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Factors are analyzed concerning academic stress of Chinese international students from the aspect of Chinese student-American teacher interaction. There are four factors indicated by respondents which handicap their interaction with teacher efficiently, including language shortage, lack of academic initiative and self-managing target, unwilling to express and implicitness in the mode of communication. The academic stress results from different Sino-US cultural patterns and modes of education. Based on the findings, recommendations are made on English teaching and how to cultivate students in studying abroad. Also, students should gradually accept deep-structure social cultural transition, and adapt themselves to academic culture in American colleges. Only in such a way can students establish a good rapport with teachers and thus relieve their stress.