1   Introduction 

1.1   Historical  Overview  of  Mainland  Chinese  Students  in  HK’s Universities 
In 1997, Hong Kong returned to the motherland, since then, she has had closer links with the  mainland  in  various  fields,  including  education.  After  gathering  up  and  going  through great  mass  of  news  from  2001  till  2014  posted  on ,  the  author provides a general historical overview of mainland Chinese students in HK’s universities.      In 1998, no more than 580 non-local students, including at most 150 mainland Chinese students, could be admitted to eight universities in HK, which were the University of Hong Kong  (HKU),  Hong  Kong  University  of  Science  and  Technology  (HKUST),  Hong  Kong Polytechnic University (PolyU), the Chinese University of Hong Kong (CUHK), Hong Kong Baptist University (HKBU), City University of Hong Kong (CityU), Lingnan University, and Hong  Kong  Institute  of  Education  (HKIED)  and  which  were  all  financed  by  the  University Grants Commission (UGC). These 150 mainland students, who relied on the nomination and recommendation  of  mainland  universities,  could  have  access  to  more  advanced  educational resources. For example, there were 21 applicants enrolled in CityU through nomination and recommendation of mainland universities in 2000. In order to reduce their economic pressure, the  Hong  Kong  Jockey  Club  that  one  of  the  largest  charitable  organizations  in  HK  set  up  a “Hong  Kong  Jockey  Club  Outstanding  Mainland  Students  Scholarship”  project  in  1998, aiming to fund these mainland students.In 2001, the admission policies were continued to be more flexible. Chinese Ministry of Education  removed  two  restrictions:  the  first  one  was  that  at  most  150  mainland  students could  be  enrolled  in  HK’s  universities  each  year,  the  second  one  was  that  limited  mainland students among those 150 ones could benefit from the “Hong Kong Jockey Club Outstanding Mainland  Students  Scholarship”  project.  Besides,  Chinese  Ministry  of  Education  and  the Government of the Hong Kong Special Administrative Region both permitted these students to  work  and  live  in  HK  after  graduation  if  they  would  like.  In  2002,  the  first  nearly  150 mainland students got their bachelor degrees in HK’s universities, and a survey showed that 19 out of 24 ones graduated from PolyU, 8 of 23 ones graduated from CUHK and at least 3 ones graduated from CityU decided to work and live in HK.   
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1.2   Purpose of the Study
There  are  many  excellent  high  school  graduates,  including  top  scorers  in  the  college entrance examination, choosing to study in HK’s universities and giving up the admission of the mainland famous universities. What are the advantages of the universities in HK attracting more  attention  from  mainland  students  and  their  parents,  for  its  internationalization, developed  economy,  diverse  culture,  university  ranking  in  the  world,  advanced  learning conditions, large amount of scholarship or more job opportunities. What are their motivations and  reasons  to  study  in  HK  leaving  their  loved  homeland  and  sojourning  in  another  alien culture.  Some  students  can  well  adapt  to  the  new  environment,  while,  others  always experience emotional upheavals and psychological confusions. What are the difficulties and barriers  of  their  intercultural  adaptation?  Additionally,  how  does  the  current  academic restructuring  of  HK’s  universities  affect  their  adaptation?  Does  the  current  academic restructuring benefit those students more or bring them much harder intercultural adaptation difficulties? Therefore, the complex experiences of mainland students in HK and the influence of the new academic structure come into being the original rational and fundamental motivation for the author to undertake a study about intercultural adaptation of mainland Chinese students in HK. Finally, the author hopes to find out the efficient ways to improve their adaptation ability through EFL Teaching and Culture Training. 
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2   Literature Review and Theoretical Considerations 

2.1   Relevant Concepts 
Mainland  Chinese  students  in  HK’s  universities  can  be  conceptualized  and  delineated into the following two categories. The first category is domestic student sojourners. “Sojourn”, the root of “Sojourner”, is defined  in  the  dictionary  as  “a  temporary  stay  or  residence  at  a  place  and  offers  various synonyms:  a  delay  or  digression;  to  tarry,  lodge,  rest,  or  quarter”  (Furnham,  1987,  p.42). When we want to describe individuals who sojourn in alien cultural environments, the word “sojourner” is usually used to denote those travelers who move into new cultural contexts for a  limited  period  of  time  which  lasts  six  months  to  five  years,  and  for  some  specific  goals. They are the people who have freedom and the means to travel (Berry, 2006; Furnham, 1987). Large  quantities  of  people  may  be  classified  as  sojourners,  including  international  students who go abroad to study and business people who go abroad to work for a specific period of time,  technical  assistance  workers,  corporate  personnel,  missionaries  and  so  on.  Some domestic sojourners move from one region to another within their own country for a limited period of time to attend school or work. n  this  sense,  domestic  sojourners  can  be  used  to  denote  mainland  Chinese  students  in Hong  Kong,  for  HK  is  just  one  of  the  Special  Administrative  Regions  along  with  Macao attached  to  the  whole  domain  of  China.  They  also  have  the  following  characteristics:  First, they are now studying in Hong Kong for a limited period of time. Thus, this study leaves out those  students  who  get  degree  by  home  teaching  without  having  firsthand  and  continuous communication with that host culture. Second, they go there voluntarily mainly in pursuit of further studies. As such, this study does not take mainland Chinese students who only travel or  visit  relatives  or  friends  temporarily  into  consideration.  Third,  they  are  individuals  with Chinese nationality who have been raised and educated in China since they were born. 
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2.2   Campus Life Adaptation: Features of Higher Education in HK
Hong  Kong  was  under  British  colonial  rule  for  more  than  a  hundred  years,  hence,  its education  was  deeply  affected  by  that  of  the  British.  Meanwhile,  the  traditional  Chinese Confucian  ideology  also  played  its  role  silently  and  continuously  in  it.  Therefore,  the education in HK is neither pure Chinese traditional form nor pure British model. It combines ancient  and  modern  Chinese  and  Western  characteristics  and  comes  into  being  a  fusion  of  Chinese and British educational style (Liu Fangbin, 2008). The following part will discuss the features  of  higher  education  in  HK  from  four  aspects:  management,  curriculum,  overall development  and  faculty  and  staff.  In  addition,  the  process  of  academic  structure  reform  in HK’s universities will also be briefly introduced. From  a  macro-management  perspective,  HK  government  has  mainly  adopted  a democratic way of management, which not only provides positive support but also shows full respect for the autonomy of the eight universities funded by it. Although the government has  taken  a  macro-control  and  guidance  through  the  financial  allocation,  legislation,  or  other regulations, it generally does not give orders directly to the university; not decide personnel appointment  and  dismissal;  not  intervene  the  internal  affairs  of  the  university.  Even  though the  government  has  set  up  the  Education  and  Manpower  Bureau  and  the  relevant  advisory body  the  Education  Commission,  whose  functions  include  the  co-ordination  of  higher education,  it  actually  collects  and  integrates  the  views  for  advising  the  government's education  policy-making.  The  Government  attaches  great  importance  to  the  role  of  an advisory  body  and  actively  adopts  its  advice  because  it  bridges  the  gap  between  society, government and education (Chen Bin, 1997).  
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3   Methodology ...... 23 
3.1   Research Questions ....... 23 
3.2   Subjects .... 23 
3.2.1   Subjects of Questionnaire ......... 23 
3.2.2   Subjects of Interview ......... 25 
3.3   Instruments ...... 25 
3.3.1   Quantitative Research Method: Questionnaire .... 25 
3.3.2   Qualitative Research Method: Interview ....... 26 
3.4   Research Procedure ....... 27 
4   Analysis and Discussions of Findings .......... 29 
4.1   Analysis of Questionnaire .... 29 
4.2   Analysis of Interview .... 36 
4.3   Discussions of Findings ....... 39 
5  Conclusions and Implications ........ 42 
5.1   Conclusions ..... 42 
5.2   Implications for EFL Teaching .... 43 
5.2.1   EFL Class ..... 43 
5.2.2   EFL Textbooks .... 43 
5.3   Implications for Culture Training ....... 43 
5.3.1   Pre-departure Culture Training ........ 43 
5.3.2   Post-arrival Culture Training .... 44 
5.4   Limitations ...... 45 
5.5   Suggestions for Further Studies ......... 45 

4   Analysis and Discussions of Findings 

4.1   Analysis of Questionnaire

Except  5  demographical  questions,  all  the  raw  data  of  the  other  questions  in  the questionnaire are first input into SPSS 16.0, then they are analyzed and discussed, including  Descriptive  Statistics  analysis  and  Independent-Samples  T-test  analysis.  By  the  way  of ranking,  the  results  are  presented  more  intuitive.  Finally,  the  discussions  of  findings  are presented in the end. The first research question is about the motivations and reasons of the mainland Chinese students for pursuing the bachelor degree in the universities in HK. The respondents are asked to  assess  the  degree  of  influence  ranging  from  (1)  “none  of  influence”  to  (5)  “extreme influence”. The results are shown in Table 4.1.    According  to  Table  4.1,  there  are  six  reasons  between  (3)  “general  influence”  and  (4) “great influence”, and six reasons between (2) “l(fā)ittle influence” and (3) “general influence”, and one reason between (1) none of influence and (2) “l(fā)ittle influence”. The ranking of these motivations and reasons are presented in Table 4.2. 

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Conclusions 

After the process of data analysis and discussion, the study presents conclusions of the first three research questions. Firstly, among the original motivations and reasons facilitating mainland  Chinese  students  to  study  in  HK’s  universities,  parents’  expectation  and  others’ advice  give  the  most  weight  to  their  decision  of  studying  in  HK,  in  contrast  with  the motivation  of  personal  dream  of  studying  in  HK’s  university  which  ranks  the  last  but  one. Factors  relating  to  HK’s  higher  education  play  a  relatively  important  role  in  their  decision, such as academic status, university ranking, academic exchange opportunities and scholarship, but  the  advanced  teaching  method  and  curriculum of  HK’s  universities  act  as  a  subordinate motivation. Actually, most of the mainland students’ knowledge about HK’s universities are superficial,  which  generally  originates  from  the  media,  they  are  unaware  of  the  British  educational idea, curriculum characteristics and requirements for English proficiency in HK’s universities.  That  has  stored  up  potential  intercultural  adaptation  problems  for  the  future. Besides, being as a cosmopolitan city, HK’s diverse culture, advanced economy, natural and humane  social  environment  are  also  attractive.  The  university  itself,  as  well  as  the  city  in which it locates, is the key issue of students and parents’ concern involved.  Secondly, mainland students’ primary sociocultural adaptation difficulty is social contact; psychological adaptation difficulties are emotional pain and psychological state; campus life adaptation difficulties mainly lie in instruction languages: English and Cantonese, curriculum and campus culture. Campus life adaptation is more difficult for freshmen and sophomores, because their primary mission still focuses on their curriculum. As time goes on, they start to consider the issues of staying or leaving, finding jobs, settling and so on, then they come into contact  with  HK’s  society  increasingly  and  inevitably.  Hence,  sociocultural  adaptation becomes  the  principal  contradiction  while  campus  life  adaptation  falls  to  the  secondary contradiction.  
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