Perceptions of Chinese Students in an Australian University: Are We Meeting Their Needs?

Autor/inn/en	Briguglio, Carmela; Smith, Robina
Titel	Perceptions of Chinese Students in an Australian University: Are We Meeting Their Needs?
Quelle	In: Asia Pacific Journal of Education, 32 (2012) 1, S.17-33 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2012.655237
Schlagwörter	Speech Communication; Intercultural Communication; Student Attitudes; Study Skills; Listening Skills; Foreign Students; Longitudinal Studies; Foreign Countries; Asians; Sociocultural Patterns; Interviews; Language Proficiency; English (Second Language); Second Language Learning; Student Participation; Classroom Communication; Program Development; Ethnography; Confucianism; Acculturation; College Students; Australia; China + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Schülerverhalten; Studientechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Soziokulturelle Theorie; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; Programmplanung; Ethnografie; Konfuzianismus; Akkulturation; Collegestudent; Australien
Abstract	This short-term longitudinal study sought to identify the issues faced by a group of international Chinese students undertaking study in an Australian university. While the focus was on educational issues, socio-cultural and personal factors were also examined in an attempt to identify the sorts of strategies students used in settling into a new socio-cultural and educational context. Interviews conducted at the beginning and end of the first semester of study indicate a range of issues that are supported by previous studies. What has not previously been highlighted, however, is the emphasis on speaking and listening skills which students reported they needed to improve. Lack of proficiency in these areas was seen by students as hampering their active participation in class, leading to lack of confidence in approaching Australian students, and resulting in their inability to benefit from the "Australian experience". Many existing academic support structures in Australian universities tend to emphasize support with written and study skills. While this is important because of the direct impact on assessment, it is perhaps now opportune to place some emphasis on developing strategies and programmes that will support the development of students' speaking and listening skills, with a focus on intercultural communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10