Non-Linguistic Challenges for Turkish Students in American Higher Education

Autor/in	Gertzog, Rachel
Titel	Non-Linguistic Challenges for Turkish Students in American Higher Education
Quelle	(2011), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit M.A. Thesis, City University of New York
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Higher Education; Sociolinguistics; Student Attitudes; Student Surveys; Educational Experience; Educational Environment; Colleges; College Students; College Faculty; Administrators; Foreign Students; Cultural Differences; Plagiarism; Graduate Study; Undergraduate Study; Lecture Method; Tests; English (Second Language); Second Language Learning; Language Teachers; Asians; Social Differences; Teacher Expectations of Students; Turkey; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziolinguistik; Schülerverhalten; Schülerbefragung; Bildungserfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; College; Hochschule; Fachhochschule; Collegestudent; Fakultät; Kultureller Unterschied; Plagiat; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium; Examination; Prüfung; Examen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Sozialer Unterschied; Türkei; USA
Abstract	International students who mainstream into American colleges and universities face complex and varied linguistic, cultural and sociolinguistic challenges. Although the number of Turkish students enrolling in American institutions continues to increase, little research has focused on their academic experience from the perspective of the cultural and sociolinguistic difficulties they encounter. By surveying 58 Turkish students attending undergraduate and graduate programs in 18 different American colleges and universities, information about differences between their Turkish and U.S educational experience begins to emerge. Among these differences are expectations for the content of academic lectures; the common practice of establishing academic study groups in the U.S.; the format and content of exams, and attitudes and perceptions toward plagiarism. This paper identifies and describes these differences and then provides possible implications for consideration by ESL instructors, international students and professors, and administrators in U.S. higher education contexts in order to ease the transition of these students into their new educational environments. Turkish Student Survey is appended. (Contains 4 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10