本文是英语语言学论文，本研究依据Colleen Ward的ABC模型，从认知、情感、和行为三个层面上评估留学生在中国的文化差异。
Chapter 1: Introduction
1.1 Research Background
Intercultural contact is now increasingly frequent for people from all walks of life, but espe-cially for university students. Between the years 2000 and 2010, the number of students pursuingeducation outside of their native countries jumped 80%, from 1.78 million to 3.18 million (UN-ESCO, 2013; cf. Geeraert & Demoulin, 2013). One country where this is especially true is Chi-na, where the numbers of international students have been growing steadily for the past fewdecades, and where the government has called for even more international student recruitmentgoing ahead (CEAIE, 2014).
1.1.1 Internationalization in Higher Education
In recent decades, institutions of higher education have been becoming increasingly diverseforums for intercultural contact and communication. This development has inspired many uni-versities to adopt internationalization policies; reevaluating their teacher trainings, student andfaculty recruitment strategies, curriculum development, and administrative facilities with the in-tention of creating an environment conducive to intercultural interaction, cooperation, and inte-gration (Altbach & Knight, 2007; Spencer-Oatey, Dauber, and Williams, 2014).
For many universities today (especially in majority English language countries such asthe United Kingdom or the United States), committing to internationalization means addingsome culturally diverse staff and coursework to their degree programs, making efforts to send offtheir own students on study abroad, and recruiting more international students (many of whompay full tuition)(IIE, 2016). In China, universities are motivated to internationalize their pro-grams and to attract international students for an additional reason: the building of the academicreputation of China on a national level (CEAIE, 2014)
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1.2 Theoretical Framework Overview
Among the various models of adaptation in the literature, this study adopts the ABC Model(Figure 1.2a) by Ward, Furnham, & Bochner (2001), one of the most cited models of adaptationto date.
This model differentiates between two distinct types of adaptation, psychological, “feelingsof well-being and satisfaction”, and sociocultural, an “ability to ‘fit in’ and negotiate interactiveaspects of the new culture” (Searle & Ward, 1990). These two aspects of adaptation are related,but scholars have found that they are not always correlated (Demes and Geeraert, 2014; Ward et al. 1998; Searle & Ward, 1990). These two types of adaptation are often interpreted within sepa-rate theoretical constructs; psychological adaptation “can be best understood within the frame-work of a stress and coping model”, operationalized in the model as the “affective” dimension,whereas sociocultural adaptation is best understood within framework of social learning theory,which is under the “behavioral” dimension in the model (Searle & Ward, 1990).
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Chapter 2: Literature Review
2.1 Sojourners
People who temporarily and voluntarily leave their native countries for “new cultureswhere permanent settlement is not the purpose” of their stay, with the intent of eventually return-ing to their home country, are called sojourners (Church, 1982; Berry, 2006; Smith, Bond, andKa t ba , 2006; Furnham, 1987). There is no fixed set of time for a sojourn, but “6 months to5 years are commonly cited parameters” (Ward, Bochner and Furnham, 2006). There are varioustypes of sojourners, one of the most common types today being international students. Duringtheir sojourn, international students invariably come into contact with a whole host of culturaldifferences between the host culture and their own cultural backgrounds. The key to a productiveand profitable sojourn as an international student is the ability to adapt to cultural differences inthe host culture.
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2.2 Adaptati
