東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Situated intercultural communication...

Spitzman, Emily.

Linked to FindBook

Google Book

Amazon

博客來

Situated intercultural communication: Domestic and international student interaction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Situated intercultural communication: Domestic and international student interaction./
Author:	Spitzman, Emily.
Description:	193 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619483
ISBN:	9781303887468

Situated intercultural communication: Domestic and international student interaction.
Spitzman, Emily.

Situated intercultural communication: Domestic and international student interaction. - 193 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--University of Rhode Island, 2014.

As higher education continues to internationalize, more institutions are making it an educational priority to increase intercultural competence among all students. Despite this goal, institutions regularly place students in intercultural programs without facilitating training and reflection on intercultural learning, with the expectation that students will learn from contact alone. There is a need for investigation into situated intercultural communication, for the limited studies that do examine interactions between international and domestic students do not look at the interactions themselves, do not situate the interactions in a specific context, and often examine only the students' international/domestic statuses or countries of origin as the differences having the most influence on their communication. This study examined intercultural interaction in-action, through exploring students' experiences and interactions in a Conversation Partner Program pairing U.S. domestic students and Chinese international students to meet for weekly conversations over a ten-week period. Framed theoretically with critical intercultural communication (Halualani & Nakayama, 2010) and a discourse approach to intercultural communication (Scollon, Scollon & Jones, 2012), the focus was on the discourse-specific, relational, and situated dynamics involved in the conversations between domestic and international students, underscoring the power dynamics that were present in the interactions.

ISBN: 9781303887468Subjects--Topical Terms:

543175
Education, Higher.

Situated intercultural communication: Domestic and international student interaction.
LDR:03276nmm a2200301 4500 001 2055472
005 20150127125439.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303887468
035 $a (MiAaPQ)AAI3619483
035 $a AAI3619483
040 $a MiAaPQ $c MiAaPQ
100 1 $a Spitzman, Emily. $3 3169136
245 1 0 $a Situated intercultural communication: Domestic and international student interaction.
300 $a 193 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Carolyn Panofsky.
502 $a Thesis (Ph.D.)--University of Rhode Island, 2014.
520 $a As higher education continues to internationalize, more institutions are making it an educational priority to increase intercultural competence among all students. Despite this goal, institutions regularly place students in intercultural programs without facilitating training and reflection on intercultural learning, with the expectation that students will learn from contact alone. There is a need for investigation into situated intercultural communication, for the limited studies that do examine interactions between international and domestic students do not look at the interactions themselves, do not situate the interactions in a specific context, and often examine only the students' international/domestic statuses or countries of origin as the differences having the most influence on their communication. This study examined intercultural interaction in-action, through exploring students' experiences and interactions in a Conversation Partner Program pairing U.S. domestic students and Chinese international students to meet for weekly conversations over a ten-week period. Framed theoretically with critical intercultural communication (Halualani & Nakayama, 2010) and a discourse approach to intercultural communication (Scollon, Scollon & Jones, 2012), the focus was on the discourse-specific, relational, and situated dynamics involved in the conversations between domestic and international students, underscoring the power dynamics that were present in the interactions.
520 $a The interview data and conversation data were triangulated to explain what transpired in the communication between conversation partners and what participants said about their experiences in the Conversation Partner Program. Intercultural competence development and shifting power dynamics between participants were explored in depth. Based on students' comments during the interviews and their conversations with their partners, there seemed to be a lack of intercultural competence among all of the students, with the exception of one student some of the time. There was not a clear dichotomy between domestic and international students in terms of the power they held in these interactions, and there were a variety of power-laden issues such as gender, race, socioeconomic status and language differences, which seemed to influence the interactions.
590 $a School code: 0186.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Higher Education Administration. $3 1669382
690 $a 0745
690 $a 0727
690 $a 0446
710 2 $a University of Rhode Island. $b Education. $3 2096722
773 0 $t Dissertation Abstracts International $g 75-08A(E).
790 $a 0186
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619483