Titlebook: Chinese Students, Learning Cultures and Overseas Study; Lihong Wang Book 2015 The Editor(s) (if applicable) and The Author(s) 2015 Chinese

现实

Wassim Derguech,Edward Curry,Sami Bhirion and interpretations that contradict prior beliefs (Fiske & Taylor, 1984; Selmer & Lauring, 2009). The subjective nature of perception implies its partiality, insufficiency, or even inaccuracy, especially when a person in a new cultural setting loses familiar cues for interpreting and evaluating.

强化

Umair ul Hassan,Adegboyega Ojo,Edward Currymodified and expanded their belief systems about knowing and learning by assimilating and accommodating the norms and values of the new learning culture as a consequence of their adjustment process analysed in the previous chapter. This chapter concludes with a discussion on the new forms of a cultu

敏捷

Introduction,itish university at the beginning of the 21st century. It depicts their learning trajectory as they adjusted to the teaching and learning culture in their new environment. Starting with the Chinese students’ initial perceptions of British teaching and learning practices compared to their inherited c

abject

cacophony

Initial Perceptions of British Learning Culture,ave been analysed in anthropology and cross-cultural psychology studies through schemata and scripts, cognitive maps, and belief structures (see Chiu, 1972; Fiske & Taylor, 1984; Nisbett & Miyamoto, 2005). As an active sense-making process, human perception is neither neutral nor objective; it is su

evaculate

Adjustment Resources and Initial Acculturative Methods,e concept of a sojourner faithfully conveys the meaning of this Chinese term by implying temporary and voluntary residence, ‘usually related to task-based or instrumental purposes’ (Ting-Toomey & Chung, 2005: 123). Since students volunteer to study abroad and their stay is temporary, they may adjust

atrophy

旧病复发

Conclusions,e learning culture and intercultural adaptation theories. In view of the contemporary discourses in higher education calling for ‘interculturality’ (Dervin & Layne, 2014) and ‘a transnational approach’ (Ryan, 2011c) to teaching and learning in the ‘contact zones’ (Pratt, 1992), this chapter discusse

针叶

咒语

Joey Sing Yee Tan,Amandeep S. Sidhuthey need to make an effort to understand and address the issue. The first step towards this goal is to gain an insight into the cultural or inherited beliefs about learning that Chinese students have and bring to the new context.