本科英語(yǔ)專(zhuān)業(yè)畢業(yè)論文寫(xiě)作樣本4(culture)

1、Acculturation Strategies Adopted by Chinese International Students and Scholars in the United StatesAbstract(1) As a major research topic in the field of cross-cultural studies, the study of acculturation and acculturationstrategies has excited great interestsin the present context of unavoidable gl

2、obalization. (2) The present study aims to find out the most preferableacculturation strategyadopted by the Chinese international students and scholars in the United States of America, andto identify the relationship between each acculturation strategy and different factors.(3) Two questionnaires ar

3、e designed and used for the present study.(4) Subjects are 55 Chinese international students and scholars in America, most of whom （93%）are non-English majors.(5) Results of the studyshow that integration is the most preferable acculturation strategy adopted bythe Chinese international students and

4、scholars, which is consistent with previous studies. (6) Strong correlations are found between the acculturation strategies andfivefactors: language preference, sociocultural adaptation, social affiliation, ethnic identity, and perceived unacceptance or discrimination. (7) The results implicate that

5、 more attention should be paid to promote cross-cultural issues in classroom teaching for non-English majors, and to strengthen the speaking and listening practices in course design for college English teaching in China.Key Words:acculturation, acculturation strategies, Chinese international student

6、s and scholars, college English teaching提 要作為跨文化研究領(lǐng)域的主要課題之一，有關(guān)文化適應(yīng)及文化適應(yīng)策略的研究在當(dāng)前不可避免的全球一體化發(fā)展趨勢(shì)下受到廣泛的關(guān)注。本文對(duì)最受在美中國(guó)國(guó)際學(xué)生及學(xué)者歡迎的文化適應(yīng)策略進(jìn)行調(diào)查，并且試圖找出影響實(shí)驗(yàn)對(duì)象選擇不同文化適應(yīng)策略的因素。研究采用了兩套問(wèn)卷進(jìn)行實(shí)驗(yàn)。實(shí)驗(yàn)對(duì)象包括55名正在美國(guó)學(xué)習(xí)或居留的中國(guó)國(guó)際學(xué)生及學(xué)者。大部分實(shí)驗(yàn)對(duì)象（93%）為非英語(yǔ)專(zhuān)業(yè)背景。研究結(jié)果與以往的研究成果相一致：融合是最受中國(guó)國(guó)際學(xué)生及學(xué)者歡迎的策略。與此相關(guān)的因素包括語(yǔ)言偏好，社會(huì)文化適應(yīng)，社會(huì)交際，社會(huì)種族認(rèn)定，以及所受歧視。研究

7、結(jié)果對(duì)我國(guó)大學(xué)英語(yǔ)教育的啟示是：首先，在非英語(yǔ)專(zhuān)業(yè)學(xué)生的課堂教學(xué)中應(yīng)注意跨文化課題的教育，并灌輸給學(xué)生文化融合的觀念。其次，在課程設(shè)置中應(yīng)加強(qiáng)對(duì)非英語(yǔ)專(zhuān)業(yè)學(xué)生聽(tīng)力和口語(yǔ)的訓(xùn)練，同時(shí)改進(jìn)與之配套的大學(xué)英語(yǔ)評(píng)價(jià)系統(tǒng)。關(guān)鍵詞:文化適應(yīng)文化適應(yīng)策略中國(guó)國(guó)際學(xué)生及學(xué)者大學(xué)英語(yǔ)教育關(guān)于提要部分：一篇論文的提要（也稱摘要）部分是針對(duì)整篇論文內(nèi)容的濃縮總結(jié)。提要應(yīng)該簡(jiǎn)短扼要地完整描述本次研究的內(nèi)容，包括簡(jiǎn)述研究背景、研究目的、研究對(duì)象、研究方法、研究結(jié)果及其意義。論文的提要應(yīng)該在完成論文后撰寫(xiě)。在本例中，提要以介紹研究背景開(kāi)始，Sentence (2) 闡明研究課題及目的，Sentences (3) and

8、(4) 接著指出本次研究的方法及對(duì)象。 然后Sentences (5) and (6) 說(shuō)明本次研究的主要結(jié)果。 提要最后以Sentence (7) 闡述本次研究的應(yīng)用意義作結(jié)。Table of ContentsAbstract in English.iAbstract in ChineseiiChapter OneIntroduction.1Chapter TwoLiterature Review.32.1 Introduction.32.2 The Acculturation Hypothesis in Second Language Acquisition.32.3 The Accult

9、uration Strategies.42.4 Previous Studies52.5 Summary.6Chapter ThreeMethodology.73.1 Introduction.73.2 Research Questions.73.3 Subjects.73.4 Procedures.83.5 Instruments83.6 Summary.9Chapter FourResult and Analysis.104.1 Introduction.104.2 Preference of the Acculturation Strategies.104.3 Language Pref

10、erence and the Preference of Acculturation Strategies.114.4 Correlation Analysis of the Questionnaire Study124.5 Summary.14Chapter FiveDiscussion.155.1 Introduction.155.2 Preference of Acculturation Strategy.155.3 Acculturation Strategies and the Correlated Factors.155.3.1 Integration and the Correl

11、ated Factors.155.3.2 Assimilation and the Correlated Factors.165.3.3 Separation and the Correlated Factors.175.3.4 Marginalization and the Correlated Factors.175.4 Summary.18Chapter SixConclusion196.1 Major Findings of the Current Study.196.2 Pedagogical Implications196.2.1 Promoting the Awareness o

12、f Culture Integration.196.2.2 Strengthening Speaking and Listening Practices.196.3 Limitations of the Study.206.3.1 Limited Number of Subjects206.3.2 Limitation of Research Method206.4 Suggestions for Further Research206.4.1 Improving the Methodology.206.4.2 Carrying out Longitudinal Study.21Referen

13、ces.22Appendix.24Chapter OneIntroductionThe concept of acculturation has a long history in the social and behavioral sciences. It had been used to better understand the modernization processes that various cultures and communities underwent during the 19th and early 20th centuries, and has become an

14、 important concept in the studies of the varied experience of ethnic minorities as international migration and economic globalization support the creation of multicultural societies. As a construct in the social and behavioral sciences, acculturation was originally identified and conceptualized by t

15、he anthropologists. The concept now is included in the research agenda of psychologists, sociologists, social workers, and educators. In the field of second language acquisition (SLA),the Acculturation Hypothesis was initially proposed by John Schumann. Schumann claimed that “second language acquisi

16、tion is just one aspect of acculturation and the degree to which a learner acculturates to the target language group will control the degree to which he acquires the second language” (Schumann, 1978b: 34).However, many of the previous studies on acculturationhave focused on the research of immigrant

17、s. Less attention has been given to another special group of peoplethe international studentsand scholars. Yet the international students and scholars, while studying or staying abroad, undergo major socialization and development changes that may influencethe way in which they respond to acculturati

18、on.The purpose of the present study is to find out the preference ofacculturation strategiesadopted by the Chinese international students and scholars in the United States of America, as well as the relationship between acculturation strategies and different factors (language preference, sociocultur

19、al adaptation, social affiliation, ethnic identity and perceived unacceptance or discrimination). It is hoped that the results of the present study can provide insights and guidance for college English teaching in China.Thisdissertation consists of sixchapters. Chapter One introduces the research to

20、pic. Chapter Two reviews the general theoretical framework of acculturation and acculturation strategies, the previous studies and the outcomes. Chapter Three then focuses on the methodology of the study and displays the research questions, subjects, procedures and instruments. Chapter Fourdemonstra

21、tes the results of the analysis of collected data. Chapter Five further discusses in more depth the results presented in the preceding chapter. Afterwards, in Chapter Sixconclusions are made upon the major findings, the pedagogical implications, the limitations of the present study and the suggestio

22、ns on further research. 關(guān)于引言部分：引言是論文正文的開(kāi)始部分。引言與提要的不同在于：引言用相對(duì)簡(jiǎn)單的語(yǔ)言表達(dá)簡(jiǎn)述研究背景、研究目的及論文的整體結(jié)構(gòu)。這部分的作用在于給讀者勾勒出整篇論文的骨干，并且引出接下來(lái)的文獻(xiàn)綜述及論文的其他部分。而提要是整篇論文內(nèi)容的濃縮總結(jié)。提要除了包含引言所提到的內(nèi)容，還必須闡明本次研究的方法、對(duì)收集得到的材料進(jìn)行的分析，研究得出的結(jié)果及其應(yīng)用意義。Chapter TwoLiterature Review2.1IntroductionFor years language teachers and researchers have focuse

23、d their attention on language acquisition processes, trying to figure out the various factorswhich exert great influences on second language acquisition. It is Schumann (1978a, 1978b) who identifies the crucial role played by acculturation in second language acquisition.In this section, the author r

24、eviewsthe theoretical frameworkof acculturation and acculturation strategies as well as the previous studies done in this field.2.2 The Acculturation Hypothesis in Second Language AcquisitionAcculturation is defined by Brown (2002: 169) as “the process of becoming adapted to a new culture”.It is see

25、n as an important aspect of second language acquisition, because language is one of the most observable expressions of culture and because in second language settings the acquisition of a new language is seen as tied to the way in which the learners community and the target language community view e

26、ach other(Ellis 1986: 251). The Acculturation Hypothesis in SLAinitially proposed by Schumann (1978a) was originated from a case study he conducted while he was in a research team investigating six English learners. The case study was about one of the adult learner, a Costa Rican worker named Albert

27、o, who distinguished himself from the other learners by showing little development in English during a ten-month period. Schumann claimed that Alberto was socially and psychologically distant from the target language group, which could have contributed to his fossilization of English language. Accor

28、ding to Schumann, the factors that determine social distance include social equality between the second language group and the target language group, enclosure to the target language community environment, cohesiveness with the target language group, etc.The factors that contribute to the degree of

29、psychological distance includelanguage shock, cultural shock, motivation, and ego boundaries.2.3The Acculturation StrategiesBerry (1980) has conceptualized a two dimensional model of acculturation for pluralistic societies with four different acculturation attitudes, which were further extended as a

30、cculturation strategies in his later work (Berry 1997). The four acculturation strategies proposed are based on two separate issues: whether the acculturating individual maintains or rejects the heritage culture, and whether the acculturating individual maintains or rejects the host culture. If the

31、acculturating individual seeks for maintenance of both cultures, then he/she adopts the integration strategy. By contrast, if the acculturating individual rejects both cultures, he/she adopts the marginalization strategy. The assimilation strategy occurs when the acculturating individual tends to ac

32、cept the host culture and rejects the heritage culture, while separation strategy refers to the situation when the acculturating individual maintains the heritage culture and rejects the host culture. The degree of maintenance or rejection of the two cultures decides the degree of acculturation. The

33、 definition of the four strategies can be summarized inFigure 2.1 (Berry 2008).Figure 2.1 Intercultural/Acculturation strategies (Berry 2008)2.4Previous StudiesThe results of a series of empirical studiesconducted by Berry and his associates to assess the acculturation strategies of various immigran

34、t groups in North America (Berry et al., 1989)show that integration is the most preferred acculturation strategy, followed either by assimilation or separation, while marginalization is the least preferred. Furthermore, several studies of acculturative stress have focused on Chinese sojourner studen

35、ts. Chataway and Berry (1989) conducted a study targeting three student groups in Canadian universityHong Kong Chinese students, French-Canadian students, and English-Canadian students. Hong Kong Chinese students reported greater perceived prejudice, more communication difficulties, and more problem

36、s with adaptation.The only indicator of lower acculturative stress is the perceived social support from friends. Zheng and Berry (1991) conducted another study on Chinese sojourners in Canada. Psychological adaptation during acculturation was studied among Chinese sojourners, Chinese immigrants, Chi

37、nese-Canadian students, mainland Chinese students and scholars,and non-Chinese Canadian students. A longitudinal study was conducted on one group of subjects.Their adaptation process was assessed before departure from mainland China and a period after arrival in Canada. Acculturative stress increase

38、d from pre-departure up to 3-4 months post-arrival, then declined slowly for several years thereafter to the pre-departure baseline. Research results show that Chinese students studying in Canadian universities encounter various difficulties in adapting to the host culturewith different orientation

39、of values. Fan (2004) in her MA dissertation conducted a research study on the acculturation strategies among 30 Chinese overseas students in America. The results show that integration is most popular among the subjects,while marginalization is the least preferred one. Fan also found significant cor

40、relations between the choice of acculturation strategies and variables of intercultural contact (language proficiency, social interaction, ethnic identity and perceived discrimination) and psychosocial adjustment (social adaptation, self-esteem, mastery and symptoms of outcome). In addition, the res

41、earch results confirm that language proficiency is crucial in students acculturation. Studentsinability to communicate in the target language inhibits their interaction with people in the host culture, thus hinders their acculturation process. 2.5SummaryAcculturation is undoubtedly a core construct

42、in contemporary studies in different academic fields. However, opinions on how to conceptualize and measure it vary greatly among different scholars. By reviewing the literature and makingexplicit the definition of Acculturation Hypothesis and Acculturation Strategies, a clearer theoretical basis is

43、 set for the present study. 關(guān)于文獻(xiàn)綜述部分：文獻(xiàn)綜述的作用在于告知讀者在本次研究之前，與之相關(guān)的別人已經(jīng)做過(guò)的研究。在本例中，第2.1 節(jié)是文獻(xiàn)綜述部分的引言，簡(jiǎn)單闡述了這一章節(jié)的主要內(nèi)容。第2.2節(jié)首先介紹了在二語(yǔ)習(xí)得領(lǐng)域中文化適應(yīng)概念發(fā)展的背景。第2.3節(jié)接著對(duì)本次研究課題的關(guān)鍵概念文化適應(yīng)策略進(jìn)行陳述。第2.4節(jié)向讀者羅列了別人在文化適應(yīng)策略方面已經(jīng)做過(guò)的研究和取得的成果。最后第2.5節(jié)對(duì)文獻(xiàn)綜述部分進(jìn)行小結(jié)。需要注意的是：文獻(xiàn)綜述部分所提到的相關(guān)研究必須與作者所選擇的研究課題緊密相連，且與研究課題的主題和涉及的關(guān)鍵詞條一致。Chapter ThreeMet

44、hodology3.1 IntroductionThe purpose of the study is to find out the preference of acculturation strategiesand the relationship between acculturation strategies and different factors, usingthe methodology of quantitative study. Two questionnaires are designed to collect data. In this chapter, the aut

45、hor introduces the research questions, the subjects, the procedures and the instruments of the study.3.2 Research QuestionsThis study has two research objectives. The first one is to find out the preference of acculturation strategies adopted by Chinese international students and scholars in the Uni

46、ted States. The second one is to investigate the relationship betweenthe choices of the acculturationstrategies and fivepossible influencing factors.To achieve the research objectives, two research questions are put forward:1) What is the most preferable acculturationstrategyadopted by Chinese inter

47、national students and scholars in the United States?2) What is the relationship betweenthe acculturation strategies andthe fiveproposed factors (language preference, sociocultural adaptation, social affiliation, ethnic identity and perceived unacceptance or discrimination)?3.3 SubjectsSubjects of th

48、is study are 55 Chinese international students, visiting students and scholarswho are currently studying or staying in the United States.Their ages range from nineteen to forty-five.Twenty-seven (49.1%) of them are female and twenty-eight (50.9%) of them are male. The majority (93%) of the subjects

49、are non-English majors.3.4 ProceduresThe present study began as a pilot study donewithin 8 Chinese international students. After the analysis of the pilot study, improper items were removed from the questionnaires. Therevised version was used for the present study. All subjects were provided with an

50、 option of the questionnaire language: English or Chinese.The questionnaires were distributed through the following channels. First, the questionnaires were posted onto the Bulletin Board System (BBS)indifferent universities in America to attract volunteer participants. Another group of subjects wer

51、e approached through the subscribed e-mail group in Berkeley Chinese Scholars and Students Association (BCSSA). A third group of subjectswere contacted through e-mail by the friends of the author who were either exchange students or visiting scholars in the United States.In addition, as an exchange

52、student in University of California, Berkeley, the author personally approached Chinese international students and scholars while attending big events on campus. Finally, when all questionnaires were completed and sent back, the author collected the data and conducted relevant analysis.3.5 Instrumen

53、tsThere are two questionnaires in the current study. The first questionnaire- Assessment of Acculturation Strategies-was modified with the approval of Professor John W. Berry at Queens University in Canada (personal communication by e-mail, November 17, 2005). It was used to find out the most prefer

54、able acculturation strategies adopted by Chinese International students and scholars.The second questionnaire, whichwas composed from threedifferent Scales (Sociocultural Adaptation Scale, Stephenson Multigroup Acculturation Scale, and Multigroup Ethnic Identity Measure), was usedto investigate the

55、relationship between acculturation strategies and four different factors (sociocultural adaptation, social affiliation, ethnic identity and perceived unacceptance or discrimination). All items were answered on a 5-point Likert-type scale ranging from 1 “strongly disagree” to 5 “strongly agree”.3.6 S

56、ummaryIn this chapter, the author reports the research methodology, including the research questions, subjects, procedures and instruments. All together 55 Chinese scholars and students participated in the current study which consists of two questionnaires assessing acculturation strategies and the relationship between the acculturation strategies and different factors. 關(guān)于研究方法部分：研究方法部分的作用在于告知讀者研究者是如