| dc.contributor.advisor | 別蓮蒂 | zh_TW |
| dc.contributor.author (Authors) | 李亞屏 | zh_TW |
| dc.contributor.author (Authors) | Lee,Annie | en_US |
| dc.creator (作者) | 李亞屏 | zh_TW |
| dc.creator (作者) | Lee,Annie | en_US |
| dc.date (日期) | 2005 | en_US |
| dc.date.accessioned | 14-Sep-2009 09:52:01 (UTC+8) | - |
| dc.date.available | 14-Sep-2009 09:52:01 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Sep-2009 09:52:01 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0909330132 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/31364 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 國際經營管理碩士班(IMBA) | zh_TW |
| dc.description (描述) | 90933013 | zh_TW |
| dc.description (描述) | 94 | zh_TW |
| dc.description.abstract (摘要) | 新文化衝擊下的成長--台灣學生赴美交換求學經驗 | zh_TW |
| dc.description.abstract (摘要) | The Acculturation Process and Influence of Taiwanese Exchange Students in the United States. Major Professor: Dr. Lienti Bei & Dr. Sharon A. DeVaney. With the increasing globalization of university education, the exchange programs among universities have become a hot topic that many students would be interested in. Every year thousands of exchange students from Taiwan select schools in the foreign countries, especial universities in the United States, as their exchange destination in order to learn foreign languages and to experience different cultures. Although the number of exchange students from Taiwan has been increasing annually, little research has investigated the acculturation process and reflections of exchange students in the host countries. The objectives of this research was to take a first step in exploring the impacts on Taiwan exchange students’ learning attitudes and socialization to the new culture that encountered during their study in the US. In addition, to understand the transition of students’ learning attitude and cross-culture adjustment that took place from their arrival in the United States to returning to their home countries. Therefore, three central questions was first generated to form the core of this study :1) What are the differences in class between the participants’ home universities and host universities? 2) What are the culture differences between the participants’ home country and host country? 3) How did the participants adjust themselves to fit into the different situations and how do they feel about the adjustment? The acculturation process and transition of exchange students’ learning attitude was examined here with a phenomengical and experimental research design. In order to understand thoroughly the exchange students’ learning and acculturation experiences in the US, this study arranged in-depth interviews with eight exchange student who had their exchange experiences in the US. Based on Hofestede’s four dimensions of culture and the differences between Socratic learning and Confucian learning, the study structured the research questions for the in-depth interviews. In addition, a questionnaire amended according to Hofestede’s four dimensions of culture was distributed to 26 former or prospective exchange students who selected for study at the universities in the US as a support data. Through the in-depth interviews and the analysis of questionnaire, the study found that interactions between professors and students in American classes are much higher than those in Taiwanese classes. This came from not only the differences of culture but also instructional arrangements of classes in American universities. The lower distance of American culture and the encouragement to the in class interaction did promote the exchange students’ participation in the US. In addition, given that the exchange students’ higher inclination and preferences to American or western culture and learning methods, they are more likely to have integrative or bicultural strategies to proceed their studies in the US. In sum, the study showed that exchange students rarely encounter problems of cultural adjustments, learning barriers or lack interpersonal communication that took place among students who pursue degrees in the US. Many of the exchange students maintained their original cultural identities and characteristics for expression in appropriate contests, such as collectivist relationship with classmates; however, they could also add a new behavioral repertoire to participate in American culture. Therefore, the study anticipates that exchange students integrated both the Confucian and the Socratic learning approaches and performed even better by American academic standards. | en_US |
| dc.description.abstract (摘要) | LIST OF FIGURES iv LIST OF TABLES v INTRODUCTION 1 Statement of Purpose 3 REVIEW OF LITERATURE 5 Conceptual Development 5 Culture Differences 7 Power Distance 8 Uncertainty Avoidance 9 Individualism and Collectivism 10 Masculinity and Femininity 11 Learning Differences 11 Summary 12 METHODS AND PROCEDURES 13 Characteristics of Qualitative Research 13 Socially Constructed Knowledge Claims 14 The Researcher’s Role 15 The Research Setting 16 Selection of Site 16 Participants Recruiting Process 16 Interview Process 17 Ethical Considerations 18 Data Collection Procedures 18 Primary Data 18 Secondary Data 19 Qualitative Analysis 20 Phenomenological Approach Design 20 Constant Comparative Analysis 21 FINDINGS AND DISCUSSIONS 22 An Overview of Participant’s Background 22 Purpose of Exchange Study 25 In Class and Living Experiences 30 Power Distance 30 In Class Interaction 30 Uncertainty Avoidance 36 In Class Interaction 36 Trust in American Society 38 Individualism and Collectivism 42 In Class Interaction 42 Friendship in the United States 45 In Class Exercise & Developing the Team Project 47 Masculinity and Femininity 51 In Class Competition 53 Sports is Important to Americans’ Life 56 Adjustment to Fit in the Learning/ Culture Difference57 SUMMARY, CONCLUSIONS AND IMPLICATIONS 62 Summary of Finding and Conclusions 62 Implications 67 Instructional Implications 68 Academic Implications 69 Limitations and Future Research 70 LIST OF REFERENCES 74 APPENDICES 79 Appendix A: Consent Form for Exchange Students 79 Appendix B: Structured Interview Questions 82 Appendix C: In-Depth Interview Participant’s Data 84 Appendix D: Exchange Report on the website 88 Appendix E: Questionnaire Analysis 91 | - |
| dc.description.tableofcontents | LIST OF FIGURES iv LIST OF TABLES v INTRODUCTION 1 Statement of Purpose 3 REVIEW OF LITERATURE 5 Conceptual Development 5 Culture Differences 7 Power Distance 8 Uncertainty Avoidance 9 Individualism and Collectivism 10 Masculinity and Femininity 11 Learning Differences 11 Summary 12 METHODS AND PROCEDURES 13 Characteristics of Qualitative Research 13 Socially Constructed Knowledge Claims 14 The Researcher’s Role 15 The Research Setting 16 Selection of Site 16 Participants Recruiting Process 16 Interview Process 17 Ethical Considerations 18 Data Collection Procedures 18 Primary Data 18 Secondary Data 19 Qualitative Analysis 20 Phenomenological Approach Design 20 Constant Comparative Analysis 21 FINDINGS AND DISCUSSIONS 22 An Overview of Participant’s Background 22 Purpose of Exchange Study 25 In Class and Living Experiences 30 Power Distance 30 In Class Interaction 30 Uncertainty Avoidance 36 In Class Interaction 36 Trust in American Society 38 Individualism and Collectivism 42 In Class Interaction 42 Friendship in the United States 45 In Class Exercise & Developing the Team Project 47 Masculinity and Femininity 51 In Class Competition 53 Sports is Important to Americans’ Life 56 Adjustment to Fit in the Learning/ Culture Difference57 SUMMARY, CONCLUSIONS AND IMPLICATIONS 62 Summary of Finding and Conclusions 62 Implications 67 Instructional Implications 68 Academic Implications 69 Limitations and Future Research 70 LIST OF REFERENCES 74 APPENDICES 79 Appendix A: Consent Form for Exchange Students 79 Appendix B: Structured Interview Questions 82 Appendix C: In-Depth Interview Participant’s Data 84 Appendix D: Exchange Report on the website 88 Appendix E: Questionnaire Analysis 91 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0909330132 | en_US |
| dc.subject (關鍵詞) | 文化衝擊 | zh_TW |
| dc.subject (關鍵詞) | 赴美交換求學 | zh_TW |
| dc.subject (關鍵詞) | 台灣學生 | zh_TW |
| dc.title (題名) | THE ACCULTURATION PROCESS OF TAIWANESE EXCHANGE STUDENTS IN THE UNITED STATES | zh_TW |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Atkins, A. (2000). The effects of uncertainty avoidance on interaction in the classroom. Retrieved Dec., 2005 from http://www.cels.bham.ac.uk/resources/essays/Atkins%201.pdf | zh_TW |
| dc.relation.reference (參考文獻) | Berry, J. W., & Sam, D. L. (1997). Acculturation and adaptation. In J. W. Berry, M. H. Segall & C. Kagitcibasi (Eds.), Handbook of cross-cultural psychology:Vol.3. Social behavior and applications (2nd ed., pp. 291-326). Boston: Allyn and Bacon. | zh_TW |
| dc.relation.reference (參考文獻) | Biggs, J. (1996). Western misperceptions of the Confucian heritage learning culture. In D. Watkins & J. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp.45-67). Hong Kong: Comparative Education Research Center/ Melbourne: Australian Council for Education Research. | zh_TW |
| dc.relation.reference (參考文獻) | Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon. | zh_TW |
| dc.relation.reference (參考文獻) | Brislin, R.W., Bochner, S., & Lonner, W.J. (1975). Cross-culture perspectives on learning. Beverley Hills, CA: Sagte Publications. | zh_TW |
| dc.relation.reference (參考文獻) | Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Dahl, S. (2004). An overview of intercultural research. Retrived Nov. 15, 2004 from http://stephan.dahl.at/intercultural/Hofstede_dimensions.html. | zh_TW |
| dc.relation.reference (參考文獻) | Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research (p.2). Thousand Oak, CA: Sage. | zh_TW |
| dc.relation.reference (參考文獻) | Creswell, J. W. (2003). Review of literature. Research Design (p.31). CA: Sage. | zh_TW |
| dc.relation.reference (參考文獻) | Fetterman, D. M. (Ed.). (1988). Qualitative approaches to evaluation in education: The silent scientific revolution (p.179). NY: Praeger. | zh_TW |
| dc.relation.reference (參考文獻) | Gao, G., & Toomey, S. (1998). Communicating effectively with the Chinese. CA: Sage. | zh_TW |
| dc.relation.reference (參考文獻) | Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine. | zh_TW |
| dc.relation.reference (參考文獻) | Greenholz, J. (2003). Socratic teachers and Confucian learners: Examining the benefits and pitfalls of a year abroad. Language and Intercultural Communication, 3(2), 122-130. | zh_TW |
| dc.relation.reference (參考文獻) | Gallois, C., Barker, M., Jones, E., & Callan, V. J. (1992). Intercultural communication: Evaluations of lecturers and Australian and Chinese students. In S. Iwawaki, Y. Kashima & K. Leung (Eds.), Innovations in cross-cultural psychology (pp. 86-102). Amsterdam, Netherlands: Swets & Zeitlinger. | zh_TW |
| dc.relation.reference (參考文獻) | Hall, E. (1976). Beyond culture. New York: Anchor Press. | zh_TW |
| dc.relation.reference (參考文獻) | Hammond, S., & Gao, H. (2002). Pan Gu’s paradigm: Chinese education’s return to holistic communication in learning. In X. Lu, W. Jai & R. Heisey (Eds.), Chinese communication studies: Contests and comparisons (pp. 227-244). Westport, CT: Ablex. | zh_TW |
| dc.relation.reference (參考文獻) | Holmes, P. (2004). Negotiating differences in learning an intercultural communication: Ethnic Chinese students in a New Zealand university. Business Communication Quarterly, 67(3), 294-307. | zh_TW |
| dc.relation.reference (參考文獻) | Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Stage. | zh_TW |
| dc.relation.reference (參考文獻) | Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301-320. | zh_TW |
| dc.relation.reference (參考文獻) | Hofstede, G. (1990). Culture and organizations: Software of the mind. Landon: McGraw-Hill. | zh_TW |
| dc.relation.reference (參考文獻) | Hofstede, G. (1994). Management scientists are human. Management Science, (pp.82-83) | zh_TW |
| dc.relation.reference (參考文獻) | Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations. CA: Stage. | zh_TW |
| dc.relation.reference (參考文獻) | Johansson, B., Marton, F., & Svensson, L. (1985). An approach to describing learning as change between qualitatively different conceptions. In A. L. Pines & L. H. T. West (Eds.), Cognitive structure and conceptual change. New York: Academic Press. | zh_TW |
| dc.relation.reference (參考文獻) | Marshall, C. & Rossman, G. B. (1989). Designing qualitative research (1st print). CA: Stage. | zh_TW |
| dc.relation.reference (參考文獻) | Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. SF: Jossey-Bass. | zh_TW |
| dc.relation.reference (參考文獻) | Pratt, D. (1992). Chinese conceptions of learning and teaching: A westerner’s attempt at understanding. International Journal of Lifelong Education, 11(4), 301-319. | zh_TW |
| dc.relation.reference (參考文獻) | Pratt, D. D., & Wong, K. M. (1999). Chinese conceptions of “ effective teaching” in Hong Kong: Toward culturally sensitive evaluation of teaching. International Journal of Lifelong Education, 18(4),241-258. | zh_TW |
| dc.relation.reference (參考文獻) | Samuelowicz, K. (1987). Learning problems of overseas students: Two sides of a story. Higher Education Research and Development, 6, 121-143. | zh_TW |
| dc.relation.reference (參考文獻) | Sternberg, R. (1997). Thinking styles. United Kingdom: Cambridge University Press, 100-101 | zh_TW |
| dc.relation.reference (參考文獻) | Triandis, H. C. (1995). Individualism and collectivism. Boulder. CO: Westview. | zh_TW |
| dc.relation.reference (參考文獻) | Triandis, H. C., McCusker, C., & Hui, C. H. (1990). Multimethod probes of individualism and collectivism. Journal of Personality and Social Psychology, 59 (5), 1006-1020. | zh_TW |
| dc.relation.reference (參考文獻) | Tweed, R. G., & Lehman, D. R. (2002). Learning considered within a cultural context: Confucian and Socratic approaches. American Psychologist, 57, 89-99. | zh_TW |
| dc.relation.reference (參考文獻) | Watkins, D., & Bigg, J. (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Comparative Education Research Centre/ Melbourne: Australian Council for Education Research. | zh_TW |
| dc.relation.reference (參考文獻) | REFERENCE IN CHINESE | zh_TW |
| dc.relation.reference (參考文獻) | 劉鳳珍 (2004). 校園國際風，學位更加值 Cheers專刊, Nov. | zh_TW |
