English language acquisition challenges for Chinese international students in America

Chinese Students

Introduction and Statement of Purpose

"A language achieves a genuinely global status when it develops a special role that is recognized in every country" (Crystal, 2003, p. 3). In China, English is a compulsory subject from the 3rd grade and designated as one of the primary subjects for national college entrance examinations, and deemed necessary for college students in securing their initial degrees at colleges and universities and a skill necessary for personal well being (He, 2002; Hu, 2202b; Zheng & Davidson, 2008). However, many students have not developed sufficient proficiencies and competencies in regard to English language use and usage to meet the challenges of not just securing his or her college education but the emerging and unrelenting challenges of globalization (Hu, 2000b; Zhu, 2003).

Background (Literature Review)

The development of English as a universal language has a history of prominent and rapid expansion that dates back several decades; specifically to the 1950's when international travel and tourism was facilitated by greater mobility (Richards, 2001). Seemingly simultaneously, the importance of English was established as the "language of international trade and commerce" resulting in English becoming a global language by the end of the twentieth and early twenty-first centuries (Crystal, 2003; Nunan, 2003). English in China has taken on a life of its own as evidenced by its use in a number of areas including linguistics, culture, history and education (Adamson, et al., 2002; Kang, 1999; Lam, 2002; Zhao & Campbell, 1995).

According to historians, the People's Republic of China has aggressively promoted moving into the modern world through technological and scholarly international exchange since the late 1970's (Yan, 2009). Since 1978, the numbers of Chinese students coming to the United States to pursue higher academia have skyrocketed. In the 1999-2000 academic year alone, Chinese graduate students reportedly accounted for nearly 38% of international students, in greater number that students from all other countries (Zhao, 2005). In addition to being the majority of international students attending American institutions, Chinese students reportedly experience some of the greatest difficulties in adapting to America's educational system (Yan, 2009).

China and the United States have been noted for having the greatest cultural distance (Samovar & Porter, 1991) and Yang and Clum (1994) posit that the greater differences two countries have the more stressful the adjustment process is. Not only are their language barriers, but also differences lie in culture, political ideology, social structure and religion (Klein, Miller, & Alexander, 1981). The cultural demand for academic excellence tends to be another source of stress for Chinese students in America (Zhang & Carrasquillo (1992); moreover, Chinese students, according to extant studies, are greatly motivated to achieve (Chen, Stevenson, et al., 1995).

Wang (2003) posits that some of the greatest difficulties that factor into language barriers are the influence of their native language. Four barriers have been identified which are, "Chinglish" expressions that are commonly used; lack of sufficient cultural background or contextual knowledge; minimal if any language training; and reduced opportunities to practice the language.

Methodology

Qualitative phenomenological research methodology will be utilized in an effort to ascertain the issues Chinese Students (non-English majors) may have in English acquisition and learning, in subsidiary colleges. Qualitative phenomenological methodology was chosen as the process 'claims of knowledge are based upon constructed perspectives from multiple historical and social meanings of individual experiences (Creswell, 2003), and offers a fitting approach as the researcher is placed within the study to secure data on participant implication, and subjective significance to the research (Osborne 1994).

Problems

There are some research implications that must be considered, one of which is the potential language barrier and the participants and researchers ability to effectively communicate. A second concern is cultural, in that according to information previously provided, Chinese students are very focused and academically driven. Articulating difficulties may, in their minds, reflect weakness that would be culturally frowned upon. The last concern is the limited amount of scholarly literature that specifically focuses on this area of research.