国际中文教育前沿

本文采用量化研究，对学历留学生的跨文化学术适应现状进行了探究。基于文献回顾，本研究建构了调查维度，确定了跨文化学术适应的内涵及其影响因素，并以此开发问卷，通过对在读学历留学生进行问卷调查，深入分析了其在学术语言和学术文化两个维度的适应状况。研究发现，总体而言，学历留学生在学术语言上的表现优于学术文化。具体而言，在学术语言方面，留学生语言能力相较于学术能力更为突出，显示出留学生在语言上的适应能力较强，而在学术能力上存在不足；而在学术文化方面，留学生的学术适应情况相对一般，在社会支持方面反映出留学生在寻求学术支持和帮助的过程中，学校和老师未能向留学生提供充分、有效的支持以满足其需求。基于研究结果，本研究建议学历留学生应进一步提升语言能力、加强文化适应，并积极参加学术活动以提升学术能力。同时，老师应与学生建立良好关系，学校可组织交流活动，提供学术支持，并营造有利于留学生学术发展的环境。综上所述，本研究不仅为深入理解留学生的学术适应提供了实践指导和理论支撑，也为未来的研究和实践提供了有益参考。

Globalization has significantly influenced the internationalization of higher education in China. International students pursuing degrees are a crucial part of this process, and their academic adaptation directly affects the quality and international reputation of China's higher education system. This study aims to investigate the cross-cultural academic adaptation among international students in China, focusing on two key dimensions: academic language and academic culture.The research employed a quantitative approach, utilizing a questionnaire designed to assess the academic adaptation of international students. The survey was conducted among international students at N University, with its data collection focusing primarily on academic language and academic culture. Reliability and validity tests were performed to ensure the robustness of the instrument. Statistical analysis was conducted using SPSS 27.0, and the results were analyzed to identify patterns and areas for improvement.The findings revealed that, generally, international students perform better in academic language than in academic culture. Specifically, in terms of academic language, international students exhibit stronger linguistic abilities compared to their academic skills, particularly in aspects like group discussions and presentations. However, they face more significant challenges in academicspecific tasks such as writing theses and reading academic literature in Chinese. Regarding academic skills, international students scored lower overall. While they have mastered methods for collecting academic resources, they struggle with mastering the rules of thesis writing and academic Chinese. This suggests that they find it easier to navigate basic linguistic environments but still face persistent gaps in mastering academic discourse and terminology.In contrast, in terms of academic culture, international students' adaptation is relatively moderate. They generally report satisfactory experiences in collaborative academic settings, including team-based work and cooperation with tutors. However, they encounter substantial barriers related to cultural differences and subject difficulty. Furthermore, when it comes to social support, international students face difficulties in seeking academic assistance. Neither the university nor teachers have provided adequate support to meet such needs.Based on the research results, the study recommends that international students focus on improving their language skills, strengthening their cultural adaptation, and actively engaging in academic activities to enhance their academic proficiency. For faculty, fostering supportive, culturally aware advisor-student relationships is critical to improving students' integration and success. At the institutional level, it is essential to pay more attention to the development of cross-cultural and academic competence of international students. Regular academic and cross-cultural activities should be organized to create a positive learning environment for international students.In summary, this study, which examines the current situation of crosscultural academic adaptation among international degree students in China, develops a scale based on dimensions of academic language and academic culture. This research offers a comprehensive and detailed depiction of students' academic adaptation, providing a practical framework and guidance for future research and practice in this area. Additionally, this study contributes to enriching theoretical research on cross-cultural academic adaptation, thereby expanding the scope of research on international students' academic adaptation.