近年來西非在華留學(xué)生的數(shù)量不斷增加。為此,本文通過定量為主,定性為輔的實證性研究分析這個特殊群體的學(xué)習(xí)風(fēng)格以及他們向中國學(xué)習(xí)風(fēng)格融合的情況,從而了解中國文化在其跨文化適應(yīng)中所起的作用。 在回顧相關(guān)文獻(xiàn)之后,作者根據(jù)西非在華留學(xué)生在學(xué)習(xí)風(fēng)格的四個維度, 即認(rèn)知風(fēng)格、溝通風(fēng)格、關(guān)系風(fēng)格和激勵風(fēng)格各方面可能出現(xiàn)的文化融合提出相應(yīng)假設(shè),隨后對西非國家的本土學(xué)生、西非在華留學(xué)生和中國學(xué)生共 119 名進(jìn)行了問卷調(diào)查,并對一些中國學(xué)生和留學(xué)生進(jìn)行開放式訪談。最后通過對定量和定性數(shù)據(jù)的討論分析,作者得出以下主要結(jié)論。 西非在華留學(xué)生的認(rèn)知風(fēng)格表現(xiàn)為場依存、合作性、先觀察后實踐、較能承受不確定性;在溝通方面,他們傾向于使用委婉、非正式的交流方式, 圍繞一個話題用修辭性的語言隱含連接相關(guān)材料;他們是沖動型學(xué)習(xí)者,依賴于他人但積極參與課堂討論。此外他們的學(xué)習(xí)受到內(nèi)因和外因的驅(qū)動。 參照中國學(xué)生的風(fēng)格,作者發(fā)現(xiàn)西非在華留學(xué)生僅在場依存、依賴型學(xué)習(xí)、間接溝通以及對不確定性的承受力方面不斷的與中國風(fēng)格融合,這反映出中國的集體主義文化以及對不確定因素的觀念在其跨文化適...

【文章頁數(shù)】：80 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENT
論文摘要
ABSTRACT
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF TABLES
Chapter 1 Introduction
    1.1 Rationale
    1.2 Research Objectives
    1.3 Structure
Chapter 2 Literature Review
    2.1 Culture Defined
    2.2 Edward Stewart’s Cultural Patterns
        2.2.1 Social Relations Orientation
        2.2.2 Self-Orientation
        2.2.3 Activity Orientation
        2.2.4 World Orientation
    2.3 Comparison between Chinese Culture and West African Culture
        2.3.1 Social Relations Orientation
        2.3.2 Self Orientation
        2.3.3 Activity Orientation
        2.3.4 World Orientation
    2.4 Acculturation
    2.5 Culture and Learning Style
        2.5.1 Learning Style Defined
        2.5.2 Learning Style Subject to Cultural Variations
Chapter 3 Methodology
    3.1 Research Design
    3.2 Hypothesis Generation
        3.2.1 Cognitive Styles
        3.2.2 Communication Styles
        3.2.3 Relational Styles
        3.2.4 Motivational Style
    3.3 Questionnaire Survey
        3.3.1 Participants
        3.3.2 Questionnaire Design
        3.3.3 Data Processing
    3.4 Interview
Chapter 4 Results and Discussion of the Empirical Research
    4.1 Personal Information
    4.2 Cognitive Styles
        4.2.1 Field Independence/Field Sensitivity
        4.2.2 Cooperation/Competition
        4.2.3 Trial and Error/Watch and then Do
        4.2.4 Tolerance/Intolerance for Ambiguity
    4.3 Communication Styles
        4.3.1 Direct/Indirect Communication
        4.3.2 Formal/Informal Communication
        4.3.3 Topic-Associating/Topic-Centered Communication
    4.4 Relational Styles
        4.4.1 Dependent/Independent Learning
        4.4.2 Participatory/Passive Learning
        4.4.3 Impulsivity/Reflectivity
    4.5 Motivational Style: Intrinsic Learning/Extrinsic Learning
CHAPTER 5 CONCLUSION
    5.1 Conclusion
    5.2 Limitations and Future Directions
APPENDICES
BIBLIOGRAPHY



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