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首页> 外文期刊>Communication Research Reports >When in Rome, Do as the Romans Do: A Comparative Analysis of Chinese and American New Teachers' Compliance-Gaining Strategies
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When in Rome, Do as the Romans Do: A Comparative Analysis of Chinese and American New Teachers' Compliance-Gaining Strategies

机译：在罗马时，像罗马人那样做：中美新教师达标策略的比较分析

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摘要

This study extends the compliance-gaining literature by comparing the behavior alteration techniques (BATs) used by new Chinese and American teaching associates. Students in an American institution reported their perceptions of teacher compliance-gaining behaviors using items from the Kearney et al. (1984) and Lu (1997) instruments developed from Chinese instructor BAT use in Chinese classrooms. Students reported that both American and Chinese teachers used strategies from both instruments. Moreover, no significant differences were revealed between students' perception of Chinese and American instructors with regard to frequency of BAT use as defined by the two typologies. Hence, new Chinese instructors appear to adapt successfully to United States classrooms with regard to compliance-gaining strategy use.
机译：这项研究通过比较中美新教同伙使用的行为改变技术（BAT），扩展了获得依从性的文献。美国某机构的学生使用Kearney等人的文章报告了他们对教师遵守法规行为的看法。 （1984）和Lu（1997）从中文讲师BAT开发的乐器用于中文教室。学生报告说，美国和中国的老师都使用了两种工具的策略。而且，在两种类型定义的最佳可行技术使用频率方面，学生对中美两国教师的看法没有发现显着差异。因此，新的中文讲师似乎在适应遵守策略方面成功地适应了美国的教室。

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