Abstract
This study extends the compliance-gaining literature by comparing the behavior alteration techniques (BATs) used by new Chinese and American teaching associates. Students in an American institution reported their perceptions of teacher compliance-gaining behaviors using items from the Kearney et al. (1984) and Lu (1997) instruments developed from Chinese instructor BAT use in Chinese classrooms. Students reported that both American and Chinese teachers used strategies from both instruments. Moreover, no significant differences were revealed between students' perception of Chinese and American instructors with regard to frequency of BAT use as defined by the two typologies. Hence, new Chinese instructors appear to adapt successfully to United States classrooms with regard to compliance-gaining strategy use.
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