Abstract:

According to many studies, student retention and accomplishment in higher education largely depends on academic and social integration and having meaningful interaction between staff and students is the starting point. Social interaction is important for students, especially for students from other countries, because it helps them adjust to their new environment and develop a sense of belonging. Engaging in small talk is recognized as an important part of this process, so there is value in examining barriers faced by international students.
This phenomenological study investigates the challenges faced by Chinese students when making “small talk” with native English-speaking classmates and teachers in Canadian universities. The study examines the underlying causes of this problem, the coping measures developed by the Chinese students, and it attempts to identify potential practices to help them overcome these challenges using a combination of communicative competence, communities of practice, and the concept of languaculture as its theoretical framework.
Interviews were used to collect data from six Chinese students in Canadian universities about their experiences making small talk with instructors, classmates, and others, with a focus on challenges, possible reasons for these challenges, and potential solutions.
The preliminary results show that the major challenges are gaps in topical knowledge and uncertainty about the appropriateness of utterances. These problems are caused by an absence of communicative competence, in particular interactional and sociocultural competence, and a lack of familiarity with Canadian culture. The competence of Chinese students in making small talk in English can be improved by exposure to and experience with natural interactions with local Anglo-Canadians, expanding their topical knowledge, and making an effort to change their mindsets.
The results of this study provide useful information for current and future Chinese and other international students. In addition, it can help policy makers, institutional leaders, instructors, and native speakers learn more about the need to better facilitate the integration and acculturation of international students. Although the current focus is on Chinese students, many of the conclusions will apply to other international groups and will provide a foundation for future research opportunities.

Keywords:

Small talk, communicative competence, Chinese graduate students in Canadian universities.