[pt] Esta pesquisa, de abordagem quanti-qualitativa, visa compreender efeitos da inserção de estudantes estrangeiros no sistema educacional brasileiro considerando resultados educacionais e interação escolar desses estudantes e suas famílias com agentes escolares, tendo os elementos território e fronteira como a base da discussão. No estudo quantitativo, foram descritos os efeitos nacionalidade e fronteira sobre os resultados da Prova Brasil de municípios e escolas brasileiras nas edições de 2011, 2013 e 2015. A partir das análises de correlações e regressões múltiplas realizadas, foi evidenciada a associação entre as taxas relativas de matrículas com nacionalidade estrangeira por município e escola brasileira e as suas respectivas proficiências e o efeito negativo que a variável geográfica cidades-gêmeas atribuiu às proficiências registradas. Esses achados nortearam o segundo estudo da pesquisa, com o intuito de verificar efeitos da inserção de estudantes estrangeiros em uma perspectiva qualitativa de pesquisa, diretamente na escola. Foram realizadas observações e entrevistas com agentes de duas escolas com altas taxas relativas de matrículas com nacionalidade estrangeira na cidade-gêmea de Corumbá-MS. Sob a perspectiva de estabelecidos e outsiders de Norbert Elias e John Scotson (2000), evidenciou-se que as territorialidades de fronteiriços brasileiros e estrangeiros em cidade-gêmea ditam as negociações sobre as nacionalidades documentais, identidades étnicas e direitos sobre o espaço fronteiriço e que acabam adentrando às escolas por meio das opiniões de brasileiros estabelecidos sobre estudantes estrangeiros e as suas famílias outsiders. / [en] This quantitative-qualitative research targets at understanding the insertion of foreign students in the Brazilian educational system and its effects, considering educational results and school interaction of these students and their families with school agents, the territory and borderland elements as the basis of the discussion. In the quantitative study, the nationality and borderland effects were described on the results of Prova Brasil regarding Brazilian schools and counties in its 2011, 2013 and 2015 editions. The analysis of multiple correlations and regressions evidenced the association between the relative rates of enrollments by foreign nationality students in the counties, the Brazilian school, their respective proficiencies and the negative effect that the geographical variable twin-cities attributed to the registered proficiencies. These findings directed the research s second study, in order to verify the effects of the foreign students insertion in a qualitative perspective of research, directly in the school. Observations and interviews were conducted with agents from two schools with high relative foreign nationality enrollment rates in the twin-city of Corumbá-MS. From the perspective established Brazilians and foreigner outsiders from Norbert Elias and John Scotson (2000), it became evident that the territorialities of frontier Brazilians and foreigners in the twin-city dictate negotiations about documental nationalities, ethnical identities and rights over the borderland space. This ends up entering the schools through the opinions of established Brazilians about foreign students and their outsider families.

Dissertation submitted in fulfillment of the requirement for the Masters Degree of Technology: Public Relations Management, Durban University of Technology, 2011. / Globalization is impacting on education worldwide. As a result, the University of KwaZulu- Natal (UKZN), like other universities worldwide, have identified an opportunity to increase their profit margins by expanding their marketing initiatives internationally in order to recruit foreign students. The purpose of conducting this study was to investigate the sustainability of UKZN’s Student Exchange Programme in an increasingly competitive industry. The rationale behind the research is that communication challenges between UKZN, International Partner Universities and students, are threatening the overall success of the student exchange programme, with partners threatening to reduce their student exchange numbers. This rationale was tested via primary research in the form of a questionnaire distributed to international partner universities, who then randomly selected a target sample from students who had recently returned from a UKZN student exchange. Interviews were also conducted with a smaller sample and secondary research, in the form of a literature review of previous research findings and theoretical perspectives, was conducted. The sample comprised of ninety nine international students from first-world countries, who participated in a student exchange to UKZN. Respondent profiles included both male and female second-year tertiary respondents, from the European Union (EU) and the United States of America (USA). The major findings of the investigation revealed that the majority of respondents agreed that communication challenges at UKZN posed a credible threat to the future success of the exchange programme. UKZN should, therefore, focus on implementing long and short-term communication’s strategies. The research also found that, by addressing international concerns through the training and development of student exchange officers, will help equip officers to deal with a continually changing international relations’ climate.

Thesis (MA) -- Stellenbosch University, 1980. / No Abtsract Available

published_or_final_version / Language Studies / Master / Master of Arts

The purpose of this study was to investigate the relationship of word processor use by foreign college writers and their attitudes toward writing, writing revision practices, writing quality, attitudes toward the use of computers, and time spent on computers. The results indicate that students' attitudes toward writing and their perceptions of computer usefulness significantly affected their writing quality. Students with more positive attitudes toward writing and the usefulness of computers tended to produce better quality writing. In addition, the findings indicate that students' writing revision practices significantly affected their attitudes toward writing. Students who revised their writing more frequently tended to have better attitudes toward writing than those who did not. In contrast, students' levels of computer anxiety, computer confidence, computer liking and their writing revision practices did not significantly affect the quality of their writing. Furthermore, the amount of time that students spent on computers did not significantly affect their attitudes toward using computers in writing.

La thèse s’inscrit dans les recherches sur les mobilités et migrations académiques et en sociolinguistique de la migration des contacts de langues. Elle porte sur des expériences migratoires d’étudiants algériens en France. Cette recherche vise à retracer, décrire et comprendre les parcours migratoires du groupe enquêté. Exploratoire et descriptive, notre étude, micro-sociolinguistique et empirico-inductive, emprunte une approche qualitative adoptant l’entretien semi-directif à mi chemin entre le récit de vie et l’entretien compréhensif comme outil de recueil de données. Notre objectif est de déterminer l’impact de ces histoires migratoires sur les représentations sociales, sociolinguistiques, de soi et les constructions identitaires de ces étudiants. Nos conclusions ne prétendent pas d’épuiser la totalité de notre objet à savoir la migration pour études des étudiants algériens. Cependant, cette recherche rend compte des aspects caractérisant la mobilité internationale d’étudiants étrangers, en l’occurrence algériens en définissant les contours de leur séjour en France. Nous présentons certaines de nos conclusions : l’analyse thématique des données déclaratives recueillies indique que les étudiants algériens ont des parcours, à la fois, identiques et différents de ceux des autres étudiants étrangers. Identique, parce qu’ils partagent les mêmes objectifs et attentes de cette mobilité internationale, à savoir l’obtention d’un diplôme universitaire. Différents, car leur statut juridique en France est spécifique (nombre d’heures de travail limité, procédures administratives contraignantes) ; ce qui ne leur facilite pas la réalisation de leurs projets d’études. Aussi, parce qu’ils ne bénéficient d’aucun suivi de leur pays d’origine. Cette situation particulière, qualifiée de difficile par les témoins, a fait évoluer leurs représentations relatives à la France et aux Français. Arrivés en France avec une image idyllique et très positive, ils déclarent avoir, aujourd’hui, des images très négatives / This thesis forms part of the overall study of university mobility and migration, and of the sociolinguistics of the migration of language contact. It looks at the migrant experiences of Algerian students in France, and aims to retrace, describe and understand their migrant experiences. The thesis is exploratory and descriptive, microlinguistic and empirical-inductive, and uses a qualitative approach adopting a semi-directive interview situated some way between the personal history and the comprehensive interview. Our aim is to determine the impact of these migrant stories on social and sociolinguistic representations of self and on these students’ constructions of identity. Our conclusions do not seek to exhaust the study Algerian students’ academic migration. However, this study accounts for aspects which characterize the international mobility of foreign students in certain of its conclusions: the thematic analysis of the declarative data collected show that Algerian students follow pathways which are both identical and distinct from those of other foreign students. Identical because they have the same objectives and expectations associated with international mobility: obtaining a university diploma. Distinct because of their specific legal status in France (restricted number of hours of work, obligatory administrative procedures), which constitutes a hindrance to their course of study. This comes on top of the absence of follow-up in their home country. This unusual situation, which they themselves describe as difficult, has led to changes in their representations of France and the French. The interviews show that their initial image, idyllic and very positive, has now given way to highly negative images

國內關於華語文教學之研究多著重於漢語語音、詞彙、語法本身，以及不同國籍間之教材設計、對比分析等外在因素，關於外籍學習者本身學習情況之探討較為有限。外籍學生在全外語學習環境下產生的學習困擾，對於學習之影響力不容小覷。因此本研究旨在以半結構式訪談，深入瞭解台灣外籍學生於內在原因、外在原因，以及華語作為第二語言等原因之影響下，所產生的學習困擾與因應策略，並比較不同國籍、學習動機與目的、語言學習背景等研究對象之間的學習困擾及因應策略差異情形，提出結論及相關建議。 為達上述研究目的，本研究以質性研究方法中的訪談法進行研究，訪談五位曾在台灣學習華語超過一年以上之外籍學生，根據「台灣外籍學生學習困擾及因應策略訪談大綱」實施訪談，並將訪談資料整理歸納後，提出研究結果分析與討論及研究發現。根據本研究目的與問題，提出本研究結論如下： 一、引起受訪之外籍學生產生華語學習困擾原因中，最多為外在原因，其次為內在原因及華語作為第二語言之因 二、令多數受訪之外籍學生產生華語學習困擾之因有：實用性不足、華語語序與外籍學生母語差異之問題，以及華語中聲調太困難等困擾 三、受訪之外籍學生較特殊的華語學習困擾有：對於課堂練習方式不滿的困擾、聽不懂台語的困擾，以及在台灣繼續求學或工作後發現華語能力不足的困擾 四、受訪之台灣外籍學生面對華語學習困擾之因應策略，多為行為層面因應，其中以「主動尋求解決」居多，態度上以「正面積極」居多 五、受訪之外籍學生面對華語作為第二語言所引起的學習困擾之因應策略以「不回應」居多 六、不同國家、華語學習動機與目的、華語學習背景之受訪外籍學生具華語學習之差異 基於以上述研究結論，本研究提出之建議如下： 一、對華語教學相關單位之建議 (一)宜提高聘任華語教師教學知能方面的門檻，並轉換對發音之要求 (二)建立華語教師進修方案及開設多元文化研習 (三)可以志願性或實習的方式，招募有志從事華語教學者，協助語言中心實施課後輔導，或依個人專長開設華語相關才藝課程 (四)宜事先根據外籍學生華語學習背景及學習目的，安排適當課程內容 (五)實施教學意見調查制度，提供長期累積困擾者反應之管道 二、對華語教學者之建議 (一)增進華語教學內容之實用性 (二)觀摩或吸收資深華語教師之經驗，了解不同程度及背景之外籍學生華語學習差異情形以因材施教 (三)宜善用社會資源及多媒體資源，幫助外籍學生增進中華文化知識 三、對華語教學政策之建議 (一)建立更完善的華語教學政策，結合不同取向的華語師資 (二)建立多元化之華語教師評鑑制度 四、對未來研究之建議 (一)在研究方向上的建議：可增加影響華語學習之原因或縮小影響原因至某一層面研究 (二)在研究方法上的建議：可繼續使用質性研究方法，從不同角度或層面，對此相關議題作更深入之探討 (三)在研究對象上的建議：研究對象範圍可擴大至中、南或東部地區，或是在私人華語補習班中學習的外籍學生；選取條件之設定上，可加入不同社會因素之受訪者條件 / Much research about Teaching Chinese as a Second Language (CSL) in Taiwan has been on Chinese phonetics, vocabulary, grammar, and the design of teaching materials as well as comparative analysis among different countries. Few studies, however, were conducted to explore the actual learning conditions facing foreign students in Taiwan. That is, the influence of foreign students’ learning difficulties from all foreign language environments should not be underestimated. Therefore, the purpose of this study was to understand foreign students of Chinese learning difficulties and their coping strategies influenced by external and internal reasons and to compare the individual student differences of learning motivation and goals, language learning backgrounds of different countries via semi-structure interviews. This study concludes with recommendations for future research. To accomplish the purpose of the study, this research adopted qualitative research methods through interviewing five foreign students who had learned Chinese in Taiwan more than one year. The interview outline was developed based on “Chinese learning difficulties and coping strategies for foreign students in Taiwan.” The conclusions of the study are as follows: 1.Among the reasons for Chinese learning difficulties facing the interviewed foreign students in Taiwan, the external reason mentioned by the participants outnumber the internal reason and the reason of Chinese learning difficulties; 2.The main reason of Chinese learning difficulties for the foreign students in Taiwan include lack of practicality, problem of word order between their first language and Chinese and the difficult Chinese tone; 3.The salient Chinese learning difficulties facing the foreign students include their dissatisfaction with practice activities in class, difficulty in understanding the local dialect Taiwanese and insufficient Chinese proficiency for continuing their study or work in Taiwan; 4.The coping strategies used by the foreign students who faced Chinese learning difficulties are mostly behavior-related, and the most frequently used strategy is “seeking solution actively”. 5.The attitude of the interviewed foreign students is generally positive. As of the coping strategies of learning difficulties of CSL, most foreign students made no response; 6.Since the foreign students in Taiwan come from different countries with various language learning backgrounds and learning motivations and goals, the Chinese teaching style in Taiwan may generate different aspects of learning difficulties and coping strategies. Based on the conclusions in this study, several recommendations are made: 1.Suggestions for relevant institutions of Chinese teaching include: (1) Enhancing the condition of teaching knowledge and ability when employing Chinese teacher, reducing the emphasis on pronunciation; (2) Establishing the advancement scheme for CSL teachers and opening workshops of multiculturalism (3) Recruiting volunteers or interns who wish to be Chinese teachers who can assist the language center after school or who can conduct Chinese courses according to their expertise; (4) Considering the educational backgrounds and learning goals of the foreign students to arrange appropriate proficiency-level courses; (5) Implementing teacher evaluation survey and providing an opportunity for students with learning difficulties to express their concern about teaching. 2. Suggestions for Chinese language teachers include: (1) Enhancing the practicality of the CSL content; (2) Observing or absorbing senior CSL teachers’ teaching experiences, heeding individual differences of foreign students with varied language proficiencies to teach according to their proficiencies; (3) Capitalizing on social and multimedia resources to help foreign students enhance their knowledge of Chinese culture. 3. Suggestions for Chinese language teaching policy include: (1) Implementing a more rigid Chinese teaching policy and gathering Chinese teachers with different orientations of teaching; (2) Establishing diversified Chinese teaching evaluation system; 4. Future research is suggested to: (1) Explore the factors that may facilitate the learning of Chinese learners or investigate a given factor that may influence the learning of Chinese to a certain degree; (2) Use qualitative research methods to yield more in-depth discussions in related issues from different perspectives; (3) Include more participants in other areas in Taiwan or foreign students learning in private Chinese language centers and the settings of different selected conditions to explore other social factors.

Thesis (D. Min.)--Emmanuel School of Religion, 2004. / Vita. Includes bibliographical references (leaves 192-200).

The United States has been a very attractive destination for foreign science and engineering graduate students and postdoctoral scholars for a considerable period of time. Despite the important role of foreign doctoral students in the U.S, relatively little is known about the factors influencing their decision to attend an institution. One factor that is rarely explored is the effect of networks on institution selection. This study aims to provide both qualitative and quantitative information about the role networks play in foreign doctoral students institution selection. This three-part study utilizes different methodologies: (1) focus group interviews conducted with Turkish doctoral students at the Georgia Institute of Technology; (2) a web study of research laboratories in science and engineering; and (3) the estimation of Random Utility Model (RUM) of institution selection. Guided focus group interviews provide important qualitative information about the ways students, alumni, faculty and local community of same nationality influence institution choice. The web study of research laboratories provide evidence that labs that are directed by foreign-born faculty are more likely to be populated by students from the same country of origin than are labs that are directed by native (U.S. born) faculty. The results from RUM of institution selection provide strong and significant evidence for the relationship between the number of existing students from a country of origin at an institution and the probability of attending that institution for potential applicants from the same country of origin. Also, in some of the models there is evidence that the alumni and faculty from the same origin also play a role in student choice. The results of this study have several policy implications related to integration of foreign doctoral students, future enrollments, institutional mismatch , and the role foreign-born faculty play in U.S universities.

Word-of-mouth communication (WOMC) has been recognized as a powerful marketing communication medium that many consider beyond marketers' control and yet is a reliable, creditable, trustworthy information-gathering tool, especially in credence-based services (CBS). To date, the various types of WOMC messages have not yet been adequately studied in the context of CBS. Using the individual face-toface convergence interview (CI) technique as the primary data collection method of exploratory research, this study attempts to fill this gap by describing the types, the characteristics, and the significance of WOMC messages involved in a CBS information gathering process (e.g. selection of an Australian higher education service). Marketers in the higher education sector feel WOMC advertising is unfamiliar and less manageable, but powerful in practice, especially in recruiting overseas Asian students. This study took the strengths of computer-assisted qualitative data analysis software (CAQDAS), N*Vivo 2, to manage qualitative transcriptions and enhance the data analysis process in organizing, linking, coding categorizing, organizing, summarizing behaviour patterns in order to explore the insightful findings and answer research questions. The study summarizes participants' motivation items and the specific information gathering steps as the foundation to discover the three types of WOMC messages (service information gathering, subjective personal experience, and personal advice) the characteristics of WOMC messages and the significance of WOMC messages in the CBS information gathering process. In theoretical terms, the findings on the role of types of WOMC messages have extended Beltramini model in the information gathering stage. In terms of the management implications, this research advances the current understanding of the types of WOMC messages, insightful WOMC characteristics and significances in behaviour patterns in the CBS information gathering process. As a result, university marketers are able to effectively cultivate various types of WOMC messages in promotion campaigns.