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Learning Style Acculturation of West African International Students in China

Author: YangJuan
Tutor: XingJianYu
School: University of Foreign Trade and Economic
Course: Foreign Linguistics and Applied Linguistics
Keywords: acculturation learning style West African culture Chinese culture
CLC: G648.9
Type: Master's thesis
Year: 2006
Downloads: 233
Quote: 2
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Abstract


Recent years the number of West African international students in China has witnessed amarked upturn. Based on the quantitative approach supplemented by qualitative materials,this thesis seeks to portray learning style of this particular group, and their acculturation toChinese style so as to understand how Chinese culture influences their cross-culturaladaptation.After reviewing the relevant literature, the author has proposed four hypotheses on thesignificant acculturation experienced by West African international students in aspects ofcognitive styles, communication styles, relational styles and motivational style. In fieldwork,the author administered a questionnaire survey to 119 subjects, including native West Africanstudents, West African international students and Chinese students. Open-ended interviewswere conducted to international students and Chinese students as well. Through data analysisand discussion, the author obtained the following major findings.West African international students in China display such cognitive style as field-sensitivity,cooperation, “watch and then do” and tolerance for ambiguity. When communicating withothers in the learning process, they are inclined to employ indirect, informal andtopic-associating patterns. In terms of relation style, West African international students preferbeing dependent, participatory and impulsive. During their learning abroad, they exhibitstrong motivational forces both extrinsically and intrinsically.In comparison with Chinese learning style, West African international students are observedto have significant acculturation to field-sensitivity, tolerance for ambiguities, indirectcommunication and dependent learning. Since Chinese students and native West Africanstudents employ the same topic-associating pattern, international students have insignificantacculturation even though they also prefer topic-association. Furthermore, the cooperativemanner exhibited by West African international students has not witnessed significantacculturation, as the traditional Chinese cooperative style has transformed into competitivemanner. Finally, statistics show that West African international students have made nosignificant acculturation in the other dimensions yet owing to cultural differences betweenChina and West African countries.Based on the degree of their learning style acculturation, the author believes the influence ofChinese culture upon West African international students is manifested in three different typesaccordingly: significant, strengthening and insignificant impact. The collectivistic elements of“net” and tolerance for ambiguity have already greatly influenced these students, while theactivity orientation, formality, the time orientation, motivation and discouragement forindividuality have not changed their traditional values. The inherent tradition of groupharmony and social hierarchy of West African students has been strengthened under Chinesecultural impact.

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