Saihua Xia - Academia.edu (original) (raw)

Papers by Saihua Xia

Research paper thumbnail of Chinese Students’ Transcultural Strategies: Intentions to Navigate Identity Conflicts and Expand Their Identities Through Hong Kong Study Experiences

Journal of Comparative & International Higher Education

This study investigates Chinese international students’ acculturation strategies and pragmatic in... more This study investigates Chinese international students’ acculturation strategies and pragmatic intentions to address identity conflicts in Hong Kong study experiences through a developmental lens. We treat conflicts and stressors as indicators of active commitments and the process of engagement as strategic, goal-oriented, intentional investments to become better selves. Undergraduates (N = 95) enrolled in a Hong Kong university participated: 85 completed a Cultural Practices Questionnaire about daily activities; 10 completed semi-structured interviews on their acculturation strategies, identity conflicts, and justifications. Mixed method data analysis highlighted strategies rooted in goals, choices, consistency, and commitment. Several pragmatic intentions were also identified. Participants considered academic study,language learning, club activities, communicating with friends, volunteering, and interacting with diverse people as fundamental active commitments. An alternative defi...

Research paper thumbnail of UCLA Issues in Applied Linguistics Title Are They Ready to Participate? East Asian Students' Acquisition of Verbal Participation in American Classrooms Publication Date Are They Ready to Participate? East Asian Students' Acquisi-tion of Verbal Participation in American Classrooms

This study investigates seven East Asian graduate students' acquisition of verbal participati... more This study investigates seven East Asian graduate students' acquisition of verbal participation competence in American classrooms. By examining the acquisition process, the study focuses on the factors that deactivate participants' intents to participate, the strategies they develop to realize these intents, and the moments that signal readiness to participate. Participants' struggles, strategies, and moments at which they participated were analyzed at four phases over a two-year period through semi-structured interviews, questionnaires, and participant observations. Cross-and single-case analyses of the data were conducted, and a complex mix of affective, cognitive and situational factors was identified. The analysis suggests that participants are challenged more by cognitive factors than by cultural factors in the acquisition process. Metacognitive and sociocultural strategies work interactively and shape effective access to full participation membership. A case is mad...

Research paper thumbnail of Using Telephone Conversations to Develop Awareness of Pragmatic Skills: An Activity-Theory-Driven Approach

Research paper thumbnail of Acquired Greeting Routines and Emerging Social Stratification in a Changing Metropolitan Context: a Chinese Migrant Workers’ Case

Research paper thumbnail of Are They Ready to Participate? East Asian Students’ Acquisition of Verbal Participation in American Classrooms

Issues of Applied Linguistics, 2009

This study investigates seven East Asian graduate students’ acquisition of verbal participation c... more This study investigates seven East Asian graduate students’ acquisition of verbal participation competence in American classrooms. By examining the acquisition process, the study focuses on the factors that deactivate participants’ intents to participate, the strategies they develop to realize these intents, and the moments that signal readiness to participate. Participants’ struggles, strategies, and moments at which they participated were analyzed at four phases over a two-year period through semi-structured interviews, questionnaires, and participant observations. Cross- and single-case analyses of the data were conducted, and a complex mix of affective, cognitive and situational factors was identified. The analysis suggests that participants are challenged more by cognitive factors than by cultural factors in the acquisition process. Metacognitive and sociocultural strategies work interactively and shape effective access to full participation membership. A case is made for langu...

Research paper thumbnail of UCLA Issues in Applied Linguistics Title Are They Ready to Participate ? East Asian Students ’ Acquisition of Verbal Participation in American Classrooms Permalink

This study investigates seven East Asian graduate students' acquisition of verbal participation c... more This study investigates seven East Asian graduate students' acquisition of verbal participation competence in American classrooms. By examining the acquisition process, the study focuses on the factors that deactivate participants' intents to participate, the strategies they develop to realize these intents, and the moments that signal readiness to participate. Participants' struggles, strategies, and moments at which they participated were analyzed at four phases over a two-year period through semi-structured interviews, questionnaires, and participant observations. Cross-and single-case analyses of the data were conducted, and a complex mix of affective, cognitive and situational factors was identified. The analysis suggests that participants are challenged more by cognitive factors than by cultural factors in the acquisition process. Metacognitive and sociocultural strategies work interactively and shape effective access to full participation membership. A case is made for language teaching to treat cultural conventions of participation from an acquisitional perspective.

Research paper thumbnail of Developing Awareness of Questioning Strategies for Second Language Learner Teachers

Journal of Language Teaching and Research

Asking varying levels of questions within the cognitive domain is not an innate skill, which is e... more Asking varying levels of questions within the cognitive domain is not an innate skill, which is especially true with English as a second language learner teachers. To develop their awareness of teacher questioning strategies, an eight-week quasi-experimental study, designed based on the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) has explicitly taught participants (N=14) questioning strategies of asking varying levels of questions and Divergent Questions through intense restructuring activities and a Question-Question Game. Pre-and post-tests, and pre-and post-questionnaires, including question journals, are administered. The results, compared with the control group (N = 7) using paired-samples t tests show that explicit instruction has developed participants' awareness of formulating levels and varieties of questions. Participants have significantly (t(13) = 3.67, p < .05) asked more higher order questions such as Analysis Questions. They have also significantly (t...

Research paper thumbnail of Are They Ready to Participate? East Asian Students’ Acquisition of Verbal Participation in American Classrooms

Issues in Applied Linguistics, 2009

This study investigates seven East Asian graduate students' acquisition of verbal participation c... more This study investigates seven East Asian graduate students' acquisition of verbal participation competence in American classrooms. By examining the acquisition process, the study focuses on the factors that deactivate participants' intents to participate, the strategies they develop to realize these intents, and the moments that signal readiness to participate. Participants' struggles, strategies, and moments at which they participated were analyzed at four phases over a two-year period through semi-structured interviews, questionnaires, and participant observations. Cross-and single-case analyses of the data were conducted, and a complex mix of affective, cognitive and situational factors was identified. The analysis suggests that participants are challenged more by cognitive factors than by cultural factors in the acquisition process. Metacognitive and sociocultural strategies work interactively and shape effective access to full participation membership. A case is made for language teaching to treat cultural conventions of participation from an acquisitional perspective.

Research paper thumbnail of Using Telephone Conversations to Develop Awareness of Pragmatic Skills: An Activity-Theory-Driven Approach

Indian Journal of Applied Linguistics, 2009

Research paper thumbnail of Negotiating Frames Through Refusal Acts: A Pragmatic Analysis of Native/ Non-native Speakers’ Interactions in Problem-Solving Telephone Conversations~!2008-05-05~!2008-05-26~!2008-06-11~!

The Open Applied Linguistics Journal, 2008

The purpose of this study is to investigate frame negotiation and construction through a pragmati... more The purpose of this study is to investigate frame negotiation and construction through a pragmatic analysis of the speech act refusal. This act serves as a marker of conflicting frames in Problem-Solving-Service Call (PSSC) interactions between native speakers of English and non-native speakers of English (NNS). Sixteen authentic PSSCs were recorded by eight NNS (Chinese) when they were talking to customer service representatives. A pragmatic analysis of moment-by-moment encounters of their interactions will, first, demonstrate how refusal acts trigger conflicting frames; second, how conflicting frames are further marked by structured linguistic items to indicate individuals' presuppositions, and third how conflicting frames are redefined through a co-constructing process. Instructional implications are provided to suggest frame knowledge building in second language learning activities.

Research paper thumbnail of Chinese Students’ Transcultural Strategies: Intentions to Navigate Identity Conflicts and Expand Their Identities Through Hong Kong Study Experiences

Journal of Comparative & International Higher Education

This study investigates Chinese international students’ acculturation strategies and pragmatic in... more This study investigates Chinese international students’ acculturation strategies and pragmatic intentions to address identity conflicts in Hong Kong study experiences through a developmental lens. We treat conflicts and stressors as indicators of active commitments and the process of engagement as strategic, goal-oriented, intentional investments to become better selves. Undergraduates (N = 95) enrolled in a Hong Kong university participated: 85 completed a Cultural Practices Questionnaire about daily activities; 10 completed semi-structured interviews on their acculturation strategies, identity conflicts, and justifications. Mixed method data analysis highlighted strategies rooted in goals, choices, consistency, and commitment. Several pragmatic intentions were also identified. Participants considered academic study,language learning, club activities, communicating with friends, volunteering, and interacting with diverse people as fundamental active commitments. An alternative defi...

Research paper thumbnail of UCLA Issues in Applied Linguistics Title Are They Ready to Participate? East Asian Students' Acquisition of Verbal Participation in American Classrooms Publication Date Are They Ready to Participate? East Asian Students' Acquisi-tion of Verbal Participation in American Classrooms

This study investigates seven East Asian graduate students' acquisition of verbal participati... more This study investigates seven East Asian graduate students' acquisition of verbal participation competence in American classrooms. By examining the acquisition process, the study focuses on the factors that deactivate participants' intents to participate, the strategies they develop to realize these intents, and the moments that signal readiness to participate. Participants' struggles, strategies, and moments at which they participated were analyzed at four phases over a two-year period through semi-structured interviews, questionnaires, and participant observations. Cross-and single-case analyses of the data were conducted, and a complex mix of affective, cognitive and situational factors was identified. The analysis suggests that participants are challenged more by cognitive factors than by cultural factors in the acquisition process. Metacognitive and sociocultural strategies work interactively and shape effective access to full participation membership. A case is mad...

Research paper thumbnail of Using Telephone Conversations to Develop Awareness of Pragmatic Skills: An Activity-Theory-Driven Approach

Research paper thumbnail of Acquired Greeting Routines and Emerging Social Stratification in a Changing Metropolitan Context: a Chinese Migrant Workers’ Case

Research paper thumbnail of Are They Ready to Participate? East Asian Students’ Acquisition of Verbal Participation in American Classrooms

Issues of Applied Linguistics, 2009

This study investigates seven East Asian graduate students’ acquisition of verbal participation c... more This study investigates seven East Asian graduate students’ acquisition of verbal participation competence in American classrooms. By examining the acquisition process, the study focuses on the factors that deactivate participants’ intents to participate, the strategies they develop to realize these intents, and the moments that signal readiness to participate. Participants’ struggles, strategies, and moments at which they participated were analyzed at four phases over a two-year period through semi-structured interviews, questionnaires, and participant observations. Cross- and single-case analyses of the data were conducted, and a complex mix of affective, cognitive and situational factors was identified. The analysis suggests that participants are challenged more by cognitive factors than by cultural factors in the acquisition process. Metacognitive and sociocultural strategies work interactively and shape effective access to full participation membership. A case is made for langu...

Research paper thumbnail of UCLA Issues in Applied Linguistics Title Are They Ready to Participate ? East Asian Students ’ Acquisition of Verbal Participation in American Classrooms Permalink

This study investigates seven East Asian graduate students' acquisition of verbal participation c... more This study investigates seven East Asian graduate students' acquisition of verbal participation competence in American classrooms. By examining the acquisition process, the study focuses on the factors that deactivate participants' intents to participate, the strategies they develop to realize these intents, and the moments that signal readiness to participate. Participants' struggles, strategies, and moments at which they participated were analyzed at four phases over a two-year period through semi-structured interviews, questionnaires, and participant observations. Cross-and single-case analyses of the data were conducted, and a complex mix of affective, cognitive and situational factors was identified. The analysis suggests that participants are challenged more by cognitive factors than by cultural factors in the acquisition process. Metacognitive and sociocultural strategies work interactively and shape effective access to full participation membership. A case is made for language teaching to treat cultural conventions of participation from an acquisitional perspective.

Research paper thumbnail of Developing Awareness of Questioning Strategies for Second Language Learner Teachers

Journal of Language Teaching and Research

Asking varying levels of questions within the cognitive domain is not an innate skill, which is e... more Asking varying levels of questions within the cognitive domain is not an innate skill, which is especially true with English as a second language learner teachers. To develop their awareness of teacher questioning strategies, an eight-week quasi-experimental study, designed based on the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) has explicitly taught participants (N=14) questioning strategies of asking varying levels of questions and Divergent Questions through intense restructuring activities and a Question-Question Game. Pre-and post-tests, and pre-and post-questionnaires, including question journals, are administered. The results, compared with the control group (N = 7) using paired-samples t tests show that explicit instruction has developed participants' awareness of formulating levels and varieties of questions. Participants have significantly (t(13) = 3.67, p < .05) asked more higher order questions such as Analysis Questions. They have also significantly (t...

Research paper thumbnail of Are They Ready to Participate? East Asian Students’ Acquisition of Verbal Participation in American Classrooms

Issues in Applied Linguistics, 2009

This study investigates seven East Asian graduate students' acquisition of verbal participation c... more This study investigates seven East Asian graduate students' acquisition of verbal participation competence in American classrooms. By examining the acquisition process, the study focuses on the factors that deactivate participants' intents to participate, the strategies they develop to realize these intents, and the moments that signal readiness to participate. Participants' struggles, strategies, and moments at which they participated were analyzed at four phases over a two-year period through semi-structured interviews, questionnaires, and participant observations. Cross-and single-case analyses of the data were conducted, and a complex mix of affective, cognitive and situational factors was identified. The analysis suggests that participants are challenged more by cognitive factors than by cultural factors in the acquisition process. Metacognitive and sociocultural strategies work interactively and shape effective access to full participation membership. A case is made for language teaching to treat cultural conventions of participation from an acquisitional perspective.

Research paper thumbnail of Using Telephone Conversations to Develop Awareness of Pragmatic Skills: An Activity-Theory-Driven Approach

Indian Journal of Applied Linguistics, 2009

Research paper thumbnail of Negotiating Frames Through Refusal Acts: A Pragmatic Analysis of Native/ Non-native Speakers’ Interactions in Problem-Solving Telephone Conversations~!2008-05-05~!2008-05-26~!2008-06-11~!

The Open Applied Linguistics Journal, 2008

The purpose of this study is to investigate frame negotiation and construction through a pragmati... more The purpose of this study is to investigate frame negotiation and construction through a pragmatic analysis of the speech act refusal. This act serves as a marker of conflicting frames in Problem-Solving-Service Call (PSSC) interactions between native speakers of English and non-native speakers of English (NNS). Sixteen authentic PSSCs were recorded by eight NNS (Chinese) when they were talking to customer service representatives. A pragmatic analysis of moment-by-moment encounters of their interactions will, first, demonstrate how refusal acts trigger conflicting frames; second, how conflicting frames are further marked by structured linguistic items to indicate individuals' presuppositions, and third how conflicting frames are redefined through a co-constructing process. Instructional implications are provided to suggest frame knowledge building in second language learning activities.