Tesi sul tema "Chinese students in Germany"

Inspiriert vom kognitiven, affektiven und behavioralen Modell Andersons, untersucht diese Forschungsarbeit die akademische Anpassung von chinesischen Studierenden anhand von vier Phasen, der Vor-Abreisephase, der Initial-, der Entwicklungs- und der Abschlussphase, und umfasst dabei drei Einzelstudien: (1) Eine interdisziplinär orientierte Untersuchung auf der Basis von Interviews mit 18 chinesischen Studierenden aus verschiedenen Fächern und mit unterschiedlichen Studienabschlüssen, (2) eine Fallstudie an einer sozialwissenschaftlichen Fakultät, bei der Beobachtungen deutscher Lehrender und Meinungen chinesischer Studierender erhoben wurden und (3) eine longitudinale Untersuchung zur Verfolgung der Sprachentwicklung und Lernerfahrungen von chinesischen Studierenden an deutschen Universitäten. Diese Untersuchungen ergaben, dass die unzureichende Vorbereitung der chinesischen Studierenden (Sprache und allgemeine Kenntnisse über Deutschland) in der Vor-Ausreisephase zu Problemen in der Anfangsphase ihres Aufenthaltes führen. In der Entwicklungsphase berichteten die chinesischen Studierenden von Fortschritten in der deutschen Sprache und im Wissen über die deutschen Hochschulen, die größte Herausforderung stellte jedoch das individuelle Abgleichen der unterschiedlichen akademischen Erwartungen, wie sie im Heimatland ursprünglich vermittelt und in Deutschland gegensätzlich erwartet werden. In der Abschlussphase zeigen chinesische Studenten Verständnis und Wertschätzung für die Erwartungen an deutschen Hochschulen. Insgesamt verlangt der Prozess der akademischen Anpassung von chinesischen Studenten, die Differenzen (im Wissenschaftssystem) zu identifizieren, zu verstehen und später diese Differenzen auch schätzen zu können. Diese Untersuchung zeigt, dass die deutsche Sprachkompetenz, die wissenschaftliche Begleitung und Unterstützung sowie die persönliche Anstrengung zentrale Faktoren der akademischen Anpassung chinesischer Studierender darstellen.
Inspired by Anderson’s cognitive, affective, and behavioral model, this research explores Chinese students’ academic adjustment in the four phases: pre-departure, initial, developing, and final phase, and is composed of three studies: (1) a cross-sectional study which interviews 18 Chinese students from different subjects and pursuing different academic degree; (2) a case study conducted in a social science faculty, both German lecturers’ observation and Chinese students’ opinions are investigated; and (3) a longitudinal research follows Chinese students’ language development and learning experience at German universities. This research found that Chinese students’ insufficient preparation (language and knowledge about German universities) in the pre-departure phase leads to the difficulty in the initial phase. Chinese students often describe the initial experience as a “catastrophe”, as they were not familiar with the academic-oriented information in Germany at all. In the developing phase, Chinese students reported progress in German language and knowledge about German universities, which facilitate their further development. One big challenge in the developing phase is to negotiate the difference of academic expectation between home and host universities. In the final phase, Chinese students show understanding and appreciation to the expectation at German universities. The whole process of academic adjustment expects Chinese students to identify the difference, understand the difference, and later appreciate the difference. This research further finds that German language competence, academic support, and personal effort together exert influence on the Chinese students’ academic adjustment at German universities. In order to improve the academic adjustment, suggestions are made to the prospective Chinese students and German institutions to better facilitate Chinese students’ academic adjustment in Germany

This study examined the beliefs and opinions of U.S university students towards learning foreign languages. Four major areas were explored, including attitudes and motivations towards learning foreign languages, perceptions of foreign languages in the U.S., and favorability of Arabic, Chinese, French, German, Korean, and Spanish. One additional area that investigated participants' opinions in support or against a foreign language requirement in the United States was also examined. The instrument included a survey of 22 items, consisting of 13 quantitative attitude/opinion questions, two qualitative open-ended questions, and seven questions for demographics. The data was analyzed through descriptive, inferential, and content analyses, including Cronbach's Alpha, independent and dependent samples t-tests and one-way ANOVAs. The results of the study showed that participants generally had positive attitudes and high motivations towards learning foreign languages. Their perceptions were slightly critical of Americans' perspectives of foreign languages but indicated the belief that the U.S. education system does provide reasonable opportunities to learn foreign languages. Participants showed high favorability towards learning Spanish, with French also slightly favorable. Participants did not demonstrate positive favorability towards learning Arabic, Chinese, German, or Korean. However, participants commonly referred to Chinese as being particularly useful for business opportunities and consistently indicated low interest or usefulness in Arabic. Few significant differences were observed between genders or foreign language education background. Overall, female participants had slightly more positive views about learning foreign languages, whereas the same was true for participants with higher-level foreign language ability.

Research by Chinese scholars around cultural distributions and representations in English Language Teaching (ELT) textbooks for university and college education in China in the past decade has argued that these textbooks have been designed to extensively develop Chinese students’ cross-cultural communicative competence. However, it is noteworthy that previous studies have identified that the cultural content of these textbooks has little effect on developing such competence of Chinese students. By analysing the 3rd Edition of the New Horizon College English (NHCE) textbook series (Zheng et al., 2017) used by students whose major is not English, this research contributes towards contemporary explorations in understanding Chinese nativisation and conceptualisation of the English language. This research adopts the iterative rigor of document analysis as proposed by Bowen (2009) which combines aspects of content and thematic analysis. Additionally, for the data from the texts that have associated images, Weinger and Kiss’ (2013) semiotic framework is employed to support discussions around the interrelationship between texts, data, and images. This research focuses on the nativised features of Chinese English (CE) i.e., linguistic features (lexis and coherence) and cultural conceptual features (cultural event schema), and investigates the extent to which these features are presented in the NHCE textbook series (Research Question 1). The research further explores how these features may affect the development of Chinese students’ metacultural competence (Research Question 2). The findings of this study highlight an unequal distribution of linguistic and cultural conceptual features in the texts and translation exercises in each of the four books in the NHCE textbook series. Some units contain only data on linguistic or cultural conceptual ii features. Evidence of CE lexis is categorised, presented, and discussed in three parts: transliterations, loan translations, and nativised Chinese English words. The total numbers of evidence of these three parts are 11, 23, and 7 respectively. Two examples each for transliterations, loan translations, and nativised Chinese English words have been selected for discussion. In addition, evidence of CE coherence which is relevant to aspects of Chinese cultural experiences is presented in two examples (i) living in a university dormitory might cause students a giant headache (complemented by the schema: dormitory) and dedication to society (complemented by the schema: social responsibilities), and (ii) showing kèqi (courtesy/politeness) communicative behaviours when offering food to a guest /refusing food from a host at a Chinese family dinner (complemented by the schema: dining etiquette). Furthermore, the study has found fewer data regarding cultural event schemas compared to that of CE linguistic features. There are two examples delineated in this section (i) tea drinking event schema and (ii) world exploration event schema. All of the identified data are closely associated with various Chinese cultural themes and values such as economy and education. It is also argued that the nativisation of the English language is demonstrated through encoded texts and associated images in NHCE which convincingly identified and described Chinese culture and other relevant cultural concepts in a positive manner (Research Question 1). In addition, as the embedded Chinese cultural conceptualisations could be used to provide students with Chinese characteristics-centred definitions of widely understood concepts, it could be assumed that students would be able to integrate these cultural conceptualisations in future intercultural interactions, and the development of their metacultural competence could thereby be facilitated (Research Question 2). This research has implications not only for ELT textbook writers but for writers of iii Second Language Teaching (SLT) textbooks as well. One implication is that it would be necessary to provide students with cultural content containing lexis based on local cultures in SLT textbooks. Additionally, it is beneficial for SLT writers to provide students with cultural content that is written in a way that reflects the discourse features of their mother tongue. Moreover, values and themes of the source culture may need to be culturally conceptualised in textbooks to help students raise the awareness of internalising widely understood concepts into their own culture and then creating their own interpretations of the concepts. Furthermore, incorporating conceptual variations in cultural content could be considered for inclusion in ELT and SLT textbooks.
Thesis (Masters)
Master of Arts Research (MARes)
School of Hum, Lang & Soc Sc
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Even after 10 years, countries under transition are still on their way to becoming developed, internationally competitive countries. At this stage it is helpful for business cooperation to know whether managers in countries undergoing transition are behaving like socialists or Western managers, or somewhere in between. Many joint ventures and other alliances between Western companies and companies in countries in transition are seeking to establish new markets with new products or new technologies (i.e., new processes). They are risky because the returns are uncertain. Understanding the risk attitudes of managers in countries in transition can explain different investment behavior and provide vital information for installing the right incentives. This study compares the risk attitudes of Chinese, eastern, and western German managers. Chinese managers'' risk attitudes seem to be more similar to the attitudes of western German managers than to those of their counterparts in eastern Germany. Some of the reasons and consequences are discussed in this article.

The present study examined the prevalence of depression, anxiety, stress and resiliency among university students in Germany. Further, the study used structural equation modeling (SEM) to investigate a hypothesized model of protective factors and their interdependence on the mental health of German university students. The sample consisted of 787 students sampled from two public universities in Germany. Results found the sample to have normal to mild levels of depression (M = 4.40), normal to mild levels of anxiety (M = 3.81), and normal levels of stress ( M = 6.36). The prevalence rates of moderate to extremely severe depression, anxiety, and stress were 22.8%, 30.9%, and 24.1%, respectively. SEM revealed that suppression, reappraisal, and resilience mediated the effect of self-esteem and mindfulness on depression. Furthermore, reappraisal, self-esteem, and stress mediated the effect of mindfulness and social support on depression. Furthermore, reappraisal, and resilience mediated the effect of mindfulness, social support, and exercise on stress. Implications, limitations, and recommendations for future research are discussed.

In the years between 1919 and 1938, Germany and China, two nations each plagued in its own way by the foreign political fall-out of World War I, by internal unrest and by the disastrous global economic situation of the inter-war era, established extraordinarily close military and military economic ties. German military advisers helped in the organisation and training of the troops of several Chinese warlords and, after the re-establishment of the Chinese Republic under Chiang Kaishek, of the Nationalist government's armed forces. At the same time, German arms manufacturers and German trading companies delivered weapons and other war materials to arm and equip China's soldiers, who fought first against each other and later against Mao Zedong's Communist guerillas and Japanese invaders. Still, despite outward appearances, any kind of German military support for China was never official. Successive Weimar German governments tried everything in their power to stop the widely-condemned Sino-German military cooperation, while Adolf Hitler's National Socialists only tolerated it for as long as it did not interfere with their long-term political agenda. In the end, however, the German influence on Chinese military affairs was only minimal. German military advisers and German arms shipments, contrary to repeated world-wide accusations throughout the years, were too few in number and too small in amount to have any real impact on war-ravaged China. The breakdown of Sino-German relations due to National Socialist Germany's alliance with Japan and the Sino-Japanese War eradicated every trace China's informal military supporters had left behind after their withdrawal in 1938.

In the years between 1919 and 1938, Germany and China, two nations each plagued in its own way by the foreign political fall-out of World War I, by internal unrest and by the disastrous global economic situation of the inter-war era, established extraordinarily close military and military economic ties. German military advisers helped in the organisation and training of the troops of several Chinese warlords and, after the re-establishment of the Chinese Republic under Chiang Kaishek, of the Nationalist government's armed forces. At the same time, German arms manufacturers and German trading companies delivered weapons and other war materials to arm and equip China's soldiers, who fought first against each other and later against Mao Zedong's Communist guerillas and Japanese invaders. Still, despite outward appearances, any kind of German military support for China was never official. Successive Weimar German governments tried everything in their power to stop the widely-condemned Sino-German military cooperation, while Adolf Hitler's National Socialists only tolerated it for as long as it did not interfere with their long-term political agenda. In the end, however, the German influence on Chinese military affairs was only minimal. German military advisers and German arms shipments, contrary to repeated world-wide accusations throughout the years, were too few in number and too small in amount to have any real impact on war-ravaged China. The breakdown of Sino-German relations due to National Socialist Germany's alliance with Japan and the Sino-Japanese War eradicated every trace China's informal military supporters had left behind after their withdrawal in 1938.

One purpose of this study was to determine if there were any differences in embarrassment between Chinese, Chinese American, and Caucasian American college students. A related purpose was to determine if there were any behavioral characteristics associated with embarrassment among the three groups. A total of 137 college students were given the Embarrassment Questionnaire (Modigliani, 1966) and the revised California Psychological Inventory (CPI; Gough, 1987). Three hypotheses were tested. The first: that there was no significant difference on the embarrassment questionnaire mean score between the three groups. The second: that there was no commonality in the kinds of embarrassing situations experienced by the three groups. The third: that there was no significant difference between the three groups in behavioral characteristics as measured by the CPI. The first hypothesis was tested using ANOVA. The three groups' mean scores on the embarrassment questionnaire were significantly different at the.05 level. The Chinese Americans were the least embarrassable. The Chinese were in the middle and the Caucasian Americans were the most embarrassable. This result may be related to how open or guarded the subjects were in responding to the questionnaire. The second hypothesis was tested using factor analysis. Because of the small sub-samples and the resulting factors accounting for 11% of the variance, it was concluded that there was no commonality in the kinds of embarrassing situations experienced by the three groups. With the third hypothesis ANOVA was used to test the significance of the differences between the three groups on the twenty scales of the revised CPI. The results suggest that the variance among the three groups was due to factors other than ethnicity.

Since there has been a rapid growth and popularization of the internet, websites playsa more and more important role. On the one hand, for an organizer of an activity, awebsite supplies a more efficient and economical solution to expanded publicity andto get technical support. On the other hand, it helps participants transcendgeographical limitations and join the activity more easily.

In this thesis project we developed and maintained the 2008 Google Chinese collegestudents goodwill activity website.

This work has four highlighted features. First, it use many secure techniques, such ashttps, remote database to ensure data storage safety and confidential. Secondly, inorder to enhance efficiency, memory and file management, scientific serverconfiguration and other techniques are used in the implementation. Thirdly, usabilitytheory is assessed in the process of design system logic as well as the data input form.Fourthly, popular website management tools are used, like Google analysis andGoogle webmaster. The result of the thesis has been approved by the activitycommittee and the students. We developed and maintain the web server, webprogram and database stably for 8 months. 619,941 visitors came from 88 countriesand territories.

30000 students from 700 universities submitted 5000 applications through thewebsite. The website provided a stable and efficient technical support for the activity.At the same time, a lot of new techniques are researched and implemented in thedeveloping process.

Chinese students have historically come to study in the United States at the college and post- secondary levels. In the last ten years, this phenomenon has spread exponentially to the high school level, but scant research exists on this topic. This paper investigates why Chinese students come to study in U.S. high schools, who these students are, what their academic and social experiences are, and what can be done to support them. A qualitative study was conducted, with one on one interviews with 14 high school students from three different high schools, one all male school, one all-female, and one co-ed. Cultural capital theory (Bourdieu and Passeron, 1977) underscores and helps illuminate the data. While the findings mirror those of research completed at the college level, something deeper emerged. Chinese students possess the cultural capital to make this journey, and the habitus that gives them the courage and perseverance to navigate it, but that capital and habitus doesn't always transfer to the field of the U.S. high school environment. While Chinese students perceive students and teachers as helpful and kind, there is much more U.S. high schools can do to support them. In the end, Chinese students use the traits they've learned from their families and their culture to meet their goals, escape the Chinese style of education and the Gaokao exam, acclimate to the culture, and go on to attend U.S. colleges.

The basis for this study was work done by Joy Reid (1987) of Colorado State University. Reid's work analyzed the pref erred perceptual learning styles of several groups of English as a Second Language students and one group of American students. The learning styles concept has been established on the theory that students have a particular mode through which they learn best. The learning styles analyzed in this study were: auditory, visual, kinesthetic, tactile, individual, and group. The objectives of this study were to determine the relationships that exist between the preferred perceptual learning styles of P.R.C. and American students and such variables as country where student is studying, native language, length of time in the U.S., and sex.

There are significant differences between developed countries and developing countries in education, life style and health behaviour to identify the effects of the standard of living in both countries on social and health aspects. Information on the negative and positive aspects of every culture is essential in the overall health context to enable policy makers to improve the populations’ general health. The aim of this study was therefore to determine the health and fitness status of sport science students in Germany and Egypt and to identify any relevant differences in these two populations in order to derive possible strategies to promote health in a higher education setting in both countries. The sample of this study was selected from university students as they represent the future elite of companies, communities and countries. 193 students were selected from Germany as a developed country - females (n = 104) and males (n = 89) and 406 were selected from Egypt as a developing country - females (n = 167) and males (n = 238). Sport science students firstly filled in a health questionnaire, and then they participated in anthropometric and fitness tests. The data collection was first contucted on German sport science students at Chemnitz University of Technology in October 2009 (one week). In November 2010 the second year (third and fourth term) sport science students of Menofia University (two weeks). In the comparison between Germany and Egypt in the General health section the results showed that there are significant differences between the German group and the Egyptian group in describing their health status (p = .044) and in looking after their health (p = .000) in females. However, in the male group of both countries no significant difference was found regarding the item looking after their health (p = .370). The overall comparison between the German sample (both genders) and the Egyptian sample (both genders) show that there are significant differences in the items describing their health status (p ≤ 0.05) as well as in looking after their health care (p = .000). In the physical and mental health comparison there is no significance difference in the “chronic pain” section in German females and Egyptian females and German and Egyptian males (p ≥ 0.05), while there are significant differences in all other items (p ≤ 0.05). In the German sample comparison of both genders there are no significant differences in: “Stomach problems”, “Abdominal discomfort”, “Weight loss/weight gain/loss of appetite” whereas there are significant differences in all another items (p≤ 0.05). In the Egyptian group there are significant differences in all another items (p≤ 0.05) except for “Weight loss/weight gain/loss of appetite”. In study and university related problems between Germay and Egypt in both genders, there is no significant difference in the item “problems during study” while there are significant differences in all other items (p≤ 0.05). In the Egyptian group, both gender comparisons show no significant differences in the items: “social isolation”, and the same prospects about “working conditions”. However, there are significant differences in all another items (p≤ 0.05). In the German group in the same context no significant differences were found (p ≥ 0.05). The comparison between Germany and Egypt in the nutrition section showed significant differences in all food types (p≤ 0.05), whereas in the German group there is a significant difference between females and males (p≤ 0.05), and in the Egyptian group there is no significant difference in Healthy food consumption (p ≥ 0.05). The results in the media usage section show a significant difference regarding the media usage behaviour between the German group and the Egyptian group and in the comparison between German group of both genders, and the Egyptian group comparison of both genders where (p ≤ 0.05). Regarding the fitness tests section the results prove that there are significant differences in all tests among the German and the Egyptian group (p≤ 0.05), except in the static pull ups test between German males and Egyptian males (p ≥ 0.05). Significant correlations were found between one of the food types (unhealthy food), some between physical and mental health problems and BMI. There are significant correlations between some items of study and university related problems, and food types and blood pressure, and between fat %, VO2max, and physical activity. A significant link between bad dietary habits in regards to healthy food consumption and students’ own health assessment in Germany was found (95% CI below = 0.10, 95% top = 0.99) with OR = 0.10 and in Egypt (95% CI below = 0.35, 95% CI top = 0.92) with OR = 0.56. Another significant link between a reduced health consciousness and insufficient physical activity in Germany (95% CI below = 0.06, 95% CI top = 0.99) was proven with OR = 0.24. The key results from this study can be summarised in the following points: 1) There is a significant difference between German and Egyptian students in health parameters. 2) Egyptian students have significantly more physical and mental health problems than their German counterparts. 3) The Egyptian students present significantly more study and university related problems compared to German students. 4) The Egyptian students show a significantly higher media usage. 5) Egyptian students participate significantly less in physical activity and therefore perform significantly less well in most fitness test parameters. 6) A high correlation was found between the anthropometric data and some physical and mental health problems as well as study and university related problems and food types. Furthermore, a high correlation between VO2max and physical activity could be identified. 7) Significant link between bad dietary habits in regards to healthy food consumption and their own health assessment. 8) Significant link between a reduced health consciousness and insufficient physical activity. It is evident from this study that there are significant differences between the developed country Germany and the developing country Egypt in regards to general well-being, health problems, which in some parameters is also gender specific in Egypt, physical activity and fitness. The aim of this study was to identify these differences in order to direct future interventional studies in this area as a next step in improving the health of students in different countries. This information could potentially aid policy makers in improving the infrastructure in health care and physical activity and thereby change and/or develop society
Es gibt signifikante Unterschiede zwischen Industrieländern und Schwellenländern bzgl. Bildung, Lebensstil und gesundheitsbezogenes Verhalten. Daher sind Informationen über die negativen und positiven Aspekte jeder Kultur im Gesundheitskontext essentiell, um Entscheidungsträger in die Lage zu versetzen die allgemeine Gesundheit der Bevölkerung zu verbessern. Die Zielsetzung dieser Studie war in diesem Zusammenhang den Gesundheits- und Fitnessstatuts von Studenten der Sportwissenschaft in Deutschland und Ägypten zu bestimmen und relevante Unterschiede in den beiden Populationen aufzudecken, um daraus mögliche Strategien abzuleiten, Gesundheit im univesitären Bereich in beiden Ländern zu fördern. Die Stichprobe für diese Studie rekrutierte sich aus Universitätsstudenten, da diese die zukünftige Elite von Firmen, Gemeinden und ganzen Ländern darstellen. 193 Studenten aus Deutschland, als Industrieland, wurden eingeschlossen – 104 weibliche und 89 männliche. Weitere 406 Studenten wurden in Ägypten, als Schwellenland, rekrutiert – wovon 167 Frauen und 238 Männer waren. Die Probanden füllten zuerst einen Gesundheitsfragebogen aus und nahmen dann an anthroprometrischen Messungen und Fitnesstests teil. Die Datenerhebing wurde zuerst an den Sportstudenten der TU-Chemnitz in Deutschland im Oktober 2009 duchgeführt. Im November 2010 wurden dann die Sportstudenten an der Menofia Univesität in Äypten getestet. Die Ergebnisse im Vergleich des Allgemeinen Gesundheitsteils zwischen Deutschland und Ägypten zeigte signifikante Unterschiede zwischen der deutschen und der ägyptischen Gruppe bzgl. des Items Beurteilung des eigenen Gesundheitszustandes (p = 0.44) und in Auf seine Gesundheit achten (p = 0.000) bei den Frauen. Allerdings konnte kein signifikanter Unterschied bei den Männern beider Länder nachgewiesen werden (p = 0.370). Der Gesamtvergleich der deustchen und der ägyptischen Stichprobe (beide Geschlechter) wiesen signifikante Unterschiede auf bzgl. der Items Beurteilung des eigenen Gesundheitszustandes (p ≤ 0.05) und auch Auf seine Gesundheit achten (p = 0.000). In der Sektion körperliche und geistige Gesundheit konnte kein signifikanter Unterschied festegestellt werden in den Items „Rücken-, Nacken- und Schulterschmerzen zwischen der ägyptischen und deutschen Population (beide Geschlechter) (p ≥ 0.05), aber dafür in allen anderen Items (p ≤ 0.05). In der deutschen Gruppe wurden keine Unterschiede gefunden bei „Magenbeschwerden/Gewichtszunahme/ Appetitlosigkeit“ – allerdings wurden signifikante Unterschiede in allen anderen Items gefunden (p ≤ 0.05) – in der ägyptischen Gruppe verhielt es sich ebenso. In der Sektion Studium und universitätsbezogene Probleme wurde zwischen Ägypten und Deutschland, auβer bei „Mangelnde praktische Relevanz des Studiums, Tests und Seminararbeiten“, in all anderen Items signifikante Unterschiede nachgewiesen (p ≤ 0.05). Der Geschlechtervergleich der ägyptischen Stichprobe zeigte keine signifikanten Unterschiede in den Items „Anonymität und Isolation an der Uni, und generelle Isolation“ wie auch „Schlechte Karriere, Arbeitslast zusätzlich zur Uni, schlechte Arbeitsbedingungen“. Jedoch sind signifikante Unterschiede zwischen den Geschlechtern in allen anderen Items zu verzeichnen (p ≤ 0.05). Dies traf jedoch nicht auf die deutsche Stichprobe zu (p ≥ 0.05). Der Vergleich zwischen den deutschen und ägyptischen Studenten in der Sektion Ernährung zeigte signifikante Unterschiede in allen Nahrungstypen (p ≤ 0.05) und zusätzlich in der deutschen Gruppe noch signifikante Unterschiede in der Ernährungsweise zwischen Män und Frauen (p ≤ 0.05). Die Ergebnisse in der Sektion Mediennutzung zeigten signifikante Unterschiede zwischen der gesamten deutschen und ägyptischen Stichprobe – wie auch innerhalb deutschen und ebenso ägyptischen Geschlechtervergleich (p ≤ 0.05). Bzgl. der Fitnessektion zeigten die Ergebnisse signifikant bessere Ergebnisse in der deutschen Kohorte im Vergleich zur Ägyptischen (p ≤ 0.05), mit der Ausnahme der „Statischen Klimmzüge“ bei den männlichen Studenten in Deutschland und Ägypten (p ≥ 0.05). Des Weiteren wurden signifikante Korrelationen gefunden zwischen dem Nahrungstypus „ungesundes Essen“ und einigen Parametern der körperlichen und geistigen Gesundheitsprobleme wie auch BMI. Es gibt ebenfalls signifikante Korrelationen zwischen weiteren Items der Sektion Studiums und universitätsbezogenen Problemen, und Nahrungstypen und Blutdruck – wie auch Körperfett %, VO2max und körperlicher Aktivität. Eine signifkante Verbindung der Wahrscheinleichtkeiten wurde zwischen schlechten Ernährungsgewohnheiten bzgl. Konsum von gesundem Essen und der Selbsteinschätzung der Gesundheit der Studenten wurde festgestellt (95% CI below = 0.10, 95% top = 0.99) mit einer OR = 0.10 und in Ägypten (95% CI below = 0.35, 95% CI top = 0.92) mit einer OR = 0.56. Ein weiterer signifikante Wechselbeziehung konnte zwischen einem reduzierten Gesundheitsbewuβtsein und unzureichender körperlicher Aktivität in Deutschland nachgewiesen werden (95% CI below = 0.06, 95% CI top = 0.99), mit einer OR = 0.24. Die Kernergebnisse dieser Studie lassen sich in folgenden Punkten zusammenfassen: 1) Es gibt eine signifikante Differenz zwischen deutschen und ägyptischen Studenten bzgl. Gesundheitsparameter. 2) Ägyptische Studenten haben signifikant mehr körperliche und mentale Gesundheitsprobleme als die deutsche Stichprobe. 3) Die ägyptischen Studenten zeigten signifikant mehr Studiums- und universitätsbezogene Probleme als die deutschen Studenten. 4) Die ägyptischen Studenten hatten einen signifikant höheren Medienkonsum als die deutsche Stichprobe. 5) Ägyptische Studenten wiesen signifikant weniger körperliche Bewegung auf als die deutschen Studenten und schnitten daher auch mit einer signifkant geringeren Leistung in den Fitnesstests ab. 6) Eine hohe Korrelation konnte nachgewiesen werden zwischen den anthropometrischen Daten und einigen körperlichen und psychischen Gesundheitsproblemen. Des Weiteren wurde erwartungsgemäβ auch eine hohe Korrelation zwischen VO2max und körperlicher Aktivität gezeigt. 7) Es gibt einen signifikantnten Zusammenhang zwischen schlechten Ernährungsgewoheiten bei dem Konsum von gesunden Nahrungsgewohnheiten bei dem Konsum von gesunden Nahrungsmitteln und der eigenen Gesundheitseinschätzung. 8) Des Weiteren gibt es einen signifikanten Zusammenhang zwischen einem reduzierten Gesundheitsbewusstsein und unzureichender körperlicnher Aktivität. Es ist durch die Ergebnisse dieser Studie evident, dass es signifikante Unterschiede zwischen Industrieländern und Schwellenländern gibt bzgl. des allgemeinen Wohlbefindens, Gesundheitsproblemen, von denen einige Parameter in der ägyptischen Population auch geschlechtsspezifisch sind, körperlicher Aktivität und Fitness. Das Ziel dieser Studie war es diese Unterschiede zu identifizieren und damit zukünftigen Interventionsstudien Anhaltspunkte zu liefern, um im nächsten Schritt die Gesundheit von Studenten in verschiedenen Ländern zu verbessern. Diese Informationen kann potentiell Entscheidungsträgern helfen, die Infrastruktur bzgl. Gesundheitsversorgung und die Rahmenbedingungen für körperlicher Aktivität zu verbessern und dadurch die Gesellschaft zum positiven zu verändern bzw. weiterzuentwickeln

Given the increasing number of Chinese international students attending American universities, an important study would be to consider problems arising during these students' initial transition period, as they acculturate into the American culture and educational system. Taking this information into account, university counseling centers, campus services, and those who interact with and support these students would be better able to assist in easing the initial and ongoing stress of living in a foreign country and adapting to a new way of life. Thirteen Chinese international students participated in qualitative interviews conducted in Mandarin Chinese, each participant's native language. Each participant was born and raised in mainland China, had never travelled to the US before studying abroad, had no direct family relative in the US, and had studied at a university in the US for more than two years. In order to gain a better understanding of Chinese international students' initial transition to live and study in the US, a qualitative research design was utilized. This study used a collaborative hermeneutic approach to obtain a valid and common understanding of the meaning of each transcribed interview. Data analysis followed the hermeneutic circle, which emphasizes that the meaning of the text can be better understood through reading individual parts and comparing meanings of parts and whole. These study used a team to analyze data, thus avoiding the narrow reliance on individual interpretations. Based on their personal perspectives, participants reported their experiences encountered during their initial transition into the US. More specifically, information shared during individual interviews with Chinese international students indicated specific experiences in regard to their initial and ongoing adjustment to the U.S. environment, including how they made sense of their experiences and how their ways of thinking and behaving changed as a result of being influenced by their experiences interfacing with U.S. culture. Participants also shared their strategies they perceived as helpful in specific situations. Based on an analysis of participants interviews, themes that arose from the interviews included (a) difficulties and challenges they faced as new immigrants; (b) differences they encountered in respect to their homeland and the new environment, including language/communication, culture, academic study and learning, living in the US, and psychological adjustments; (c) positive growth they acknowledged from facing challenges and adapting to their new environment; and (d) acknowledging the need to accept help and how to more proactively seek and receive help as needed. Implications for more actively assisting and including Chinese international students are discussed.

This qualitative study explores the relationship between Chinese students' practice of adopting and/or using an English name and their identities. I am concerned with why Chinese students agreed or refused to adopt an English name at the inception, how their attitudes towards their English name(s) have changed over time, what criteria they used when choosing their English names, and what the relationship is between their English name(s) and their identities. I understand participants' practice of adopting an English name as the result of the habits of adopting ming and zi in the Chinese naming culture. Participants' English name practice is also in accordance with the collectivist culture that is dominant in China. Participants use an English name in the effort to avoid being a problem for the group in which they are involved because they view the content of self as social categories. Examining the social and political contexts, the social influence from Hong Kong and Taiwan and the carrying out the Reform-and-Open-up policy in mainland China are also important factors that have contributed to the popularity of adopting and/or using English names among Chinese people. From the second language learning perspective, participants' English name(s) sometimes may be their investment in imagined communities. Participants' criteria for choosing an English name are similar to some common criteria for choosing a Chinese name. Participants' narratives reveal that there is a direct and close relationship between participants' English names and their identities. They associated their English name with their actualities and realities, such as their life goals and their ideal personality qualities.
Cette étude qualitative explore la relation entre la coutume des étudiants chinois d'adopter ou d'employer un nom anglais et leurs identités culturelles. L'objet de l'étude concerne surtout pourquoi les étudiants acceptent ou refusent l'adoption d'un nom anglais, quels sont les critères qui influencent leurs choix, comment leurs attitudes à l'égard de leurs noms anglais ont changées à travers le temps et comment qualifier la relation entre leurs noms chinois et leurs identités propres. Je comprends la pratique des participants d'adopter un nom anglais comme étant la réflexion de la coutume de faire l'usage de ming et zi dans la culture de la nomenclature chinoise. Cette tradition est aussi en accord avec la culture collectiviste qui est dominante en Chine. Les participants font l'usage d'un nom anglais afin d'éviter d'être un problème pour le groupe dans lequel ils sont, parce qu'ils ont une perception d'eux-mêmes comme étant étroitement lié à des catégories sociales. En examinant de plus près le contexte sociopolitique chinois, on s'aperçoit que le Hong Kong, le Taiwan et les réformes chinoises concernant l'Ouverture sur l'Occident ont beaucoup contribué à la popularité d'adopter ou d'utiliser un nom anglais dans la Chine continentale. Du point de vue des étudiants de langues étrangères, leurs noms anglais sont parfois un investissement dans des communautés imaginées. Les critères pour choisir un nom anglais sont semblables à leurs critères pour choisir un nom chinois. Les témoignages des participants révèlent qu'il y a un lien étroit et direct entre leurs noms anglais et leurs identités. Ils associent leurs noms anglais à leurs réalités personnelles et à leurs rêves, tel que leurs objectifs de vie et leurs traits de personnalités idéaux.

With the growing number of students from China who study abroad, many initially struggle to engage with native English speakers due to limited opportunities to develop oral English skills within their homeland (Gu and Maley, 2008). The reasons why Chinese students' may exhibit varied levels of motivation to engage with others when they study abroad is not well understood. This thesis has employed MacIntyre's "Willingness to Communicate" pyramid model (MacIntyre et al., 1998) as a theoretical model to underpin this study. An 18 month longitudinal study was carried out upon a group of 24 tertiary students from China who were undertaking an undergraduate degree in Britain. Qualitative data were gathered by means of carrying out 60 interviews employing a multi-lingual platform. The study sought to understand the factors which may influence the reasons for the changes in students' Willingness to Communicate and Communicative self-confidence as they studied in Britain and also to identify any additional variables influencing them. The results of this research showed there to be a wide range of factors influencing Chinese students' L2 communicative behaviour. Some of these factors were linked to their home and education background in China. Others were linked to how they responded to others in English within differing communicative contexts. This study concluded that Willingness to Communicative within a Chinese context to be a complex phenomena as Chinese students may respond to interlocutors in differing ways. Hence, this study has contributed to our understanding of Chinese learners of English in that a wide range of variables have been identified, which may impact upon Chinese students' communicative behaviour. The model which MacIntyre and his associates formed, was found to be a helpful model in comprehending Chinese student's L2 communicative behaviour. However, this study has developed MacIntyre's model by identifying other culturally specific factors which were not covered. This research has also enhanced our comprehension of Chinese students' communicative behaviour within authentic English speaking environments, with both native and non native English speakers. Finally, this study has highlighted that there are significant cognitive factors which also impact upon Chinese students' Willingness to Communicate, suggesting the need to undertake additional future research in order to further investigate this area.

The Internet has provided a new context for the exploration of the concept of identity. This study used innovative perspectives in studying the online identities of a group of college students in China. (1) The study explored the individual ‘you’ rather than a collective identity. (2) The study linked all meaningful online settings which are suggested by the participants in discussions of the concept of online identity. (3) The study adopted the dialogical conception of identities of DST (Dialogical Self Theory) that gave each ‘I-position’ an opportunity to express its own story from its own perspective. Thus, the present study explored all the ‘I-online-positions’ and ‘dialogical relationships’ among them. (4) Comparing the relationships between the online and offline identities aimed to locate the concept of online identity and a comprehensive understanding of the whole concept of identity. Furthermore, it explored not only the relationship between the whole concept of online and offline identity, but also the relationship between each online sub-identity and the offline identity, with the aim to locate a more precise position for the online identity. Methodologically, the study settled in the transition zone between interpretivism and pragmatism, valuing philosophical stances from both of them. It also adopted a situationalist position by valuing the complementarity of quantitative and qualitative approaches. Data collection involved two stages: a questionnaire followed by in-depth interviews. These process were conducted under the concept of a ‘participatory sense-making’ relationship between the researcher and the researched. The study arrived at the following conclusions: (1) ‘Situational self’: there are different online identites in different online environments, each satisfying different needs of the individual and influenced by personal and cultural values, the specific environment and personal imagination. (2) ‘What is lacking tends to appear online’: each participant wants to achieve his/her own ‘circle’ of his/her offline identity online. (3) ‘Changeability’ of online identity: contrary to the relative stability of offline identity, a ‘changeability’ of online identity satisfies online users’ needs. Online identities are dropped or tend to converge with offline identities if certain needs are met. (4) ‘Beneficial to the college students’: most participants claim the transitions between various identities quite smooth and the experiences with online identities are quite beneficial to most. The exception to this is a case of addiction. (5) The personal ‘circle of imagination’ is the starting point of an individual’s engagement with identity choices, in the interaction between personal and cultural values. (6) ‘Rational man’: the participants reveal themselves as ‘rational’ in choosing the most advantageous online identities to meet their own needs, based on their personal values, cultural values, specific environments and personal imagination.

This study examines Chinese students' attitudes and perspective to America media and how these might influence them to adopt an attitude towards the United States. With this regard two perspectives are measured. The first perspective that this study explore is the frequency with which Chinese students are exposed to American media: films, TV, newspaper, magazine, video games and application games. Another perspective that is measured is whether American media is more violent and display sexual content then Chinese media. For the completion of these two goals data is collected via survey at a large public university in the US. Results are presented about the developed objectives through frequency distribution analysis. In the end, the study presents a conclusion of overall findings and future implications.

This study investigates whether or not instruction of English graphophonic correspondences, i.e., the link between letters and sounds, will help Chinese students in learning English vocabulary. Following other related research, I assume that Chinese students can benefit from instruction of English grapheme-phoneme correspondences in learning English words. If this assumption is true, there should be a statistically significant difference between students who have instruction of English graphophonic correspondences for learning English words and students who do not. 1. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will recall more English words on a short-term vocabulary test immediately after a vocabulary learning session than will the students who have been given only the lessons in pronunciation. 2. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will also recall more English words on a long-term vocabulary test two weeks after a vocabulary learning session than will the students who have been given ~ the lessons in pronunciation. Two groups of students who are in their second year of a junior college in Taiwan participated in this study. The control group was given the normal English course and pronunciation course which did not include the instruction of any letter-sound relationships. The experimental group was given not only the normal English course and pronunciation practice but also instruction in English graphophonic correspondences. This research examined whether or not the students given explicit instruction in English graphophonic correspondences had better performance on both short-term and long-term vocabulary recall tests after the special instruction. The experimental group recalled more words on both short-term and long-term vocabulary recall tests. Moreover, they behaved differently across time depending on which group they were in: The experimental group's performance continued to progress over time while the control group's performance fluctuated across time. The data collected during the experiment support both hypotheses.

Thesis (M.A. in communication)--Washington State University, August 2009.
Title from PDF title page (viewed on July 28, 2009). "Edward R. Murrow College of Communication." Includes bibliographical references (p. 58-67).

Postgraduate research presents particular challenges to students: self-management, independent research, extended writing, and working with a supervisor. If we add to these challenges those faced by international students - the complexity of a new culture, a new academic culture, and the difficulties of a second language - we begin to see the hurdles that such students must overcome. Postgraduate students are already well socialised into their discipline, its discourse, research, and methodology. However, when students undertake their study abroad, how easily do they 'fit' into their new environment? And in what ways does their previous disciplinary socialisation, clash with, or complement their new academic socialisation? Given the large numbers of Chinese international students studying abroad particularly at postgraduate level, a focus on individual student experiences was seen as important in advancing our understanding of these students' experiences and sensitising international providers of such education to the ways in which they may better respond to such students. The purpose of the study was to examine the experiences of Chinese international postgraduate students studying in Singapore to find out how they perceived their new learning environment, and to explore the coping strategies they employed to manage, understand and construct meaning out of their learning situation. The study also sought to focus on their particular learning needs, given their perception of their environment, and the ways in which higher education providers could best accommodate these needs. A qualitative constructivist methodology was used to examine the learning experiences and coping strategies of 12 Chinese international postgraduates balanced by gender and level of higher degree study involved. The students were interviewed twice over a five-month period, with each interview lasting approximately one hour. The study focused on understanding students' experiences of positive and negative incidents in their learning environment, on the construction of meaning around those incidents, and on students' subsequent responses to them. Potential differences across the variables of level of degree study, gender and marital status were also considered in the analysis. Four major themes were identified in the student experiences those of marginalisation: student/supervisory relationship, academic/organisational marginalisation, social marginalisation, and advantaging. The coping strategies identified are those of self-determination and technique. It was found that adjustment for students was most difficult in the first six to twelve months from entry into the new cultural context, largely due to the influence of previous educational and cultural experiences on expectations. Also highlighted was the range of interpersonal and intrapersonal coping strategies that students used to help manage their cultural transition. The importance of collegial support as a key coping strategy for international student adjustment was confirmed in the study. Self-determination was also shown to be a strong motivator for managing research work and interpersonal relationships. The research indicated a number of important differences between masters and doctoral students' experiences and highlighted differences concerning traditional gender roles. Implications arising from the study may inform intervention programmes that are directed to the points of tension identified in students' experiences. The tensions in student experiences may largely be understood in terms of unrealistic or unfulfilled expectations being brought to the new study context but grounded in the home culture. Addressing these needs may be seen in various ways, including: (1) changing student expectations to make them more realistic; (2) sensitising students in cross-cultural issues; (3) sensitising host university staff in understanding and responding to cross-cultural issues in students; (4) providing appropriate levels of support in dealing with issues as they arise; and (5) structuring opportunities for mutual support by students in the host institution. Further research is indicated into the investigation of the cultural transition experiences and coping strategies of other national or ethnic groups at postgraduate level. Investigation of the experiences of international Chinese students in other disciplines, other host countries, and at other education levels is also indicated.

Postgraduate research presents particular challenges to students: self-management, independent research, extended writing, and working with a supervisor. If we add to these challenges those faced by international students - the complexity of a new culture, a new academic culture, and the difficulties of a second language - we begin to see the hurdles that such students must overcome. Postgraduate students are already well socialised into their discipline, its discourse, research, and methodology. However, when students undertake their study abroad, how easily do they 'fit' into their new environment? And in what ways does their previous disciplinary socialisation, clash with, or complement their new academic socialisation? Given the large numbers of Chinese international students studying abroad particularly at postgraduate level, a focus on individual student experiences was seen as important in advancing our understanding of these students' experiences and sensitising international providers of such education to the ways in which they may better respond to such students. The purpose of the study was to examine the experiences of Chinese international postgraduate students studying in Singapore to find out how they perceived their new learning environment, and to explore the coping strategies they employed to manage, understand and construct meaning out of their learning situation. The study also sought to focus on their particular learning needs, given their perception of their environment, and the ways in which higher education providers could best accommodate these needs. A qualitative constructivist methodology was used to examine the learning experiences and coping strategies of 12 Chinese international postgraduates balanced by gender and level of higher degree study involved. The students were interviewed twice over a five-month period, with each interview lasting approximately one hour. The study focused on understanding students' experiences of positive and negative incidents in their learning environment, on the construction of meaning around those incidents, and on students' subsequent responses to them. Potential differences across the variables of level of degree study, gender and marital status were also considered in the analysis. Four major themes were identified in the student experiences those of marginalisation: student/supervisory relationship, academic/organisational marginalisation, social marginalisation, and advantaging. The coping strategies identified are those of self-determination and technique. It was found that adjustment for students was most difficult in the first six to twelve months from entry into the new cultural context, largely due to the influence of previous educational and cultural experiences on expectations. Also highlighted was the range of interpersonal and intrapersonal coping strategies that students used to help manage their cultural transition. The importance of collegial support as a key coping strategy for international student adjustment was confirmed in the study. Self-determination was also shown to be a strong motivator for managing research work and interpersonal relationships. The research indicated a number of important differences between masters and doctoral students' experiences and highlighted differences concerning traditional gender roles. Implications arising from the study may inform intervention programmes that are directed to the points of tension identified in students' experiences. The tensions in student experiences may largely be understood in terms of unrealistic or unfulfilled expectations being brought to the new study context but grounded in the home culture. Addressing these needs may be seen in various ways, including: (1) changing student expectations to make them more realistic; (2) sensitising students in cross-cultural issues; (3) sensitising host university staff in understanding and responding to cross-cultural issues in students; (4) providing appropriate levels of support in dealing with issues as they arise; and (5) structuring opportunities for mutual support by students in the host institution. Further research is indicated into the investigation of the cultural transition experiences and coping strategies of other national or ethnic groups at postgraduate level. Investigation of the experiences of international Chinese students in other disciplines, other host countries, and at other education levels is also indicated.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text

Background: In Germany, the process of moving pre-registration nursing education into higher education within a faculty of medicine has differed from developments at universities of applied sciences. This is because such a process implies radical change for the status of and relationship between nurses and physicians. Literature review: The body of knowledge on interprofessional undergraduate education of nursing and medical students, including work on the nurse-physician relationship and collaborative practices of nurses and physicians, provides the foundation of this research. Aim: The primary aim has been to involve the active participation of educational practitioners of the nursing and medical professions concerned in working towards a collaborative culture, including interprofessional undergraduate education for nursing and medical students. Methodology and methods: A participatory paradigm position guided this research, using cooperative inquiry as one approach in action research. The inquiry group decided on the methods to be used for the inquiry and planned, acted out, and reflected on eight interprofessional educational sessions in three cycles over a process of two years. Data from inquiry group members' experiences were audiotaped during this process and analysed with a focus on experiential and propositional knowledge development. Inquiry group members gained feedback from nursing and medical students after their interprofessional sessions in eight group discussions. Framework analysis of qualitative data was used to guide data analysis. In addition, students had the option to provide feedback by completing a questionnaire to evaluate the sessions. For the analysis of the questionnaire data descriptive statistics was used. Findings: The 3P model (presage, process, product) was used as a meta-structure for the IPE_NUMESO model to guide further classroom teaching of nursing and medical students. It was found that undergraduate education of nursing and medical students is a complex social process accompanied by mixed emotions and a strong desire to overcome the separation of both professions. Discussion: The research adds new insight into IPE for undergraduate nursing and medical students: emotions, values, and a problematic reality in which both groups of professionals work together (presage), role change in simulation, the asset of a safe learning environment, peer learning, and strategies to overcome the separation (process). Certain experiences are proposed to be worthwhile (product), such as being able to understand the essence of clinical situations and deal with issues like emotions, values, knowledge and its communication, clinical experience, and power. Social learning theory provided a suitable explanatory approach for the findings. Conclusion and recommendations: This research adds to the knowledge on interprofessional education for undergraduate education for nursing and medical students. Considering IPE as a complex social process offers promising potential to transform future collaborative practices by preparing students for a complex and dynamic collaboration of both professions at the patient's bedside. Recommendations for clinical practice, interprofessional education, and policy are presented.

This thesis presents some results concerning similarities and differences between Chinese and Swedish Computer Science students in how they view their studies. The results are drawn from interviews with both Chinese and Swedish students studying Computer Science at Uppsala University, as well as from literature surveys. Of interest have been to study the impact of cultural and educational background, Eastern or Western countries, on their attitudes towards their Computer Science studies. The study reports on dreams before starting their studies, the approach to problem solving, how they communicate with other students, and how theyunderstand and reason about plagiarism. The results show that social factors and the cultural divide between Eastern and Western cultures strongly influences the attitudes investigated. Differences and similarities are reported in the thesis.

Key words: Comparisons, West and East, Classroom climates, Collaborative learning, Faculty-student & student-student interaction, Plagiarism.

ABSTRACT This research investigated Chinese international students' gambling experiences in New Zealand. It explored why some students become involved in gambling and how their gambling behaviour changes over time. Initial and follow-up interviews were conducted with nine male and three female students. Initial interviews focused on participants' gambling biographies in China and New Zealand. Cultural influences on their gambling experiences, and possible links between the development of gambling problems and their study experiences in New Zealand, were discussed. Follow-up interviews gathered further information on participants' gambling experiences, paying particular attention to their gambling activities over the six months prior to, and then after, the initial interviews. The methodology and analysis in this study were informed by a narrative approach. Findings suggest that Chinese international students rarely reported that they had problems relating to gambling in China. However, some participants in this study presented as problem gamblers in New Zealand. Study shock, acculturation stress, not feeling welcomed by the host society and achievement anxiety, all played a part in participants' problem gambling in New Zealand. These participants claimed that they usually started gambling recreationally, but then gradually shifted to self-reported problem gamblers. Problem gamblers were distinguished by prolonged gambling hours, wagering greater amounts of money, an augmented craving for winning money, and an inability to stop gambling at will in a single session. In this study, many participants who might have a gambling problem, had achieved some success in changing their gambling behaviour. Filial piety, acknowledgement of the importance of family, peer models, the experience of success, and financial hardship were some of the catalysts for stopping gambling. In addition, support from families, the community, professional services and exclusion programmes also assisted participants to address problems related to gambling. Successful re-rooting in New Zealand is significant in participants' post-change life. Positive post-change lifestyles involving aspects such as spirituality, music, study and work, supported Chinese international students to maintain change. This research demonstrates multiple levels of analysis, which adds to our knowledge about the socio-cultural meanings of gambling among Chinese international students. A number of recommendations are made for preventing and reducing the negative consequences of gambling for students.

My PhD study explores humour in British academic lectures and Chinese students' perceptions of it. The research interest was derived from my personal experience as an international student in Britain, when I repeatedly encountered occasions on which the lecturers' jokes fell flat for me. Britain is one of the most popular destinations for international students, but there are hardly any investigations into humour in academic contexts or international students' understanding of it, and none on Chinese students' problems with humour in lectures. In my study, instances of humour, referred to as 'humour episodes' (REs), were identified and analysed in a large number of lectures recorded in the British Academic Spoken English (BASE) corpus and nine academic lectures recorded by me. Some Chinese students, non-Chinese students and all of the lecturers at the lectures in my corpus, commented on selected REs in interviews and group discussions. Analysis of the REs was informed by interactional sociolinguistic and pragmatic theories. Major formal, semantic, and functional properties of humour in the lectures were identified. Humour arose from the incongruous interplay between these properties. The lecturers used humour to carry out teaching tasks and interpersonal activities. Humour heightened the lecturers' stances toward their topics. These stances embodied sociocultural values. The Chinese students had evident problems comprehending their lecturers' humour. Some expressed a feeling of alienation at having to laugh with other classmates without understanding the cause. The lecturers were often unaware of the Chinese students' perceptions of their humour, and sometimes appeared to be insensitive to their negative feelings. Expression of stance in the humour was particularly problematic to the Chinese students, but they tended to consider it peripheral to the main purpose of their studies. My study has implications for Chinese students' experience in British universities, and the internationalisation of British higher education.