教育國(guó)際化背景下,中國(guó)持續(xù)引入海外師資,來華外籍英語(yǔ)教師人數(shù)激增。外籍英語(yǔ)教師的跨文化適應(yīng)問題日漸受到國(guó)內(nèi)外學(xué)者的關(guān)注。本文旨通過探索外籍英語(yǔ)教師人格與跨文化適應(yīng)策略的關(guān)系,來預(yù)測(cè)不同人格外籍教師對(duì)跨文化適應(yīng)策略的選擇異同。Berry的雙維度跨文化適應(yīng)模型認(rèn)為,跨文化適應(yīng)策略有四項(xiàng):整合、隔離、同化以及邊緣化。Goldberg的大五人格理論認(rèn)為,人格有五個(gè)相對(duì)獨(dú)立的維度:外傾性、宜人性、責(zé)任心、神經(jīng)質(zhì)以及開放性。本文以雙維度跨文化適應(yīng)模型與大五人格理論為支撐,分層抽取122名中國(guó)鄭州高校外籍英語(yǔ)教師為研究對(duì)象,以大五人格量表與跨文化適應(yīng)策略量表為問卷調(diào)查工具,結(jié)合半結(jié)構(gòu)式訪談收集數(shù)據(jù),采用SPSS16.0統(tǒng)計(jì)軟件對(duì)問卷數(shù)據(jù)進(jìn)行分析,采用話語(yǔ)分析法處理訪談結(jié)果,以揭示外籍教師人格與跨文化適應(yīng)策略的現(xiàn)狀以及兩者之間的關(guān)系。本研究的主要發(fā)現(xiàn)可概括為以下兩點(diǎn):⑴來華外籍英語(yǔ)教師的跨文化適應(yīng)策略現(xiàn)狀總體表現(xiàn)為:選擇整合策略的教師最多,隔離策略的次之,同化策略的居第三,邊緣化的教師最少。外籍英語(yǔ)教師的人格現(xiàn)狀總體表現(xiàn)為:高外傾性、高宜人性、高責(zé)任心、低神經(jīng)質(zhì)以及高開放性。同時(shí),在跨文化適應(yīng)策略的選... 

【文章來源】：河南工業(yè)大學(xué)河南省

【文章頁(yè)數(shù)】：98 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
ACKNOWLEDGEMENTS
List of Abbreviations
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Purpose and Significance
    1.3 Structure of the Thesis
Chapter Two LITERATURE REVIEW
    2.1 Related Terms
        2.1.1 Acculturation
        2.1.2 Sojourners
    2.2 Related Theories
        2.2.1 Bi-dimensional acculturation model
        2.2.2“Big Five”personality
    2.3 Related Studies
        2.3.1 Acculturation strategy
        2.3.2 Personality
    2.4 Summary
Chapter Three METHODOLOGY
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
    3.4 Data Collection
    3.5 Data Analysis
Chapter Four RESULTS AND DISCUSSION
    4.1 Questionnaire Results
        4.1.1 General situation
        4.1.2 Difference analysis
        4.1.3 Correlation analysis
        4.1.4 Regression analysis
    4.2 Interview Results
        4.2.1 Acculturation strategy
        4.2.2 Relationship between personality and acculturation strategy
    4.3 Discussion
        4.3.1 Discusion of questionnaire results
        4.3.2 Discussion of interview results
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Implications
        5.2.1 International English lecturers
        5.2.2 Trainers of international English lecturers
        5.2.3 Higher education institutions
    5.3 Limitations and Suggestions
REFERENCES
Appendix Ⅰ
Appendix Ⅱ



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