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mestic migrants, leave the familiar surroundings of their home culture and resettle in a new cultural environment for varying lengths of time. Although unique in individual circumstances, all new arrivals find themselves in need of establishing and maintaining a relatively stable working relationship with the host environment. The process of adapting to an unfamiliar culture unfolds through the different facets of adaptation, a process that is deeply rooted in the natural human tendency to achieve an internal equilibrium in the face of adversarial environmental conditions. 

2.1.1 Definition of cross-cultural adaptation

Generally, the dynamic change process that happens to individuals upon their relocation to a new environment is defined as cross-cultural adaptation (CCA) (Kim, 1988, 2001). As Kim (2001) pointed out, “The multicultural world is enhanced by the experiences of sojourners, immigrants, and others who successfully make the transition from one culture to another” (p. xi). Furthermore intercultural studies focus on the interactions between people from different cultural backgrounds, and adaptation is a “dynamic process by which individuals, upon relocating to an unfamiliar cultural environment, establish (or reestablish) and maintain a relatively stable, reciprocal, and functional relationship with the environment” (Gudykunst, 2003, p. 244). Yet, the understanding and the duration of staying abroad cannot guarantee improved understanding of another culture (Hodge, 2000), because without the understanding of a culture in a host country the international student will feel depressed and emotionally down but students possessing a background of international experiences are capable of making constructive contributions connected to a greater sense of multicultural awareness and practices (Dao et al., 2007). 

.2 Theoretical model of cross-cultural adaptation

The write-up below and diagrams describes CCA by way of models proposed in scholarly articles and other writers to depict or illustrate the acculturation process for which international students go through.

2.2.1 Berry’s acculturation model

The complex literature on acculturation has been the subject of numerous conceptual frameworks: these have attempted to systematize the process of acculturation and to illustrate the main factors that affect an individual’s adaptation. One such framework (cf. Berry, 1992) is presented in Figure 2.1 (see also Berry. 1976; Berry, Trimble & Olmedo, 1986; Olmedo, 1979; Rogler, 1994; Ward, 1996).

On the left are group- or cultural-level phenomena, which are mainly situational variables; while to the right are individual- or psychological-level phenomena which are predominantly person variables.

Along the top are features that exist prior to acculturation taking place, while along the bottom are those that arise during the process of acculturation. Through the middle of the framework are the main group and psychological acculturation phenomena; these flow from left to right beginning with the cultural groups in contact bringing about changes in many of their collective features (e.g. political, economic, social structures), then affecting the individual who is experiencing acculturation (resulting in a number of possible psychological experiences and changes, leading finally to a person’s adaptation. The framework in Fig. 2.1 combines本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。