扎根理论视角下来沪留学生跨文化互动模型建构
发布时间：2021-10-11 07:46
随着中国经济的快速发展和国际影响力的提高,中国政府为来华留学生提供多种不同的奖学金,来华留学生数量不断上升,尤其以学位生为甚。有关在华留学生的现有研究大多从心理学角度或是影响跨文化适应的多种因素之间关系的探究,较少从认知的跨文化差异、跨文化适应中挑战的多样性以及应对措施的多元性等视角出发,对来华留学生跨文化适应的动态过程进行详尽和深度的描述。本研究旨在发现在学术和社会情景下在华留学生适应方面面临的问题和挑战,并以扎根理论为基础,构建跨文化互动模型,为来华留学生的跨文化适应提供理论指导。本研究侧重于跨文化适应的“交往过程”,基于扎根理论和案例研究法,采取一对一的深度访谈,并将访谈内容转写成个体案例进行案例分析。探究学术环境中和社会生活情景下在华留学生同中国老师、同学、行政人员、朋友和陌生人交往中存在的问题,并同跨文化培训普遍使用的文化普适性/具体性同化因素（Culture General Assimilator/Culture Specific Assimilator）中涉及的问题进行比较。同时,对跨文化互动过程中诸如应对策略、策略归因、应对结果、认知及情感等相关因素进行深入的探析,最终...
【文章来源】：上海外国语大学上海市 211工程院校 教育部直属院校
【文章页数】：270 页
【学位级别】：博士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter1.Introduction
1.1 Background of Internationalization of Higher Education(IHE)
1.2 Background of Internationalization of Higher Education(IHE) in China
1.3 Profiles of International Students in China
1.4 Research Questions
1.5 Organization of the Thesis
Chapter2.Literature Review
2.1 Cultural-General Assimilator Frameworks
2.2 Intercultural Adjustment Models
2.2.1 Model of the Acculturation Process(Ward,1996)
2.2.2 Model of Cross-Cultural Expertise Development(Bhawuk,1998/2009)
2.3 Research on Coping Strategies
2.4 Research on the Study of International Students in China
2.5 Research on the Study of Intercultural Interactions in Shanghai
Chapter3.Research Design and Methods
3.1 Grounded Theory Method(GTM)
3.1.1 An Overview of Grounded Theory Method(GTM)
3.1.2 Philosophical Assumptions of Grounded Theory Method
3.2 Research Design
3.3 Research Methods and Procedure
3.3.1 an Overview of the Procedures
3.3.2 Description of the Procedures
3.4 Reliability and Validity
Chapter4.Three Rounds of Study:Procedures,Data,and Findings
4.1 Overview
4.2 Round One:Exploring Stressful Interactions and Issues
4.2.1 Sampling
4.2.2 Data Collection Procedures
4.2.3 Data Analysis
4.2.4 Initial Findings
4.2.5 Discussion
4.2.6 Model Formation
4.3 Round Two:Examining Issues and Coping Strategies
4.3.1 Sampling
4.3.2 Data Collection Procedures
4.3.3 Data Analysis
4.3.4 Expanded Findings
4.3.5 Discussion
4.3.6 Model Extension
4.4 Round Three:Eliciting Cognitive and Affective Processes
4.4.1 Sampling
4.4.2 Data Collection Procedures
4.4.3 Data Analysis
4.4.4 Extended Findings
4.4.5 Discussion
4.4.6 Model Enrichment
Chapter5.Integration and Model Development
5.1 Summary of Research Findings
5.1.1 Correspondence of Study Themes to the18 Cushner and Brislin Themes
5.1.2 Discussion of Specific Issues Related to the18 Themes
5.1.3 Correspondence of Study Themes to the Culture-Specific Themes
5.1.4 Other Developed Themes Related to Coping Process
5.2 Development of an Intercultural Interaction Model
Chapter6.Conclusion
6.1 Main Findings and Significance
6.1.1 Identifying Issues and its Related Factors
6.1.2 Confirming Coping Behaviors and Strategies
6.1.3 Developing Cases for Current and Future Analysis
6.1.4 Proposing an Intercultural Interaction Model
6.2 Theoretical Implications for Intercultural Adjustment and Education Research
6.3 Practical Implications for Educators,Practitioners,and International Students
6.4 Limitations of the Study
6.5 Future Research
References
Appendix One:Codebook for Participants
Appendix Two:Interview Protocol for Round One
Appendix Three:Sample Interview Transcripts Coding
Appendix Four:The Remaining Five Cases from Round One
Appendix Five:Interview Protocol for Round Two
Appendix Six:The Remaining Five Cases from Round Two
Appendix Seven:The Updated Four Cases from Round One
Appendix Eight:Interview Protocol for Round Three
Appendix Nine:Examples of First Cycle Coding
Appendix Ten:Examples of Second Cycle Coding
Appendix Eleven:The Other Three Cases from Round Three
【参考文献】：
期刊论文
[1]Reconciling Communicative with Traditional Approaches to Language Teaching:Can It Be Done?[J]. Alan Maley. 外语教学与研究. 1984(01)
本文编号：3430091
【文章来源】：上海外国语大学上海市 211工程院校 教育部直属院校
【文章页数】：270 页
【学位级别】：博士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter1.Introduction
1.1 Background of Internationalization of Higher Education(IHE)
1.2 Background of Internationalization of Higher Education(IHE) in China
1.3 Profiles of International Students in China
1.4 Research Questions
1.5 Organization of the Thesis
Chapter2.Literature Review
2.1 Cultural-General Assimilator Frameworks
2.2 Intercultural Adjustment Models
2.2.1 Model of the Acculturation Process(Ward,1996)
2.2.2 Model of Cross-Cultural Expertise Development(Bhawuk,1998/2009)
2.3 Research on Coping Strategies
2.4 Research on the Study of International Students in China
2.5 Research on the Study of Intercultural Interactions in Shanghai
Chapter3.Research Design and Methods
3.1 Grounded Theory Method(GTM)
3.1.1 An Overview of Grounded Theory Method(GTM)
3.1.2 Philosophical Assumptions of Grounded Theory Method
3.2 Research Design
3.3 Research Methods and Procedure
3.3.1 an Overview of the Procedures
3.3.2 Description of the Procedures
3.4 Reliability and Validity
Chapter4.Three Rounds of Study:Procedures,Data,and Findings
4.1 Overview
4.2 Round One:Exploring Stressful Interactions and Issues
4.2.1 Sampling
4.2.2 Data Collection Procedures
4.2.3 Data Analysis
4.2.4 Initial Findings
4.2.5 Discussion
4.2.6 Model Formation
4.3 Round Two:Examining Issues and Coping Strategies
4.3.1 Sampling
4.3.2 Data Collection Procedures
4.3.3 Data Analysis
4.3.4 Expanded Findings
4.3.5 Discussion
4.3.6 Model Extension
4.4 Round Three:Eliciting Cognitive and Affective Processes
4.4.1 Sampling
4.4.2 Data Collection Procedures
4.4.3 Data Analysis
4.4.4 Extended Findings
4.4.5 Discussion
4.4.6 Model Enrichment
Chapter5.Integration and Model Development
5.1 Summary of Research Findings
5.1.1 Correspondence of Study Themes to the18 Cushner and Brislin Themes
5.1.2 Discussion of Specific Issues Related to the18 Themes
5.1.3 Correspondence of Study Themes to the Culture-Specific Themes
5.1.4 Other Developed Themes Related to Coping Process
5.2 Development of an Intercultural Interaction Model
Chapter6.Conclusion
6.1 Main Findings and Significance
6.1.1 Identifying Issues and its Related Factors
6.1.2 Confirming Coping Behaviors and Strategies
6.1.3 Developing Cases for Current and Future Analysis
6.1.4 Proposing an Intercultural Interaction Model
6.2 Theoretical Implications for Intercultural Adjustment and Education Research
6.3 Practical Implications for Educators,Practitioners,and International Students
6.4 Limitations of the Study
6.5 Future Research
References
Appendix One:Codebook for Participants
Appendix Two:Interview Protocol for Round One
Appendix Three:Sample Interview Transcripts Coding
Appendix Four:The Remaining Five Cases from Round One
Appendix Five:Interview Protocol for Round Two
Appendix Six:The Remaining Five Cases from Round Two
Appendix Seven:The Updated Four Cases from Round One
Appendix Eight:Interview Protocol for Round Three
Appendix Nine:Examples of First Cycle Coding
Appendix Ten:Examples of Second Cycle Coding
Appendix Eleven:The Other Three Cases from Round Three
【参考文献】：
期刊论文
[1]Reconciling Communicative with Traditional Approaches to Language Teaching:Can It Be Done?[J]. Alan Maley. 外语教学与研究. 1984(01)
本文编号：3430091
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