中国大陆赴港高校留学生跨文化适应研究
1 Introduction
1.1 Historical Overview of Mainland Chinese Students in HK’s Universities
In 1997, Hong Kong returned to the motherland, since then, she has had closer links with the mainland in various fields, including education. After gathering up and going through great mass of news from 2001 till 2014 posted on , the author provides a general historical overview of mainland Chinese students in HK’s universities. In 1998, no more than 580 non-local students, including at most 150 mainland Chinese students, could be admitted to eight universities in HK, which were the University of Hong Kong (HKU), Hong Kong University of Science and Technology (HKUST), Hong Kong Polytechnic University (PolyU), the Chinese University of Hong Kong (CUHK), Hong Kong Baptist University (HKBU), City University of Hong Kong (CityU), Lingnan University, and Hong Kong Institute of Education (HKIED) and which were all financed by the University Grants Commission (UGC). These 150 mainland students, who relied on the nomination and recommendation of mainland universities, could have access to more advanced educational resources. For example, there were 21 applicants enrolled in CityU through nomination and recommendation of mainland universities in 2000. In order to reduce their economic pressure, the Hong Kong Jockey Club that one of the largest charitable organizations in HK set up a “Hong Kong Jockey Club Outstanding Mainland Students Scholarship” project in 1998, aiming to fund these mainland students.In 2001, the admission policies were continued to be more flexible. Chinese Ministry of Education removed two restrictions: the first one was that at most 150 mainland students could be enrolled in HK’s universities each year, the second one was that limited mainland students among those 150 ones could benefit from the “Hong Kong Jockey Club Outstanding Mainland Students Scholarship” project. Besides, Chinese Ministry of Education and the Government of the Hong Kong Special Administrative Region both permitted these students to work and live in HK after graduation if they would like. In 2002, the first nearly 150 mainland students got their bachelor degrees in HK’s universities, and a survey showed that 19 out of 24 ones graduated from PolyU, 8 of 23 ones graduated from CUHK and at least 3 ones graduated from CityU decided to work and live in HK.
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1.2 Purpose of the Study
There are many excellent high school graduates, including top scorers in the college entrance examination, choosing to study in HK’s universities and giving up the admission of the mainland famous universities. What are the advantages of the universities in HK attracting more attention from mainland students and their parents, for its internationalization, developed economy, diverse culture, university ranking in the world, advanced learning conditions, large amount of scholarship or more job opportunities. What are their motivations and reasons to study in HK leaving their loved homeland and sojourning in another alien culture. Some students can well adapt to the new environment, while, others always experience emotional upheavals and psychological confusions. What are the difficulties and barriers of their intercultural adaptation? Additionally, how does the current academic restructuring of HK’s universities affect their adaptation? Does the current academic restructuring benefit those students more or bring them much harder intercultural adaptation difficulties? Therefore, the complex experiences of mainland students in HK and the influence of the new academic structure come into being the original rational and fundamental motivation for the author to undertake a study about intercultural adaptation of mainland Chinese students in HK. Finally, the author hopes to find out the efficient ways to improve their adaptation ability through EFL Teaching and Culture Training.
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2 Literature Review and Theoretical Considerations
2.1 Relevant Concepts
Mainland Chinese students in HK’s universities can be conceptualized and delineated into the following two categories. The first category is domestic student sojourners. “Sojourn”, the root of “Sojourner”, is defined in the dictionary as “a temporary stay or residence at a place and offers various synonyms: a delay or digression; to tarry, lodge, rest, or quarter” (Furnham, 1987, p.42). When we want to describe individuals who sojourn in alien cultural environments, the word “sojourner” is usually used to denote those travelers who move into new cultural contexts for a limited period of time which lasts six months to five years, and for some specific goals. They are the people who have freedom and the means to travel (Berry, 2006; Furnham, 1987). Large quantities of people may be classified as sojourners, including international students who go abroad to study and business people who go abroad to work for a specific period of time, technical assistance workers, corporate personnel, missionaries and so on. Some domestic sojourners move from one region to another within their own country for a limited period of time to attend school or work. n this sense, domestic sojourners can be used to denote mainland Chinese students in Hong Kong, for HK is just one of the Special Administrative Regions along with Macao attached to the whole domain of China. They also have the following characteristics: First, they are now studying in Hong Kong for a limited period of time. Thus, this study leaves out those students who get degree by home teaching without having firsthand and continuous communication with that host culture. Second, they go there voluntarily mainly in pursuit of further studies. As such, this study does not take mainland Chinese students who only travel or visit relatives or friends temporarily into consideration. Third, they are individuals with Chinese nationality who have been raised and educated in China since they were born.
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2.2 Campus Life Adaptation: Features of Higher Education in HK
Hong Kong was under British colonial rule for more than a hundred years, hence, its education was deeply affected by that of the British. Meanwhile, the traditional Chinese Confucian ideology also played its role silently and continuously in it. Therefore, the education in HK is neither pure Chinese traditional form nor pure British model. It combines ancient and modern Chinese and Western characteristics and comes into being a fusion of Chinese and British educational style (Liu Fangbin, 2008). The following part will discuss the features of higher education in HK from four aspects: management, curriculum, overall development and faculty and staff. In addition, the process of academic structure reform in HK’s universities will also be briefly introduced. From a macro-management perspective, HK government has mainly adopted a democratic way of management, which not only provides positive support but also shows full respect for the autonomy of the eight universities funded by it. Although the government has taken a macro-control and guidance through the financial allocation, legislation, or other regulations, it generally does not give orders directly to the university; not decide personnel appointment and dismissal; not intervene the internal affairs of the university. Even though the government has set up the Education and Manpower Bureau and the relevant advisory body the Education Commission, whose functions include the co-ordination of higher education, it actually collects and integrates the views for advising the government's education policy-making. The Government attaches great importance to the role of an advisory body and actively adopts its advice because it bridges the gap between society, government and education (Chen Bin, 1997).
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3 Methodology ...... 23
3.1 Research Questions ....... 23
3.2 Subjects .... 23
3.2.1 Subjects of Questionnaire ......... 23
3.2.2 Subjects of Interview ......... 25
3.3 Instruments ...... 25
3.3.1 Quantitative Research Method: Questionnaire .... 25
3.3.2 Qualitative Research Method: Interview ....... 26
3.4 Research Procedure ....... 27
4 Analysis and Discussions of Findings .......... 29
4.1 Analysis of Questionnaire .... 29
4.2 Analysis of Interview .... 36
4.3 Discussions of Findings ....... 39
5 Conclusions and Implications ........ 42
5.1 Conclusions ..... 42
5.2 Implications for EFL Teaching .... 43
5.2.1 EFL Class ..... 43
5.2.2 EFL Textbooks .... 43
5.3 Implications for Culture Training ....... 43
5.3.1 Pre-departure Culture Training ........ 43
5.3.2 Post-arrival Culture Training .... 44
5.4 Limitations ...... 45
5.5 Suggestions for Further Studies ......... 45
4 Analysis and Discussions of Findings
4.1 Analysis of Questionnaire
Except 5 demographical questions, all the raw data of the other questions in the questionnaire are first input into SPSS 16.0, then they are analyzed and discussed, including Descriptive Statistics analysis and Independent-Samples T-test analysis. By the way of ranking, the results are presented more intuitive. Finally, the discussions of findings are presented in the end. The first research question is about the motivations and reasons of the mainland Chinese students for pursuing the bachelor degree in the universities in HK. The respondents are asked to assess the degree of influence ranging from (1) “none of influence” to (5) “extreme influence”. The results are shown in Table 4.1. According to Table 4.1, there are six reasons between (3) “general influence” and (4) “great influence”, and six reasons between (2) “little influence” and (3) “general influence”, and one reason between (1) none of influence and (2) “little influence”. The ranking of these motivations and reasons are presented in Table 4.2.
Conclusions
After the process of data analysis and discussion, the study presents conclusions of the first three research questions. Firstly, among the original motivations and reasons facilitating mainland Chinese students to study in HK’s universities, parents’ expectation and others’ advice give the most weight to their decision of studying in HK, in contrast with the motivation of personal dream of studying in HK’s university which ranks the last but one. Factors relating to HK’s higher education play a relatively important role in their decision, such as academic status, university ranking, academic exchange opportunities and scholarship, but the advanced teaching method and curriculum of HK’s universities act as a subordinate motivation. Actually, most of the mainland students’ knowledge about HK’s universities are superficial, which generally originates from the media, they are unaware of the British educational idea, curriculum characteristics and requirements for English proficiency in HK’s universities. That has stored up potential intercultural adaptation problems for the future. Besides, being as a cosmopolitan city, HK’s diverse culture, advanced economy, natural and humane social environment are also attractive. The university itself, as well as the city in which it locates, is the key issue of students and parents’ concern involved. Secondly, mainland students’ primary sociocultural adaptation difficulty is social contact; psychological adaptation difficulties are emotional pain and psychological state; campus life adaptation difficulties mainly lie in instruction languages: English and Cantonese, curriculum and campus culture. Campus life adaptation is more difficult for freshmen and sophomores, because their primary mission still focuses on their curriculum. As time goes on, they start to consider the issues of staying or leaving, finding jobs, settling and so on, then they come into contact with HK’s society increasingly and inevitably. Hence, sociocultural adaptation becomes the principal contradiction while campus life adaptation falls to the secondary contradiction.
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The reference (omitted)
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