A Study of International Chinese Language Teachers’ Stereotypes of International Students
Teachers’ stereotypes of students affect teaching behaviour. Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour. This study focuses on the stereotypes of international Chinese language teac...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
David Publishing Company
2022
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| Dans: |
Cultural and religious studies
Année: 2022, Volume: 10, Numéro: 6, Pages: 336-344 |
| Sujets non-standardisés: | B
International students
B international Chinese language teachers B Stereotypes B Intercultural communication |
| Accès en ligne: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Résumé: | Teachers’ stereotypes of students affect teaching behaviour. Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour. This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’ classroom management and students’ classroom performance. Summarizing the findings, we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body, and that negative stereotypes account for more than positive stereotypes. On this basis, this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students, and makes suggestions to strengthen the positive influences and weaken the negative ones. |
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| ISSN: | 2328-2177 |
| Contient: | Enthalten in: Cultural and religious studies
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| Persistent identifiers: | DOI: 10.17265/2328-2177/2022.06.005 |