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An ethnographic examination of international students in English composition classes: Cultural patterns, classroom dynamics, and adjustment difficulties.

机译：对英语作文课上的国际学生进行的人种志检查：文化模式，课堂动态和适应困难。

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摘要

Two of the mandatory English composition classes offered by the Writing Program at the University of Arizona are all-international (NNS) and mixed (NNS/NES) sections of composition. The NNS sections consist solely of international students who are non-native speakers of English. The NNS/NES sections, on the other hand, are open to both American and international students; therefore, they are mixes of non-native and native speakers of English. This study investigates classroom interaction patterns of 35 international and 9 American students enrolled in one NNS and one NNS/NES section of composition. Data was collected through classroom observations, Teacher's Journal, questionnaires, one-on-one interviews with the participants, and videotaped lectures, in-class small group work, and teacher-student conferences.; The study attempts to identify common interaction patterns within five culture groups in the two classes: Asian Indian, Japanese, Chinese, Middle Easterner, and American. Classroom interaction patterns that reveal the students' home culture or interaction norms in educational institutions in their country are examined for this purpose. This study also compares classroom dynamics in the two sections to report whether mixing Americans with international students causes differences in the classroom atmosphere and the ease of communication among students. Finally, this study reports international students' perspectives about being in a mixed section with Americans, their thoughts and feelings about American culture and people, their adjustment difficulties in the United States and the classroom manifestations of these difficulties.; The results of this study have pedagogical and methodological implications and suggestions. Pedagogically, the results and interpretations of this project can enable instructors to have a better understanding of the difficulties and interaction patterns of international students. This may lead to better teacher preparation and improved interaction between teachers and students in these types of classes. Methodologically, this study presents an application of sociolinguistic and ethnographic research in a pedagogical context. Interaction analysis in the classroom through the use of technologically-advanced data collection methods, such as video- and audio-taping, in collaboration with more common data collection techniques such as observations, questionnaires, and interviews may be inspiring to teacher-researchers who are looking for more consistency, credibility, and practicality in their research studies.
机译：亚利桑那大学写作计划提供的两个强制性英语作文课是全国际（NNS）和混合（NNS / NES）作文部分。 NNS部分仅由非英语母语的国际学生组成。另一方面，NNS / NES部分对美国和国际学生开放；因此，他们混合了英语的非母语和母语。这项研究调查了35名国际学生和9名美国学生在一个NNS和一个NNS / NES组成部分中的课堂互动模式。通过课堂观察，教师期刊，问卷调查，与参与者的一对一访谈，录像带讲座，课堂小组作业和师生会议等方式收集数据。该研究试图确定两个类别的五个文化群体中的常见互动模式：亚洲印第安人，日本人，中国人，中东人和美国人。为此目的，研究了揭示学生家庭文化或他们所在国家的教育机构中的互动规范的课堂互动模式。这项研究还比较了这两个部分的课堂动态，以报告美国人和国际学生的混合是否会导致课堂气氛的差异和学生之间的沟通便利。最后，本研究报告了国际学生与美国人混在一起的观点，他们对美国文化和人民的看法和感受，他们在美国的适应困难以及这些困难的课堂表现。这项研究的结果具有教学和方法上的含义和建议。从教学法上讲，该项目的结果和解释可以使教师更好地了解国际学生的困难和互动方式。在这些类型的课程中，这可能会导致更好的教师准备和更好的师生互动。从方法上讲，这项研究提出了在教学背景下的社会语言学和人种学研究的应用。通过使用技术先进的数据收集方法（例如视频和音频录音）以及更常见的数据收集技术（例如观察，问卷调查和访谈），在教室中进行交互分析，可能会激发教师的兴趣。在他们的研究中寻求更多的一致性，可信度和实用性。

著录项

  • 作者

    Eroz, Betil.;

  • 作者单位

    The University of Arizona.;

  • 授予单位 The University of Arizona.;
  • 学科 Language Linguistics.; Education Language and Literature.; Anthropology Cultural.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 326 p.
  • 总页数 326
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;人类学;
  • 关键词

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