Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language
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The Ohio State University / OhioLINK
2020
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1595514673748373 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu15955146737483732021-08-03T07:15:53Z Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language Larson, Emily Asian Studies Chinese pedagogy Guanxi Negotiation Chinese culture post-90s generation What does the Chinese post-90s generation do (and say) in negotiating relationships in today's continuously changing and increasingly complex Chinese cultural scene? To what degree do their practices still follow the established traditional norms and expectations, and to what extent are these practices altered or transformed by the globalization process that they are experiencing? Having a clear, research-based understanding of these questions will have significant impacts on the field of teaching Chinese as a foreign language for decades to come. This study researches practices by members of the post-90s generation in their negotiating relationship and networking and it focuses on the stages after making initial contact and before becoming "friends" or "partners". Specifically, it examines and analyses these four types of behaviors/strategies: (1) greeting to create familiarity between acquaintances; (2) extending and responding invitations to create social situations for further interactions; (3) complimenting and responding to compliment to create social assets for desirable engagements; and (4) negotiating differences and reconciling after a misunderstanding to work productively in diverse and dynamic contexts. The data for this study comes from an online questionnaire survey with a total 151 participants from all around China. Participants range in age from 18 to 57 years old. The goal was to gain a diverse age range. Participants filled out an online survey which request them to imagine a number of social situations in which they needed to interact with a new acquaintance. Each social situation contained a task, be it responding to a compliment or extending an invitation. Participants were asked to select either the response that best-described how they would approach the situation. The data reveals many important strategies that Chinese people use in order to interaction and network with their new acquaintances. Some of these strategies represent a generation shift wherein members of the post-90s generation employ different methods then their elders. Some strategies seem equally popular among the young and older and represent a cultural trend that seems to have been passed down and maintained among the younger generations. For example, preferred greetings in Chinese vary by age and members of the post-90s generation are favoring simpler, more casual greetings that do not reference a specific time of day. Strategies for reconciling after a misunderstanding, however, did not vary as much by age.These behaviors use in networking and negotiating are of vital importance to Chinese-language learners. The Performed Culture Approach details the ways in which behavioral culture learned through the compilation of sagas which are then incorporated into the Chinese language curriculum. The final chapter of this thesis demonstrates how necessary cultural information can be adapted for use in a language classroom. Data gathered in this study, along with other relevant cultural artifacts, are combined to create a Relationship-Building saga. Accompanying notes detail how the saga can be used to teach Chinese language students how to build relationships and network in Chinese culture. 2020 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1595514673748373 http://rave.ohiolink.edu/etdc/view?acc_num=osu1595514673748373 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Asian Studies Chinese pedagogy Guanxi Negotiation Chinese culture post-90s generation |
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Asian Studies Chinese pedagogy Guanxi Negotiation Chinese culture post-90s generation Larson, Emily Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language |
| author |
Larson, Emily |
| author_facet |
Larson, Emily |
| author_sort |
Larson, Emily |
| title |
Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language |
| title_short |
Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language |
| title_full |
Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language |
| title_fullStr |
Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language |
| title_full_unstemmed |
Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language |
| title_sort |
negotiating interpersonal relations in 21st century china: the practices of china's post-90s generation and their implications to teaching chinese as a foreign language |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2020 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1595514673748373 |
| work_keys_str_mv |
AT larsonemily negotiatinginterpersonalrelationsin21stcenturychinathepracticesofchinaspost90sgenerationandtheirimplicationstoteachingchineseasaforeignlanguage |
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