Dòng Nội dung
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Syrian refugees’ perception of barriers and bridges towards integration into Turkish society / Esim Gürsoy, Leyla Deniz Ertaşoğlu // Language, Culture and Curriculum Volume 32, No 2/2019
2019
p.1-15

Population displacements have occurred in tremendous amounts in the last few decades due to the collapse in civil order of the neighbouring countries of Turkey. This situation not only created a need for researchers to deal with the social, psychological and economical aspects of this forced mobility, but also with the acculturation process of the refugees who left their home owing to serious human rights violations. Because they do not occupy a great space in the policy agendas, they are an ‘invisible’ group. This poses a major problem that there are no specific theories regarding the second language acquisition process of refugees, because they are considered together with all immigrants although their experiences distinguish them from other groups. Thus, feeling the need to be the voice of this unvoiced group with their SLA experiences and witnessing the swiftly changing dynamics in the world, the Middle East in particular, and its impact on the sociocultural context, this paper concentrates on the perceptions of Syrian refugees about the L2 (Turkish) and the target language group (Turkish people).
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Syrian refugees’ perception of barriers and bridges towards integration into Turkish society / Esim Gürsoy, Leyla Deniz Ertaşoğlu. // Language, Culture and Curriculum Vol.32, No 2/2019
UK : Taylor & Francis Group, 2019.
p. 128-141 ; 26 cm.
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在华留学生的跨文化适应现状调查及教学建议 = A Survey of Acculturation of Foreign Students in China and Some Teaching Suggestions / 杨恬 // 语言与翻译 = Language and translation No. 1, 2013.
新疆维吾尔自治区乌鲁木齐市 : 语言文字工作委员会, 2013.
p. 74-80.

This article has studied the acculturation of foreign students in China in aspects of their current acculturation level, the relation between Chinese teaching and acculturation by adopting both qualitative and quantitative methods . The study shows: students’acculturation levels affected by different cultural background and language levels have displayed complicated features; the bond between Chinese teaching and acculturation is intimate yet students are not satisfied with the teaching effect since they have learnt very limited knowledge of intercultural communication . Accordingly, some teaching suggestions are provided.