隨著中國(guó)經(jīng)濟(jì)的快速發(fā)展和國(guó)際影響力的提高,中國(guó)政府為來(lái)華留學(xué)生提供多種不同的獎(jiǎng)學(xué)金,來(lái)華留學(xué)生數(shù)量不斷上升,尤其以學(xué)位生為甚。有關(guān)在華留學(xué)生的現(xiàn)有研究大多從心理學(xué)角度或是影響跨文化適應(yīng)的多種因素之間關(guān)系的探究,較少?gòu)恼J(rèn)知的跨文化差異、跨文化適應(yīng)中挑戰(zhàn)的多樣性以及應(yīng)對(duì)措施的多元性等視角出發(fā),對(duì)來(lái)華留學(xué)生跨文化適應(yīng)的動(dòng)態(tài)過(guò)程進(jìn)行詳盡和深度的描述。本研究旨在發(fā)現(xiàn)在學(xué)術(shù)和社會(huì)情景下在華留學(xué)生適應(yīng)方面面臨的問(wèn)題和挑戰(zhàn),并以扎根理論為基礎(chǔ),構(gòu)建跨文化互動(dòng)模型,為來(lái)華留學(xué)生的跨文化適應(yīng)提供理論指導(dǎo)。本研究側(cè)重于跨文化適應(yīng)的“交往過(guò)程”,基于扎根理論和案例研究法,采取一對(duì)一的深度訪談,并將訪談內(nèi)容轉(zhuǎn)寫(xiě)成個(gè)體案例進(jìn)行案例分析。探究學(xué)術(shù)環(huán)境中和社會(huì)生活情景下在華留學(xué)生同中國(guó)老師、同學(xué)、行政人員、朋友和陌生人交往中存在的問(wèn)題,并同跨文化培訓(xùn)普遍使用的文化普適性/具體性同化因素（Culture General Assimilator/Culture Specific Assimilator）中涉及的問(wèn)題進(jìn)行比較。同時(shí),對(duì)跨文化互動(dòng)過(guò)程中諸如應(yīng)對(duì)策略、策略歸因、應(yīng)對(duì)結(jié)果、認(rèn)知及情感等相關(guān)因素進(jìn)行深入的探析,最終... 

【文章來(lái)源】：上海外國(guó)語(yǔ)大學(xué)上海市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：270 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter1.Introduction
    1.1 Background of Internationalization of Higher Education(IHE)
    1.2 Background of Internationalization of Higher Education(IHE) in China
    1.3 Profiles of International Students in China
    1.4 Research Questions
    1.5 Organization of the Thesis
Chapter2.Literature Review
    2.1 Cultural-General Assimilator Frameworks
    2.2 Intercultural Adjustment Models
        2.2.1 Model of the Acculturation Process(Ward,1996)
        2.2.2 Model of Cross-Cultural Expertise Development(Bhawuk,1998/2009)
    2.3 Research on Coping Strategies
    2.4 Research on the Study of International Students in China
    2.5 Research on the Study of Intercultural Interactions in Shanghai
Chapter3.Research Design and Methods
    3.1 Grounded Theory Method(GTM)
        3.1.1 An Overview of Grounded Theory Method(GTM)
        3.1.2 Philosophical Assumptions of Grounded Theory Method
    3.2 Research Design
    3.3 Research Methods and Procedure
        3.3.1 an Overview of the Procedures
        3.3.2 Description of the Procedures
    3.4 Reliability and Validity
Chapter4.Three Rounds of Study:Procedures,Data,and Findings
    4.1 Overview
    4.2 Round One:Exploring Stressful Interactions and Issues
        4.2.1 Sampling
        4.2.2 Data Collection Procedures
        4.2.3 Data Analysis
        4.2.4 Initial Findings
        4.2.5 Discussion
        4.2.6 Model Formation
    4.3 Round Two:Examining Issues and Coping Strategies
        4.3.1 Sampling
        4.3.2 Data Collection Procedures
        4.3.3 Data Analysis
        4.3.4 Expanded Findings
        4.3.5 Discussion
        4.3.6 Model Extension
    4.4 Round Three:Eliciting Cognitive and Affective Processes
        4.4.1 Sampling
        4.4.2 Data Collection Procedures
        4.4.3 Data Analysis
        4.4.4 Extended Findings
        4.4.5 Discussion
        4.4.6 Model Enrichment
Chapter5.Integration and Model Development
    5.1 Summary of Research Findings
        5.1.1 Correspondence of Study Themes to the18 Cushner and Brislin Themes
        5.1.2 Discussion of Specific Issues Related to the18 Themes
        5.1.3 Correspondence of Study Themes to the Culture-Specific Themes
        5.1.4 Other Developed Themes Related to Coping Process
    5.2 Development of an Intercultural Interaction Model
Chapter6.Conclusion
    6.1 Main Findings and Significance
        6.1.1 Identifying Issues and its Related Factors
        6.1.2 Confirming Coping Behaviors and Strategies
        6.1.3 Developing Cases for Current and Future Analysis
        6.1.4 Proposing an Intercultural Interaction Model
    6.2 Theoretical Implications for Intercultural Adjustment and Education Research
    6.3 Practical Implications for Educators,Practitioners,and International Students
    6.4 Limitations of the Study
    6.5 Future Research
References
Appendix One:Codebook for Participants
Appendix Two:Interview Protocol for Round One
Appendix Three:Sample Interview Transcripts Coding
Appendix Four:The Remaining Five Cases from Round One
Appendix Five:Interview Protocol for Round Two
Appendix Six:The Remaining Five Cases from Round Two
Appendix Seven:The Updated Four Cases from Round One
Appendix Eight:Interview Protocol for Round Three
Appendix Nine:Examples of First Cycle Coding
Appendix Ten:Examples of Second Cycle Coding
Appendix Eleven:The Other Three Cases from Round Three


【參考文獻(xiàn)】：
期刊論文
[1]Reconciling Communicative with Traditional Approaches to Language Teaching:Can It Be Done?[J]. Alan Maley.  外語(yǔ)教學(xué)與研究. 1984(01)



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