Artykuły w czasopismach na temat „Chinese students in Germany”
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Li, Hanwei. "Academic Integration of Mainland Chinese Students in Germany". Social Inclusion 5, nr 1 (28.03.2017): 80–92. http://dx.doi.org/10.17645/si.v5i1.824.
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This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto’s model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.
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Maeder-Qian, Jingyue. "Linguistic identity changes of Chinese international students in Germany". Study Abroad to, from, and within Asia 2, nr 2 (30.12.2017): 240–62. http://dx.doi.org/10.1075/sar.15024.mae.
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AbstractThis article presents findings from a pilot study that aimed to examine Chinese international students’ linguistic identity changes in relation to their English as a lingua franca (ELF) experience and their multilingual competencies in Germany. Data were collected through two rounds of in-depth, semi-structured interviews with seven Chinese postgraduate students over a period of three to five months, with email reports as a supplementary method. A phenomenological approach was then used to interpret four students’ study-abroad experience by looking at relationships among language, identity, and context. The findings suggest that most of the ELF-users demonstrated positive transformation of linguistic identities within the university setting, but ELF also led to a role of ‘bystander’ in German society. The Chinese students’ multilingual identity development demonstrated diverse features and various reasons for this were identified, such as the context in which their social interaction took place, the perceived power relationships between speakers, and the extent of their multilingual competencies.
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Nagy, Dorottya. "Envisioning Change in China". Social Sciences and Missions 27, nr 1 (2014): 86–115. http://dx.doi.org/10.1163/18748945-02701005.
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The present article examines the case of the Freundenkreis für Mission unter Chinesen in Deutschland (Friends of Mission to Chinese in Germany, FMCD) and its Chinesische Leihbücherei (Chinese Lending Library, CLL) to describe and analyze aspects of the complex question of the mission for China and Chinese people, with particular focus on mission work among Chinese students. By presenting the ministry of a German missionary couple, the article argues that the FMCD was one of the first, if not the first network organization after the establishment of the People’s Republic of China (PRC) that envisioned Christian PRC students as important agents in shaping Christianity and generating societal transformations within and beyond China. The case of the FMCD also provides an opportunity to reflect on intercultural encounters enabled by missionary work. The article uses data collected through interviews and participant observation in 2009, 2010 and 2013.
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Savenkova, A. S. "The youth’s perceptions of the labor market in Russia, China and Germany: A comparative analysis". RUDN Journal of Sociology 21, nr 3 (17.09.2021): 520–35. http://dx.doi.org/10.22363/2313-2272-2021-21-3-520-535.
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The study of the specifics of professional choice and of the factors that determine labor orientations of the youth is one of the urgent sociological tasks for researchers all over the world. The universal, supranational nature of this task under globalization explains the need to compare labor orientations of the Russian youth with their foreign peers. The article aims at assessing the basic ideas about the labor market of the youth in Russia, Germany and China. The empirical part of the article is presented by the survey and interviews of the Russian, German and Chinese youth. The author considers typical problems that the young professionals face when searching for a job, their opinions on the most important work qualities, similarities and differences in the perception of the ideal worker. Young people in Russia, Germany and China name different aspects of working life as the most important: Russian respondents value wages and the stability of organization more than the Chinese and especially German. On the other hand, German and Chinese students prefer activities that reveal personal creativity and leave space for personal life. Considering social capital, unlike their peers from Germany and China, Russian respondents do not associate the fact of having a university diploma with potential success in the labor market. More often than the Chinese and Germans respondents, the Russian youth mention nepotism and corruption as an obstacle to successful employment. Among the similar social perceptions of the respondents from three countries, one can name the difficulties associated with the lack of work experience. The interaction of educational institutions and employers can help in overcoming the difficulties that the young Russians face when searching for a job.
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Heim, E., S. Scholten, A. Maercker, D. Xiu, D. Cai, Z. H. Gao, S. Lu i in. "Students’ Value Orientations in Contemporary China: Analysis of Measurement Invariance and Latent Mean Differences in Comparison With Students From Germany and Russia". Journal of Cross-Cultural Psychology 48, nr 4 (9.03.2017): 511–31. http://dx.doi.org/10.1177/0022022117696800.
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The present study examined Chinese students’ personal value orientations according to the Schwartz value theory in comparison with students from Germany and Russia. The theory postulates 10 value orientations grouped into four higher-order factors: conservation versus openness to change and self-transcendence versus self-enhancement. Schwartz’ value orientations have been extensively investigated in Europe but less in East Asian countries such as China. We hypothesized that Chinese students would score higher on conservation and self-enhancement than German and Russian students, but lower on self-transcendence. Regarding openness to change, a null hypothesis was formulated. Students from China ( n = 9,601), Germany ( n = 1,118), and Russia ( n = 3,890) completed the Portrait Values Questionnaire (PVQ-21). To ensure methodological preconditions for cross-cultural comparison, measurement invariance of the PVQ-21 was tested. In a first step, confirmatory Factor Analysis (CFA) was conducted separately for each country. Due to the high correlation between the 10 values, the four higher-order dimensions were studied separately. Configural, metric, and scalar invariance models were tested using multigroup CFA. Full metric and partial scalar invariance models held for all higher-order factors. Thereafter, latent means of values were compared across samples. As a result, Chinese students scored highest on the four higher-order dimensions when compared with Russian and German samples, thus the hypotheses were only partly confirmed. Results of this study could reflect the value conflicts emerging from various cultural influences in contemporary China: Young people are confronted with daily negotiation between Confucian tradition and the rapid economic development.
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Ren, Ping, i Meinert Meyer. "“The Students Have Been Spoilt Previously”". Beijing International Review of Education 1, nr 2-3 (29.06.2019): 378–400. http://dx.doi.org/10.1163/25902539-00102014.
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The professional development of Chinese teachers of Chinese as a foreign language (cfl) in Europe is confronted with various complex educational challenges and problems. Traditional Chinese educational schemata and cultural values have great impact on these teachers’ professional beliefs and their perceptions. My case studies of six cfl teachers show that their professional challenges are connected with the cultural differences of Chinese and German educational contexts. Open-ended questions, in-depth interviews and classroom observation were employed. And multiple data sources, such as the transcripts of teacher interviews, field notes were included. Cross-case analysis indicated that the cfl teachers have to deal with some conflicts of their previous biographies and new requirements of local educational context, such as teacher-centered didactics versus student-centered didactics, traditional Chinese language approaches versus intercultural communicative didactics; strict classroom discipline versus acknowledgement of students’ individuality etc. I depict their professional development by employing a theoretic framework of developmental task theory, i.e. professional competence, mediation, acknowledgment and institution. My study may help to shed light on understanding the individual difficulties that cfl teachers face in overseas teaching environments. The study’s findings and recommendations therefore are of significance for the future design of teacher training for cfl teachers in Germany and in other European countries.
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Chen, Dan, Bo Ning i Wilfried Bos. "Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China". SAGE Open 12, nr 2 (kwiecień 2022): 215824402210946. http://dx.doi.org/10.1177/21582440221094601.
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This article explored the different clusters of leadership styles and the relationship between principal leadership style and student academic achievement in domains of mathematics, reading, science, and collaborative problem-solving in Germany and China. We used PISA 2015 data covering 6,504 students and 256 school principals from German schools and 9,841 students and 268 school leaders from Chinese schools. Results identified three leadership styles in Germany, namely, transformational (23.4%), instructional (41.3%), and integrated (35.3%) leadership, and two leadership styles in China, namely, transformational (38.6%) and instructional (61.4%) principals. Principals with instructional and integrated leadership had higher student achievements in Germany, whereas only principals with transformational leadership had slightly higher student achievements in China. Moreover, three leadership styles in Germany and two in China showed their relationships with each domain of student achievement. In conclusion, principals in Germany and China had different priorities in leading schools. The differences that principal leadership made on student achievements highlighted the differences in principals’ situational context and leading characteristics between Germany and China.
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Lin, Muyu, Dieter Wolke, Silvia Schneider i Jürgen Margraf. "Bullies Get Away With It, But Not Everywhere: Mental Health Sequelae of Bullying in Chinese and German Students". Journal of Cross-Cultural Psychology 51, nr 9 (17.08.2020): 702–18. http://dx.doi.org/10.1177/0022022120949913.
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Bullying victimization is associated with adverse mental health consequences, while bullies suffer few or no adverse consequences in Western societies. Yet the universality of these consequences across western and eastern cultures is unknown. The current study investigated retrospective bullying experience in primary and secondary schools and its effects on adult mental health (depression, anxiety, stress, lifetime suicidal behavior, positive mental health, life satisfaction, social support, self-efficacy, and sense of control) in 5,012 Chinese and 1,935 German university students. School bullying victimization was far less frequently recalled by the Chinese sample (6.2%–12.6%) than the German sample (29.3%–37.0%), but victims had similar adverse mental health in both countries. In Germany, bullies and not-involved had equally good mental health, whereas bullies in China had poor mental health comparable to victims. Bullying victimization has similar adverse effects on mental health across countries. However, compared to the German students, the prevalence of school bullying is significantly lower, and bullies are also more likely to suffer mental health problems in adulthood in Chinese students. The differences of reasons for and consequences of being bullies are discussed and may have important implications for evolutionary theories and interventions of bullying.
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Zhang, Jingyu, Heinz Mandl i Erping Wang. "Personality, Acculturation, and Psychosocial Adjustment of Chinese International Students in Germany". Psychological Reports 107, nr 2 (październik 2010): 511–25. http://dx.doi.org/10.2466/07.09.11.17.pr0.107.5.511-525.
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The effect of personality traits and acculturation variables on cross-cultural adjustment were investigated in 139 Chinese students in Germany (52% girls; M age = 25.3 yr., SD = 2.9). Participants were surveyed by house visits to their dormitories. Several scales were administered: (a) Big Five Inventory; (b) Vancouver Index of Acculturation; (c) sociocultural adjustment, general and academic; and (d) psychological adjustment, i.e., depression, self-esteem, and life satisfaction. Results showed that Neuroticism and Openness were two shared predictors of sociocultural adjustment. Agreeableness and mainstream acculturation were only related to general adjustment, while Conscientiousness was only related to academic adjustment. All facets of psychological adjustment were related to Neuroticism and Consciousness, while positive components (self-esteem and life satisfaction) were also related to Extraversion and Openness. No influence of heritage acculturation was found. The findings are discussed in light of measurement issues and the shared and unique individual predictors of the different facets of adjustment.
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Papastamatelou, Julie, Rainer Busch, Begüm Ötken, Elif Y. Okan i Karim Gassemi. "Effects of Network Capabilities on Firm Performance across Cultures". International Journal of Management and Economics 49, nr 1 (1.03.2016): 79–105. http://dx.doi.org/10.1515/ijme-2016-0005.
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AbstractThe purpose of this study is to identify key factors related to network capabilities that enhance the performance of Chinese, Turkish and German firms. Chinese (n= 107), Turkish (n= 129) and German (n= 109) MBA-students completed a questionnaire, based on an earlier version developed by Kenny [2009], which included questions on the respective firm, its performance and network capabilities. The predictors of firm performance varied by country: in China “information sharing” and “trust” were important, in Turkey “network coordination” and in Germany “human capital resources.” In addition, each country had its own specific drivers of firm performance. The findings of this paper should enhance understanding of the cross-cultural differences and assist managers when planning to join foreign corporations.
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Wu, Rui. "Academic socialization of Chinese doctoral students in Germany: identification, interaction and motivation". European Journal of Higher Education 7, nr 3 (28.02.2017): 276–90. http://dx.doi.org/10.1080/21568235.2017.1290880.
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Li, Hanwei. "Academic Integration of Chinese Students in Finland and Germany: A Comparative Perspective". Frontiers of Education in China 14, nr 2 (czerwiec 2019): 234–56. http://dx.doi.org/10.1007/s11516-019-0012-x.
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Sun, Qixin. "Investigation and analysis of Chinese and foreign college students' quality education". International Journal of Education and Humanities 10, nr 1 (16.08.2023): 200–202. http://dx.doi.org/10.54097/ijeh.v10i1.11119.
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Divides my country's university quality education into four stages, Quality education "refers to the comprehensive development of education formed by long-term subjective acceptance or objective influence of the educated under certain environmental conditions. from five aspects of ideology and morality, humanities, psychology, body and practical innovation, respectively. Investigate and analyze the quality education of post-2000 college students, and investigate and analyze the quality education of typical foreign universities such as the United States, Britain, Germany and Japan, so as to form a comparison and learn from it.
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Maeder-Qian, Jingyue. "Intercultural experiences and cultural identity reconstruction of multilingual Chinese international students in Germany". Journal of Multilingual and Multicultural Development 39, nr 7 (3.12.2017): 576–89. http://dx.doi.org/10.1080/01434632.2017.1410161.
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Xu, Bo. "A Comparative Study of Language Educational Policy in China and Western Europe". Journal of Education, Humanities and Social Sciences 8 (7.02.2023): 768–72. http://dx.doi.org/10.54097/ehss.v8i.4351.
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Nowadays, English has become a very important communicative tool for people from non-English-dominant countries. The Chinese government has been trying to push its residents to keep this pace for decades while recently most Western European countries try to avoid English teaching to protect their languages and cultures. Most Chinese students have to study English when they enter Grade 3. The College English Test Band 4 (CET4) has been the basic examination for Chinese students for decades and some universities will even require their students to pass CET6. Certificates of proving passing CET4 and CET6 will also offer help in job hunting. Recently, Chinese government even released the “Chinese culture go abroad” which aims to teach students how to spread Chinese cultures in English. For Western countries, Germany government want to protect their language and maintain the use of English at the same time while English academic writing continues to develop in Italy even these triggered severe debates. Now the Chinese government can see their reward after policies released for decades as it has become one of the strong competitors on academic area while the objectors in Western Europe are still working hard to defend their opinions. However, there are problems with policies released by the Chinese government as some teachers will argue that learning English cost a huge part of students’ time.
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Zhou, Lihua, i Ying Wu. "Validation of the Chinese version of the Achievement Emotions Questionnaire–Elementary School". Social Behavior and Personality: an international journal 49, nr 5 (5.05.2021): 1–11. http://dx.doi.org/10.2224/sbp.10118.
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We developed the Chinese version of the Achievement Emotions Questionnaire–Elementary School (AEQ-ES), and tested its internal and external validity with a sample of 426 Chinese elementary school students aged between 6 and 10 years in three academic settings (class, homework, and test) of mathematics classes. The hierarchical model of the AEQ-ES for our Chinese sample was consistent with those obtained with samples of students in similar age groups in Italy, Germany, and the United States. We assessed the achievement emotions of enjoyment, boredom, and anxiety and found that girls (vs. boys) reported more class-related enjoyment, more academic effort, less classrelated anxiety, less boredom, and less homework-related boredom. Our results show that the Chinese version of the AEQ-ES is both valid and reliable; thus, it can be used in future studies.
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Coşkun, Hasan. "A lesson design of the subject of local cuisine as a course unit in language teaching". Journal of Education Culture and Society 12, nr 1 (17.06.2021): 479–503. http://dx.doi.org/10.15503/jecs2021.1.479.503.
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Aim. In Turkey, German ranks second after English as a foreign language in private courses, schools, and universities. There is an important relation between the selection of the subject of German courses, i.e., the detailed planning of the courses, and the implementation of the appropriate method. In this research, the subject of cuisine was planned for teaching German at universities. The purpose of this research is the preparation, implementation and evaluation of a sample lesson focused on the selection of the subject of cuisine for German courses taught in the universities. Methods. This research on cuisine was qualitative in nature. The document analysis technique was used in the research (Kuş, 2007; Yıldırım & Şimşek, 2008). During the 2018/2019 academic year the researcher taught on the subject of cuisine selection in his German courses. The implementation and evaluation of the subject of cuisine are developed by Hasan Coşkun (2020) in accordance with the lesson planning model previously prepared. The materials used in this lesson are prepared according to the model developed by Coşkun (2020). The unit on cuisine has been revised for this article. Result and Conclusion. The success of the lesson planning model mentioned in this article was also observed in the activities conducted earlier. It was also seen that the students who attended German courses in connection with education or work in Germany, Austria, and Switzerland exerted efforts in establishing contact with the instructor and with other students attending the class. It was observed that participants talked about the Turkish, German, and Chinese cuisine in their families, peer groups, restaurants, and snack bars. In addition to the subject discussed in the class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of the students’ interest. Therefore, effective lesson planning models should be developed. This lesson model is also applicable to other languages. Originality. German is offered as a foreign language in Turkish schools in the second grade. Consequently, German is usually chosen as a second foreign language after English. Students from all the departments of the university may attend the elective German language classes to study or work in Germany. The condition for participation in the courses “German for Erasmus” and “German for Communication,” taught by the researcher, aims to prepare the students to read and speak German at the A2 level. It is frequently observed that the participants speak German at different levels. The overseas experience of the participants, the level of their German and their knowledge of other languages play an important role in this respect. In recent years, the number of course participants from Germany and other countries have increased. The students who had been in German speaking countries within the Erasmus program participate in German courses to maintain their fluency in the German language. To conduct the courses effectively, a suitable method should be developed and such an approach will help the participants who come from different countries and students with different levels of fluency. It is believed that this inter-disciplinary research will contribute to the use of the active method during German lessons.
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Дубинский i Vladimir Dubinskiy. "Сommunicative Model of Multilingual Education". Modern Communication Studies 4, nr 3 (17.06.2015): 26–30. http://dx.doi.org/10.12737/11530.
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The article presents a model of teaching four foreign languages. The
languages obligatory for learning are English and German. The student
then chooses the languages of distant cultures, for example, Chinese
and Czech, Japanese and Polish, Turkish and Serbian, etc. The teaching
materials are course books from Germany while methods of teaching foreign
languages are Russian and take into account personal characteristics and
abilities of the students. Original German material is borrowed from other
sources including the Internet. In the first two years, classes are given by
two highly skilled teachers who aim to show the common features of English
and German as the languages belonging to the same Germanic group. In
the next two years students analyze the differences of distant cultures,
with reference to the languages they choose for learning, as language
constitutes part of culture. The suggested model has a universal character
and can be used in any type of educational institutions. After finishing the
course, graduates have skills to teach the respective languages as well as
to translate and interpret from and into them.
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Brailovskaia, Julia, Pia Schönfeld, Xiao Chi Zhang, Angela Bieda, Yakov Kochetkov i Jürgen Margraf. "A Cross-Cultural Study in Germany, Russia, and China: Are Resilient and Social Supported Students Protected Against Depression, Anxiety, and Stress?" Psychological Reports 121, nr 2 (24.08.2017): 265–81. http://dx.doi.org/10.1177/0033294117727745.
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This study cross-culturally investigated resilience and social support as possible protective factors for mental health. The values of depression, anxiety, and stress symptoms, resilience and social support were collected from German (N = 4433), Russian (N = 3774), and Chinese students (N = 4982). The samples were split (two-thirds vs. one-third) to cross-validate the results. In all samples, resilience and social support were significantly negatively associated with depression, anxiety, and stress symptoms. While in Germany those associations were stronger for social support, in Russia and in China stronger associations were found for resilience. Furthermore, in all samples, resilience was found to mediate the association between social support and the negative mental health variables significantly. In conclusion, resilience and social support are universal interrelated protective factors for mental health independently of historical, cultural, social, and geographical conditions of a country.
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Pang, Hua. "Understanding the effects of WeChat on perceived social capital and psychological well-being among Chinese international college students in Germany". Aslib Journal of Information Management 70, nr 3 (21.05.2018): 288–304. http://dx.doi.org/10.1108/ajim-01-2018-0003.
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Purpose The purpose of this paper is to explore how the intensity use of WeChat is associated with perceived social capital and psychological well-being factors among Chinese international students in Germany. Design/methodology/approach Based on an online survey data collected from 212 Chinese international college students in Germany, correlation analysis and structural equation modeling were sequentially implemented to deal with the research questions. Findings The correlation analysis results indicate that the intensity of WeChat use is positively correlated with bridging, bonding, and maintained social capital. Additionally, a path model demonstrates that bonding social capital is positively related to life satisfaction and negatively related to the sense of loneliness. Furthermore, both bonding and maintained social capital mediate the relationship between WeChat use and these two well-being outcomes. Research limitations/implications Theoretically, the research is an initial study contributing to the existing social media literature on evaluating the effects of WeChat use on social capital and well-being. Practically, these obtained results can be beneficial to the understanding the dynamics of how social media may potentially impact students’ social connectedness and life quality. Originality/value Although WeChat has become the most prevalent social networking site in Mainland China, the social and psychological implications of the emerging technology are not completely understood. The paper offers evidence that WeChat has functioned as an efficient platform for sojourners to develop diverse types of social capital and promote well-being in an intercultural setting.
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Xu, Shiman. "Comparative Analysis of Teaching Methods in EFL Education: German and Chinese School Practices Across Levels". Asian Education Studies 9, nr 1 (5.05.2024): 1. http://dx.doi.org/10.20849/aes.v9i1.1428.
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This comparative analysis examines the teaching methods in English as a Foreign Language (EFL) education in Germany and China across various educational levels. While Germany emphasizes immersive learning and practical language application, China focuses more on theoretical understanding. Despite these differences, both nations share a commitment to enhancing English proficiency among students. Evaluating effective teaching methods for adult second language acquisition in English requires careful consideration of the strengths of each approach, as well as individual preferences, learning styles, and cultural contexts. Considering the multicultural and international perspectives, Total Physical Response (TPR) is recommended as a valuable adjunct from primary school level onwards, alongside a synthesis of Communicative Language Teaching (CLT) and the Grammar-Translation (GT) Method. Furthermore, the augmentation of the Natural Approach can enhance the language learning experience. The findings offer pedagogical insights for Chinese educators to develop a more tailored English education methodology that aligns with China’s specific context.
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Wan, Zhongyan, i Xuesong Gao. "English or Chinese as medium of instruction? International students’ perceptions and practices in Chinese universities". English Today 36, nr 1 (29.03.2019): 37–44. http://dx.doi.org/10.1017/s026607841900004x.
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Medium of instruction (‘MOI’) issues have long been identified as the most important decisions in the internationalization of higher education (HE) (Hamid, Nguyen & Baldauf, 2013). The adoption of internationally influential languages as MOIs may attract international students who aspire to undertake higher education in these languages, which in turn helps to sustain the status of these languages as internationally influential. Among all these languages, English is certainly the most powerful academic lingua franca and boosted by its use as MOI in globally leading universities worldwide. However, the elevated position of English in international higher education seems not without competition, as many governments in non-English-speaking countries have made efforts to internationalize their higher education by providing parallel higher learning programs both with English and with their native language (usually the official language) for international students. For instance, the German Academic Exchange Service (DAAD), in which it first promoted higher education in the medium of German and later expanded to the medium of English in the 2000s, plays a critical role in attracting and recruiting international students to study in German universities (e.g. Erling & Hilgendorf, 2006).
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Aksakal, Mustafa. "Uneven professional paths: A study on highly qualified Chinese and Indian migrants in Germany". Asian and Pacific Migration Journal 29, nr 3 (wrzesień 2020): 381–401. http://dx.doi.org/10.1177/0117196820964984.
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This paper addresses some key factors influencing the career development of highly qualified migrants during their stay abroad. It is based on 44 qualitative interviews with international students and highly qualified migrant workers from China and India, most of whom were temporarily residing in Germany. The findings show that different types of social capital might co-exist and perform multiple functions. Some migrants engage in entrepreneurial activities, availing themselves of links between their country of origin and Europe, which could help them to advance their professional goals. The study found that the political assessment of migrants also plays an important role. The paper concludes that the category of highly qualified migrants is heterogenous which comprises migrants who have different aspirations as well as divergent career trajectories.
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Andrea Rakushin, Lee, i Yoo Hak-Soo. "Trends and Challenges: Chinese Students Studying at South Korean Universities". Asian Journal of University Education 18, nr 1 (14.02.2022): 179. http://dx.doi.org/10.24191/ajue.v18i1.17185.
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Abstract: South Korea is a popular destination for Chinese students studying overseas. Prior to the pandemic, Chinese students comprised the largest percentage of foreign students in South Korea. This paper provides insights into major trends germane to Chinese students studying in South Korea. In addition, it explores challenges that Chinese students encounter while studying in South Korean universities, which include socialization problems, Korean and English language barriers, academic difficulties, and discrimination and prejudice. It also examines historical and political issues that have an impact on Chinese people living in South Korea. Strategies for improving successful integration are discussed. These include having effective academic and social support systems, promoting intercultural communicative competence, advanced preparation before leaving China, mutual adjustment activities that enhance understanding and awareness between different cultural groups, reflective practice and quality improvement, and exposure to diverse viewpoints. Finally, practical implications, which could improve the overall adaptation of Chinese students in South Korean universities are discussed.
Keywords: Chinese students, South Korean universities, intercultural communication, adaptation, cross-cultural communication
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Suttmeier, Richard P. "Chinese Scientists and Responsibility: Ethical Issues of Human Genetics in Chinese International Contexts. Edited by OLE DÖRING. [Hamburg: Institut für Asienkunde, Mitteilungen des Instituts für Asienkunde, 1999. 257 pp. DM 38.00. ISBN 3-88910-227-1.]". China Quarterly 181 (marzec 2005): 183–84. http://dx.doi.org/10.1017/s0305741005280104.
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It has been more than 80 years since Chinese intellectuals, struggling with the complexities of “science and philosophy of life,” debated the challenges of finding the moral wisdom needed to apply new scientific knowledge in ethically responsible ways. Could a moral compass be found? Would it be discovered in Chinese culture, or would it come from the West?Advances in science and technology during the course of the 20th century have often outpaced progress in understanding “science and philosophy of life.” Nevertheless, the importance of the ethical dimensions of science and technology has increased in all countries, and there is little doubt that the new technologies of the early 21st century are already bestowing on us new moral conundrums. As advanced technologies and scientific research capabilities diffuse around the world, the ethical traditions which inform moral choice seemingly become more heterogeneous, and the need for reasoned, cross-cultural moral discourse increases. The Institut für Asienkunde in Hamburg is therefore to be congratulated for convening the “First International and Interdisciplinary Symposium on Aspects of Medical Ethics in China,” from which the 15 papers in this volume come.There is no easy way to summarize the diversity of views presented in this provocative conference report. The authors include practising scientists from China and students of bioethics from China, Malaysia, Germany and the United States. But, the theme of eugenics – especially the ways in which advances in human genetics affect our moral stance towards eugenics – link a number of the papers. The atrocities of Nazi Germany strongly condition the views of the Western authors. Reacting, perhaps, to China's 1994 Law on Maternal and Infant Health Care, the latter seem to be urging Chinese researchers, medical practitioners, ethicists and policymakers to take the German experience to heart – even as China embraces the promises of the new genetic technologies. Thus, historian Sheila Faith Weiss' “Prelude to the maelstrom,” an informative account of the origins of Nazi eugenics in the 19th and early 20th-century culture of German medicine, is not so subtly subtitled, “A cautionary tale for contemporary China?” The Chinese authors acknowledge this “cautionary tale,” but also speak to the ethical challenges of new genetic technologies from a tradition with its own understandings of how practical knowledge and moral purpose are related, and how individual and collective well-being are reconciled.
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Dai, Fan. "English-language creative writing by Chinese university students". English Today 28, nr 3 (wrzesień 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.
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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
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Saleh, Nurming, Misnawaty Usman, Abd Kasim Achmad i Nursalam Nursalam. "Model Pembelajaran Berbasis Masalah (Problem Based Learning) dalam Pembelajaran Bahasa Asing di Perguruan Tinggi". Nuances of Indonesian Language 4, nr 2 (25.10.2023): 64–74. http://dx.doi.org/10.51817/nila.v4i2.652.
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This research is a collaborative scientific and qualitative study (mixed method) using the concurrent transformative strategy method, which aims to obtain data and information related to the effectiveness of problem-based learning models in foreign language learning in higher education. The research was conducted at the Department of Foreign Language Education, Faculty of Language and Literature, State University of Makassar. The population of this study is all students in the even semester of the 2021/2022 academic year. This study's sample is all students in the second semester of the German, Arabic, and Chinese Language Education Study Program. Research data were obtained from participatory observations, tests and documentation. The instrument of this study is an observation sheet for learning activities and competency tests for foreign languages (German, Arabic, and Chinese). The qualitative data of this study were analysed using the Miles and Hubermann model, which consisted of four stages: data collection, data reduction, data presentation and conclusion. Meanwhile, the research data were analysed using IBM SPSS 26. The study results show that students' foreign language competence through a problem-based learning model is in the moderate category. The average effect of learning German for students was 78.87. The average score of students was 78.43, and students' Chinese outcomes were 78.95. Related to the effectiveness of problem-based learning models on foreign language learning, on German language learning, problem-based learning models are effective in listening competence, writing skills and speaking skills. Problem-based learning models could be more effective against reading competence. The problem-based learning model for Arabic and Chinese improves writing and speaking skills. The learning model could be more effective in listening and reading competencies.
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Lass, Uta, Song Yan, Yufang Yang, Guopeng Chen, Pei Sun, Dietrich Becker, Yunqiu Fang i Gerd Lüer. "Recognition of briefly exposed digits, Latin letters, and Chinese characters:". Zeitschrift für Psychologie / Journal of Psychology 214, nr 1 (styczeń 2006): 24–36. http://dx.doi.org/10.1026/0044-3409.214.1.24.
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Abstract. German and Chinese students took part in four experiments. In Experiment 1, which was based on the Sperling paradigm, the participants were asked to report as many digits as possible from a briefly presented matrix. In contrast to previous experiments which had made use of Latin letters, the Chinese clearly outperformed the Germans this time. In Experiment 2, memory span for digits and Latin letters was measured. With Latin letters, the Germans achieved higher scores than the Chinese. The opposite was true for digit memory span. Taken together, the results indicate that performance in the Sperling task is not solely determined by encoding efficiency but also by rehearsal speed. In Experiment 3, the participants had to recognize only one item from briefly exposed stimulus displays. Besides Latin letters, language-specific stimuli were used consisting of combinations of letters for Germans and components of Chinese characters for Chinese. Based on the data from Experiment 3, two language-specific item sets comperable in terms of task difficulty, were chosen for use in the Sperling task in Experiment 4. Under these conditions, there was no significant difference in the overall level of performance between the two language groups. Performance was influenced, however, by the position of the items to be reported and this in a slightly different way in each language group. We discuss to what extent reading habits influenced the allocation of attention and adaptive processes caused differences in item recognition.
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Liu, Meihua. "Motivation to Study a Second Foreign Language: A Case of Chinese University Learners of German". Journal of International Education and Practice 2, nr 4 (13.01.2020): 10. http://dx.doi.org/10.30564/jiep.v2i4.1333.
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Not much research has been done on motivation to study a second, third or even fourth foreign language though learners of such languages have been increasing. To contribute to this, the present study examined German learning motivation of Chinese university students at different proficiency levels. A total of 297 German learners at three different proficiency levels at a university in Beijing filled in the questionnaires, of whom 191 answered the open-ended question and 50 were informally interviewed. Analyses of the data revealed the following major findings: (1) most respondents at each proficiency level had limited access to and little chance to use German, liked the language, studied it (very) hard and did not think the language was difficult, (2) students at different proficiency levels studied German for similar reasons such as major study/research, further education, future career, interest in foreign language learning and German, and (3)students at higher proficiency levels perceived German to be more difficult and worked harder on it. Students at higher proficiency levels were both integratively and instrumentally more motivated to study German and had greater motivation intensity as well. It is clear that students at different proficiency levels were motivated to study German and that students at the advanced level tended to be more integratively motivated than those at the beginning level. Based on these findings, some suggestions are discussed.
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Wang, Jinxuan, i Jinbao Zhang. "Examining China's Secondary Vocational Diversion Policy: A WPR Framework Analysis". Journal of Education, Humanities and Social Sciences 23 (13.12.2023): 730–40. http://dx.doi.org/10.54097/ehss.v23i.13911.
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This paper delves into the hurdles and prejudices encountered by vocational and technical education in China, employing Carol Bacchi's WPR (What's the Problem Represented to Be?) framework for analysis. It underscores the uneven allocation of resources, societal viewpoints, and the influence of economic disparities on access to education. Drawing inspiration from the vocational education paradigms in Switzerland and Germany, the paper proposes alternative solutions. It underscores the urgency for a holistic overhaul of the education system, amalgamation of general and vocational education, and a shift in societal attitudes. The paper concludes that tackling these issues will pave the way for equitable educational opportunities and brighter futures for all Chinese students.
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Shi, Nianyu. "The Influence of Individual Differences of Chinese Learners of German on Their Choices of Internship". Lecture Notes in Education Psychology and Public Media 2, nr 1 (1.03.2023): 64–74. http://dx.doi.org/10.54254/2753-7048/2/2022338.
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This study aims to explore the influence of individual differences on the internship choices of Chinese undergraduate students in German major and to provide better career service suggestions targeting at foreign language students. This study has significant implications, considering the challenges that final-year undergraduate students in German are faced with and the limited number of previous studies which address these issues. The current study interviewed 23 third-year undergraduates majoring in German to investigate their internship choices and experience, as well as individual differences including language learning motivation, anxiety and character. Only four of them were engaged in German-related internships, eleven were engaged in internships that are not German-related, and eight had no internships yet. Fifteen of them believe that motivation can improve their academic performance. It can be seen that students with integrative motivation will be engaged in German-related internships. Twelve people believe that anxiety has a positive impact on German learning, and one third of whom believe that anxiety improves their German performance to a certain extent, which promotes them to be engaged in German-related internships. However, the influence of character on German learning is uncertain. The results revealed a direct influence of learning motivation on interviewees choice of German-related internships, indirect influence of learning anxiety, and no relationship between character and internship choices. This study has implications for better career support to German-major undergraduate students.
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Ludwig, Matthias, i Binyan Xu. "A Comparative Study of Modelling Competencies Among Chinese and German Students". Journal für Mathematik-Didaktik 31, nr 1 (12.02.2010): 77–97. http://dx.doi.org/10.1007/s13138-010-0005-z.
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Jiang, Ziyue. "Analysis of Errors in English Argumentative Essays Written by Chinese University German Majors". Journal of Education, Humanities and Social Sciences 13 (11.05.2023): 131–39. http://dx.doi.org/10.54097/ehss.v13i.7882.
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Although many people choose to learn a third language as globalization advances, English still plays an important role in the world. However, the intervention of a third language makes the sources of errors in English composition more complex and diverse. Therefore, in order to summarize the main types and causes of errors in English writing among Chinese German college students, the author conducted an empirical study. The participants were 30 sophomores majoring in German from Northeastern University in China, with Chinese as their first language, English as a second language and German as a third language. They were asked to write an argumentative essay of about 200 words in English in 30 minutes. After collecting all the essays, the author interviewed 8 participants. According to the research of predecessors and the characteristics of student errors, the author divides errors into four levels: substance errors, lexical errors, grammatical errors, and discourse errors. Each of these error types contains subcategories. According to statistics, there were a total of 260 errors in the sample, of which grammatical errors accounted for the highest proportion, accounting for 39.7%, followed by substance errors, accounting for 27.1%, and errors of misspelling occurred the most. Combined with interviews, it is found that the main causes of errors include L1 Chinese transfer, L3 German transfer, L2 English intralingual transfer, students' fear of English writing, and negative attitude towards teacher’s feedback. Finally, according to the research results, this paper summarizes some implications of English teaching for Chinese German college students.
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Mou, Yiwu, i Yun Wu. "An ecolinguistic analysis of German textbooks used in Chinese universities: Environmental content and ecological view". Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, nr VIII (15.11.2023): 27–43. http://dx.doi.org/10.30827/portalin.viviii.29203.
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German is offered to students as one of the leading foreign languages in Chinese universities, and German language textbooks are an important resource to influence these students’ environmental awareness. Taking transitivity as a theoretical framework, the present research was conducted to explore the transitivity features and ecological view of the environmental content in German language textbooks used in Chinese universities. The results show that transitivity patterns were significantly unbalanced in the environmental content, and an eco-beneficial view dominated to actively encourage students to protect nature. However, the political and cultural values underlying humanity’s destruction of the natural environment were not much touched upon. Corresponding suggestions are made for textbook compilers and classroom teachers. FUNDING INFORMATION. This research was supported by a Grant from the Foreign Language Education and Teaching Reform of Lanzhou Jiaotong University (JGZ202337). We would like to express our thanks to the anonymous reviewers and the editors for their constructive suggestions on this research.
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Egorenko, T. A. "Methods for activating professional self-determination of a person at the stage of pre-professional development: the experience of foreign countries". Современная зарубежная психология 11, nr 3 (2022): 61–70. http://dx.doi.org/10.17759/jmfp.2022110306.
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The article presents an overview of modern international studies of the problem of activation of professional self-determination of high school students. The results of the study conducted by Chinese scientists aimed at studying cognitive and affective self-esteem and their role in building the educational and professional path of high school students are presented. The effectiveness of applying relevant interventions in the classroom to enhance the professional interest of high school students in STEM professions, a model that combines natural sciences and engineering subjects into a single system, is analyzed in comparison to the study conducted in Germany. Mentoring is considered as a mechanism for professional self-determination in high school, contributing, in the opinion of Swedish scientists, to solving the problem of a shortage of specialists in the labor market. The article gives a comparative analysis of the systems of academic training and initial vocational education, which provides graduates with a smooth transition to the modern labor market. The experience of Denmark is analyzed, which is an institutional context for the study of inequality associated with vocational education.
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Liu, Jing, Huiying Wen, Dianchen Zhu i Wesley Kumfer. "Investigation of the Contributory Factors to the Guessability of Traffic Signs". International Journal of Environmental Research and Public Health 16, nr 1 (8.01.2019): 162. http://dx.doi.org/10.3390/ijerph16010162.
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Traffic signs play an important role in traffic management systems. A variety of studies have focused on drivers’ comprehension of traffic signs. However, the travel safety of prospective users, which has been rarely mentioned in previous studies, has attracted considerable attention from relevant departments in China. With the growth of international and interregional travel demand, traffic signs should be designed more universally to reduce the potential risks to drivers. To identify key factors that improve prospective users’ sign comprehension, this study investigated eight factors that may affect users’ performance regarding sign guessing. Two hundred and one Chinese students, all of whom intended to be drivers and none of whom had experience with daily driving after obtaining a license or visits to Germany, guessed the meanings and rated the sign features of 54 signs. We investigated the effects of selected user factors on their sign guessing performance. Additionally, the contributions of four cognitive design features to the guessability of traffic signs were examined. Based on an analysis of the relationships between the cognitive features and the guessability score of signs, the contributions of four sign features to the guessability of traffic signs were examined. Moreover, by exploring Chinese users’ differences in guessing performance between Chinese signs and German signs, cultural issues in sign design were identified. The results showed that vehicle ownership and attention to traffic signs exerted a significant influence on guessing performance. As expected, driver’s license training and the number of years in college were dominant factors for guessing performance. With regard to design features, semantic distance and confidence in guessing were two dominant factors for the guessability of signs. We suggest improving the design of signs by including vivid, universal symbols. Thus, we provide several suggestions for designing more user-friendly signs.
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Adams, Andrew A., Kiyoshi Murata, Yasunori Fukuta, Yohko Orito i Ana María Lara Palma. "Following Snowden around the World". Journal of Information, Communication and Ethics in Society 15, nr 3 (14.08.2017): 311–27. http://dx.doi.org/10.1108/jices-03-2017-0016.
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Purpose A survey of the attitudes of students in eight countries towards the revelations of mass surveillance by the US’ NSA and the UK’s GCHQ has been described in an introductory paper and seven country-specific papers (The People’s Republic of China and Taiwan are combined in a single paper). This paper aims to present a comparison of the results from these countries and draws conclusions about the similarities and differences noted. Design/methodology/approach A questionnaire was deployed in Germany, Japan, Mexico, New Zealand, The People’s Republic of China, Spain, Sweden and Taiwan. The original survey was in English, translated into German, Japanese and Chinese for relevant countries. The survey consists of a combination of Likert scale, Yes/no and free-text responses. The results are quantitatively analysed using appropriate statistical tools and the qualitative answers are interpreted (including, where appropriate, consolidated into quantitative results). Findings There are significant differences between respondents in the countries surveyed with respect to their general privacy attitudes and their willingness to follow Snowden’s lead, even where they believe his actions served the public good. Research limitations/implications Owing to resource limitations, only university students were surveyed. In some countries (Germany and New Zealand), the relatively small number of respondents limits the ability to make meaningful statistical comparisons between respondents from those countries and from elsewhere on some issues. Practical implications Snowden’s actions are generally seen as laudable and having had positive results, among the respondents surveyed. Such results should give pause to governments seeking to expand mass surveillance by government entities. Originality/value There have been few surveys regarding attitudes to Snowden’s revelations, despite the significant press attention and political actions that have flowed from it. The context of attitudes to both the actions he revealed and the act of revelation itself is useful in constructing political and philosophical arguments about the balance between surveillance activity for state security and the privacy of individual citizens.
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EMELJANOVA, NADEZHDA A., JULIA N. PETELINA i ULIANA A. SAVELJEVA. "TRAINING INTERNATIONAL STUDENTS OF INTERPRETING AND TRANSLATION IN A MULTICULTURAL ENVIRONMENT: ASU BEST PRACTICES". HUMANITARIAN RESEARCHES 76, nr 4 (2020): 52–67. http://dx.doi.org/10.21672/1818-4936-2020-76-4-051-066.
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The challenges of adaptation faced by international students of interpreting and translation at Astrakhan State University (ASU), which are aggravated by high academic standards, have been successfully overcome owing to a number of factors: the favourable geographic location of ASU, a unique combination of languages (English, German, French, Italian, Spanish, Persian (Farsi), Azeri, Kazakh, Arabic, Chinese, Japanese), highly-qualified teaching staff, advanced technologies, and uptodate equipment.
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Chen, Yu, Dan Zhao i Shen Qi. "Chinese students’ motivation for learning German and French in an intensive non-degree programme". Círculo de Lingüística Aplicada a la Comunicación 86 (16.04.2021): 81–93. http://dx.doi.org/10.5209/clac.75497.
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This paper reports on a mixed method study that examined the motivation of 121 students in a 1-year intensive language course in German or French at a Chinese university. Drawing on Dörnyei’s (2009) theory of the L2 Motivational Self System (L2MSS), a survey was conducted to explore their motivation to learn German or French. Regression analyses revealed that learning experience and promotion-focused instrumentality were the predictors for the German learners’ intended learning effort, while ideal L2 self was the predictor for the French learners’ motivation. Furthermore, ought-to self, culture/community interest and prevention-focused instrumentality were excluded in both regression models. In addition, 17 participants’ qualitative data in the interviews suggested that most of them had lower expectations for the value of German or French than for the value of English in improving one’s employability. Instead, they were much more oriented to learn and appreciate the cultural values of these languages. The results provided insight into the complexity of motivation to learn Languages Other than English (LOTEs) in the university context in China, and suggested future direction for research on LOTE learning motivation
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Sukhomlinova, Viktoriia. "Cultural-philosophical comprehension of O. Spengler's "Decline of Europe" in Chinese thought of the early XX century". Философская мысль, nr 1 (styczeń 2022): 73–84. http://dx.doi.org/10.25136/2409-8728.2022.1.36977.
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The object of this research is the tradition of comprehension of cultural identity in China of the early XX century. The subject is impact Oswald Spengler's "Decline of Europe" upon this tradition. There are multiple mentions of Spengler in the articles and essays of Chinese students who studied in Germany in the early 1920s; by the 1930s, his views underlay the cultural concepts developing in China. In the Chinese historical studies of later period, the publication of "Decline of Europe" appears near equal in importance to the World War I. This article aims to determine why the experience of Spengler's Eurocentric concept turned out to be so profound in the alien Chinese culture, and which means can be used for analyzing such experience within the framework of the philosophy of culture. The conclusion is made that the influence of the "Decline of Europe" upon Chinese thought dedicated to the questions of culture was multidimensional. On the one hand, the very fact of the emergence of "Decline of Europe" within the Western philosophical tradition was significant for Chinese intellectuals. Against the background of crisis of the strategy of all-round Westernization of Chinese society, the "Decline of Europe" became the so-called legitimation of the reasoning on "Chinese culture " as a unique phenomenon. On the other hand, Chinese thought comprehended the conceptual part of Spengler’s ideas taking roots in the specificity of Chinese philosophical tradition. This problem was the main focus of research. Substantiation is given to the thesis, according to which the morphology of Spengler's culture, fragmented to separate concepts and then integrated on the virtually intuitive level, can still be allotted a cultural-philosophical status in the "Chinese version". The novelty consists in reconsideration of the scientific work of Oswald Spengler through the prism of non-Western philosophical traditions, which draws particular interest in the light of development of postcolonial research.
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Chen, Yu, Chuchu Chen i Siqi Liu. "Foreign language enjoyment and foreign language classroom anxiety among Chinese learners of German". Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, nr VIII (15.11.2023): 115–31. http://dx.doi.org/10.30827/portalin.viviii.29242.
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This study examines both the foreign language enjoyment (FLE) and the foreign language classroom anxiety (FLCA) of 201 Chinese university students of non-German majors who were learning the German language. A questionnaire based on the FLE scale and the FLCA scale was employed to examine the participants’ classroom emotions as well as other learner- and teacher-related variables. Participants reported a higher level of FLE than FLCA, with these two emotions being negatively correlated. Also, regression analysis showed that FLE can be strongly predicted by teacher-related variables, while FLCA is predicted by learner-related variables. Moreover, qualitative analysis of the open-ended questions in the questionnaire showed that learners’ FLE in the German classroom was boosted by their sense of achievement in learning a new language and frequent interaction between the participants and their teachers and classmates. At the same time, the relatively high demands of German language learning and frequent exams resulted in higher FLCA. The findings suggest that teachers could organize diverse classroom activities and integrate more culture-related content to enhance their students’ FLE. Meanwhile, they could also adopt more flexible methods of assessment and provide clearer instructions thereon to help students to be more prepared, thereby ameliorating their FLCA. FUNDING INFORMATION. This study was supported by the National Social Science Fund of China (Grant No. 19WZXB011) and the Humanities and Social Sciences Youth Foundation of the Ministry of Education of China (Grant No. 22YJC740047).
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Gunkel, Marjaana, i Christopher Schlaegel. "The Influence of Personality on Students’ Career Decisiveness – A Comparison between Chinese and German Economics and Management Students". management revu 21, nr 3 (2010): 229–43. http://dx.doi.org/10.5771/0935-9915-2010-3-229.
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Atteneder, Helena, i Thomas Herdin. "The role of geomedia in building intercultural competence : A qualitative case study within the context of a student exchange program between Austria, Germany and China". KOME 8, nr 2 (2020): 1–22. http://dx.doi.org/10.17646/kome.75672.54.
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Structured student exchange programs are known to foster intercultural competence (IC). We conceptualize IC as a construct that ranges from the individual level to the interactive cultural level, and we complement existing models of intercultural sensitivity and processes of introspection. Several factors may influence IC, such as mediatization, the ubiquity of geomedia, and global economic power shifts – in our case the rising global influence of China. In our long-term, qualitative case study on Austrian/German and Chinese exchange students, we consider geomediatization as a new socio-technological regime that influences processes of social, cultural and physical orientation. The results indicate that, at the level of student exchanges, IC is a process of self-reflection and self-development. Geomedia play a major role in this process: they promise to provide a certain authenticity of experience, and sense of independence and safety, promises that are thwarted by exchange students’ strong platform dependence and reliance on “the bubble”.
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Shchurik, Natalia, Tatiana Shishmareva, Elena Weber i Julia Dundik. "Lexical and grammatical transformations from the Chinese language perspective: universal approach". SHS Web of Conferences 134 (2022): 00155. http://dx.doi.org/10.1051/shsconf/202213400155.
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The paper describes different approaches to lexical and grammatical transformations in modern translation studies. It sheds new light on traditional approaching Chinese translation studies. Using experience of teaching students studying the French and the German languages the authors provide several reasons for proposing the Russian traditional classifications of lexical and grammatical transformations into courses of translation from Chinese practical. According to this approach, there are such types of transformations as lexical and grammatical, as well as complex (or mixed) ones. Such consistent and universal perspective is aimed to help students to understand grammatical and lexical asymmetry of the source and the target languages and it can be of great use in writing research papers.
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Pang, Hua. "Exploring the beneficial effects of social networking site use on Chinese students’ perceptions of social capital and psychological well-being in Germany". International Journal of Intercultural Relations 67 (listopad 2018): 1–11. http://dx.doi.org/10.1016/j.ijintrel.2018.08.002.
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Vaskina, M. V. "GOVERNMENT REFORM OF HIGHER EDUCATION IN MODERN CHINA". Vestnik Orenburgskogo gosudarstvennogo universiteta, nr 1 (2023): 28–35. http://dx.doi.org/10.25198/1814-6457-237-28.
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Currently, the developed countries of the world are striving to increase their competitiveness on the world stage through the training of new qualified personnel to ensure rapid economic growth and a high standard of living. Now the competent construction and timely reform of the country’s education system is almost the main component for the successful development of the state. Chinese higher education is being popularized around the world. The Chinese university has risen to the same level of education as the universities of England and Germany. China has achieved unprecedented heights in the reform of higher education, which has led to an improvement in the image of Chinese education on the world stage. This growth is due to a competent state program for the transformation of higher education, which originates from the 80s of the 20th century to the present, and is implemented through effective reforms, laws and projects. The study analyzed the features of state support for higher education in China, as well as its structure. Based on the analysis, the statistics of the increase in the number of universities in the country and students in them is presented. The differences between public and private higher education in the “Celestial Empire” are considered. A model of state support for graduates to create a business on their own and to support entrepreneurship when hiring a young qualified workforce is described. The percentage of employed graduates of Chinese universities and the problems faced by the graduate in employment, and the employer when hiring a young specialist are considered.
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Liu, Yiying. "The Application of Apprenticeships in Germany and the United Kingdom to the Reform of Chinese Vocational Education and Training". Lecture Notes in Education Psychology and Public Media 14, nr 1 (26.10.2023): 27–32. http://dx.doi.org/10.54254/2753-7048/14/20230928.
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Since the number of college students in China is tremendously increasing nowadays, the economic structure in China is going through a huge transformation, and adequate human resources are being needed desperately by the skill-intensive industry. The Chinese government is concerned that the deficiency of apprentices in certain industries will threaten the economy. Effective policies, therefore, should be made to carry out reform of vocational education and the training system. This paper draws conclusions about the strategies applied in German and the United Kingdom apprenticeships from data, which originate from government documents and published papers. Furthermore, the author discusses how to apply useful experience to the reform in China, estimating the directions of vocational education and training development. Through research, it is suggested that reform should be based on the revised laws. The government should introduce more stakeholder participation mechanisms and improve education quality, guiding the ideology via mass media and publicizing the benefits of vocational education and its promising prospects after the reform. Planning should be strategic and closely related to facts. In addition, special institutional research organizations are supposed to be established.
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习, 冬梅. "The Characteristics of Falling Boundary Tone When Chinese College Students of German Department Read German Sentences". Modern Linguistics 10, nr 03 (2022): 421–36. http://dx.doi.org/10.12677/ml.2022.103054.
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Ishag, Adil. "Some Empirical Perspectives on Foreign Language Learning in Sudan". International Journal of Applied Linguistics and English Literature 6, nr 4 (2.05.2017): 137. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.137.
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This study attempted to provide a general view of the situation and perspective on foreign language learning and teaching at the tertiary level in Sudan, with special focus on English and German. It further explored motivation and reasons for majoring in English and German among Sudanese students and the level of satisfaction in studying theses languages as major disciplines. Additionally, students’ knowledge of foreign languages and their preferences for learning certain foreign languages have been reported. In order to achieve the objective of this study, a questionnaire was administered to a sample composed of 148 students majoring in English and 73 Students majoring in German, at the University of Khartoum. The obtained results revealed that Sudanese students in both departments were highly satisfied in majoring in English and German, however students were majoring in English mostly due to personal interest, while there were more students majoring in German due to entry requirement than those in the English department. Furthermore, students have shown varying degrees of interest in learning other languages such as Chinese, Spanish, French and Italian. Finally, based on the findings of the study, a number of proposals have been made, which might contribute to the improvement of foreign language learning and teaching in Sudan.
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Reva-Lievshakova, L. V. "SINGULUS & PLURES IN UKRAINIAN, TURKISH, GERMAN, CHINESE LANGUAGES: LEXICO-GRAMMATICAL FEATURES CATEGORIES OF NUMBERS". Opera in linguistica ukrainiana, nr 30 (23.10.2023): 130–37. http://dx.doi.org/10.18524/2414-0627.2023.30.283854.
Pełny tekst źródłaStreszczenie:
The work is devoted to the category of number in the Ukrainian language in a comparative-linguistic aspect with other Indo-European, Turkic and Sino-Tibetan languages. The purpose of the study is the comparative and analytical aspect of the number category in the Ukrainian, Turkish, German, and Chinese languages. The tasks of the work were to determine the comparative aspect of the number category in the German language compared to the Ukrainian language, to reveal the comparative aspect of the number category in the Turkish language compared to the Ukrainian language, to identify the definition of the comparative aspect of the number category in the Chinese language compared to the Ukrainian language. The object of the research is the number category in the Ukrainian, Turkish, German, and Chinese languages. The subject of the study is examples of singular and plural (singulus and plures) in Ukrainian, Turkish, German, and Chinese languages. The work uses comparative, historical, comparative and structural research methods. Scientific novelty is determined by the fact of the analysis of the category of the number of languages of different linguistic and historical groups. The theoretical and practical value of the obtained results lies in the application of the research material in working with foreign students for better and effective teaching of their Ukrainian language as a foreign language. The conclusions state that the number category is an interesting lexical-grammatical feature of language formation worthy of further research. When teaching students of foreign origin, it is advisable to take into account the complex grammar of their native language. The study of the category of number from the perspective of comparative linguistics provides a wide space for new research. Such studies have not only theoretical, but also practical/professional benefits for teachers of Ukrainian as a foreign language.