Challenging the Western Stereotype: Do Chinese International Foundation Students Learn by Rote?

Autor/inn/en	Mathias, Jinhua; Bruce, Megan; Newton, Douglas P.
Titel	Challenging the Western Stereotype: Do Chinese International Foundation Students Learn by Rote?
Quelle	In: Research in Post-Compulsory Education, 18 (2013) 3, S.221-238 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
DOI	10.1080/13596748.2013.819257
Schlagwörter	Foreign Countries; Foreign Students; Two Year College Students; Asians; Stereotypes; Rote Learning; Learning Strategies; Memorization; Cultural Differences; Student Adjustment; Student Experience; Independent Study; Case Studies; Interviews; Focus Groups; China; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Klischee; Mechanisches Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gedächtnistraining; Kultureller Unterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienerfahrung; Selbststudium; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Großbritannien
Abstract	The dissonance between Eastern and Western learning approaches is regarded as an obstacle for Chinese students in adjusting to Western education environments, and one of the reasons is the lack of an understanding of Chinese learning approaches, that is, Chinese learners are uncritically perceived as rote learners. This paper investigates Chinese international foundation students' learning approaches when they were in China and here in the UK. Their experiences indicate that, similarly to UK students, Chinese students learn with the intention of understanding, they use memorisation only when they fail to understand or have examination pressure. Consequently, Chinese students adjust well to Western teaching styles. Some difficulties they experienced in classrooms are due to language problems and a lack of understanding of Western cultural backgrounds and expectations. Moreover, similarly to UK students who leave home for the first time, the greatest challenge is to develop self-regulated learning. The paper argues that, although Eastern and Western teaching styles are significantly different, students' underlying learning approaches can be similar in China and the West. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10