The linguistic and cultural adjustments of international graduate students in Taiwan

• Main Authors: Tzu-Fang Ming, 明資芳
• Other Authors: I-ChungKe
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/57355958474417644118

碩士 === 元智大學 === 應用外語學系 === 100 === With the advancement of technology and global connectivity, cross-border mobility has increased exponentially. In outer and expanding circle countries, English-taught programs are set up to attract elite international students. In order to keep pace with rapid globalization and remain competitive in the world, Taiwan also opens its doors to the international students in recent years. The substantial numbers of incoming international students studying in Taiwan are predominantly from South-eastern Asia. There is urgent need for more understanding of the adaptation of international students in expanding circle countries. The research questions of this study are: Q1: What is the linguistic environment that international students studying in Taiwan are faced with? Q 2: How do they adjust or survive culturally and linguistically in this particular linguistic environment? This study employed a qualitative method to collect and analyze data, including non-participant classroom observations, semi-structure interviews and in-depth interviews conducted from September 2011 to May 2012. There were seven participants (six from South-east Asia and one from India.) involved in this study. This finding provided a total framework of linguistic environment South-eastern Asia and South Asia students involved and their adjustment process to host culture in higher-education learning. The results show that the well-established scholarship system is the main pull factor for international students to choose Taiwan as their host country. The English-taught programs in YZU are another consideration for selecting higher- education learning institutions. In addition, it also provides the interpretations of their linguistic environment on and off campus and adjustments such as difficulties in learning Mandarin, in academic and in building friendship with local students. Implications suggest that school administration should (a) organize the Mandarin club, (b) recruit volunteers to teach international students Mandarin, (c) develop social network between local students and international students, (d) set up a mentor system. It will be beneficial for international students to integrate with host culture while local students can experience different cultures.