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Full-Text Articles in Chinese Studies
When In China, Do As The Chinese Do? Learning Compliment Responding In A Study Abroad Program, Li Jin
When In China, Do As The Chinese Do? Learning Compliment Responding In A Study Abroad Program, Li Jin
Li Jin
近年来中国大陆吸引了越来越多以英语为母语的留学生。留学生在中国留学期间是否学习到并在语言行为上体现中国文化的礼节方式是个很值得研究的话题。本文使用定性分析方式研究了美国大学生在中国上海暑期语言学习期间（八周）所习得的汉语称赞答复方式及学习称赞答复的过程。考察对象为四名在美国中西部一所私立大学学习汉语，以英语为母语的学生。其中两名二年级学生，两名三年级学生。数据来源为学生参加暑期学习班初期的问卷调查，每周一次的单独采访（一共六次），学生每周的博客，及本文作者的现场观察记录。分析结果发现四名学生学习到不同的称赞答复方式，称赞答复方式的学习过程复杂并受到个人在暑期学习期间社会经历的影响。本文并讨论了影响以英语为母语学生在中国短期留学期间学习称赞答复方式的各种社会及文化因素。 Recent years have witnessed an increasing number of English-speaking students studying abroad in China. Whether these students can learn and reflect in their behaviors certain uniquely Chinese-style speech acts during their sojourn in China merits investigation. This paper reports on a case study investigating what and how four American university-level students developed knowledge and skills of compliment responding in Mandarin Chinese when they were participating in an 8-week intensive summer language program in Shanghai. Among the four participants, two were from a 2nd-year Mandarin Chinese class and two from a 3rd-year class. The qualitative data were collected from one …
Qualitative Research Gains Equality: A Review Of Research Methodology: A Step-By-Step Guide For Beginners, Li Jin
Li Jin
No abstract provided.
Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design, Li Jin
Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design, Li Jin
Li Jin
Intercultural Learning Via Instant Messenger Interaction, Li Jin
Intercultural Learning Via Instant Messenger Interaction, Li Jin
Li Jin
This paper reports a qualitative study investigating the viability of instant messenger (IM) interaction to facilitate intercultural learning in a foreign language class. Eight students in a Chinese as a foreign language (CFL) class participated in the study. Each student was paired with a native speaker (NS) of Chinese, and each pair collaborated on eight intercultural-learning tasks over a 2-month period through IM. Data were collected through an ethnographic survey, intercultural sensitivity scale, follow-up interviews, the researcher's reflective journal, and participants' IM conversation transcripts. The results showed that student participants' intercultural interaction engagement and attentiveness steadily increased, they developed self-reflection …
Computer-Mediated Peer Response In A Level-Iv Esl Academic Writing Class: A Cultural Historical Activity Theoretical Perspective, Li Jin
Li Jin
Very few studies focus on how English as a second language (ESL) students’ agency and their unique histories as an integral part of the social cultural environment influence his or her participation in computer-mediated peer response tasks, particularly in a multimedia-based synchronous communication environment. Considering each ESL student as an active agency with unique historical bearings, the dissertation investigated ESL students’ participation in computer-mediated peer response (CMPR) tasks that used instant messenger (IM) as the communication technology between students from the cultural historical activity theoretical (CHAT) perspective, which views all human interaction as a dynamic developmental process. A case study …