Download e-book for kindle: Asian Students' Classroom Communication Patterns in U.S. by Jun Liu

By Jun Liu

ISBN-10: 031301602X

ISBN-13: 9780313016028

ISBN-10: 1567506208

ISBN-13: 9781567506204

The previous decade has witnessed a gradual elevate within the numbers of Asian scholars in North American associations of upper studying. whereas their educational luck has been widely known, matters approximately their silence in study rooms have additionally been expressed by means of educators. Following an outline of Asian scholars in North American better schooling, this e-book provides a concentrated ethnographic learn of twenty Asian graduate scholars enrolled in an immense US college, exploring and describing Asian student's oral school room participation modes throughout a number of factors.Four significant school room conversation patterns--total integration, conditional interplay, marginal participation, and silent observation--are pointed out one of the contributors and mentioned throughout sociocultural, affective, cognitive, linguistic, and pedagogical/environmental elements. additionally mentioned are the Asian options of face saving, politeness, and social identification in a number of discourse groups in gentle of Asian scholars' perceptions of and modes in lecture room participation. The ebook concludes with a decision for the improvement of cultural transformation competence, which encompasses social identification negotiation abilities, and culture-sensitivity wisdom and conscious reflexivity as well as communicative competence.

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Additional resources for Asian Students' Classroom Communication Patterns in U.S. Universities: An Emic Perspective

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However, this model is too ambitious, and the exhaustive list of cultural value orientations is impossible to study as a whole. Hall (1976) divided cultural differences into two major categories: low-context culture and high-context culture. According to Hall and Hall (1987), the point of departure between low-context culture and high-context culture depends on how much the listener knows about the subject matter under discussion. In low-context communication, the listener knows very little and needs to be informed about virtually everything, and in high-context communication, the listener knows what is expected in the given context and therefore little background information is needed to facilitate communication.

Knowing about your own culture and the culture of the person with whom you are communicating is not enough: the other person must also know about his or her own culture and about your culture as well. Berlo maintains that intercultural communication cannot reach its highest level without mutual acknowledgment of each other’s cultures and a willingness to accept those cultures as a reality governing communicative interactions. To help improve the overall quality of intercultural communication, Barna (1991) listed six important causes of communication breakdown across cultural boundaries: “assuming similarity instead of difference, language problems, nonverbal misunderstanding, the presence of preconceptions and stereotypes, the tendency to evaluate, and the high anxiety that often exists in intercultural encounters” (p.

Sweden, Denmark) social gender roles overlap and there is greater equality in social interaction and participation. According to Chen and Starosta (1998), Hofstede’s model suffers from three major weaknesses. First, since the questionnaire respondents were middle managers in multinational companies, the dimensions derived from this data set are based on work-related values. Second, of the four dimensions, only individualism-collectivism has been widely studied and validated. Third, the concepts of nation and culture in this dimension are not clearly distinguished.

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Asian Students' Classroom Communication Patterns in U.S. Universities: An Emic Perspective by Jun Liu

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