2. ‘Cantonese is My Own Eyes and English is Just My Glasses’: The Evolving Language and Intercultural Attitudes of a Chinese Study Abroad Student

2019 ◽  
pp. 15-45
Author(s):  
Jane Jackson
Keyword(s):  
Study Abroad ◽  
Chinese Study

Proficiency and pragmatic production in L2 Chinese study abroad

System ◽  
2021 ◽  
Vol 98 ◽  
pp. 102475
Author(s):  
Li Yang ◽  
Chuanren Ke
Keyword(s):  
Study Abroad ◽  
Chinese Study ◽  
L2 Chinese ◽  
Pragmatic Production

Social contact and speech act strategies in a Chinese study abroad context

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Xiaofei Tang ◽  
Naoko Taguchi ◽  
Shuai Li
Keyword(s):  
Study Abroad ◽  
Speech Acts ◽  
Speech Act ◽  
Social Contact ◽  
Self Report ◽  
Spoken Discourse ◽  
Contact Group ◽  
Chinese Study ◽  
Compliment Responses ◽  
Request Strategies

Abstract This study examined the relationship between reported amounts of social contact and speech act strategies among 70 learners of Chinese enrolled in a study abroad program in Beijing. The participants completed a computer-delivered spoken discourse completion task (spoken DCT) eliciting three speech acts: requests, refusals, and compliment responses. Speech act strategies were compared between two groups of learners who reported different amounts of social contact (high and low social contact) as assessed via a self-report survey. Results showed that both high and low social contact groups favored using similar strategies to achieve the three speech acts. However, the high social contact group produced speech acts in a more sophisticated way: with a wider variety of request strategies, multiple refusal strategies used in combination and more deflecting strategies in compliment responses, compared with the low social contact group. The findings suggest that social contact helped learners expand their pragmalinguistic repertoire and employ more varied speech act strategies.

Pragmatic development in Chinese speakers’ L2 English refusals

2012 ◽  
Vol 12 ◽  
pp. 63-87 ◽  
Author(s):  
Wei Ren
Keyword(s):  
Study Abroad ◽  
Learning Environment ◽  
Significant Development ◽  
Pragmatic Development ◽  
Chinese Speakers ◽  
Chinese Study ◽  
Environment Study ◽  
Refusal Strategies ◽  
Academic Year ◽  
At Home

This study investigates the effect of learning environment (study abroad vs. at home) on the pragmatic development of Chinese speakers’ L2 English refusals. A total of 20 Chinese Study Abroad (SA) students participated in the study and their L2 refusals were examined over the course of one academic year. These refusals were compared with those of 20 Chinese At Home (AH) students. Data were collected three times by an 8-situation Multimedia Elicitation Task. The results revealed that the SA students’ overall frequency of opt-outs remained consistent throughout a year’s stay in the L2 community but the study abroad experience influenced their choices sociopragmatically. Regarding repertoire of refusal strategies and that of refusal adjuncts, both groups demonstrated significant development, thus indicating no significant benefit of study abroad in these respects. The findings reveal the complexity of L2 pragmatic development and the importance of longitudinal investigations in such research.

scholarly journals Factors motivating destination decisions of Chinese study abroad students

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zhiqi Wang ◽  
Ian Crawford
Keyword(s):  
Study Abroad ◽  
Economic Status ◽  
Factor Scores ◽  
Key Factors ◽  
Content Type ◽  
Chinese Study ◽  
Travel Abroad ◽  
The Impact ◽  
Degree Level ◽  
Study Abroad Students

PurposeThe paper examines the effects of individual differences on the key motivational factors affecting Chinese study abroad students.Design/methodology/approachThe current study adopts a quantitative survey approach. Students are recruited through the largest online survey provider in China. Using 335 completed questionnaires and factor analysis, the key factors influencing Chinese students are identified. Subsequently, regressions are employed to analyse the impact of age, gender, socio-economic status, previous study or travel abroad experience, degree level and location on factor scores.FindingsThis research sheds new light on the decision-making process of Chinese study abroad students. It is found that Chinese students are influenced by three key factors, social, cultural and economic environment, non-personal and personal recommendations. The results reveal that male students from the lowest socio-economic group rely on non-personal information to decide destination where they can significantly upgrade their socio-economic status. Personal recommendations are used by young persons aged between 18 and 24 and those without previous overseas travel or study experience.Originality/valueAlthough prior studies explore the motivations of Chinese study abroad students, very few focus on a large sample of students both in China and abroad and identify key factors using the statistical tool factor analysis. No research has been carried out to understand the impact of personal characteristics such as age, gender, prior study or travel abroad experience, degree level and location on significant factor scores. Such analysis is crucial for the financial stability of the international higher education market, particularly during the current COVID-19 crisis.

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