Critique Of Difficulties For Students Studying Abroad English Language Essay

Critique Of Difficulties For Students Studying Abroad English Language Essay Introduction The article, Cultural Variations: Difficulties for Students Studying Abroad, was written by Ballard and Clandchy, in 1984. The authors describe three kinds of difficulties which students studying abroad have to face, different styles of thinking, learning, writing and presenting ideas. They also point out that if overseas students want to have a good studying and living condition, they must try to change their thinking, learning and writing style into critical and analytical approach in order to adjust to the western country. Generally the viewpoints are good, but there are some weaknesses about examples which should be re-evaluated. Summary To the first question-different style of thinking, the authors observe that culture variation lead students with different context think for different purposes. This phenomenon is not only for the different languages, but also culture background. An example about a Japanese student studying at Australia is given to support this view. He was a good student who had studied Economics for two years in Tokyo before coming to Australia. However he even could not pass the exam and mistook the meaning of his essay question because of different thinking style. When he was able to see the problem and adapted to the Australian thinking pattern, he became a promising student again. The authors second main point is different styles of learning. They present three kinds of learning method: reproductive approach, analytical approach and speculative approach. Different students from different culture background are used to their own ways of learning. When they come to a new academic environment, it is hard for them to develop a critical and hypothesising attitude towards tasks. A Singapore undergraduate, a Japanese MA student and an Indian PhD students comments proved that the variety of learning style make them unfit. An Indonesian postgraduate also suffered with the studying problem when she moved to Western university. Once she switched her thinking and learning approach and began to ask questions, she was successful. Moving on to the third style main pointstyle of writing and presenting ideas, the authors refer to Kaplans research. He argues that there are five independent patterns for writing: English pattern, Romance and Russian pattern, Semitic pattern and Oriental pattern (cited in Kaplan). Each pattern has its own characteristic. For example, English pattern is a linear one, moving from main opinions directly to examples, which is totally different from Oriental pattern, indirectly, circling round the main ideas for avoiding making an ultimate conclusion. Critique In the article, Ballard and Clanchy point out that Asian student should exert critical thinking to adjust to the Western learning system. Though the authors viewpoints were raised in 1984, I agree with it to a large degree. But there is no example about Chinese students in the article and many examples are not powerful enough to support their view. Overseas students lack critical thinking, even today Though the article was written in 1984, generally its views are good, many of which are still valid today. Back to Chinese traditional culture, the thinking and learning style are different from that of western countries. In China, we were used to absorb what teacher said, and never doubted whether it was right or not. Because in our eyes, teachers duty is to preach, teach and disabuse, so they must be exactly right (Patrick Huang, 2009). If someone is doubtful of teachers words or theories on the book, he will be regarded as not respecting teachers or crazy. When I came to the UK, what I felt on the lectures made me to recognise the learning style is different from China. Whenever, British students feel a question got them, they would put up their hands, though in my mind, the question was easy. On the lectures, it is can be often heard from a teacher: Are you all happy with that? It is the time that the teacher wants to get some feedbacks from his students, whether they understand his lecture or not. Most of the time, some British student will shout out what make him confused. But to our Chinese, though the question is really hard, we would read some reference books rather than to raise it up on the lecture, because there is a high-self-esteem ideology in our mind. I will feel shame if all of the other classmates understand the question, but me. Examples are not powerful enough As mentioned above, the authors ideas are generally good, but the examples used in the article are not convincing evidence to function as the authors expect. Firstly, the examples in the article are not enough in quantity and quality. In my opinion, a questionnaire about whether different culture context have different learning style and comparison between Asian students and Australian students should be done in Ballard and Clanchys investigation. An example like Biemans and Mil raised in their research is expected: 25 Chinese students and 16 Dutch students were divided into two groups respectively. Most Chinese students have the characteristics that reflect a reproduction-directed and an undirected learning style, while the Dutch students as a group do not demonstrate any one particular learning style (Biemans and Mil, 2008). In addition, the evidence is not relevant to Chinese students. According to Ku at el, the most common difficulties For Chinese students are associated with language ability, academic performance, and social adjustment (Ku at el. 2001). It is thus clear, besides critical thinking and learning strategy, language ability is another obstacle which limits Chinese students progress. Another weakness is the analysis Ballard and Clanchys did is not deep going. To the Chinese style of learning, it must be retrospect to the fundamental education for children. I have read a funny story about a Chinese couple, taking 3 year-old son, visited their American friends who had 3 children. When these children played the building block, the Chinese child often asked his mother to help him, while these American children never did that. Oppositely they were happy to help their new friends solve the problem. At dinner, these American children were happy to see the guests using chopsticks, so they copied the actions to eat food. Whereas the Chinese kid did not want to eat by himself, just shouting: mom feed me, mom feed me The Chinese lady had no choice but feed him. It is an example in our daily life, yet we can get more information and think deeply rather than the superficial meanings. Sometimes we consider kindergarten or primary school is where fundamental education begins. W ell actually parent is childrens first teacher whose teaching style effects initiatory learning style of the kids. In my opinion, most Chinese parents like to teach their children hand by hand. Just like my parents, when I was young, they checked up my homework every day and told me to remember the equations or formulae time after time. Western country parents will not do that, because they think that is the teachers work. They just tell the children to learn by themselves. So when children step in schools, they would be used to the ways of learning from their parents. And also the teachers, under different culture context, teach their students with different ways. These factors lead students to form the habit of how to learn and not adapt to other style of learning. Just like the authors mentioned, we cannot say which learning method is superior to the others. Reproductive style lay emphasis on memorisation and imitation, which, I think, is suitable for primary schools study, not for high school or university, because it prepares students for bigger tasks ahead. But when they go to study abroad, normally western countries, the speculative style of learning, such as, group discussion, questionnaire, makes them uncomfortable. Otherwise, with the combination of eastern and western culture, more and more universities of the eastern countries have begun to attach importance to analytical and speculative learning style and encourage students to ask questions. Conclusion When a western university takes over an overseas student, I think, his marks and English level must be both good enough. Maybe only the way of learning and thinking is different from that he acquired in his country. What he needs to do first is to learn how to ask questions. Never be shy! And then try to use critical and analytical views to do the different tasks. When he breaks through these main points, everything will go well. He can prove he is excellent both in his country and abroad.

Personal Narrative: What Real Friendship Is Essay -- essays research p

When you were still in the kindergarten, friends were the people who romped about with you, played mischievous tricks upon everyone. When you were getting bigger, perhaps at primary school, friends were the people who helped you in your homework, who sung with you at the school choir. Had you forgotten them? Had you betrayed them? Are you a good friend to your friends? A true friend would always tell you the truth, be you best partner when you need him, most of all, support you. It is not right to act suspiciously in front of your friends. Not long ago, my friends were very busy planning a birthday surprise for me. They stopped talking when I drew near and whispered when I was within earshot. They put their work hastily away when I asked what it was. Their act was so suspicious that my curiosity grew. I tried to expose their scheme. I tried to peep into their drawers when they were away at recess. At the end, everyone lost his patience and interest and my friends blamed me. â€Å"It’s all your fault!† Yes, that’s true. I had spoiled their plans, but their motives were suspect with me. Good friends are the people who forgive your mistakes, who stop you from making mistakes and help you when you do. Friends are the people who help you, who offer support and tell you the truth when you need to hear it. Once, my friend Aggie and I had attended a duet contest. We tried different styles and different songs, but none of those satisfied us. I was upset and wanted to give up, but Aggie encouraged me. Finally, we chose the most suitable piece of music for the competition. We practiced and practiced and practiced. Sometimes we only practiced for an hour, while we usually practiced a whole day, kept repeating the same phrase again, again and... ...missed her. Aggie never acknowledged the letter with words, but she did with her behavior. We went from acting like awkward acquaintances to being the friends — and soul mates─,─, that we once were. She began to write me more and more and our conversations went back to the gossipy notes we used to have that made us laugh. She included me in her life and we began a new relationship─,─, a very honest and real relationship. Now it is with laughter and joy. It is hard to believe that after all the years of separation and all that we have been through, how close Aggie and I have become again. Friends are the people who understand you, who walk beside you, who make a difference in your life. They stick with you and stand by you. They hold your hand and watch you live. You learn from them and rely on them. Your life is not the same without them.

Effective Speakers Essay

President William Jefferson Clinton, the 42nd President of the United States is a prime example of what it means to be an effective speaker. Although George H. W. Bush and Bob Dole were highly qualified opponents in the 1992 and 1996 elections, it was Clinton’s presentation skills and ability to work an audience that earned him his back-to-back terms in office. President Clinton â€Å"owned the room† from the beginning of his first presidential debate. Upon being asked his first question, Clinton walked up to the lady seeking answers, squared his shoulders toward her, looked her straight in the eye, and asked her to repeat her name. As soon as she responded with her name, Clinton repeated her name back to her and answered her question passionately and confidently. (Koegel, 2007, p. 06-07). Effective speakers can walk into a room, take the audience by surprise, and deliver a presentation that is both passionate and natural. A presenter does not have to be perfect, nor does the audience expect him or her to be so. According to Henninger (2010), making a mistake, forgetting a segment of your speech, or falling speechless for a moment is okay as long as your presentation has value. An effective speaker knows how to avoid gestures and facial expressions that point out his or her mistakes. Public speaking skills are not inherited. It is a talent and a technique that has become second hand to a speaker through a great deal of practice. Can anyone be an effective speaker? The answer to this question is yes; with sufficient knowledge, tools, and practice, anyone can stand up and â€Å"own the room. † Be Organized An exceptional presenter is one who is organized and an organized presentation is one that has a developed structure. The average human being has a very small attention span; therefore a speaker’s best speech is one that is short and to the point. At most, a good presentation only needs two or three main points. That’s really all the audience wants to hear anyway (Henninger, 2010). The audience is also more obligated to listen to a presenter who looks organized. First impressions are crucial when a presenter is trying to sell his or her ideas, services, or products. Thirty seconds of floundering before the audience can send a negative signal that suggests that the presenter is unprepared and can also create question as to whether or not the presenter is even confident in what it is he or she is trying to promote (Koegel, 2007, p. 45-46). A speaker only gets one impression, so he or she should strive to make it a positive one by looking and being organized. Speak Passionately A presenter must be passionate about his or her topic in order for the presentation to be persuasive. If a presenter is not passionate about the topic, then why should the audience even care about it? Many presenters are guilty of delivering lengthy presentations that painstakingly reinforce their topic. According to communication experts, the time on a presentation should be slimmed down and the energy should be boosted up (Layman, 2011). A presenter should be aware of his or her voice when delivering a speech. If one’s tone is droning and monotone, then the presenter can likely expect to look out into an audience that is either asleep or captivated with something other than the presentation on point. Speak up, speak from the heart, and speak with conviction. In keeping with Koegel (2007), a presenter’s voice is an outward expression of his or her passion. Engage the Audience A powerful speaker is one who can engage his or her audience. People do not particularly care to sit silently through an exhaustive presentation. Most audiences want to participate and be a part of it. One way to engage with the audience is to encourage audience participation. Meet with the audience before the presentation, learn a few of their names, and listen to comments that are being made. When delivering the presentation, the presenter can address these comments and call on audience members by name. Addressing the audience’s issues and demonstrating that time was taken to know them by name builds a relationship with the audience. It is significantly important to make eye contact with the audience as well. By looking people in the eye, a presenter enhances two-way communication as well as encourages and establishes trust and a congenial give and take relationship (Downey, 2011). Many speakers have been given the advice at one time or another to find an inanimate object, such as the wall in the back of the room, and focus in on it when delivering a presentation. By looking over the audience, the presenter can alleviate the anxiety that he or she may be experiencing, correct? Unfortunately, the wall in the back of the room is not going to be the one making the business decisions that day. The audience makes the decisions and if a speaker cannot talk to the audience, then the audience will more than likely seek business with someone who can. Act Natural An exceptional speaker always appears natural. If the speaker looks confidant and relaxed, then the audience will be relaxed. A presenter should stray from giving formal presentations overflowing with facts and statistics; try leaning towards a style that is more conversational, engaging, and full of illustrative stories and current events that relate to one’s topic. Telling a story or beginning a presentation with an anecdote is a good way to break the ice, ease a presenter’s anxiety, and engage the audience at the same time because telling stories is something that comes naturally to humans. However, be sure that the story or anecdote flows with the topic on point. An effective presentation should not sound scripted. Writing out the presentation is okay, but the speaker must then fight the temptation to read it word for word. The written word does not flow nor does it have the same approach as the spoken word. If a presenter feels obligated to write out his or her presentation and follow scripts, then he or she should be sure to lose the official tone and write in the manner that he or she speaks (Koegel, 2007, p. 122). Understand the Audience An effective speaker is one who can connect with his or her audience. According to Koegel (2007), understanding the business, issues, and concerns of the audience is an excellent way to achieve this goal. Before pitching a sales presentation, a presenter should research and thoroughly understand his audience. There are a number of ways one can achieve this, such as researching the company’s website to understand a firm’s morals, beliefs and objectives or another option would be to speak with employees within the organization prior to a meeting. As you present, you should look for opportunities to add value. Researching and understanding your audience is imperative and can present opportunities in which value can be added. An organization is more likely to listen and do business with a speaker who has demonstrated his or her knowledge of the company more so than a salesperson whose only preference is to acquire another sale. Once a speaker becomes familiar with the wants and needs of the audience, the presentation becomes much easier to craft (Mackay, 2011). Practice to Improve Humans are creatures of habit. The human body seeks comfort when placed in an uncomfortable situation. An example of this can be putting one’s hands in his or her pockets or looking down towards the floor. These minute gestures speak on behalf of the presenter and inform the audience that the speaker is uneasy about something. Without practice, a speaker cannot improve on these habits. There are many opportunities during the day to put into practice various speaking techniques. These skills should be practiced during one’s daily routine and not in â€Å"live† win-or-lose situations (Koegel, 2007, p. 6). If a speaker is in need of further assistance, he or she can hire a presentation coach. Effective speaking is not something one inherits at birth; it is a talent that is achieved through hard work and consistent practice. There is no reason to feel ashamed for asking for external help. Baseball great Hank Aaron batted cross handed until a batting coach corrected his style that led him to break Babe Ruth’s home run record. To Aaron and his colleagues, his hitting style before was satisfactory, yet it is often easier and beneficial to receive constructive criticism from outsiders instead of one’s own employees or colleagues (Porro, 2011). The point of this story is that even when someone is good at something already, that person is still not perfect. Practice, whether it is on one’s own time or through the assistance of a presentation coach, may not make a presenter a perfect speaker, but it opens the door for improvement and will make delivering a speech second nature to the presenter. By allowing one’s self to practice these techniques, it is then that the speaker becomes effective.

Things You Wish Teachers Knew

Sometimes, teachers can be really crappy. And not just like this†¦ Sometimes teachers just don’t seem to get it when it comes to the ways their students are being treated. It’s hard enough being a student of any age everything from kindergarten through college is a daily struggle against laziness with having to worry about your teachers making things harder for you. So we’ve compiled a list of things we wish teachers knew. Well, we can all dream. Handle Bullying When it Comes Up Bullying isn’t just something that happens when you’re a kid and someone steals your lunch money it can happen all the way through and past your education, even into the workplace. The best way to stop that happening is to nip bullying in the bud when it arises namely, having teachers intervene when they see kids getting picked on, and finding some way to mediate between the victim and the perpetrator. Brushing it off as â€Å"kids will be kids† isn’t helping. Doodling helps you concentrate This might seem a small point for people who don’t doodle or fidget, but for those who do, their lives have been an endless uphill battle against a parade of teachers constantly reprimanding them for seemingly distracting themselves from the task at hand. Seriously, doodling helps you take in facts more easily, and people who fidget are slimmer (tenuous, I know, but still: clever and skinny!), so stop giving us the evils for drawing on our notebooks. Academia isn’t Everything Look, it’s just the way it is: not all students are going to excel at the more academic side of school life. And with so many colleges requiring a general interest course along with your main degree, it’s doubly important that teachers start accepting this. Some kids are going to kill it in the music studio, on the track, or at the lathe, but they’re stuffed when it comes to dissecting poetry or weird maths stuff (yes, you’ve rumbled me: I can’t do maths in any way, shape, or triangular form). The Tests. THE TESTS When it comes to teaching for tests, there’s a fine line between just shoving everything that’s on the test and nothing else down our throats and giving us a broad look at the subject area in general. But there’s nothing worse than turning over a test paper and realising that you don’t recognise a damn thing on there or, even worse, you sort of do but your professor wound up rushing over it in class just so they could say that they covered it. Homework This is something that rumbles right up from grade school to the end of college why can’t teachers understand how much we’ve got to do without sticking acres of homework on top of that? In a dream world, teachers would coordinate with each other and make sure that no class was getting a ton of homework from everyone at once. Apparently, however, this remains pretty much impossible, with tumbleweed-empty weeks followed by a fortnight of maniacal activity.