結果： （一）最難適應的部分為食物的選擇以及與當地人相處； （二）最喜歡的部分為人際間密切的互動，但是面子文化造成困擾； （三）對教育觀、教學價值與對儒家思想的認知有差異，造成適應困難； （四）學校文化強調個人風格與領導風格並重； （五）管理風格強調行政紀律與責任歸屬。 （六）外籍教師待在臺灣的時間愈長生活適應愈佳，但是個人特質影響文化與工作適應程度。 （七）擁有其他國家教學經驗的外師在臺灣生活與文化適應佳，但是工作適應方面卻比無其他國家教學經驗的外師差。 最後，研究者根據研究結果，提出對職前訓練、在職進修，以及考 聘制度之建議。
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Languages : en
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Author: Chas. William Finley
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Languages : en
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Author: 邱慶祐
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Languages : en
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Author: Nicole (Chia-Chi) Keng
Publisher: LAP Lambert Academic Publishing
ISBN: 9783845477220
Category : Communicative competence in children
Languages : en
Pages : 348
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This book describes a study which examines perceptions of both students and teachers in Taiwan about secondary schools and different types of cram school. The reality for many Taiwanese students is that they experience, often for many years, a mixture of regular secondary and cram school input. Cram schools are known to vary widely in teaching style, but systematic studies on this type of school are rare. The present study looks "below the surface" of ELT in cram school and regular secondary level classes in Taiwan, in the wake of the recent educational reforms that have been introduced by the Taiwan authorities. The study focuses in particular on the changes in secondary English teaching, the implementation of Communicative Language Teaching (CLT), as well as teachers' understanding and describes and seeks to account for a reluctance to depart from traditional language teaching methods that have, elsewhere, been largely discredited.
Author: Chau Kan Chu
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Category : English language
Languages : en
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Since its inception, the attrition rate of teachers in the Native English Teachers (NETs) scheme in Hong Kong has been very high. Though the introduction of financial incentives has reduced this slightly, the problem remains, and this thesis explores an alternative explanation for the high attrition, in the field of cross-cultural adjustment. The thesis argues that the effectiveness of the NET scheme is affected by the extent to which issues of cross-cultural adjustment are addressed sufficiently, and that the high attrition rate can be explained, in part, by neglect of issues in cross-cultural adjustment, both in terms of the sojourners and of the host culture. A literature review indicates that cross-cultural adjustment has many different dimensions, and that levels of culture shock and cross-cultural adjustment depend, in part, on individuals? characteristics. The thesis reports a small-scale qualitative investigation into the experiences of NETs in Hong Kong, seen through different lenses and theories of cross-cultural adjustment, and using a grounded theory approach to data analysis. The empirical data gathered reveal a complex, differentiated and individualized view of cross-cultural adjustment, and that it changes in individuals over time. Cross-cultural adjustment is also seen to apply to host cultures and service providers as well as to the sojourners themselves. Serious shortcomings are found in the provision of suitable preparation, induction, training and ongoing support provided for NETs in Hong Kong in terms of cross-cultural adjustment, and recommendations are made for interventions with the sojourners, the schools and the Hong Kong government?s NETs scheme and associated training programmes.
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