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Berry, J. W. (1997) Immigration, Acculturation, and Adaptation, Applied Psychology: International Review, 46(1), pp.5-68 Berry, J. W., Kim, U., Minde, T. and Mok, D. (1987) Comparative Studies of Acculturative Stress, International Migration Review, 21(3), pp.491-511 Bianco, J. L., Liddicoat, A. and Crozet, C. (eds.) (1999) Striving for the Third Place: Intercultural Competence through Language Education. Melbourne: Language Australia. Biggs, J. (1998) Learning from the Confucian Heritage: So Size Doesn‘t Matter International Educational Research, 29, pp.723-38 Biggs, J. B (1996) Western Misperceptions of the Confucian-Heritage Learning Culture, in D.A. Watkins and J. B. Biggs (eds.) The Chinese Learner: Cultural, Psychological and Contextual Influences, Hong Kong: CERC and ACER, pp.45-67 Biggs, J. (1993) From Theory to Practice: A Cognitive Systems Approach, Higher Education Research and Development, 12, pp.73-86, cited in J. Biggs (1999) Western Misperceptions of the Confucian-Heritage Learning Culture, in D. A. Watkins and J. B. Biggs (eds.) The Chinese Learner: Cultural, Psychological and Contextual Influences, Hong Kong, China: Comparative Education Research Centre, pp.45-67 Biggs, J. (1987) Student Approaches to Learning and Studying, Camberwell, Vic.: Australian Council for Education Research Biggs, J. (1979) Individual Differences in Study Processes and the Quality of Learning Outcomes, Higher Education, 8(4), pp.381-94 Biggs, J. (1976) Dimensions of Study Behaviour: Another Look at ATI, British Journal of Educational Psychology, 46, pp.68-80, cited in N. Entwistle, M. Hanley and D. Hounsell (1979) Identifying Distinctive Approaches to Studying, Higher Education, 8, pp.365-80 Biggs, J., Kember, D. and Leung, D. Y. P. (2001) The Revised Two-Factor Study Process Questionnaire: R-SPQ-AF, British Journal of Educational Psychology, 71, pp.133-149 Bolton, K. (2002) Chinese English: From Canton Jargon to Global English. World Englishes, 21(2), pp.181-99 Bredella, L. (2003) For A Flexible Model of Intercultural Understanding, in G., Alred, M. Byram, and M. Fleming (2003) Intercultural Experience and Education, pp.31-49 Brick, J. (1991) China: A Handbook in Intercultural Communication, Sydney: Macquarie University, cited in G. W. Hu (2002b) Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China, p.100 British Council (2006) PMI 2 Overview, available [on-line] at: http://www.britishcouncil.org/eumd-pmi2-overview.htm [accessed 4th January 2009] 216
Brown, R. (2009) The Operation of the Market in Higher Education: Opportunities and Constraints, Experience and Ideology, presentation to a HEPI seminar, available [on-line] at: http://www.hepi.ac.uk/pubdetail.aspID=262&DOC=seminars [accessed 2 nd February 2009] Brown, R. (2008) Higher Education and the Market, Perspectives: Policy and Practice in Higher Education, 12(3), pp.78-83 Brown, R. (2006) League Tables – Do WE have to Live with them Perspectives: Policy and Practice in Higher Education, 10(2), pp.33-8 Brown, H. D. (1980) The Optimal Distance Model of Second Language Acquisition, TESOL Quarterly, 14(2), pp.157-64 Brown, L. And Holloway, I. (2008) The Adjustment Journey of International Postgraduate Students at An English University: An Ethnographic Study, Journal of Research in International Education, 7, pp.232-49 Burnaby, B. and Sun, Y. (1989) Chinese Teachers‘ Views of Western Language Teaching: Context Informs Paradigms. TESOL Quarterly, 23(2), pp.219-38 Campbell, J. and Li, M. (2008) Asian Students‘ Voices: An Empirical Study of Asian Students‘ Learning Experiences at A New Zealand University, Journal of Studies in International Education, 12, pp.375-96 Caruana, V. and Spurling, N. (2007) The Internationalisation of UK Higher Education: A Review of Selected Material, The Higher Education Academy Report, available [on-line] at: http://www.heacademy.ac.uk/ourwork/learning/international [accessed 4th January 2009] Cassidy, S. (2004) Learning Styles: An Overview of Theories, Models, and Measures, Educational Psychology, 24(4), pp.419-44 CERNET (2006) The Educational Development During the 10 th 5-Year Plan, China Education and Research Networks, available [on-line] at: http://www.edu.cn/20060228/3175654.shtml [accessed 2nd April 2009] Chalmers, D. and Fuller, R. (1996) Teaching for Learning at University Theory and Practice, London: Kogan Page Chan, S. (1999) The Chinese Learner – A Question of Style, Education + Training, 41(6/7), pp.294-304 Chan, Wing-tsit (1963) A Source Book of Chinese Philosophy. Princeton: Princeton University Press, pp.86-7 quoted in Lee, T. H. C., Franke, et al. (2000) Education in Traditional China: A History. pp.10-11 Chan, W. T. trans. (1973) A Source Book in Chinese Philosophy, (4 th edn.), Princeton, NJ: Princeton University Press, p.3, p.24, p.172 Chan, W. T. (1957-8) Transformation of Buddhism in China, Philosophy East and West, 7(3/4), pp.107-16 217
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TRANSFORMATIONS THROUGH LEARNING: T
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ACKNOWLEDGEMENTS I have many people
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ABSTRACT This thesis explores the e
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CONTENTS ACKNOWLEDGEMENTS .........
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Learning and teaching styles ......
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LIST OF TABLES Table 1.1: Layers of
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CHAPTER 1: CONTEXTS OF ORIGIN Intro
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of openness (Deng 1984). China‘s
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p.249). They are restricted by the
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These schools of philosophy pervade
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and Northern Dynasties (386 - 581)
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Benevolence (ren) is the characteri
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Daoism‘s doctrine of non-action (
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Neo-Confucianism Neo-Confucianism w
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Chinese education values / underlin
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imperial civil service examination.
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The Chinese education system As the
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National College Entrance Examinati
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eferred to as a ‗jargon of broken
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Private learning of English has bee
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proficiency by taking the Test of E
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CHAPTER 2: CONTEXTS OF DESTINATION
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The original six civic universities
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University and Liverpool Hope Unive
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People‘s (1949) to policy change
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Massification of higher education T
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Thatcher‘s Conservative governmen
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Internationalisation ‘at home’
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modules at the University of Wales
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prospective students would certainl
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The lower satisfaction of East Asia
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Some international students take up
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challenged linguistically and cultu
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From the perspectives of psychologi
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four-stage acculturation theory, an
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ange of disciplines and areas. The
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settings; when reaching the end of
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(comprehension) in order to grasp e
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overwhelming advantage over any oth
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approach - by Biggs. The strategic
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version of the SBQ inventory - Stud
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The concepts and constructs of appr
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attend not only to his or her own t
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L2 research on transfer in writing
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their native language to assist the
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The next section of this chapter ex
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the teacher‘s role is consistent
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PART II - RESEARCH DESIGN This part
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I started primary school at the age
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after my study. However, in 1998, t
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In my previous studies, I taught th
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- and I use that capability to push
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education from medieval or ‗ancie
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The methodology has built on - grow
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esearch, reliability and validity n
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Its total student population is rel
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contacts. The researcher once taugh
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Data collection phase two Value of
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PART III - INTERPRETATIONS This par
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These particular six student storie
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I think this culture shapes a very
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much in the first year except I mad
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was like a nightmare with fear and
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Figure 5.6: Ridi‘s perception of
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Again I was especially weak in list
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ecause I knew too little English to
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Figure 5.11: Peter‘s perception o
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The academic life here is higher th
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High School. In the second year, I
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CHAPTER 6: COMMUNITIES OF LEARNING
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… Since I was a child, my father
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would love to repay my family by be
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Chris was another participant who h
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having them completed as soon as po
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just have some short conversations
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found in Appendix 9. This finding c
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It was the kind of student-tutor re
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Chinese students are studying in co
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confidence gradually increased with
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in exams, such as grammar practice.
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prior English learning experiences
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een aware of the differences in rel
Page 165 and 166: learning and study skills, research
Page 167 and 168: Writing for academic purposes All p
Page 169 and 170: insufficient subject knowledge. In
Page 171 and 172: Previous studies (Arndt, 1987; Cumm
Page 173 and 174: perceived better practice than that
Page 175 and 176: factors, two other driving elements
Page 177 and 178: I believed that it would be more ch
Page 179 and 180: they spent some time studying in th
Page 181 and 182: get to learn their culture and to l
Page 183 and 184: of consulting with their parents ha
Page 185 and 186: awareness or intercultural understa
Page 187 and 188: I‘m disappointed with things are
Page 189 and 190: the interview that they have develo
Page 191 and 192: CHAPTER 9: CONCLUSIONS AND RECOMMEN
Page 193 and 194: elationship for these students is t
Page 195 and 196: students in this study value learni
Page 197 and 198: students from their home country an
Page 199 and 200: elated to professional practices, c
Page 201 and 202: Academic and pedagogical support Th
Page 203 and 204: their place of origin. They appreci
Page 205 and 206: are felt being genuinely accepted a
Page 207 and 208: support services and departmental a
Page 209 and 210: assistance to facilitate the achiev
Page 211 and 212: Having said all this, academics nee
Page 213 and 214: students‘ voices which are not of
Page 215: Angelova, M. and Riazantseva, A. (1
Page 219 and 220: Coffield et al. (2004) Learning Sty
Page 221 and 222: Jersey: Lawrence Erlbaum, cited in
Page 223 and 224: Guclu, N. (1993) A Study to Identif
Page 225 and 226: T. Duffy (2002) Psychometric Proper
Page 227 and 228: Krapels, A. R. (1990) An Overview o
Page 229 and 230: MacLeod, D. (2005) Colleges to Gain
Page 231 and 232: Ministry of Education of the People
Page 233 and 234: Perl, S. (1979) The Composing Proce
Page 235 and 236: Shi, L. (2006) The Successors to Co
Page 237 and 238: Thomas, G. (2002) Who Should Call t
Page 239 and 240: Ward, C. and Kennedy, A. (1996) Cro
Page 241 and 242: Zamel, V. (1984) In Search of the K
Page 243 and 244: Appendix 2: Consent form Title of r
Page 245 and 246: SECTION 4. CONSENT Is written conse
Page 247 and 248: SECTION 5. RISKS AND ETHICAL PROCUD
Page 249 and 250: Deanery Research Ethics Coordinator
Page 251 and 252: Appendix 5: Instruction on writing
Page 253 and 254: Notes: 1. Prompts for each question
Page 255 and 256: to come back and I regrouped with m
Page 257 and 258: Peter: I came to the UK in Septembe
Page 259 and 260: with them even more. Let me give yo
Page 261 and 262: second, or to say, my third languag
Page 263 and 264: Appendix 8: Student learning journe
Page 265 and 266: way as your first language. In othe
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When I recall my high school years,
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Figure 8.6: Mia‘s perception of h
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Max Max is a 24 years old male Chin
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My father arranged a house for me t
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Figure 8.10: Vincent‘s perception
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Alex‘s graphs of his learning exp
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classmates, I do not know why. Prob
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cultures, economic and legal system
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the fame of Foshan‘s china indust
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Figure 8.17: Kent‘s perception of
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languages. They had been chosen by
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teaching styles were different. In
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I have studied in UK for almost two
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Figure 8.24: Andy‘s perception of
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