Supporting Practices to Break Chinese International Students' Language Barriers: The First Step to Facilitate Their Social Adjustment

Autor/in	Ma, Junqian
Titel	Supporting Practices to Break Chinese International Students' Language Barriers: The First Step to Facilitate Their Social Adjustment
Quelle	In: Journal of International Students, 10 (2020) 1, S.84-105 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Foreign Students; Asians; English (Second Language); Second Language Learning; Second Language Instruction; Study Abroad; College Students; Barriers; Social Adjustment; Student Adjustment; Student Attitudes; Language Proficiency; Sociocultural Patterns; Positive Attitudes; Intervention; Case Studies; Role Playing; Tests; Computer Mediated Communication; Language Usage; Painting (Visual Arts); Guidance; Intercultural Communication; Self Efficacy; Learning Activities + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Studies abroad; Auslandsstudium; Collegestudent; Soziale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Soziokulturelle Theorie; Case study; Fallstudie; Case Study; Rollenspiel; Examination; Prüfung; Examen; Computerkonferenz; Sprachgebrauch; Malerei; Beratung; Interkulturelle Kommunikation; Self-efficacy; Selbstwirksamkeit; Lernaktivität
Abstract	Due to the significant growth in Chinese students pursuing education abroad, there is an increasing trend for researchers to study Chinese international students' challenges, especially the challenges in social adjustment. However, only a few studies intend to design activities or supporting practices to solve these challenges. This study, drawing upon cultural-historical theory and community psychology, provided four activities to break Chinese international students' language barriers and facilitate their social adjustment. By conducting four trials, this study found that Chinese international students realize their English capabilities, become actively engaged in interactions, and experience positive emotions when positioned in practices that (a) provide structural guidance and active mobilization, (b) involve shared intersubjectivity and contradictions, and (c) offer support within their zone of proximal development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01