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題名 文化衝擊研究: 海外留學生華語習得期間之文化適應
When culture shocks or not: Acculturating while acquiring mandarin in a study abroad context
作者 陳薇蒂
Chin, Ruby
貢獻者 張玉玲
Chang, Christie
陳薇蒂
Chin, Ruby
關鍵詞 文化適應
華語習得
文化衝擊
意識
CIEE 美國學生
Acculturation
Mandarin acquisition
culture shock
awareness
CIEE American Students
日期 2010
上傳時間 5-十月-2011 14:38:59 (UTC+8)
摘要 本論文旨在以民族誌研究方法觀察美國國際交流協會(CIEE)留學生的華語習得期間之文化適應。身為一位CIEE的校友，以及目前在國立政治大學就讀華語文教學碩士學程，並擔任CIEE 語言助理，作者想要透過CIEE美國學生在台灣的經驗來觀察他們學習華語的過程。
本研究提出，美國學生在台灣留學時，同常會經過四種文化適應的發展過程:(1)期待(2)文化衝擊 (3)迷失 (4)適應。研究結果顯示，雖然大部分的人都覺得東亞洲美國學生不可能經驗文化衝擊, 本研究發現正因為他們缺乏了文化衝擊之意識, 使他們在華語習得習期間無法順利適應文化以及學習語言。因此為了有效的幫助華語為第二語言學生學習華語，作者建議學生與老師應該增加文化衝擊之意識。
This qualitative research study investigates exchange students from the United States (America) in the program of the Council on International Educational Exchange (CIEE), in terms of their experiences during their process of acculturation while acquiring Chinese Mandarin language skills. Previously as a study abroad program student in National Chengchi University, Taipei, and currently as a graduate student in Teaching Chinese as a Second Language Master’s Program, and Language Coordinator of CIEE, (a study abroad program on the same campus), the author proposes to do a case study on the program’s students. The purpose is to understand the effects of cultural experience in second language acquisition by American students through ethnographic methods.
The author proposes that in order to effectively acquire Chinese Mandarin language, it could be important for tracking American students’ acculturation process of 1. Anticipation, 2. Cultural Shock, 3. Disorientation, and 4. Adaptation. It is observed that although most people assume that East-Asian Americans experience less culture shock due to their Asian heritage, the study shows that their lack of ‘culture shock awareness’ in fact puts them at a disadvantage, which delays their adaptation, and impedes upon their success in Mandarin language training.
The study concludes that decreasing social distance and promoting social interaction through acculturation in classrooms may be effective methods for both East-Asian and non-East-Asian American students to become successful in acquiring Chinese Mandarin language. Thus, it is suggested that students and teachers should increase their level of culture shock awareness in the study abroad context in order to assist Chinese as a second language (CSL) learners.
參考文獻 REFERENCES
Abrams, D., & Hogg, M. A. 1990. Social Identification, Self-categorization, and Social
Influence. European Review of Social Psychology, 1, 195-228.
Bates, Chris and Ling-li Bates. 2005. Culture Shock, A Survival Guide to Customs and
Etiquette. Singapore. Marshall Cavendish International Pte Ltd.
Boas, Franz. 1940. Race, Language, and Culture. New York: The Macmillan Company
Bonvillain, Nancy. 2008. Language, Culture, and Communication: The Meaning of
Messages. 5th ed. New Jersey: Pearson Prentice Hall.
Brown, H. Douglas. 1975. “Affective variables in second language
Acquisition," Language Learning 23,2: 231-244.
Brown, H. D. 1989. A Practical Guide to Language Learning. New York: McGraw-Hill
Brown, H. D. 2000. Principles of Language Learning and Teaching. 4th ed. Englewood
Cliffs, N.J: Prentice Hall
Byrne, Donn.1969. Attitudes and Attraction. Advances in Experimental Social
Psychology, Volume 4, Pages 35-89.
Casse, Pierre (1981) Training for the Cross-Cultural Mind: a Handbook for Cross-Cultural Trainers and Consultants, Second Edition. SIETAR. The Society for Intercultural Education, Training and Research, USA.
Culhane, Stephen F. 2004. An Intercultural Interaction Model: Acculturation Attitudes in
Second Language Acquisition, Electronic Journal of Foreign Language Teaching.
Vol. No. 1, pp. 50-61.
Díaz-Rico, L. T., & Weed, K. Z. 2006. The crosscultural, language, and academic
development handbook (3rd ed.). Boston: Allyn and Baco
Dowell, Michele-Marie and Kelly P. Mirsky. 2003. How to Get the Most Out of Your
Experience. Pearson Education, Inc.
Duranti, A. 1997. Chapter 4: Ethnographic methods. In Linguistic Anthropology.
pp.84-121. Cambridge: Cambridge University Press.
Fromkin, Victoria. Rodman, Robert. and Nina Hyams 2003. Language Acquisition. An
Introduction to Language. (7th edition). Thomson: Heinle. Pp. 374-384
Furnham, Adrian and Stephen Bochner. 1986. Culture shock: Psychological reactions to
unfamiliar environments. London: Methuen.
Genzuk, Michael.2003. A Synthesis of Ethnographic Research. Occasional Papers
Series. Center for Multilingual, Multicultural Research (Eds.). Center for
Multilingual, Multicultural Research, Rossier School of Education, University of Southern California. Los Angeles.
Hymes, Dell. 1974. Foundations in Sociolinguistics: An Ethnographic Approach.
Philadelphia: University of Pennslvania Press.
Ke, Chuanren. 2005. Patterns of Acquisition of Chinese Linguistic Features by CFL
learners. Journal of the Chinese Language Teachers Association VOL. 40:1, pp.
1-24
Lightbown, Patsy. and Nina Spada. 2006. How Languages Are Learned. Oxford
University Press.
Long, Michael H. 1991. An Introduction to Second Language acquisition Research.
London:Longman Press. (“SLA: Types and Data Analysis”, pp.52-80)
Mauriel Saville-Troike. 2006. Introducing Second Language Acquisition. Cambridge
University Press.
Parker, Frank. and Kathryn Riley 2005. (eds) Second Language Acquisition. Linguistics
for Non-linguists A Primer with Exercises. 4th ed. Boston: Pearson. Pp. 214-234
Paschke, A. Magali. 1990. Acculturation, self-esteem, and anxiety in relation to the
acquisition of English as a Second Language. ETD Collection for Pace University.
Rubenfeld, Sara, Sinclair, Lisa and Clément Richard. 2006. Second language learning
and acculturation: The role of motivation and goal content congruence. Canadian
Journal of Applied Linguistics (CJAL), Vol 10, No 3.
Scarcella, R.C., & Oxford, R.L. 1992. The Tapestry of Language Learning: The
Individual in the Communicative Classroom. Boston: Heinle & Heinle
Schensul, J. Jean. 2005. Introduction to Ethnographic Research. Institute for Community
Research. Prepared for CIRA M & B Core: www.incommunityresearch.org
Schumann, J. H. 1978. The acculturation model for second language acquisition. In
R.C. Gingras, Ed., Second Language Acquisition and Foreign Language
Learning. Washington, D.C.
Schumann, J. H. 1986. Research on the acculturation model for second language
acquisition. Journal of Multilingual and Multicultural Development, 7, 379-392.
Scovel, Tom. 2001. Learning New Languages: A Guide to Second Language
Acquisition. Heinle ELT.
Spradley, James. 1979. The Ethnographic Interview. Harcourt, Brace, Janovich.
Swallow, Deborah. 2010. The Classic 5 Stage Culture Shock Model.
http://www.deborahswallow.com
Triandis, Harry C. 2001. "Individualism-Collectivism and Personality". Journal of
Personality 69 (6): 909.
Ward, Colleen, Furnham, Adrian and Stephen Bochner. 2001. Psychology of Culture
Shock. Routledge, Philadelphia, PA.
Willis, Jane. 2001. A Framework for Task-Based Learning, Longman ELT.
描述 碩士
國立政治大學
華語文教學碩士學位學程
98161017
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0981610171
資料類型 thesis
dc.contributor.advisor 張玉玲zh_TW
dc.contributor.advisor Chang, Christieen_US
dc.contributor.author (作者) 陳薇蒂zh_TW
dc.contributor.author (作者) Chin, Rubyen_US
dc.creator (作者) 陳薇蒂zh_TW
dc.creator (作者) Chin, Rubyen_US
dc.date (日期) 2010en_US
dc.date.accessioned 5-十月-2011 14:38:59 (UTC+8)-
dc.date.available 5-十月-2011 14:38:59 (UTC+8)-
dc.date.issued (上傳時間) 5-十月-2011 14:38:59 (UTC+8)-
dc.identifier (其他 識別碼) G0981610171en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/51300-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 華語文教學碩士學位學程zh_TW
dc.description (描述) 98161017zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 本論文旨在以民族誌研究方法觀察美國國際交流協會(CIEE)留學生的華語習得期間之文化適應。身為一位CIEE的校友，以及目前在國立政治大學就讀華語文教學碩士學程，並擔任CIEE 語言助理，作者想要透過CIEE美國學生在台灣的經驗來觀察他們學習華語的過程。
本研究提出，美國學生在台灣留學時，同常會經過四種文化適應的發展過程:(1)期待(2)文化衝擊 (3)迷失 (4)適應。研究結果顯示，雖然大部分的人都覺得東亞洲美國學生不可能經驗文化衝擊, 本研究發現正因為他們缺乏了文化衝擊之意識, 使他們在華語習得習期間無法順利適應文化以及學習語言。因此為了有效的幫助華語為第二語言學生學習華語，作者建議學生與老師應該增加文化衝擊之意識。		zh_TW
dc.description.abstract (摘要) This qualitative research study investigates exchange students from the United States (America) in the program of the Council on International Educational Exchange (CIEE), in terms of their experiences during their process of acculturation while acquiring Chinese Mandarin language skills. Previously as a study abroad program student in National Chengchi University, Taipei, and currently as a graduate student in Teaching Chinese as a Second Language Master’s Program, and Language Coordinator of CIEE, (a study abroad program on the same campus), the author proposes to do a case study on the program’s students. The purpose is to understand the effects of cultural experience in second language acquisition by American students through ethnographic methods.
The author proposes that in order to effectively acquire Chinese Mandarin language, it could be important for tracking American students’ acculturation process of 1. Anticipation, 2. Cultural Shock, 3. Disorientation, and 4. Adaptation. It is observed that although most people assume that East-Asian Americans experience less culture shock due to their Asian heritage, the study shows that their lack of ‘culture shock awareness’ in fact puts them at a disadvantage, which delays their adaptation, and impedes upon their success in Mandarin language training.
The study concludes that decreasing social distance and promoting social interaction through acculturation in classrooms may be effective methods for both East-Asian and non-East-Asian American students to become successful in acquiring Chinese Mandarin language. Thus, it is suggested that students and teachers should increase their level of culture shock awareness in the study abroad context in order to assist Chinese as a second language (CSL) learners.		en_US
dc.description.tableofcontents TABLE OF CONTENTS


ACKNOWLEDGEMENTS ii
ABSTRACT iii

CHAPTER ONE: INTRODUCTION 1
1.1 Background 2
1.2 Context of Study: CIEE American Students in Taiwan 4
1.3 Purpose of Study and Research Questions 6
1.4 Organization of Thesis 7

CHAPTER TWO: LITERATURE REVIEW 8
2.1 Acculturation 8
2.1.1 Acculturation in Second Language Acquisition 8
2.1.2 Acculturation Phases 11
2.2 Culture Shock 12
2.2.1 Stage Theory of Culture Shock 13
2.2.2 Psychology of Culture Shock 14
2.3 Conclusion 18

CHAPTER THREE: METHODOLOGY AND FIELDWORK 19
3.1 Ethnographic Methods 19
3.2 Design of the Study 20
3.3 My Fieldwork 22
3.3.1 The Participant-Observer 23
3.3.2 The Collector 24
3.3.3 The Interviewer 25
3.4 Conclusion 26

CHAPTER FOUR: INITIAL OBSERVATIONS 27
4.1 Culture Shocks of Taiwan 28
4.1.1 Personal Experience 28
4.1.2 Values and Beliefs 31
4.1.3 Social Roles and “Rules” of Behavior 32
4.1.4 Climate, Attire and Food 36
4.2 Participation-Observation 39
4.2.1 Classroom 39
4.2.2 Outside the Classroom 40
4.3 Semi-constructed Interviews 43
4.3.1 Causal Talks to Gossips 43
4.3.2 Survey Follow-ups 46
4.4 Conclusion 48

CHAPTER FIVE: FINDINGS AND ANALYSES 50
5.1 Acculturation Phases 50
5.1.1 Anticipation 51
5.1.2 Culture Shock 51
5.1.3 Disorientation 53
5.1.4 Adaptation 54
5.2 When Culture Shocks or Not 55
5.2.1 East-Asian Americans 56
5.2.2 Non-East-Asian Americans 57
5.3 Acculturation and Language Acquistion 59
5.3.1 Acculturation Advantages and Disadvantages 60
5.3.2 Language Acquistion Timeline 62
5.4 Summary and Conclusion 64

CHAPTER SIX: CONCLUSION 65
6.1 Before Closing 65
6.2 Conclusions and Implications 66
6.3 Contributions and Limitations 68
6.4 Closing Remarks 70

Appendix 1: Sample Survey Questions 71
Appendix 2: Selected articles from CIEE Newsletter written by CIEE students 74
Appendix 3: Original transcriptions of CIEE students’ reflection journals 87
References 96		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0981610171en_US
dc.subject (關鍵詞) 文化適應zh_TW
dc.subject (關鍵詞) 華語習得zh_TW
dc.subject (關鍵詞) 文化衝擊zh_TW
dc.subject (關鍵詞) 意識zh_TW
dc.subject (關鍵詞) CIEE 美國學生zh_TW
dc.subject (關鍵詞) Acculturationen_US
dc.subject (關鍵詞) Mandarin acquisitionen_US
dc.subject (關鍵詞) culture shocken_US
dc.subject (關鍵詞) awarenessen_US
dc.subject (關鍵詞) CIEE American Studentsen_US
dc.title (題名) 文化衝擊研究: 海外留學生華語習得期間之文化適應zh_TW
dc.title (題名) When culture shocks or not: Acculturating while acquiring mandarin in a study abroad contexten_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) REFERENCESzh_TW
dc.relation.reference (參考文獻) Abrams, D., & Hogg, M. A. 1990. Social Identification, Self-categorization, and Socialzh_TW
dc.relation.reference (參考文獻) Influence. European Review of Social Psychology, 1, 195-228.zh_TW
dc.relation.reference (參考文獻) Bates, Chris and Ling-li Bates. 2005. Culture Shock, A Survival Guide to Customs andzh_TW
dc.relation.reference (參考文獻) Etiquette. Singapore. Marshall Cavendish International Pte Ltd.zh_TW
dc.relation.reference (參考文獻) Boas, Franz. 1940. Race, Language, and Culture. New York: The Macmillan Companyzh_TW
dc.relation.reference (參考文獻) Bonvillain, Nancy. 2008. Language, Culture, and Communication: The Meaning ofzh_TW
dc.relation.reference (參考文獻) Messages. 5th ed. New Jersey: Pearson Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Brown, H. Douglas. 1975. “Affective variables in second languagezh_TW
dc.relation.reference (參考文獻) Acquisition," Language Learning 23,2: 231-244.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. 1989. A Practical Guide to Language Learning. New York: McGraw-Hillzh_TW
dc.relation.reference (參考文獻) Brown, H. D. 2000. Principles of Language Learning and Teaching. 4th ed. Englewoodzh_TW
dc.relation.reference (參考文獻) Cliffs, N.J: Prentice Hallzh_TW
dc.relation.reference (參考文獻) Byrne, Donn.1969. Attitudes and Attraction. Advances in Experimental Socialzh_TW
dc.relation.reference (參考文獻) Psychology, Volume 4, Pages 35-89.zh_TW
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dc.relation.reference (參考文獻) Experience. Pearson Education, Inc.zh_TW
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