Chinese students' transition process in reading and study strategies at an American university

This longitudinal study investigated Chinese students' transition process in reading and study strategies at an American university. The research method was primarily naturalistic inquiry in the mode of case study. The purpose of the study was to identify areas in which English-teaching programs could improve to better prepare Chinese students to use English competently in their future work, both in modern China and abroad.;The participants of the study were 14 Chinese students (eight males and six females) newly enrolled in USC graduate programs in fall 1996. Seven majored in social sciences and seven majored in sciences. The data was collected through two semi-structured interviews, the English Study Background Survey and the Study Skills and Adaptation Inventory.;The investigation showed that in China at the secondary school level, the quality of the teachers, teaching style, English resources and facilities and textbooks affected the learning of English and its cultural background. At the college level, English mastery was mainly affected by the program design and teaching styles. The students' learning strategies and efforts also influenced the outcome of their English learning. As they began their study in USC graduate programs, the lack of cultural and domain background knowledge hindered social science majors' reading and listening comprehension. Their poor reading ability proved to be a great obstacle to oral and written communication in academic study. Their weaknesses were the direct result of language-learning oriented program and curriculum focus and knowledge-transmission style teaching. Science majors could read quite well their subject materials in English due to strong subject foundations, but their listening and speaking skills were not well developed because of the lack of training and practice. Their deficiency in these two areas directly hindered their American academic competence. Therefore, in their initial USC academic life, Chinese students have to use short term strategies to keep up with class. The long term strategies they use to improve their English are based on individuals' foundations in English, aptitude, academic readiness and current needs. An individual's efforts in English in China and at USC also play an important role in their transition.;The findings from the investigation indicate that TESOL curricula, programs, pedagogy and learning strategies in China are in great need of reformation and improvement. These findings can also be of use to American faculty who advise Chinese or other international students. The recommendations addressed in the study are feasible remedies for Chinese TESOL teaching and learning.