Chinesestudents’LanguageandCultureAcquisitionthroughStudyingAbroadAbstract:ThisdissertationisastudyofChinesestudents’languageandculturalacquisitionthroughtheirstudyabroadexperience.ThereareanincreasingnumberofinternationalstudentsenrollinginforeignCountryschoolsfromprimaryschooltouniversity.Prestige,bettereducation,andfutureemploymentopportunitiesaretheprimaryreasonswhymanyChinesestudentschosetostudyinanothercountryespeciallyindevelopedcountrysuchasAmerica.Manyofthemreturntotheirhomecountryaftertheirexperienceofoverseastudyanditbenefitsthemalot.Studyingabroadisapriorityinmanytechnicalfields,Theytendtobelawyers,doctors,translators,engineersandsoon.However,withthedevelopmentofTheTimes,people'spursuitismorethanagoodjob.People'soverseasstudyexperiencecannotonlyacquireknowledge,butalsoenhancetheculturalidentityofpeoplefromdifferentcountries.WhatIwanttostudyisthelanguageandcultureacquisitioninpeople'soverseasstudyexperience.Itisnotjustastudyofthepast,butapreparationforthefuture.Fortherewillonlybemoreandmoreinternationalstudents,Itisnecessarytostudythesubject.Keywords:cultureandlanguage,Chinesestudent,acquisition，America,priority,摘要隨著時(shí)代的發(fā)展人們?cè)絹?lái)越多的選擇出國(guó)留學(xué)來(lái)尋求更好的機(jī)會(huì)和知識(shí)，在全世界關(guān)于留學(xué)生人數(shù)的調(diào)查中顯示中國(guó)是世界上出國(guó)留學(xué)人數(shù)最多的國(guó)家，而美國(guó)是全世界留學(xué)生最向往的國(guó)家。在以前，人們出國(guó)留學(xué)都很愿意畢業(yè)之后直接留在國(guó)外工作生活建立自己的新生活，但是現(xiàn)在隨著中國(guó)的發(fā)展也越來(lái)越迅速，提供了越來(lái)越多的機(jī)會(huì)，所以很多留學(xué)生愿意在國(guó)外畢業(yè)后回到家鄉(xiāng)。在很多技術(shù)含量高的行業(yè)，國(guó)外留學(xué)經(jīng)歷是很重要的，也給他們帶來(lái)了很多優(yōu)先權(quán)。但是隨著進(jìn)一步的發(fā)展，人們出國(guó)留學(xué)不單單只是為了一份好工作這么簡(jiǎn)單了。這個(gè)世界的聯(lián)系越來(lái)越深，國(guó)家與國(guó)家之間不再只是冷冰冰的利益往來(lái)關(guān)系，人們更注重文化方面的聯(lián)系。而正是因?yàn)槊總€(gè)國(guó)家都有自己不同的文化人士，還有語(yǔ)言的不通更加加大了文化認(rèn)同的難度。而留學(xué)生們正是最先一批去感受這些差異，然后用自己的方法磨合的人。研究留學(xué)生的留學(xué)經(jīng)歷中的語(yǔ)言文化習(xí)得，對(duì)理解其他國(guó)家文化非常重要。關(guān)鍵詞中國(guó)的學(xué)生，語(yǔ)言文化，習(xí)得，美國(guó)，優(yōu)先權(quán)CONTENTSAbstractChapter1.Introduction1.1.Statementoftheproblem1.2.Purposeofthestudy1.3.SignificanceofthestudyChapter2.Researchondifferentaspects2.1.Researchonlanguagelearning2.2.Researchonlanguagelearninginstudyabroad2.3.ResearchonculturallearninginstudyabroadChapter3.MethodologyandResearchDesign3.1.Casestudymethodology3.1.1.Unitofanalysis3.2.Limitationsofcasestudy3.3.ResearchDesign3.4PositionalityChapter4.Problemsandhindersduringtheperiodofstudyabroad4.1.Theimpactofcultureonstudyandlife4.2.Theimpactoflanguageonstudyandlife4.3.AdvisesforstudentsChapter5.SummaryandConclusions5.1.ReasonsforInternationalStudentstoStudyAbroad5.2.ImportanceofStudyingIndividualDifferences5.3.ConclusionandsummaryAcknowledgementIntroduction Globalization,economicdevelopmentandtheconvenienceoftransportationhaveledtomoreandmorestudyabroadprogramsformillionsofstudentsfromallovertheworld.Aroundtheglobe,Chinaisthetopsendingplaceoforiginofinternationalstudents.AtthemeanwhiletheUnitedStatesisthemostimportantplaceforinternationalstudentstopursuehighereducation;2005markedthesixthconsecutiveyearthattheU.S.hostedmorethanhalfamillionforeignstudents(OpenDoors,2005).Accordingtothecurrentdevelopmentsituation,thenumberofinternationalstudentswillonlyincrease.However,theincreasingnumberofinternationalstudentswhowishtostudyabroaddoesnotmeanthattheyarenolongerfacedwiththeproblemofadaptingtoaneweducationalenvironment.AlltheInternationalgraduatestudentswillhavedifficultiestoadjustingtothecultureofthecountrywheretheystudiedin.Theseyoungstudentsmayfeelparticularlydifficulttoreceiveeducationinanewandtotallydifferentenvironment.However,thereisamoreimportantproblemsthanlearning,anditisthefirstthingthatneedstobefacedistheproblemoflife.Onlywhenyoufirstintegrateintolifecanyouconsidertheproblemoflearning.Internationalstudentshavemoredifficultiesnotonlyinstudybutalsointheirlifebecauseofdifferencesincultural,social,differentlanguageandeducationalbackgrounds.Becauseinternationalstudentscomefromdifferentcountriesandbelongtodifferentcultures,thereareplacestoadapttoeveryaspectoflife.Forexample,eachcountryhasadifferentunderstandingofreligionandgender.Ifyouarenotcareful,itwillcauseconflicts. Amongallcountries,Chinaisspecial.BecausestudentstendtostudyinsomedevelopedEuropeanandAmericancountries,UnlikesomecountrieswhereEnglishisthefirstlanguage,thefirstproblemfacingChinesestudentsislanguageproblems,followedbyculturalissues.BecauseChinaisneitheranativeEnglishcountrynoraculture,itisuniqueandverydifferentfromallothercountries.Therefore,thisstudyfocusedonaparticulargroupofChineseinternationalstudents,andwasspecificallyconcernedwiththelanguageandcultureacquisitionaspects.Throughthisstudy,theresearcherexploredthelanguageandculturelearningexperiencesofChineseinternationalstudentspursuingtheirgraduatestudiesatUniversitiesinaforeigncountry.Thestudyidentifiedthelanguageandculturelearningproblemsandwhatthesestudentsexperienced,thestrategiestheyusedtoovercometheiradaptionproblems,thesuggestionstheyhadforthe,futureChineseinternationalstudentstofacilitatetheirlearningprocess.1.1statementoftheproblemAlthoughtheexistingscholarshiphascreatedadeepknowledgebaseinforeignlearningfieldsoflanguageandculturelearning,somelimitationsshouldbetakenintoaccountinfuturestudies.Targetlanguageandaudience:MoststudiesattempttoexamineEnglish-speakingstudentsinotherlanguages,suchasSpanish,Italian,andGerman.(i.e.,Dolby,2005;Milstein,2005;Teichler&Steube,1991).Comparativelylessattentionispaidininternationalstudents’learningabroadexperienceinEnglish-speakingcountries.Inotherwords,alargeamountofliteratureattemptstounderstandtheexperienceofstudyinginAmericanorEnglish-speakingstudentsbutthereislittleresearchondifferentstudentbodies.Researchmethods:Mostresearchisstillbasedonquantitativemethods,includingmanyinfluentialstudiesinthisarea.Admittedly,increasingnumberofqualitativestudieshasconductedinthisfield.Forexample,RyanandLafford(1992)comparedtheacquisitionorderofSpanishcopulas(serandestar)inthestudyabroadenvironmentandthelanguageclassroomenvironment,andtheresultsshowedthatstudyingabroadcanmakestudentsunconsciouslyandnaturallyabsorbResearchfocus：Thisstudyistoexaminetheeffectivenessofprograms,languageandcultureacquisition.Inthecontextofforeignresearch,thereisresearchonsocialinteractionandlearning.AndalotofdiscussionabouthowstudentsdealwiththeseinteractionsItaffectstheirstudy.Inotherwords,studentsareplacedatthecenterofresearchtoseehowlanguageandculturallearningtakeplace,andthereissubstantialresearchthatexaminesbothlanguageandcultureasacombined,comprehensiveexperiencefromthestudents’stance.Languageandculturelearningoftenoccurssimultaneouslyandspontaneously,Howlearnersdeveloptheirlearninginthesetwoareasandhowtheycoordinatetheirmultiplelearningisawealthofknowledgetobediscovered.Theseknowledgegapsarethekeypointofthispaper.1.2Purposeofthestudy ThepurposeofthisstudywastoinvestigatetheChineseinternationalstudents'languageandcultureacquisitionthroughtheirstudyabroadexperiences.Theresultsofthisstudycanhelpfuturestudentslearnfromtheexperienceofthepastinordertomorequicklyintotheforeignlifeandlearningenvironment.AndIaimtoexpandourcurrentknowledgeofhowtheseinternationalstudentsmediatetheirlearningthroughavarietyofresourcesandtoenhanceourunderstandingofthevariousofsocioculturalinfluences.ThroughresearchonChineseinternationalstudents’relatedexperience,wecandrawcountermeasurestounveilthemysteryofstudyingabroadandtofindtheproblemswhichChineseinternationalstudentsmaybefacewith.AndStudentswhoaregoingtostudyabroadcanhaveabetterunderstandingoftheproblemstheywillencounterinthefuture,sothattheycanadapttotheforeignlifemorequickly.1.2Significanceofthestudy Theimportanceofthisresearchisinmainlythreeaspects,Firstofall,whatdistinguishesitfromotherstudiesisthatImainlystudytheEnglishacquisitionofChineseoverseasstudentsintheUnitedStatesorotherEnglish-speakingcountries.Internationalstudentsarelivinginaforeigncountry,thelanguageisnotonlyatoolforthemtounderstandtheclassroomcontent,butalsonecessaryforthemtointegrateintothestrangeenvironment.Secondly,howdoChinesestudentswhogrowupinChina'sspecialculturalbackgroundgraduallyadapttoforeigncultures.Whatneedstobestudiedistheprocess,methodsandstrategiesofthenaturallanguageandcultureacquisitionofChinesestudentsstudyingabroad.Lastbutnotleast,Finally,languageandcultureinterpenetrateandinfluenceeachother.Ontheonehandwhenyoulearnalanguage,youmustunderstanditsculturalmeaning,ontheotherhandculturaldifferencesalsoaffectthedevelopmentoflanguage.Chapter2.Researchondifferentaspects Thischapterhastwomainparts.Thefirstpartreviewstheextensiveliteratureonstudyabroadasalearningcontextinrelationtolanguagelearningandculturallearning.Itbeginswithexistingresearchinthesetwoareas,highlightingsomeestablishedfindingsandunresolvedissues.Thenwediscussthenewfocusoftheresearchfieldonlearnervariables.Thesecondsectiondescribesthetheoreticalframeworkadoptedinthisresearch.Ichosesocioculturaltheorybecauseitclarifieswhysocioculturalperspectivesprovideanoptimaltheoreticalframeworkforcurrentresearch. First,Iwillconcentrateonlearningasecondlanguage;ThenIwilldiscusstheshiftinresearchfocusoverthepastfewdecadesandtheimpactofstudyingabroadonlanguagelearning.Third,Iwillinvestigatedifferentmodelstostudyabroadandculturalawareness.,andIwilldiscussstudents’culturalgrowthinstudyabroadcontexts.Finally,Iwillexplorelearner-centeredliteraryworks,focusingonthedifferencesoflearnersintheenvironmentofstudyingabroad.Thissectionwillsummarizewhatisneededtoexpandcurrentknowledgeandlearnfromabroad.2.1ResearchonlanguagelearningHowislanguagelearned?Islanguagelearningacognitiveorsocialprocess?Theseissueshavebeendiscussedanddebatedforthepastseveraldecades;Themainargumentfocusesonthecognitive-to-social-culturalnatureoflanguagelearninganduse.Thistraditionaldichotomyisreplacedbytwomainresearchmethods.:someresearchersinvestigatinglinguistic-cognitiveissueswithquantitativeresearchmethodsandsomeothersexaminingthesocialcontextofactivitywithqualitativeresearchmethods(Hulstijnetal.,2014).While“manyresearchersinL2learningandteachingareprobablyconvincedthatawidegapbetweentwocampsisunavoidable”(Hulstijnetal.,2014,p.5),agroupofwell-knownresearcherscalledforfurtherdiscussioninmeetingsandjournalsontheexistenceofcognitive-socialandculturaldifferences. InarecentpublicationresearchIfoundthatCognitiveandsocialapproachestoresearchinsecondlanguagelearningandteaching(Hulstijnetal.,2014),OutstandingSLAresearchersfromaroundtheworldworktogethertodiscussthesepressingissueswiththeireffortsandexpertise:Whatistheroleofcognitivemethodsandsocialmethodsinsecondlanguagelearningresearch?Whatareresearchers’stancesinchoosingmethodologytoconductSLAresearch?WhileEllis(Hulstijnetal.,2014,pp.42-48)seeslanguagelearninganduseatoncecognitiveandsocial,Hebelievesthatthemultiplesocialandcognitivedimensionsoflanguagelearninganduserequiredifferentapproaches.Lantolfassertstheimportanceof“recognizingthatthedialecticbetweensocialactivityandmentalactivityismediatedbylanguageandculturalartifacts”(p.49).Inotherwords,socioculturaltheoryprovidesaholisticviewtoseetheinteractionbetweencognition,theinfluenceofsocialculturepromoteslearninganddevelopmentthroughcollaboration. 2.2.Researchonlanguagelearninginstudyabroad Inthepastthreedecades,theresearchfocusonstudyingabroadandlanguagelearninghasevolved.Manystudiessupportedthelong-standingassumptionthatStudyingabroadistheidealenvironmentforlanguagelearning.In1965,Carroll(1967)Conductedforeignlanguageproficiencytestfor2,782seniorstudentsin203collegesanduniversities,majoringinAmerica,German,Italian,RussianorSpanish,Inordertounderstandtheforeignlanguagelevelofthestudentswhentheygraduatefromcollege.Thisfamousstudyfoundapowerfulforceforstudyingabroadandsuggestedthatthetimeofgoingabroadisthemainpredictorofforeignlanguageproficiency. InastudyconductedbyTanaka(2002)withgraduateinternationalstudentsfromChina,itwasfoundthatthepreviousEnglishlanguagelearningbackgroundofthestudentsdidnothelptheminprocessingthedemandsofacademicprograms.PastresearchfoundthatoneofthemostimportantconcernsindicatedbythestudentswastheirlackofmasteryofEnglishlanguageskills.Xu(1991)Conductedasurveyof450internationalgraduatestudentsfromthreemajoruniversitiesinnorthernNewYork,StudentsbelievethatEnglishproficiencyisthemostimportantpredictoroftheirlearningdifficulties.Therefore,languagewillbringgreatchallengesintheadaptationprocessofinternationalstudents. 2.3.ResearchonculturallearninginstudyabroadForeignstudiesonstudentcultureareveryextensive.Amongthem,environmentalfactorsarethemainfactorsaffectingthedevelopmentofstudents'cross-culturalsensitivity.Recentresearchhasalsoattemptedtounderstandtheconsistencyanddiversityofexistingperceptionsandpost-travelunderstandingsofothercountriesaftertheiroverseasstudyexperience.YounesandAsay(2003)adoptedaqualitativecasestudytoevaluatetheimpactofinternationalstudyexperiencesoncollegestudents.TheauthorstudiedthreeinternationaltripsfromanAmericanuniversitytoadifferentEuropeancountry.Theresultsofthestudyshowthatinternationalstudytourshaveastronginfluenceonparticipantsthroughconsciousandunconsciousintentionalorunintentionallearning.ItisalsointerestingtoknowhowstudentscanstudyabroadindifferentculturalcontextssuchasChinaandAfrica.Infact,thisisoneoftheknowledgegapsexistinginforeignresearchliterature.ThereislessfocusonstudyingabroadinAsiancountriesorAsianstudents.Theresultsofthestudyshowthatstudyingabroadhelpstoimprovestudents'overallawarenessofglobalconnectionsandprovidesopportunitiesforreflectivelearning.whenstudentsdistancethemselvesfromtheirhomecountryanddevelopcriticallenstoreviewtheirownculture(Bergetal.,2009;Carlsonet.al,1991;Haddis,2005;Yang,2012).Chapter3.MethodologyandResearchDesignThefirstpartofthischapterdescribestheresearchmethodsofthispaper.Specifically,Iwilldiscusswhychoosingacasestudyandhowthecasestudymethodisessentialtogaininsightintotheundergraduateexperienceofinternationalstudents.3.1.Casestudymethodology Casestudyiswidelyadoptedineducationstudy,butthereisnooneofthemfixedthedefinitionofcasestudy(Bassey,1999).Creswell(1994)echoesthatcasestudyisasingleinstanceofaboundedsystem,suchasachild,aclass,aschool,acommunityorsomeotheralikeboundedunits.Yin(2013)holdsapointofviewthat“acasestudyinvestigatesacontemporaryphenomenon(the“case”)initsreal-worldcontext,especiallywhentheboundariesbetweenphenomenonandcontextmaynotbeclearlydemonstrated”(p.2).Yinfurtherexplainedthatcasestudiesrelyonmultiplesourcesofevidence.Inotherwords,Yinthinksthisisaspecificcontext,notagroupboundary,thathelpsusunderstandaproblem.Stark,anotherimportantcasestudymethodologist,alsounderscorestheimportanceofexaminingcontextsinconductingcasestudyresearchbutheseescasestudywithintheinterpretiveparadigm(Bassey,1999).InStake’s(1995)definition,casestudyisthestudyoftheparticularityandcomplexityofasinglecasewithinimportantcircumstances.Althoughthedefinitionsaredifferent,thevalueofcasestudiesisthatitfocusesonunderstandingcontext,richdescriptions,andtheirusefulnessinexploringthecomplexityoftheproblem.3.1.1.UnitofanalysisTheessenceofcasestudyiscaseitself.“Casesareunitsofanalysis”(Cohenetal.,2011,p.447).Theanalysisunitcanbeanindividual,agroup,acommunity,aproject,Organization,culture,regionornationstate.Theanalysisunitsetsthecontextinwhichtheresearchersdiscoveranddiscussin-depthdetails.Manyempiricalstudiesusecasestudiesofdifferentanalyticalunitsforresearchpurposes.Usingtheprogramasananalysisunitcanhelpauthorsidentifysomecommonsharingissues.Medina-Lopez-Portillo(2004)studiedtherelevancebetweenprogramdurationandthedevelopmentofinterculturalsensitivity,byanalyzingparticipantsfromthesameuniversityjoiningtwodifferentprogramsbasedonlanguagewithdifferinglengths:aseven-weeksummerprograminTaxco,Mexicoanda16-weeksemesterprograminMexicoCity.ThroughtheseexampleswecanseethattheanalysisunitIsauniquefeaturethatinspiresresearchershowtocopewithstudyingabroad.Accumulateexperiencefromdifferentanglestoachievethedesiredresults.Myresearchfocusistoexplorewhatinfluenceslearning.3.2.LimitationsofcasestudyAcommoncriticismofcasestudiesistheiruniversalityandapplicability.BecauseCasestudiesfocusoneventsandcases,notonsamplesandpopulations,andsomemaythinkthatasinglecasedoesnotconstitutearule.Manyscholarshaverespondedtothiscommentcallingitamisunderstandingoramisguidednotion(Flyvbjerb,2006).Tobeginwith,Byrne(2009)notes,Bournenotonlydistinguishesbetweensgeneralizinganduniversalization,butalsoremindsusthatresearchersandreadersbelievethatthedisciplinarynatureofsocialsciencemakesitdifficulttoestablishuniversallaws.Furthermore,otherresearchersarguedthatwhetherasinglecasecangeneralizeornotdependsonthecaseandhowitischosen(Ragin&Becker,1992).Theydefendthatgeneralizabilityofcasestudiescanbeincreasedbythestrategicselectionofcases.Inbrief,casestudiesallowreaderstounderstandthesituationormultiplesourcesofproblemsthroughcontext,tounderstandtherealpeopleinrealsituations,andtounderstandhowideasandabstractprinciplescanbecombined.Becauseofitsfocusoncomplexcontextualinformation,casestudydoesnotseekfrequenciesbutsignificance(Cohan,Manion&Morrison,2011).3.3.ResearchDesignThisresearchismainlylocatedintheUnitedStates,becausetheUnitedStatesisaworldleaderinallaspects,whichnaturallyattractsalotofoverseasstudents.Ofcourse,itisalsobecauseofhismanyfamousuniversitiesintheworld.Therearealsosomereasons,ofcourse,becausetheUnitedStatesisoneofthecountrieswiththelargestnumberofChinesestudents.TheUnitedStateshasalwaysbeenthecenterofinternationalstudentsfromaroundtheworld.Withincreasingattentiontoglobalization,transnationaleducationhasbecomeacommontrendandhasledtothegrowthofinternationalstudents.ThenumberofinternationalstudentsstudyandliveintheUnitedStateshasincreasedfrom34,232in1954-1955to586,323,inthe2002-2003(OpenDoors,2004).AlthoughinternationalstudentsareagrowingproportionofstudentsoncampusintheUnitedStates,theyhavealwaysremainedoneofthemostquiet,Lowserviceleveled,andinvisiblegroupsontheAmericancampus(Mori,2000)andverylittleisknownabouthowtheylearnorwhatcontributestotheirlearningandadaptionprocedure.IncreasingnumberofinternationalstudentsintheUnitedStatesandthepredictionofthisnumbertoriseto8millionbytheyear2025(Altbach&Bassett,2004)ForuniversitiesandcollegesintheUnitedStates,understandingthisincreasinggroupsisimportanttotheirsuccessfullanguageandculturelearningexperiences.3.4PositionalityIamanativeChineseandIamaEnglishmajorinaChineseuniversity.Therefore,IhavemanyclassmatesorfriendswhohavestudiedabroadOrsomefriendsarestudyingabroadnow.Wheneverafriendcomesbackfromabroad,Iwillrushtoaskwhattheyhavelearnedabroad,andwillsecretlyobservehowthepeoplewhohavestudiedabroadaredifferentfromthoseofuswhohavebeenstudyinginChina.However,myobservationshavenotproducedmuchresults,thedifferenceissmallanditisdifficulttofindatordinarytimes.ButwheneveryouneedtouseEnglishinpeacetime,thedifferenceisreflected.Peoplewhohavestudiedabroadcanoftenrespondveryeasily,butwecan’tsayanythingwithoutasimpledialogue.IfinallycameupwithmyownpersonalconclusionthattheEnglishacquisitionprocessismorerelaxedandeasy.Nolongerwillbestuckwithsomedetails,butmoreconcernedwiththecommunicationbetweenpeople.Asfarascultureisconcerned,aslongasyouliveinthatculturalenvironmentforawhile,youcannaturallyintegrateit.WemaybeabletounderstandaculturethroughsomemediasuchastheInternet,books,andthelike.Butifyoureallycanunderstandtheculturefromyourinnerheart,youmustdoitinthelifeofthatculturalenvironment.Thusfrommypointofviewtherearedifferencesexistbetweenlanguageandculturelearningandacquisition.Chapter4.ProblemsandhindersduringtheperiodofstudyabroadDillonandSwann(1997)conductedin-depthinterviewswithsixinternationalstudentsfromThailand,Indonesia,andMalaysiaetcenrolledatamedium-sizedmid-westernuniversityandfoundthatoneofthemostimportantconcernsindicatedbythestudentswastheirlackofmasteryofEnglishlanguageskills.InaresearchconductedbyXu(1991)with450internationalgraduatestudentsfromthreelargeuniversitiesinNewYork,studentsconsideredtheproficiencywithEnglishasthemostsignificantpredictoroftheirlearningdifficulty.Sowecandrawaconclusionthatlanguageisoneofthebiggestchallengesintheprocessofstudyingabroad,anditisalsotheprimarykeyforinternationalstudentstoadapttothestudyandlifeabroad.Differentculturalbackgroundsandsocialexpectationshaveagreatimpactontheacademicadjustmentofinternationalstudents.Internationalstudentswhocomefromverydifferentculturalandnationalbackgroundsarelikelytohavemoredifficultiesadjustingwhencomparedtointernationalstudentswhocomefromculturalandnationalbackgroundsthataresimilartothehostcountry(Church,1982).Forexample,SingaporeaninternationalstudentsadapttoAmericanstudylifefasterthanChineseinternationalstudents.ChinesestudentsareabletoadapttoJapanesestudylifebetterthanFrenchstudents.4.1.TheimpactofcultureonstudyandlifeItisgenerallybelievedthatforeignstudentshavebeenwelleducatedandstudiedinforeignlanguagesbeforegoingabroad.Aftergoingabroad,theyspeakEnglisheveryday,andtheyarealsoexposedtoforeignersandforeigncultures.Theyshouldbeabletoadapttoforeignlifeinashorttime.Butrealityisnotthecase,Acountry,thecultureofthenationhasaveryfar-reachingandlastingimpactoneveryone,anditcontinuesforgenerations.Whenweliveinourcountry,itisgenerallydifficulttoexperience.Onlywhenwehaveacountrywithadifferentculturalbackgroundcanwetrulyfeelthepowerofourculture.Whenapersonisinanotherculture,theimpactofdifferentcultureswillcausehimastrongsenseofdiscomfort,andevenpsychologicaldepressionandphysicaldiscomfort.Thiscognitive,emotional,andbehaviorallyuncoordinatedpsychologicalbehavioralexperienceisdefinedasaculturalshock.Culturalshockisaspecificstage,andpeople'sadjustmenttointerpersonalrelationshipsandadaptationtolifewilldisappear.However,culturalshockisapainfulprocess,anditsinfluenceisenoughtochangeaperson'scognitivestructureandpsychologicalcharacteristics.Manyinternationalstudentsfeelthatitismoredifficulttolearnfromforeignlanguagesthantolearnfromforeignlanguages.Inthebeginningoflife,therewillbemanytroublescausedbyculturalshocks.Forexample,goingtoafastfoodrestauranttoorderfoodwillcauseembarrassment.Nottomentionthatintermsoflearning,culturaldifferenceswillcausemoreproblems.Forexample,someid