Problematising Intercultural Communication Competence in the Pluricultural Classroom: Chinese Students in a New Zealand University

Holmes, Prue

doi:10.1080/14708470608668906

Cited by 62 publications

(45 citation statements)

References 22 publications

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“…It is believed that as the competition to succeed has increased, Chinese education has tended to become test-oriented resulting in a focus on memorisation and rote learning (Holmes 2006). However, it is also argued while timed exams encourage memorizing, this is not necessarily rote memorizing or surface learning.…”

Section: Assessment -Tests and Examsmentioning

confidence: 99%

“…Much of what has been written about Chinese students' experience in the UK focuses on difficulties from a Western teacher's point of view in various aspects such as selfregulated learning, verbal participation, group work, assessment, critical thinking, teacher-students relationship (Fan and Yue 2009, Hardie 2009, Hyland et al 2008, Holmes 2006, Summers and Volet 2008, Turner 2006. It is a common perception that the Chinese learning style does not transfer easily to the Western educational system owing to the culturally implicit nature of Western academic conventions; the students experienced high levels of emotional isolation and loneliness, which affected their academic confidence (Turner 2006).…”

Section: Chinese Students' Experience In Western Academic Environmentmentioning

confidence: 99%

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Challenging the Western stereotype: do Chinese international foundation students learn by rote?

Mathias

Bruce

Newton

2013

Research in Post-Compulsory Education

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Abstract:The dissonance between Eastern and Western learning approaches is regarded as an obstacle for Chinese students to adjust in Western education environments, and one of the reasons is the lack of an understanding of Chinese learning approaches, i.e., Chinese learners are uncritically perceived as rote learners. This paper investigates Chinese international foundation students' learning approaches when they were in China and here in the UK. Their experiences indicate that, similar to UK students, Chinese students learn with the intention of understanding, they use memorisation only when they fail to understand or have examination pressure. Consequently, Chinese students adjust well to Western teaching styles. Some difficulties they experienced in classrooms

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Section: Assessment -Tests and Examsmentioning

confidence: 99%

Section: Chinese Students' Experience In Western Academic Environmentmentioning

confidence: 99%

Challenging the Western stereotype: do Chinese international foundation students learn by rote?

Mathias

Bruce

Newton

2013

Research in Post-Compulsory Education

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“…For Kramsch (2006), intercultural communication competence is what enables individuals to achieve mutual understanding through dialogical exchange of ideas, emotions, stories, and visions in a multicultural society. The concept of intercultural communication competence has been applied and assessed recently in intercultural education (Jokikokko, 2005;Holms, 2006;Sercu, 2006;Mara, 2007). While these studies have different focuses, they all have displayed the importance of context-specific knowledge, goal achievement, skills, and above all, mutual understanding in intercultural interactions in educational settings.…”

Section: Understanding Problemsmentioning

confidence: 99%

Reformulation as a strategy for managing ‘understanding uncertainty’ in office hour interactions between international teaching assistants and American college students

Chiang

2008

Intercultural Education

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This article provides a discourse analysis of problematic communication in office hour interactions between international teaching assistants and American college students. The goal of the article is to explicate what is termed here as 'understanding uncertainty', something which has received little attention in existing studies. The data under consideration consist of a number of dyadic interactions that naturally occurred during office hours. The data analyses revealed that the type of understanding uncertainty as defined here was displayed and managed in six types of reformulations. The findings suggest that reformulation may be used as an interactive strategy to achieve mutual understanding across linguistic and sociocultural boundaries in educational contexts.

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“…People, in this collectivistic society, are socialized to be very sensitive to human-relatedness, so much so that maintaining relational harmony or avoiding conflicts becomes the underlying tenet of social interactions (Hofstede, 2001;Holmes, 2004Holmes, , 2006. It is widely acknowledged that promoting harmonious relationship with others may smooth and lubricate a person's social interactions, while arousing conflicts and argument may block his/her access to desirable social networks and opportunities.…”

Section: Introductionmentioning

confidence: 98%

The impact of face on Chinese students' simulated negotiation practices with Americans

Shi

2011

Language and Intercultural Communication

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Through scrutinizing three simulated negotiation cases of Chinese MBA students in an American business school, the study illustrates how Chinese face ideology functioned to orient and complicate the students' (pseudo-)business communications with Americans. The students' bone-deep sensitivity to maintaining harmony and interrelationships in the social network regulated one student to show complete compliance to the legitimate behavioral norm in the class, led one to avoid conflicts by giving and saving face to his opponent, and helped one to facilitate and maneuver interactions to win a negotiation. In any case, Chinese face was not self-oriented, but earned through interactions with the community.

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Problematising Intercultural Communication Competence in the Pluricultural Classroom: Chinese Students in a New Zealand University

Cited by 62 publications

References 22 publications

Challenging the Western stereotype: do Chinese international foundation students learn by rote?

Challenging the Western stereotype: do Chinese international foundation students learn by rote?

Reformulation as a strategy for managing ‘understanding uncertainty’ in office hour interactions between international teaching assistants and American college students

The impact of face on Chinese students' simulated negotiation practices with Americans

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