Listen to Their Voices: Expectations and Experiences of Asian Graduate Students.

Autor/inn/en	Yeh, Hui-Chin; Yang, Shih-Hsien
Titel	Listen to Their Voices: Expectations and Experiences of Asian Graduate Students.
Quelle	(2003), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acculturation; Cultural Differences; English (Second Language); Foreign Students; Graduate Students; Graduate Study; Language Proficiency; Student Adjustment; Student Attitudes + Suchen Sie Ihr Suchwort? Akkulturation; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language skill; Language skills; Sprachkompetenz; Adjustment; Schüler; Schülerin; Adaptation; Schülerverhalten
Abstract	The experiences of Asian graduate students in the United States were explored to find out their reasons for coming to study at a particular university and to determine ways to improve their early experiences at U.S. institutions. Interviews were conducted with 12 graduate students in the universitys School of Education. Seven of the 12 had chosen the university because the School of Education was highly regarded, and 5 students mentioned that the school was affordable. Six students chose to come in part because the university was in a small town, which seemed safer and possibly more welcoming. Participants expressed many disappointments in their initial experiences and interactions with Americans and many difficulties in adapting to the U.S. environment. These suggest the need for better supporting structures, especially when students arrive. The issue of cultural difference was always important for these students, and the differences between Eastern and Western cultures was especially evident in respect to class participation. The crucial barrier was English language proficiency, and students felt difficulty in expressing themselves in English even though they had scored well on the Test of English as a Foreign Language. Students were in strong agreement that prospective students should be well-grounded in English language skills. Their biggest concerns were about their ability to write and speak in English and their ability to read material in English rapidly. Implications for the development of programs to help foreign students adapt to the U.S. educational environment are discussed. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC