Extant bodies of research identify the dilemmas encountered by, and adaptive strategies of international Asian students (IAS) undertaking second language undergraduate study. However no substantive research has explored the existence of subject specific dilemmas that such students encounter in the study of design within a western setting. Doctoral work exploring design education is rare. This study addresses the gap in the research record by investigating the specifics of the study of visual communication by IAS attending an Australian university. Through the voices of the IAS and academics, the specific nature of the manifestation, understanding and misunderstanding of such dilemmas is explored. Together with the investigation of visual communication, the author discloses the nature of perception and misconception between a group of design academics and a cohort of IAS. The study uses complementary methodologies, synthesising quantitative and qualitative data. The study's statistical data was generated from 460 first and second year student surveys. This was undertaken over a three-year period, with resultant data sub-categorised to enable a representation of the IAS to emerge through identification of their particular motivations, expectations and actualisation of dilemmas within the context of the wider undergraduate cohort. The author develops and utilises an explanatory framework after Pierre Bourdieu, to analyse data emanating from interviews with multiple participants of an established population of academics and IAS. She explores the perceptions of their realities and the construction of their representations, as located through both their convergence and divergence. The study's paradigm is constructed by the field of design, as an objective world and site of the inquiry. Viewing the study's data through this conceptual framework, the author constructs a representation of the field and educational site using socio-cultural structures and the populations' multiple realities. The study reports on the layers and contradictions of communication, miscommunication, myth and fiction, constructed through the educational field. This is further interrogated to reveal the arbitrary structure of the field, its pedagogy and creation of its internal logic by which the field is perpetuated and student performances reproduced. The outcomes of the investigation include a detailed identification of lA design students' disclosures of the dilemmas of expectation versus experience, and the systematic misperception of paradoxes within the pedagogy of visual communication, presented as convergent and divergent expectations of the IAS and academics.

This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

Includes bibliographical references.

This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

Abstract not available

Bibliography: v.1 leaves 291-318 Electronic version requires Adobe Acrobat

published_or_final_version / Education / Master / Master of Education

As a Chinese filmmaker, I feel obligated to reveal a true story about Chinese international students. Through my subjects and my stories, I am planning to express the messages that both adapting to a new culture and paying the financial cost of a foreign education have never been simple, but we will never give up our dreams.

Mito, Susanna K. A. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 211-226). / Abstracts in English and Chinese; appendix also in Japanese. / ABSTRACT (English) --- p.i / ABSTRACT (Chinese) --- p.ii / ACKNOWLEDGEMENTS --- p.v / TABLE OF CONTENTS --- p.vii / LIST OF TABLES --- p.xix / ACRONYMS --- p.xx / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background to this Study --- p.1 / Chapter 1.2 --- Purpose of this Study --- p.2 / Chapter 1.3 --- Research Questions --- p.3 / Chapter 1.4 --- Significance of this Study --- p.4 / Chapter 1.5 --- Organization --- p.5 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.7 / Chapter 2.1.1 --- Terminology --- p.7 / Chapter 2.1.1.1 --- Study Abroad --- p.7 / Chapter 2.1.1.2 --- Program Duration --- p.8 / Chapter 2.2 --- Overview of Study Abroad Literature --- p.8 / Chapter 2.2.1 --- Product-Orientated Studies of Language and Intercultural Learning --- p.9 / Chapter 2.2.2 --- Process-Orientated Studies of Language and Intercultural Learning --- p.11 / Chapter 2.3 --- Intercultural Communicative Competence --- p.16 / Chapter 2.3.1 --- Byram's (1997) Model of Intercultural Communicative Competence --- p.21 / Chapter 2.4 --- Individual Differences and Study Abroad --- p.27 / Chapter 2.4.1 --- Attitude --- p.28 / Chapter 2.4.2 --- "Motivation, Investment and Language Learning" --- p.31 / Chapter 2.4.3 --- Willingness to Communicate (WTC) --- p.33 / Chapter 2.4.4 --- Language Anxiety --- p.35 / Chapter 2.4.5 --- Self-Efficacy --- p.36 / Chapter 2.4.6 --- "Ecology, Linguistic/Cultural Affordances and Agency" --- p.37 / Chapter 2.4.7 --- Culture Shock and Adjustment --- p.39 / Chapter 2.5 --- Summary --- p.44 / Chapter CHAPTER 3 --- STUDY ABROAD PROGRAM OVERVIEW AND RESEARCH METHODOLOGY / Chapter 3.1 --- Introduction --- p.46 / Chapter 3.2 --- Part One: Overview of the Micro-term Study Abroad Program --- p.46 / Chapter 3.2.1 --- Overview of the Micro-term Study Abroad Program --- p.46 / Chapter 3.2.1.1. --- Program Aims --- p.46 / Chapter 3.2.1.2 --- Home Institution --- p.47 / Chapter 3.2.1.2.1 --- Background --- p.47 / Chapter 3.2.1.2.2 --- International Course --- p.47 / Chapter 3.2.1.3 --- Host Institution --- p.48 / Chapter 3.2.1.3.1 --- Background --- p.48 / Chapter 3.2.1.3.2 --- Homestay Family Selection Process --- p.48 / Chapter 3.2.1.3.3 --- The Buddy System --- p.49 / Chapter 3.2.2 --- Program Components --- p.49 / Chapter 3.2.2.1 --- Pre-Sojourn --- p.49 / Chapter 3.2.2.1.1 --- Pre-Sojourn Preparation --- p.49 / Chapter 3.2.2.1.1.1. --- Pre-Sojourn Recruitment --- p.50 / Chapter 3.2.2.1.2 --- Orientation Materials --- p.51 / Chapter 3.2.2.1.3 --- Orientation Procedures --- p.53 / Chapter 3.2.2.1.3.1 --- Cultural Exchange Preparation --- p.53 / Chapter 3.2.2.1.3.2 --- Comparative Study --- p.53 / Chapter 3.2.2.1.3.3 --- Goal Setting --- p.54 / Chapter 3.2.2.1.3.4 --- Linguistic Preparation --- p.54 / Chapter 3.2.2.2 --- Sojourn --- p.54 / Chapter 3.2.2.3 --- Post-Sojourn --- p.55 / Chapter 3.3 --- Part Two: Investigation of the Micro-term Study Abroad Program --- p.55 / Chapter 3.3.1 --- Research Design --- p.55 / Chapter 3.3.2 --- The Researcher --- p.56 / Chapter 3.3.3 --- Pilot Study --- p.57 / Chapter 3.3.3.1 --- Aims --- p.57 / Chapter 3.3.3.2 --- Instrument Testing --- p.57 / Chapter 3.3.3.3 --- Data Processing and Analysis --- p.58 / Chapter 3.3.3.4 --- Findings --- p.59 / Chapter 3.3.3.5 --- Lessons Learned --- p.60 / Chapter 3.3.4 --- Main Study --- p.61 / Chapter 3.3.4.1 --- Stakeholders --- p.61 / Chapter 3.3.4.1.1 --- Home Institution --- p.61 / Chapter 3.3.4.1.1.1 --- Ms Mori --- p.61 / Chapter 3.3.4.1.1.2 --- Mr Fujimori --- p.62 / Chapter 3.3.4.1.1.3 --- Japan Travel Bureau (JTB) --- p.62 / Chapter 3.3.4.1.2 --- Host Institution --- p.63 / Chapter 3.3.4.1.2.1 --- Ms Ross --- p.63 / Chapter 3.3.4.1.2.2 --- Mrs Farmer --- p.63 / Chapter 3.3.4.1.2.3 --- Mr Cressing --- p.64 / Chapter 3.3.4.1.2.4 --- Mr French --- p.64 / Chapter 3.3.4.1.3 --- Host Family Profiles --- p.64 / Chapter 3.3.4.2 --- Data Collection --- p.66 / Chapter 3.3.4.2.1 --- Questionnaires --- p.67 / Chapter 3.3.4.2.2 --- Interviews --- p.70 / Chapter 3.3.4.2.3 --- Journals --- p.71 / Chapter 3.3.4.2.4 --- Observation and Field Notes --- p.72 / Chapter 3.3.4.3 --- Triangulation of Data --- p.73 / Chapter 3.3.4.4 --- Time Frame and Data Collection --- p.73 / Chapter 3.3.4.5 --- Data Processing and Analysis --- p.75 / Chapter 3.3.4.6 --- Participants --- p.76 / Chapter 3.3.4.6.1 --- Selection Criteria for Four Case Participants --- p.76 / Chapter 3.3.4.6.2 --- Demographic and Language Background --- p.77 / Chapter 3.3.5 --- Validity and Reliability --- p.79 / Chapter 3.3.6 --- Ethics --- p.80 / Chapter 3.3.7 --- Limitations --- p.81 / Chapter 3.3.8 --- Summary --- p.83 / Chapter CHAPTER 4 --- STUDENT STORIES:HlROKO AND KENJI / Chapter 4.1 --- Introduction --- p.85 / Chapter 4.2 --- Hiroko's Journey --- p.85 / Chapter 4.2.1 --- Profile & Family Background --- p.85 / Chapter 4.2.2 --- Background in English --- p.86 / Chapter 4.3 --- Pre-Sojourn --- p.87 / Chapter 4.3.1 --- Concerns --- p.87 / Chapter 4.3.2 --- Sojourn Aims --- p.87 / Chapter 4.4 --- Sojourn --- p.88 / Chapter 4.4.1. --- Sabrina & the Host Family --- p.88 / Chapter 4.4.2 --- First Impressions --- p.88 / Chapter 4.4.3 --- Interaction with her Buddy..............................: --- p.90 / Chapter 4.4.4 --- School Recess Time --- p.91 / Chapter 4.4.5 --- Stomachaches --- p.91 / Chapter 4.4.6 --- Rejecting her Buddy --- p.92 / Chapter 4.4.7 --- Outpourings --- p.93 / Chapter 4.4.8 --- Different Styles of Mentoring --- p.94 / Chapter 4.4.9 --- Growing Calm --- p.95 / Chapter 4.4.10 --- A Good Ending --- p.96 / Chapter 4.5 --- Immediately Post-Sojourn --- p.96 / Chapter 4.6 --- Four Months Post-Sojourn --- p.98 / Chapter 4.7 --- Kenji's Journey --- p.100 / Chapter 4.7.1 --- Profile & Family Background --- p.100 / Chapter 4.7.2 --- Background in English --- p.102 / Chapter 4.8 --- Pre-Sojourn --- p.103 / Chapter 4.8.1 --- Concerns --- p.103 / Chapter 4.8.2 --- Sojourn Aims --- p.103 / Chapter 4.9 --- Sojourn --- p.104 / Chapter 4.9.1. --- Nancy & the Host Family --- p.104 / Chapter 4.9.2 --- Sudden Apprehension --- p.104 / Chapter 4.9.3 --- Feeling I11 --- p.106 / Chapter 4.9.4 --- Return to School following his Illness --- p.108 / Chapter 4.9.5 --- Inability to Connect with his Buddy --- p.108 / Chapter 4.9.6 --- Kenji´ةs Need for Company Satisfied --- p.110 / Chapter 4.9.7 --- Starting to Feel Part of the Family --- p.111 / Chapter 4.9.8 --- Program Participation --- p.112 / Chapter 4.9.9 --- Departure from the Australian School --- p.113 / Chapter 4.10 --- Immediately Post-Sojourn --- p.114 / Chapter 4.11 --- Four Months Post-Sojourn --- p.116 / Chapter 4.12 --- Summary --- p.118 / Chapter CHAPTER 5 --- STUDENT STORIES: CHIAKI AND YUMI / Chapter 5.1 --- Introduction --- p.119 / Chapter 5.2 --- Chiaki´ةs Journey --- p.119 / Chapter 5.2.1 --- Profile & Family Background --- p.119 / Chapter 5.2.2 --- Background in English --- p.120 / Chapter 5.3 --- Pre-Sojourn --- p.121 / Chapter 5.3.1 --- Concerns --- p.121 / Chapter 5.3.2 --- Sojourn Aims --- p.121 / Chapter 5.4 --- Sojourn --- p.122 / Chapter 5.4.1 --- David & the Host Family --- p.122 / Chapter 5.4.2 --- First Impressions --- p.123 / Chapter 5.4.3 --- “Enviable´ح --- p.123 / Chapter 5.4.4 --- A Full Homestay Program --- p.124 / Chapter 5.4.5 --- Easy Communication with her Buddy --- p.125 / Chapter 5.4.6 --- Lack of Agency --- p.126 / Chapter 5.4.7 --- New Perspectives on Gender Relations --- p.128 / Chapter 5.4.8 --- Deepening Buddy Friendship --- p.128 / Chapter 5.4.9 --- Departure from the Australian School --- p.129 / Chapter 5.5 --- Immediately Post-Sojourn --- p.130 / Chapter 5.6 --- Four Months Post-Sojourn --- p.132 / Chapter 5.7 --- Yumi´ةs Journey --- p.134 / Chapter 5.7.1 --- Profile & Family Background --- p.134 / Chapter 5.7.2 --- Background in English --- p.135 / Chapter 5.8 --- Pre-Sojourn --- p.136 / Chapter 5.8.1 --- Concerns --- p.136 / Chapter 5.8.2 --- Sojourn Aims --- p.136 / Chapter 5.9 --- Sojourn --- p.137 / Chapter 5.9.1 --- Joy & the Host Family --- p.137 / Chapter 5.9.2 --- First Impressions --- p.138 / Chapter 5.9.3 --- Feeling Rejected by her Hosts --- p.139 / Chapter 5.9.4 --- An Ethnocentric Lens --- p.140 / Chapter 5.9.5 --- The Role of the Japanese Group --- p.141 / Chapter 5.9.6 --- Host family Perspectives --- p.142 / Chapter 5.9.7 --- Breakdown and Mediation --- p.143 / Chapter 5.9.8 --- Identifying with her Group --- p.144 / Chapter 5.9.9 --- Departure from the Australian School --- p.146 / Chapter 5.10 --- Immediately Post-Sojourn --- p.146 / Chapter 5.11 --- Four Months Post-Sojourn --- p.147 / Chapter 5.12 --- Summary --- p.150 / Chapter CHAPTER 6 --- RESULTS AND DISCUSSION / Chapter 6.1 --- Introduction --- p.152 / Chapter 6.2 --- Guiding Question One --- p.152 / Chapter 6.2.1 --- Savoir etre --- p.152 / Chapter 6.2.2 --- Savoirs --- p.157 / Chapter 6.2.3 --- Savoir faire --- p.159 / Chapter 6.2.4 --- Savoir apprendre --- p.163 / Chapter 6.3 --- Guiding Question Two --- p.166 / Chapter 6.3.1 --- Personal Development --- p.166 / Chapter 6.3.2 --- Intercultural Development --- p.167 / Chapter 6.3.3 --- Linguistic Development --- p.169 / Chapter 6.4 --- Guiding Question Three --- p.170 / Chapter 6.4.1 --- The Japanese Home Institution --- p.170 / Chapter 6.4.2 --- The Australian Host Institution --- p.173 / Chapter 6.5 --- Guiding Question Four --- p.173 / Chapter 6.5.1 --- Yumi --- p.173 / Chapter 6.5.2 --- Hiroko --- p.175 / Chapter 6.5.3 --- Chiaki --- p.175 / Chapter 6.5.4 --- Kenji --- p.176 / Chapter 6.6 --- Summary of Findings --- p.178 / Chapter 6.7 --- Summary --- p.180 / Chapter CHAPTER 7 --- CONCLUSION / Chapter 7.1 --- Introduction --- p.182 / Chapter 7.2 --- Pedagogical Implications --- p.182 / Chapter 7.2.1 --- Pre-Sojourn --- p.183 / Chapter 7.2.1.1 --- Initial Stages and Procedures --- p.183 / Chapter 7.2.1.1.1 --- Needs Analysis --- p.183 / Chapter 7.2.1.1.2 --- Program Design --- p.184 / Chapter 7.2.1.1.3 --- Advance Planning and Communications --- p.186 / Chapter 7.2.1.2 --- Home Institution --- p.186 / Chapter 7.2.1.2.1 --- Pre-Sojourn Orientation --- p.187 / Chapter 7.2.1.2.2 --- Linguistic Preparation --- p.188 / Chapter 7.2.1.2.3 --- Intercultural Learning Preparation --- p.190 / Chapter 7.2.1.2.4 --- Intercultural Awareness Building --- p.191 / Chapter 7.2.1.2.5 --- Student Goals --- p.191 / Chapter 7.2.1.2.6 --- Cultural Exchange Preparation --- p.192 / Chapter 7.2.1.2.7 --- Access to Past Sojourners --- p.193 / Chapter 7.2.1.3 --- Host Institution --- p.193 / Chapter 7.2.1.3.1 --- Selection of Buddies and Peer-matching --- p.193 / Chapter 7.2.1.3.2 --- Orientation of Buddies --- p.194 / Chapter 7.2.1.3.3 --- Selection of Homestay Families --- p.195 / Chapter 7.2.1.3.4 --- Orientation of Homestay Families --- p.196 / Chapter 7.2.2 --- Sojourn --- p.198 / Chapter 7.2.2.1 --- Arrival Orientation --- p.198 / Chapter 7.2.2.2 --- Program Content --- p.198 / Chapter 7.2.2.3 --- Mid-Sojourn Debriefing --- p.199 / Chapter 7.2.2.4 --- Reflective Learning using Diaries --- p.200 / Chapter 7.2.2.5 --- Programmed Cultural Learning --- p.201 / Chapter 7.2.2.6 --- Activities with Buddies --- p.202 / Chapter 7.22.7 --- Support and Guidance throughout the Sojourn --- p.203 / Chapter 7.2.2.8 --- Closure --- p.204 / Chapter 7.2.3 --- Post-Sojourn --- p.204 / Chapter 7.2.3.1 --- Home Institution --- p.204 / Chapter 7.2.3.1.1 --- Reentry Shock --- p.204 / Chapter 7.2.3.1.2 --- Sojourner Debriefing --- p.205 / Chapter 7.2.3.2 --- Host Institution --- p.205 / Chapter 7.2.3.2.1 --- Buddy Debriefing --- p.205 / Chapter 7.3 --- Research Implications --- p.206 / Chapter 7.3.1 --- Limitations of this Study --- p.206 / Chapter 7.3.2 --- Suggestions for Further Study --- p.207 / Chapter 7.4 --- Summary --- p.209 / REFERENCES --- p.211 / APPENDIX A Stakeholder Interviews / Chapter A.1 --- Mr Oda (JTB) --- p.227 / Chapter A.2 --- Mr French --- p.228 / Chapter A.3 --- Mr Cressing --- p.229 / Chapter A.4 --- Mrs Farmer --- p.230 / APPENDIX B Pilot Study - Questionnaires (Japanese & English) / Chapter B.1 --- Pre-Study Abroad Language Contact Profile --- p.231 / Chapter B.2 --- Pre-Study Abroad Questionnaire - Students --- p.236 / Chapter B.3 --- Pre-Study Abroad Questionnaire - Teachers --- p.239 / Chapter B.4 --- Pre-Study Abroad Questionnaire - Parents --- p.241 / Chapter B.5 --- Adapted SES Survey 1 --- p.243 / Chapter B.6 --- Adapted SES Survey 2 --- p.247 / APPENDIX C Main Study - Questionnaires (Japanese & English) / Chapter C.1 --- Pre-Study Abroad Language Contact Profile - Students --- p.251 / Chapter C.2 --- Pre-Study Abroad Questionnaire for Students --- p.257 / Chapter C.3 --- Pre-Study Abroad Questionnaire for Parents --- p.261 / Chapter C.4 --- Pre-Study Abroad Questionnaire for Teachers --- p.265 / Chapter C.5 --- Adapted SES Survey 1 --- p.268 / Chapter C.6 --- Adapted SES Survey 2 --- p.272 / Chapter C.7 --- Homestay Family Questionnaire --- p.276 / Chapter C.8 --- Post-Study Abroad Language Contact Profile --- p.278 / Chapter C.9 --- Post-Study Abroad Questionnaire for Students --- p.282 / Chapter C.10 --- Post Study-Abroad Questionnaire for Parents --- p.286 / Chapter C.11 --- Post SA Questionnaire for Teachers --- p.289 / APPENDIX D Four Month Post-Sojourn Interviews (Semi-structured) / Chapter D.1 --- Group Interview Session --- p.291 / Chapter D.2 --- Individual Interview - Hiroko --- p.292 / Chapter D.3 --- Individual Interview - Kenji --- p.293 / Chapter D.4 --- Individual Interview - Chiaki --- p.294 / Chapter D.5 --- Individual Interview - Yumi --- p.295 / APPENDIX E Nisshi Diary (Japanese & English) --- p.296 / APPENDIX F Consent Form --- p.302