A Study of Academic Discourse Socialization of Three International Graduate Students in Taiwan PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Study of Academic Discourse Socialization of Three International Graduate Students in Taiwan PDF full book. Access full book title A Study of Academic Discourse Socialization of Three International Graduate Students in Taiwan by . Download full books in PDF and EPUB format.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: Mei-ching Ho
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 626
Get Book Here
Book Description
Author: Denise Carpenter Mussman
Publisher:
ISBN:
Category : Business education
Languages : en
Pages : 198
Get Book Here
Book Description
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:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: Krishna Bista
Publisher: OJED/STAR
ISBN:
Category : Education
Languages : en
Pages :
Get Book Here
Book Description
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education.
Author: Krishna Bista
Publisher: OJED/STAR
ISBN:
Category : Antiques & Collectibles
Languages : en
Pages : 300
Get Book Here
Book Description
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education. visit: www.ojed.org/jis
Author: Sue Wang
Publisher:
ISBN:
Category :
Languages : en
Pages : 221
Get Book Here
Book Description
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: JIS Editors
Publisher: Lulu.com
ISBN: 0359233376
Category : Education
Languages : en
Pages : 496
Get Book Here
Book Description
An interdisciplinary, peer-reviewed publication, Journal of International Students is a professional journal that publishes narrative, theoretical and empirically-based research articles, study abroad reflections, and book reviews relevant to international students, faculty, scholars, and their cross-cultural experiences and understanding in higher education. The Journal audience includes international and domestic students, faculty, administrators, and educators engaged in research and practice in international students in colleges and universities. More information on the web: http: //jistudents.org/ Publisher: STAR Scholars Network
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 147
Get Book Here
Book Description
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:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation study reports the findings of a qualitative interview study examining the issues of international graduate students who pursue their graduate degrees in U.S.-based TESOL (Teaching English to Speakers of Other Languages) discourse communities. Through in-depth interviews with nine international graduate students, in four different U.S. institutions, this study explored international graduate students' perceptions of their respective TESOL graduate programs, and, their academic discourse socialization processes. Based on the notion of situated learning and critical discourse perspectives in TESOL education, the interview data were analyzed through inductive and interpretive analysis. The findings of this study reveal that the international graduate students' perceptions of their respective TESOL graduate programs were varied, depending on the availability of assistance, support, and equal opportunities. Furthermore, when they could relate what they learned, based on their personal experiences and their future teaching environments, their perceptions of their discourse communities were positive, and their academic discourse socialization processes progressed. Academic discourse socialization processes, however, were not only social and political, but also personal and individual. Nevertheless, this study found that international graduate students in the U.S.-based TESOL discourse communities do not simply embrace the practices and knowledge of their discourse communities, rather, they negotiate, resist, and strategize. The latter appeared specifically through their utilization of insiders' knowledge about their native EFL (English as a Foreign Language) contexts and cultures, and their own ESL (English as a Second Language) learner experiences in various academic activities. This study suggests that international graduate students are contributing members in TESOL discourse communities. They also have the potential to transform western-centered TESOL discourse communities into a more open and inclusive space for learning and exchanging ideas. Supportive environments of TESOL discourse communities are crucial for this to be accomplished.
