文化休克的负面影响及对策——以中国海外留学生为例

论文总字数：43905字

摘 要

随着经济社会的发展和科技的进步，越来越多的人选择出国深造来充实自己，这种跨文化交际不可避免地给留学生带来了一系列负面影响，即“文化休克”。如何缓解这些影响值得人们的关注。

本文首先从奥博格的文化休克理论出发，给出文化休克的定义，包括四个阶段及其对应的症状，接着总结中国留学生海外生活的现状，然后阐述文化休克对留学生造成的负面影响，包括对日常生活、工作学习及心理状态的影响，最后针对这些负面影响，从学生自身，本国机构及海外高校的角度提出一系列对策。本文旨在引起人们对文化休克对留学生造成的负面影响的重视，并提出一些对策,从而帮助人们进行更有效的跨文化交际。

关键词：文化休克；中国留学生；负面影响；对策

Contents

1. Introduction 5

2. Literature Review 6

3. Culture Shock and Chinese Overseas Students 7

3.1 Definition of Culture Shock 7

3.2 Symptoms in Different Stages of Culture Shock 8

3.3 Status Quo of Chinese Overseas Students 9

4. Negative Influences of Culture Shock based on Chinese Overseas Students 11

4.1 Negative Influence in Daily Life 12

4.2 Negative Influence in Learning 12

4.3 Negative Influence in Psychological States 13

5. Countermeasures of Culture Shock based on Chinese Overseas Students 15

5.1 Countermeasures of Influence in Daily Life 15

5.2 Countermeasures of Influence in Learning 17

5.3 Countermeasures of Influence in Psychological States 18

6. Conclusion 20

Works Cited 21

1. Introduction

With the development of economic and political globalization, people have more and more opportunities to access different cultures. The advent of the information age and the emergence of the Internet have also provided us with opportunities to expand knowledge, learn and understand different cultures. Cross-cultural communication has gradually become an important part of people"s lives. In order to learn more advanced science and technology and knowledge, to understand different cultural values, more and more people choose to go abroad to enrich themselves.

In addition to allowing people to broaden their horizons and improve their understanding of themselves and different cultures, studying abroad has inevitably brought a series of negative impacts on people. For example, people who have entered different cultures generally feel depressed, anxious, disappointed, frustrated and lost. They may even become hostile to different cultures. In serious cases, they will also suffer from various psychological and physical diseases. This phenomenon is "cultural shock." Cultural shock brought many inconveniences to the cross-cultural communication of international students, and even affected the life of studying abroad. It also has a more profound reason. In order to enable international students to effectively carry out cross-cultural communication, to achieve the purpose of studying abroad, how to ease the negative impact of cultural shock deserves the attention of people.

Overseas Chinese students have good overall learning and living conditions. They can maintain a positive attitude towards various challenges. However, although the English level of most Chinese students can guarantee normal living and learning, the language barrier is still that they need to face. The primary challenge is that, in addition, the cross-cultural adaptation of overseas campuses, academics, and cultures is a deep-seated challenge faced by Chinese students. In response to these problems, the supporting mechanisms for American students in the United States are still not perfect. This is the status quo of the overseas life of Chinese students.

The vast majority of Chinese students today are enrolled in foreign universities after completing basic education in China. Their performance in schools is also an indication of the educational achievements of China in the international community in recent years. From a more long-term perspective, Chinese students studying abroad now are “returnees” in the future. Most of them will bring back the scientific and cultural knowledge of other countries from overseas. Therefore, their status quo will affect our society in various degrees and heir opening up and progress are closely related to the further development of various fields in our country.

2. Literature Review

During 2008 to 2018, the recent ten years, the number of studies on culture shock starts to increase, from which we can see that the intercultural communication are becoming more and more frequent.

Angela Shin-yih Chen, who has done research on factors that influence culture shock, believes that an individual’s personality characteristics, demographic factors, and organizational support are the major factors. Family status, amount of previous international experience, age, and gender are common demographic factors that can affect culture shock. Personality traits such as cultural flexibility, ethnocentricity, stress reactions, interpersonal and relational skills, and willingness to communicate, are most likely to affect a person’s culture shock (Chen 4).

As Susan B. Goldstein wrote in her paper, intercultural sojourners face difficulties in adjustment because they lack culturally relevant skills and knowledge, such as those dealing with interpersonal communication and social relationships. In view of the absence of research on lay theories of culture shock, we identified potential correlates by relying upon predictors of intercultural adjustment, a process highly dependent on cultural knowledge seeking, and selected self-efficacy, openness to experience, ethnocentrism, foreign language interest, and cross-cultural competence as individual difference variables of interest (Goldstein 2).

Some scholars have done research on culture shock from another perspectivce. For example, Alfred Presbitero regards culture intelligence as a moderating mechanism that lessens the negative effects of both culture shock and reverse culture shock on psychological and sociocultural adaptation among international students (Presbitero 3).

At the same time, Chinese academia has conducted various discussions on the theme of "cultural shock" as well.

Wu Wenli, whose thesis studying about U-curve hypothesis, argues that culture is a complex body with different dimensions and different meanings for people of different races. The cultural characteristics of ethnic groups in different periods and different geographical environments are different. Cultural shock theory and the U-curve hypothesis cannot respond to this complex feature of culture and thus cannot fully predict the process of adaptation of intercultural occupants (Wu 22).

Some scholars have proposed countermeasures to culture shock, as Peng Yuan stated, as long as the laws of understanding the cultural shock can openly face and distinguish right from wrong, not the mother tongue as the fundamental starting point of thinking, do not form a nation-centered consciousness, but to different cultural traditions for a full understanding, free from any influence, thus to improve cross-cultural communicative competence (Peng 419).

By summarizing the research results of the predecessors, the author note that the theoretical study of “cultural shock” in Chinese academic circles is still somewhat scarce, the research field is not broad, and the research content is also very limited. We are still in lack of the research about the negative impact of cultural shock on foreign students and the number of documents that proposed specific countermeasures. The purpose of this paper is to provide a more comprehensive discussion of the negative influences of cultural shock and countermeasures to it from the perspective of the “cultural adaptation” for overseas students.

3. Culture Shock and Chinese Overseas Students

3.1 Definition of Culture Shock

In 1960, the term “culture shock” was first introduced by an American anthropologist named Kalervo Oberg in his book Cultural Shock: Adapting to a New Cultural Environment, which was defined as “an occupational disease of people who have suddenly been transported abroad which is precipitated by the anxiety that results from losing all our familiar signs and symbols of social intercourse” (Muecke A, Lenthall S and Lindeman M 3).

Oberg and other early writers likened culture shock to a form of occupational disease which could probably be cured. More contemporary explanations describe culture shock as a learning experience, which can have positive outcomes for personal growth and development. The most recognized of these scholars is Peter Adler, with his “transitional experience” theory of culture shock. These contemporary explanations often refer to culture shock as “cultural adaptation”, in line with the view that positive outcomes of the process can be achieved.

Although Oberg’s “disease” model has been largely rejected, his “stage theory” of culture shock continues to be drawn on today. Other scholars such as Pedersen, Smalley, and Eckermann have re-named the stages, although they remain consistent with Oberg’s original model.

3.2 Symptoms in Different Stages of Culture Shock

According to Oberg, there are four stages in culture shock, including honeymoon stage, shock stage, adjustment stage and acculturation stage.

1. Honeymoon Stage

This phase mainly refers to the psychological excitement and optimism that arises when people first enter a new cultural environment. It is mainly new to the new environment. It feels fresh and satisfied with the new environment, culture, landscape, and food. People at this stage are full of curiosity about everything around them and generally last for weeks to months. People are full of beautiful encounters when traveling and staying abroad. For those who travel for a short period of time, taking a look at the scenery may lead to this stage. Excitement has not faded yet, and travel is over. Usually, there will be no "cultural shock."

1. Shock Stage

This stage shows that the excitement is replaced by disappointment and anxiety. Because lifestyles, habits and other aspects are different from the mother culture, especially the contradictions and conflicts of values, people begin to feel uncertain about themselves, the surrounding things and the future, they feel uncomfortable with the new environment, and experience increasing disappointment, frustration, discouragement, nervousness and other negative emotions at the same time.

Because of the different cultures and the inconvenience of people and land, the lack of assistance, and the inconvenience of life, “outsiders” were originally thought to be a good standard lifestyle. They often encounter conflicts in different cultures because they do not understand local culture and habits.

The locals mocked and it was easy to feel confused and frustrated. Being mentally overly sensitive and exhausted is likely to cause physical discomfort. One person will find out many reasons to express disgust and criticism of different cultures.

The learning plan will be postponed, problems will increase, and even the idea of going home will be created.

1. Adjustment Stage

After experiencing some period of frustration and confusion, “outsiders” gradually adapted to the new life and found a way to cope with the new cultural environment. Generally, they will adopt a positive attitude to accept foreign cultures. The foreigners began to become familiar with the language and local customs of the local people and had locals as friends. At this time, they could use a more objective and peaceful attitude to view the surrounding environment. They were psychologically depressed and confused. Loss of loneliness and loss will gradually diminish and slowly adapt to different cultural environments. This phase takes a long time.

1. Acculturation Stage

After a period of adjustment, the frustrations and anxieties of “outsiders” have disappeared. They have adapted to different cultures of life and work environment, integrated into the local social environment and live in peace with the local people. Although it is very difficult to adapt in the full sense, after the restoration adjustment stage, it gradually integrates into the new environment, and it is able to freely use different cultures, freely communicate with people, and have an in-depth understanding of the advantages and disadvantages of different cultures. The difference between different cultures is viewed in a comfortable manner, and it is easy to live in a new cultural environment.

Once people settle abroad or work in a foreign country, they place themselves in a cycle of four or more different stages, often through one or more cultural shock cycles, before they can finally adapt to foreign culture and life.

3.3 Status Quo of Chinese Overseas Students

Due to the economic downturn in many countries in the world in recent years and the country’s financial subsidy decreasing, more and more public universities have expanded the number of international students to increase their funding for education. In order to encourage foreign students to study in their own countries, many governments choose to relax their study abroad policy. In recent years, China"s economy has developed rapidly. Studying abroad is no longer a luxury. Chinese students are transformed from the traditional elite to the general public (Pei 195). However, when so many Chinese students suddenly join foreign countries, many problems will inevitably arise. The current situation of Chinese students abroad deserves our attention.

By summarizing the data of some social surveys, the author concludes that the overall situation of Chinese students studying and living is good, and they can maintain a positive attitude toward various challenges (Yang Xinxiao amp; Chen Dianbing 56). Most Chinese students believe that the decision to study abroad is correct. They think that they are studying hard, expressing their own confidence in the assignments done by professors and participating in class discussions in the United States, and demonstrating curiosity about American culture. Most students admit to working hard to make friends with local students in the United States, and participate in cultural, sports, and recreational activities on campus and in local communities. They express a positive attitude toward studying at colleges, participating in campus life, and adapting to foreign cultures.Language barriers are the primary challenge for Chinese students studying abroad. Under the general trend of soaring foreign students in the United States and the United States, the American universities have increasingly high language requirements for international students. Although the English level of most Chinese students can guarantee normal living and learning, language barriers are still the primary challenge they need to face.

The language level of students is related to their difficulty in completing homework. The primary reason why many students feel confused when completing their homework is language problems rather than subject professional issues; the language level of students also affects their ability to adapt to American life. Many students are limited to speaking with local students in the United States and participating in campus and community activities because of their limited language. The language ability of students is also related to their sense of powerlessness and loneliness in foreign cultures.

Cross-cultural adaptation is a deep challenge for Chinese students. Many students admit that they lack the strategy of survival and adaptation under American culture. Most Chinese students think that their preparations for studying in the United States are all for the purpose of coping with language tests. They lack practical training for survival or systematic preparation for cross-cultural adaptation. Many students stated that they felt passive and powerless in foreign cultures. They thought that adjusting themselves to adapt to foreign cultures made them feel very nervous. Adapting to foreign cultures is more difficult to cope with than learning difficulties. There are different degrees of difficulty in integrating into foreign communication circles. Many Chinese students believe that the life skills and methods applied in Chinese society have proved to be inapplicable in foreign societies and cultures. Chinese students want to truly adapt to American life, achieve academic progress, and integrate into American culture. Cross-cultural adaptation is a long-standing problem.

The auxiliary mechanism for foreign students in foreign universities is particularly lacking. Although a large number of Chinese students have poured into foreign universities in recent years, bringing huge amounts of money and diversified cultures, the schools lack corresponding assistance and counseling mechanisms. Less than half of the Chinese students’ departments have departments and personnel who are specifically responsible for handling international student problems. Although almost all colleges and universities are equipped with student psychological counseling institutions, only a few Chinese students know that they can seek help from relevant departments after they have psychological problems. In addition, many students expressed dissatisfaction with the services provided by the school’s international student office. Obviously, American colleges and universities tend to assume that international students have the ability to become familiar with American culture and know everything about the school, while ignoring the unsatisfactory linguistic abilities of students and the unfamiliar and fearful psychology that tends to arise in strange cultures. Lack of understanding and understanding of institutions, services, regulations, and requirements.

In general, the overseas status of Chinese students studying abroad has a positive side while many problems still remain to be resolved.

4. Negative Influences of Culture Shock based on Chinese Overseas Students

4.1 Negative Influence in Daily Life

Currently, Chinese students, from an early age, are the family center and given the best care. They depend on others too much. When entering a new and unfamiliar environment, they will unavoidably face a lot of daily life difficulties, such as reading menu, understanding the dialect of bus drivers, how to go shopping, how to deposit money in a bank account or even how to cross the road and so on. In addition, the rainy and dark weather in some European also easily make people in depression, loneliness and homesickness.

Take the accommodation problem as an example. Since the cost of school dormitories is generally higher than the cost of renting out houses, most international students choose to share the rent with others to solve the housing problem. However, due to language barriers and unfamiliarity with local people"s lifestyles and style of work, many international students do not have a clear understanding of their own responsibilities, obligations, and rights when signing a rental contract. They may inadvertently make something that violates the rules and they need to bear serious consequences. For example, international students once talked about their experiences on social media. He had to compensate hundreds of dollars for using irons to burn the carpets of homeowners. They may also have various conflicts with Chinese tenants or other tenants of foreigners because they do not understand their obligations when commencing a lease. In addition, when roommates and homeowners make some infringements of their rights, they may not be able to effectively defend their rights. Some undergraduates may choose homestay families. However, the quality of homestay families is not uniform, and it is not easy to communicate effectively and pleasantly with the host family without misunderstanding.

4.2 Negative Influence in Learning

As to study habits, Chinese students usually cannot adapt to the European style education of the discussion and self-learning methods. In a class with a lot of Chinese students, the teacher is often headache with the boring atmosphere, and they rarely have their own unique perspective in homework, do not know the way to find reliable reference materials; and often have the idea of "looking for teachers to intercede" for the test results. One student said: "I do not understand the British writing standards. In writing papers, I’m confused about the writing routines, reference routines in line with British academic standards, and I’m often angry that I did not dare to take the initiative in the classroom and answer questions(Huo 107). ”

In the concept of learning philosophy, European teachers encourage students to think independently in the classroom, to have a critical spirit, the courage to express different views, and show great respect for students" thinking: in the way of academic evaluation, the European higher education evaluation methods are mostly process assessment. The students" final grades are decided by classroom display, group work, course papers and final examinations together. This requires students to work hard throughout the semester, in teacher-student relationship, it is necessary to make reservations with teachers. Chinese students are not accustomed to it, or even do not read Emails and answer the relevant questions in time. Thus, academic difficulties cannot get the teacher"s timely help some students do not understand the nature of the Student Welfare and Wellbeing Center, do not know how to ask for help properly, and make themselves in a difficult predicament.

4.3 Negative Influence in Psychological States

(1) Emotional Anxiety and Depression

Some international students are young and have little experience. Once the initial freshness has passed, social reality is followed. Language barriers, cultural conflicts lead to environmental adaptation problems, and gaps between ideals and realities. In addition, some overseas students have poor self-control and lack of planning for the future. After the new overseas feelings are replaced by boring study and life, they are prone to weariness or emptiness, causing anxiety or depression.

(2) Tendency of Economic Paraphilia

This is a psychological tendency derived from economic pressure. Studying abroad is unacceptable for ordinary families. Some overseas students are burdened with the family"s mission and their own future, and are crushed into the army of studying abroad. Foreign high tuition fees, prices, and transportation costs make these international students must be self-sufficient while shouldering their studies. In addition, capitalist societies in Europe and the United States still have many temptations of outsiders. In this case, some foreign students are professional in their work, and they are even obsessed with the joy of earning money. Time is a balance, this excessive pursuit of money will inevitably lead to learning weakness and psychological imbalance.

1. Achievement Depression

Some foreign students have a sense of loss. It also stems from the fact that China and Europe and the United States have different standards for student evaluation. This has resulted in good students in the Chinese model being left out of the country. The loss of a sense of accomplishment leads to psychological frustration. If the psychological quality is poor or not good at self-relief, it is easy to cause psychological depression.

1. Test Anxiety

Most of the international students are in a halo of honors for studying abroad. The pressure brought about by this honor makes them unable to see the eyes of their loved ones and disappointment. Therefore, they can only repay the family with excellent results. Coupled with the loneliness of studying alone and the lack of psychological support, some foreign students backfired under tremendous stress. They experienced psychological problems during examinations, and the vicious cycle led to test anxiety.

1. Tendency of Emotional Compulsion

Children are international students. This is the pride of many parents. The parents who demand perfection also demand that their children be excellent and superior to others, and they should not tolerate any mistakes. This will lead to psychological barriers for students with limited ability. Some foreign students themselves are perfectionists. Pursuing unrealistic perfection is easily frustrated and creates psychological barriers.

1. Tendency of Communication Phobia

Some Chinese students are not skilled in foreign languages, together with Chinese people"s tendency to be shy, they cannot make friends with local people easily. When encountering problems, there is a lack of comfort from friends and relatives. Especially if students who are introverted do not pay attention to adjusting their mental state and do not actively communicate with people, they will become afraid of communicating with people over time and form psychological obstacles.

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