Asian Students' Classroom Communication Patterns in U.S. by Jun Liu

By Jun Liu

The prior decade has witnessed a gradual elevate within the numbers of Asian scholars in North American associations of upper studying. whereas their educational good fortune has been widely known, matters approximately their silence in school rooms have additionally been expressed through educators. Following an summary of Asian scholars in North American better schooling, this booklet provides a targeted ethnographic examine of twenty Asian graduate scholars enrolled in a tremendous US collage, exploring and describing Asian student's oral lecture room participation modes throughout a number of factors.Four significant lecture room verbal exchange patterns--total integration, conditional interplay, marginal participation, and silent observation--are pointed out one of the contributors and mentioned throughout sociocultural, affective, cognitive, linguistic, and pedagogical/environmental elements. additionally mentioned are the Asian techniques of face saving, politeness, and social identification in a number of discourse groups in gentle of Asian scholars' perceptions of and modes in school room participation. The booklet concludes with a choice for the advance of cultural transformation competence, which encompasses social identification negotiation abilities, and culture-sensitivity wisdom and conscious reflexivity as well as communicative competence.

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The dimension of uncertainty avoidance refers to the extent to which “the members of a culture feel threatened by uncertain and unknown situations and the extent to which they try to avoid these situations” (Ting-Toomey, 1999, p. 71). , Japan) try to reduce the level of ambiguity and uncertainty in social and organizational life. They value security, avoid risk-taking, resist change, and fear failure. , the United States) people are willing to deal < previous page page_21 next page > < previous page page_22 next page > Page 22 with the stress and anxiety caused by ambiguous and uncertain situations.

In agreement with the earlier study by Constantinople and colleagues (1988), gender was not a significant variable. However, Davis (1992), in her action research in a two-year community college, found that teachers’ authority and gender roles influence classroom interaction. As she states, “By researching their own classroom discourse, students can learn about the authority they must assume to participate in classroom discussion” (p. 113). To record and analyze behaviors of teachers and students as they interact in the classroom, various instruments have been developed.

It is assumed that when people from various cultures communicate, understanding is greatly facilitated when cultural experiences are similar; conversely, cultural differences affect interpersonal interactions in ways that often lead to communication problems (Argyle, 1991). These problem areas can be grouped into six categories: language, nonverbal communication, rules of social behavior, social relationships, motivation, and religious and political beliefs. To deal with these problems, an understanding of the connection between culture and human communicative behaviors is essential.

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