An Empirical Study On The Cross-cultural Adaptation For Preparatory Students In China

With the enhancement of our national power, more and more international students choose to study in China while quite a large number of them come to China to receive their higher curricula education in concerned majors and enjoy scholarships provided by Chinese government as well. Therefore, preparatory education aiming at such kind of international students is provided by Chinese government so as to guarantee the teaching quality. However, there are great differences between the preparatory education provided to the international students studying in China and other educations of the international students. To be specific, those differences mainly show through three features which respectively are short learning period, high teaching objects as well as great learning intensity. Until April,2015, preparatory international students coming to study in China have been accepted by totally ten Chinese universities ever since the beginning of the pilot program of preparatory education in 2005. Besides, it is found by scholars that the most important two factors that influence the study and life of the preparatory international students of China are problems of language and adaptability during those 10 years’ development and exploration. However, researches specially aiming at the cross-cultural adaptability of the preparatory international students of China are still few. So the explorative as well as empirical study upon the cross-cultural adaptability of the preparatory international students of China is given from three dimensions of adaption of psychology, sociocultural and academic in this article.The concept and relevant theories of "cross-cultural adaption" are briefly introduced and listed while the main study problems of this investigation, which include how about the adaption situation of the preparatory international students of China, what are the factors that influence those preparatory international students of China and does the cross-cultural adaption status of the preparatory international students of China have any relevance to their Chinese Language levels (represented by their Chinese Language test results), are put forward through documentary analysis in this article.In order to answer the above-mentioned problems, the writer made and revised the measuring form of the psychological adaption of the preparatory international students of China, the measuring form of the sociocultural adaption of the preparatory international students of China as well as the measuring form of the academic adaption of the preparatory international students of China so as to carry out his investigation and research by taking the preparatory international students of China accepted during 2014 and 2015 by College of International Education of Shandong University as the study objects.The following conclusions are drawn through the statistics analysis provided by SPSS (19.0), a kind of statistics software.1. Generally speaking, the cross-cultural adaption situation of the preparatory international students of China is fairly good, among which, the academic adaption is of least difficulty, the psychological adaption is of greater difficulty and the sociocultural adaption is of greatest difficulty.2. Difference comparison. That is to say there are remarkable differences among the three aspects of adaption of psychology, sociocultural and academic due to different sexes and understanding levels about the university when viewing from factors that influence the cross-cultural adaption. There are great differences only in the aspect of sociocultural due to different ages and understanding levels about China while remarkable differences are found only in the aspect of academic adaption due to different culture circles, the availability or unavailability of experiences of going abroad as well as the different Chinese Language levels.3.viewing from the source of social supports, the preparatory international students of China turn to their family and relatives and friends of their country for help with the highest frequency when they meet psychological adaption problems; the people to whom the international students turn for help most are their Chinese teachers when they meet difficulties in social life; the people to whom the international students turn for help most are still their Chinese teachers when they meet learning difficulties during their academic adaption. So it is seen that the main social support source of those international students is their Chinese teachers during their cross-cultural adaption.4. It is found through relevant and regression analysis that distinct positive and relevant relationships among adaption of psychology, sociocultural and academic which are the three dimensions of cross-cultural adaption are found. However, the Chinese Language test grades of the preparatory international students of China have remarkable negative and relevant relationships with their adaption of the mean value of psychology, social culture and academic while the difficulty of their adaption of psychology, sociocultural and academic has an obvious negative predication about their Chinese Language grades as well, all of which show that the cross-cultural adaption level exerts great influence over the Chinese Language grades of the international students.In the end, countermeasures and suggestions so as to improve the cross-cultural adaption conditions of the preparatory international students of China are put forward through the four aspects of the university management, curricula arrangement, teachers’ functions and the students themselves based on the investigation results of the study.