The effects of Korean wave culture contents involvement and individual values on medical tourism trust : Focus on Chinese students studying in Chinese university

2017 ◽  
Vol 31 (8) ◽  
pp. 51-63
Author(s):  
Ryeo-Jung Lee ◽  
Byung-Woong Chung
Keyword(s):  
Medical Tourism ◽  
Chinese Students ◽  
Individual Values ◽  
Korean Wave ◽  
Chinese University

Communicative constructions of space in epistemic asymmetry: The case of German-Chinese university placement interviews

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Katharina König ◽  
Qiang Zhu
Keyword(s):  
Chinese Students ◽  
Analytic Approach ◽  
Cultural Resources ◽  
Chinese University ◽  
Academic Communication ◽  
Epistemic Asymmetry ◽  
German Universities

AbstractPlacement interviews have become an important discourse genre at universities as they decide about access to social, monetary, or cultural resources. Despite their importance, hardly any linguistic studies deal with this particular discourse genre in academic communication. Using a conversation-analytic approach, we analyze a corpus of placement interviews in which representatives of a German university interview Chinese students applying for a study year at the German university. We examine how Chinese applicants present their second-hand knowledge about Germany and German universities in a conversation with university representatives who have first-hand knowledge about these spaces, i. e., we investigate how interviewers and interviewees deal with epistemic asymmetry when they construct and talk about academic spaces in China and Germany. While some aspects of German academia are situated in

Short fiction writing in English by Chinese university students: An integrated F-A-I-T-H approach

English Today ◽  
2019 ◽  
pp. 1-7
Author(s):  
Gang Sui
Keyword(s):  
Short Stories ◽  
University Students ◽  
Short Fiction ◽  
Ernest Hemingway ◽  
Chinese Students ◽  
Writing Workshops ◽  
Fiction Writing ◽  
Chinese University ◽  
Stylistic Elements ◽  
Chinese University Students

When delivering a speech at a meeting of the Writers’ Congress, Ernest Hemingway said as a fiction writer: A writer's problem does not change. He himself changes, but his problem remains the same. It is always how to write truly and having found what is true, to project it in such a way that it becomes part of the experience of the person who reads it. (1937) Does this statement still ring true today? If it does, what approach should and can be taken for Chinese university students to write ‘truly’ during their fiction writing workshops in English when they know what they try to accomplish is indeed something fictional or self-evidently ‘untrue’? What characterises the main thematic and stylistic elements of Chinese students’ short stories written in English as creative outcomes?

Hindrances to the new teaching goals of College English in China

English Today ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 12-17 ◽  
Author(s):  
Hui Du ◽  
Hongdi Guan
Keyword(s):  
Higher Education ◽  
Mainland China ◽  
Chinese Students ◽  
Tertiary Level ◽  
Ministry Of Education ◽  
College English ◽  
Chinese University ◽  
Teaching Goals ◽  
English Textbooks ◽  
Listening And Speaking

College English refers to a type of English course offered to non-English majors at tertiary level in mainland China. In recent years, however, College English has been criticised as ‘deaf and dumb English’ (Wu, 2004; Zhang, 2002) because of Chinese students’ perceived weaknesses in listening and speaking. As Zhang (2002), Director of the Department of Higher Education in the Chinese Ministry of Education (MOE), explains, ‘Chinese university students can neither speak English nor understand it when they hear the language spoken’ (p. 4). To improve the situation, Zhang urges that ‘[w]hile reading has to be reduced properly, listening and speaking should be increased in College English textbooks’ (ibid.: 5). In other words, it is listening and speaking rather than reading that should be emphasised.

scholarly journals Identity salience facilitates Tibetan students’ group-reference effect using a remembering-knowing recognition paradigm

2020 ◽  
Vol 14 ◽  
Author(s):  
Hongxia Li
Keyword(s):  
Ethnic Identity ◽  
Social Identity ◽  
Recognition Memory ◽  
Chinese Students ◽  
Recognition Task ◽  
Han Chinese ◽  
Memory Test ◽  
Identity Salience ◽  
Chinese University ◽  
The Impact

Abstract Social identity theory shows that individuals’ social identity can become salient in some contexts and affect their cognition and behavior. Little research has focused on the impact of ethnic identity salience on the group-reference effect in the remembering-knowing recognition task. Thus, the current study aims to examine this effect of ethnic identity salience. In Experiment 1 we recruited 26 Tibetan students and 30 Han Chinese students from a predominantly Han Chinese university. In Experiment 2, we selected 26 Tibetan students and 30 Han Chinese students from a predominantly Tibetan university. Two weeks before the experiment, all participants reported the baseline level of their social identity salience. After two weeks, each participant underwent a memory test. Tibetan students at the predominantly Han Chinese university showed evidence of higher ethnic identity salience and superior recognition memory performance during a Tibetan reference encoding task than during a Han Chinese reference encoding task (Experiment 1). However, Tibetan students at the Tibetan-majority university did not show this effect (Experiment 2). In comparison, Han Chinese participants did not show any social identity salience in the two experiments. The results show that the salient social identity had an effect on the group reference effect in a remembering-recognition memory test. The current study contributes to the past literature by providing a tentative further understanding of the relationship between social identity salience and remembering judgments.

Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?

2021 ◽  
pp. 136216882110471
Author(s):  
Rui Yuan ◽  
Art Tsang ◽  
Sifei Li
Keyword(s):  
International Students ◽  
Collaborative Learning ◽  
Language Learning ◽  
Chinese Students ◽  
Medium Of Instruction ◽  
Academic Goals ◽  
Negative Experiences ◽  
Subject Knowledge ◽  
Chinese University ◽  
Depth Interviews

The study examined international and home students’ perceptions of intercultural collaborative learning in an English as a medium of instruction (EMI) environment in a Chinese university. Drawing on data from in-depth interviews, the findings showed that international students held a positive view, reporting gains from the cultural, subject knowledge and language learning dimensions but also hurdles which impeded intercultural communication and content learning in the EMI curriculum. The Chinese students were less positive, viewing such a mode of learning somewhat as a ‘burden’ due primarily to the differences in their and international students’ academic goals and expectations. In response to the negative experiences, the Chinese students demonstrated resilience and ingenuity in devising strategies for achieving their own academic goals. This article concludes with practical implications for EMI teachers and curriculum designers regarding how to improve EMI instruction and intercultural learning in higher education.

A Randomized Controlled Trial of Cognitive Behavioral Group Prevention Program for Mainland Chinese University Students in Hong Kong

2020 ◽  
pp. 104973152096218
Author(s):  
Jia-Yan Pan ◽  
Shengquan Ye ◽  
Petrus Yat-Nam Ng ◽  
Lucy Lu
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Prevention Program ◽  
Chinese Students ◽  
Cognitive Behavioral ◽  
Mainland Chinese ◽  
Chinese University ◽  
Behavioral Group ◽  
Chinese University Students ◽  
Experimental Group

Purpose: This study developed a culturally appropriate cognitive behavioral group prevention program for Mainland Chinese university students in Hong Kong and tested its effectiveness. Method: A total of 74 Chinese students were recruited and randomly assigned to an 8-week cognitive behavior prevention program (experimental group) or a waiting list control (WLC) group. Results: Compared with the WLC group, participants in the experimental group significantly reduced psychological distress, acculturative stress, negative emotions, and negative thoughts and increased positive emotions, positive thoughts, and postmigration growth, with medium to large effect sizes. Upon immediate completion of the program, about 46% and 30% of the participants in the experimental group and WLC group, respectively, were classified as non-at-risk cases for developing mental health problems. Discussion: The positive intervention effects and clinical implication of cultural adaptation of cognitive behavioral group therapy to Chinese students are discussed.

scholarly journals Student and staff expectations and experiences of a UK–China Transnational Education collaboration

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Martin Rowley ◽  
Yvonne Skipper
Keyword(s):  
Chinese Students ◽  
Teaching Staff ◽  
Transnational Education ◽  
Content Type ◽  
Chinese University ◽  
Response Formats ◽  
Institutional Expectations ◽  
Teachers And Students ◽  
The Uk ◽  
The University

PurposeThis study reports the results of a survey of teaching staff in the UK and China and two cohorts of Chinese students. We explored perceptions of a Transnational Education (TNE) course taught by UK teachers at a Chinese university to ascertain similarities and differences in perceptions and to help inform future TNE design and provision.Design/methodology/approachTeachers in the UK (N = 10) and Chinese University (N = 20) and two cohorts of Chinese students (N = 102) completed questionnaires about their perceptions of the collaboration, including why they thought the university had developed the course and the benefits and risks of the course. They were also asked why they personally or why they thought the students had enrolled in the course. Questions were a mix of forced choice and open response formats.FindingsPrior to the course commencing, differences were identified between UK and Chinese teachers in their perception of the risks and benefits of the course and the challenges students might face. Differences were also seen in teachers' and students' views about why students enrolled and their expectations about the course. The TNE is no longer running and many of the reasons for this were identified by our participants before the course had begun.Originality/valueThis suggests the importance of engaging with various stakeholders in the setup of TNE to ensure a close match between staff, student and institutional expectations of the course. This is likely to increase the likelihood of success of such programmes.

Sign in / Sign up

Export Citation Format

Share Document