完整后设资料纪录
DC 栏位语言
dc.contributor.author李思芬zh_TW
dc.contributor.author杨芳盈zh_TW
dc.contributor.authorLee, Szu-Fenen_US
dc.contributor.authorYang, Fang-Yingen_US
dc.date.accessioned2018-01-24T07:41:35Z-
dc.date.available2018-01-24T07:41:35Z-
dc.date.issued2016en_US
dc.identifier.urihttp://etd.lib.nctu.edu.tw/cdrfb3/record/nctu/#GT070059809en_US
dc.identifier.urihttp://hdl.handle.net/11536/141960-
dc.description.abstract出国交换近年来被视为外语学习者培养外语能力的好方法。自从1987年伊拉史莫斯计画(ERASUS)以来,已经有许多交换学生的研究。本研究探讨五位中国与台湾大学生与硕士交换生(三位来自中国,两位来自台湾)主修分别为英国文学、戏剧、银行、金融、时尚设计在英国大学的交换学生于2013年4月到6月在英国当交换生的经验。
本研究采用质性研究,研究工具为问卷、课堂与社交生活观察、两次分别为学期初与学期末访谈,观察后的访谈,以及与交换学生的同学或老师的访谈。藉由分析资料,本研究讨论以下几点:中国与台湾大学交换生动机,遇到的困难与挑战,应对的方式,以及过程中的改变、成长与转变。
本研究结果发现中国与台湾交换生选择到英国交换的动机主要为学术目的,但中国与台湾交换学生学术目的不同,中国学生多为已下定决心念英国研究所,其交换目的为研究所申请;台湾学生则为探寻未来学业与专业的可能性。
在适应环境上,中国与台湾交换学生都遇到相似的困难,主要为学业上的障碍与英语能力的不足。虽然有着语言不足,交换学生却能在社交生活上无显着适应困难。然而也因同国友人的相伴,他们在当地融入语言与社会文化上,获得资源较少。在适应方式上,部分学生参与教会活动,藉由这样的机会与不同国家的学生与当地的人民互动,并获得语言练习与文化理解的机会。中国与台湾交换生在交换生活最终感受到自己获得进步的英语能力、扩大的社会文化理解、新的学业成就。更重要是,他们透由实际体验自己国家与英国生活与教育的优缺点,因而对自己国家产生不同的的观点。
本质性研究阐述中国与台湾交换学生交换的动机对适应方式的影响,以及不同适应方式获得的成长,并对提供有计画到英国交换的中国与台湾交换学生交换生涯的蓝图,包含学业、社会适应的挑战、相关的应对的方法与成长。本研究期望能协助中国与台湾交换学生提早了解在英国的学业、社会学习适应挑战、可能的应对方式、可使用的资源,使其交换生涯更能达成理想。最后,依据结果讨论,对交换机关、交换国家教师进一步提供相关建议。
zh_TW
dc.description.abstractThe opportunity of exchanging abroad has been regarded as a great method for foreigners to cultivate linguistic competence. Since the ERASUS program started in 1987, there has been a great deal of research into overseas exchanges. This present study explored the experiences of five Chinese-speaking exchange students who majored in different areas including English literature, drama, banking, finances, and fashion design, from April to June 2013 in a UK university.
A qualitative method was used, and data were collected through a questionnaire, classroom/life observations, two interviews at the beginning and end of the semester, post-observation interviews, and interviews with the students’ classmates and tutors. Through the data analysis, the study discussed the following: the difficulties and challenges the students encountered, their coping strategies, the changes they underwent, the growth in their academic abilities, and the transformative process.
The results of the study showed that these Chinese-speaking exchange students were highly motivated by their academic objectives, even though they had different academic purposes. Most mainland Chinese students pursue postgraduate degrees in the UK, therefore the purpose of this study is aimed at benefiting future postgraduate students, whereas Taiwanese students utilize exchange opportunities in order to explore the future academic and professional possibilities.
Both mainland Chinese and Taiwanese students face similar difficulties particularly with respect to their academic activities and language acquisition. Although all students had linguistic deficiencies, the adaptations of social life were not difficult because their compatriots could give them social and academic assistance; however, because they, also, were immersed in a different linguistic and cultural world, their support was limited. Some students took part in church-based activities in order to practice English and gain intercultural understanding through authentic interactions with other international students or local people. By this means they improved their English and enlarged their socio-cultural understanding alongside newly-gained academic knowledge. As importantly, they saw the advantages and disadvantages of life and education in the UK, thereby cultivating different perspectives on their own countries.
This qualitative study illustrated learners’ motivations and their personal growth brought about by finding different ways to adapt, thereby providing a blueprint for educational and social challenges in the UK for all future Chinese and Taiwanese exchange learners, and it also cast a light on the different ways they found to adapt and grow.
The study was also intended to help future students, in advance, to understand the challenges they would be facing in British academic and social life, and the possible adaptations they might make, and the resources they may need to. Finally, the study would hopefully indicate the pedagogical implications that may be derived from its discussions and findings so that they may be fed into future overseas exchange programs and disseminated to educators in the host university.
en_US
dc.language.isoen_USen_US
dc.subject出国留学zh_TW
dc.subject交换学生zh_TW
dc.subject调整zh_TW
dc.subject个案研究zh_TW
dc.subjectStudy abroaden_US
dc.subjectExchange studenten_US
dc.subjectAdjustmenten_US
dc.subjectCase studyen_US
dc.title五位母语为中文的交换学生在英国的动机、挑战与转变zh_TW
dc.titleFive Chinese-Speaking Exchange Students’ Sojourning Experiences in the UK: Motivations, Challenges and Transformationsen_US
dc.typeThesisen_US
dc.contributor.department英语教学研究所zh_TW
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