Intercultural Survival On The Way Of Studying Abroad

By using the qualitative research method, this research investigates six Thai students’ interpersonal relationship formation and adaptation process in China. The aims are to describe thickly and explain deeply the Thai international students’ friends-making situation under the circumstances of Chinese society, the difficulties and their causes, the process of problem-solving and adaptation to the Chinese communication model. Data are collected through a seven months follow-up investigation, twice formal in-depth interviews, several informal conversations and participatory observations. Data are categorized and analyzed based on the theories of intercultural adaptation and the cultural differences between China and Thailand.The research found that the "friend" has a broad and non-specific definition for Thai students. They regard people whoever they know as friends. However, they consider that the boundary between "friends" and "best friends" should be rigid. They believe that they have no best friends in China yet, because the conditions for making best friends depended on the length of contact, information sharing and mutual trust. Making friends in China is a practical requirement, psychological need and emotional demand. For Thai Students in China, the main types of interpersonal relationship are roommate relationship, student-teacher relationship and co-national relationship. Fictive kinship and forbearance are the two main characteristics of Thai students’friends-making in China. Meanwhile, Thai students’intercultural communication adaptation process is presented through "’thick description". They tasted bitter and sweet in interpersonal communication, undergoing a process from the ambivalence of excitement and fears at the very beginning, to finally enjoying success in friends-making. One of the Thai students even summarized his "friends-making strategies in China". There are five influencing factors of Thai students’ intercultural communication and adaptation:Chinese level, different usage of communication software, different daily routine and communication rules, few communication chances and separate accommodation and management.Based on the findings, the suggestions are given as follows:To the school, information about students’ activities should be shared, and a convergent management system should be developed to minimize the differences between foreign and Chinese students. To departments, counseling and tutoring mechanism should be designed according to students’ length of stay in China; a buddy system is suggested for mutual help, and training should be offered to improve the teachers’intercultural awareness. To international students, overcoming the psychological barrier, using Chinese communication software and improving Chinese level are essentials for successful adaptation.