A Study On Intercultural Adaptation In The Context Of Micro-environment

With the deepening of globalization and the development of Chinese highereducation internationalization, there will be more and more intercultural classroomswhere Chinese students study with international students together. Before, Chinesestudents and foreign students rarely study in the same class in China, so how to adaptthis classroom is a new issue for both Chinese students and international students.Through observation and interviews, we find Chinese students are different frominternational students in intercultural adaptation to intercultural classroom. In Chinesestudents’ opinion, the content of this course is not grand enough, but internationalstudents think it’s very interesting. Chinese students is not used to express their pointsin classroom, but the international students like to share their experience publicly.Teacher’s request give Chinese students more pressure, which make Chinese studentsmore silent. In the beginning of the course, there is a clear boundary on seatingarrangement between Chinese students and international students. And interculturalteam break and reconstruct thecollective, intercultural communication revitalize theadaptation ability and creativity of the collective. In intercultural team, the model oftwo levels of communication is more efficient than the model of one level ofcommunication. Language adaptation effects the interactive between Chinese studentsand international students, effects the sense of belonging, there is split-up betweensystem collective and identity collective of both Chinese students and internationalstudents. And identity becomes the foundation of fuzzy attribution of Chinese studentsand international students. Besides,the impression of the Chinese and internationalstudents to each other are marked with the imprint of the native culture ofrespondents.At the same time, Chinese students and international students are constructing orreconstructing the micro-environment. During the course,Chinese students showingutilitarian-oriented and values of harmony, while the international students reflectinterest-oriented and sense of equality of rights, they both gradually put their level of intercultural adaptation forward through negotiation and even conflict. Languageadaption and communication adaption have always played a key role through thewhole course of intercultural adaptation.