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1.
While there are a number of reports on problems faced by international students in Australia, there is little information on the perceptions of such students relative to those of the academic staff teaching them. Using the Delphi technique, whereby problems identified are narrowed by consensus, a study conducted at one Australian university highlighted some expected and some unexpected outcomes. Difficulty understanding colloquial language, cost of tuition and feelings of isolation ranked highest amongst the problems cited by international students. Academic staff were critical of their own speed of lecturing, as well as international students' poor writing and critical thinking skills. 相似文献
2.
This study examines the experiences of international students at The University of Toledo, where international students comprise
approximately 10% of the student population. It highlights problems international students experience such as adapting to
a new culture, English language problems, financial problems and lack of understanding from the broader University community.
Recommendations for improvement include initiatives to raise the profile of international students, improved financial assistance
and scholarships, and creating opportunities for international students to improve their spoken English skills. 相似文献
3.
随着汉语国际教育事业的逐步推进,高校的汉语国际教育人才培养也应该与时俱进,提升学生的跨文化思辨能力。从解析跨文化思辨能力的含义入手,结合汉语国际教育事业的发展现状,分析汉语国际教育专业学生提升跨文化思辨能力的必要性,并提出促进高校汉语国际教育专业学生跨文化思辨能力培养的建议。 相似文献
4.
As in other Anglophone nations, a large percentage of Australia’s postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the eyes of experienced ALL practitioners (n?=?42), whose views on the issue were sourced via an online survey. The paper further explains how the findings were used to implement a trial of an ALL enhancement strategy at one university in the form of adjunct tutorials within selected coursework masters programmes. Both the research and the pedagogical model depart from monolithic conceptualizations of international students by identifying the issues of vertical transition peculiar to EAL postgraduate coursework students, a task that is addressed through the tripartite perspective of the personal, the linguistic and the academic. Findings suggest that, while EAL postgraduates have previous study experience, motivation and maturity, they benefit from opportunities to address disjunctures between the knowledge base they bring to higher study and the expectations of that knowledge base held by universities. Successful transition is also facilitated by explicit (re)orientation to the academic norms of the host institution and nation. Academic writing was noted as a particular area requiring attention, along with the related matters of research skills, information literacy, academic integrity, independent learning, and time management. 相似文献
5.
高级英语课是一门以阅读和赏析内容广泛、题材多样化的材料和名家作品为主的课程,阅读过程应成为此阶段解决语言问题的认知过程。在教学双方的互动过程中,教师应把握自身的角色,界定语言输出和输入的目标,尽量营造学生参与、合作的课堂氛围,使高级英语课堂成为“教-学-研”的平台。 相似文献
6.
Kathleen Felton 《高等教育研究与发展》2017,36(1):88-101
Practicum experiences are critical learning environments for developing requisite skills, knowledge, behaviours and attitudes across the professions. Evidence suggests that international students in professional social and behavioural science programs struggle across a number of dimensions while on practicum. Key issues for these students coalesce around English language competency and cultural competency in the workplace. Research evidence likewise suggests that workplaces generally struggle to provide culturally inclusive practicum experiences for international students. This difficulty is evident at the level of individual supervisors, as well as at the level of schools and host organisations. This article reports on the capacity of host organisations to offer inclusive practicum experience for international students across professional programs in the social and behavioural sciences. The article reviews the literature in relation to the needs of international students and factors supporting inclusive practicum experiences, before outlining the method and findings of a needs analysis undertaken as part of a research project conducted in south-east Queensland, Australia. Suggestions are provided about how the capacity of host organisations can be developed to offer quality practicum experiences for international students. 相似文献
7.
This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international
graduate students at a university in Chinese mainland. North University (NU) has hosted international students in its Chinese
language and culture programs for decades. However, between 2008 and 2010, a new Master’s degree program for international
students was established. This attracted 75 graduate students from different disciplinary backgrounds, from 21 developing
countries in Africa, Asia, Latin America, and Oceania. English is the common language to both students and faculty, but a
foreign language to all. This program marks a significant shift for China’s higher education as it reaches out to the world.
The paper describes this cohort’s lived experiences in China, including academic, linguistic and sociocultural learning. It
analyzes the challenges such programs pose for the Chinese higher education system, explores how these challenges have become
opportunities for growth and how barriers have been overcome. It also discusses the implications of this case for the upgrading
of higher education quality in China. 相似文献
8.
KEN CRUICKSHANK SANDRA NEWELL STEPHANIE COLE 《Asia-Pacific Journal of Teacher Education》2003,31(3):239-247
The English language needs of students in teacher education programmes have become an issue of concern. There has been an increase in the numbers of local and international students, the range of their backgrounds and the diversity of their language needs. This paper explores the question of what constitutes effective English language support for students, focusing on the development of provision for a group of 110 overseas-trained teachers undertaking teacher education at the University of Sydney between 1999 and 2002. Data are drawn from focus group interviews, semi-structured interviews with students and staff and student learning journals. The paper proposes an integrated and flexible model of English language support involving content-based units, tutoring/mentoring programmes and self-directed study. Such a model may be useful for English language support for different groups of English as a second language (ESL) students in other contexts at tertiary and secondary levels. 相似文献
9.
《International Journal of Educational Development》2005,25(1):39-52
This paper highlights the complexities surrounding the social practices involved in being an international higher degree student, and the ways in which these practices contribute to the formation of student identity. It reports research in progress aimed at understanding how higher degree students experience studying for a degree delivered ‘offshore’ by an Australian university. In particular, it presents findings of two interpretive case studies, one of a masters degree course delivered in Singapore and another of a doctoral dissertation programme delivered in Hong Kong. The line of inquiry concerns questions about the perspectives of the students: how they understand the dynamics of their particular educational context and their sense of themselves as students in relation to the communities to which they belong. 相似文献
10.
分析当前硕士研究生专业外语教学现状和存在问题,提出了基于学术研究与国际交流的硕士研究生专业外语研究性教学目标,论述了硕士研究生专业外语教学中教师、教材、教学内容、教学方法问题。结合非线性振动课程与专业外语课程特点,并考虑机电耦联动力学方向硕士研究生培养方案要求,进行了四届研究性教学实践,提出非线性振动与专业外语教学相结合的同步研究性教学法。 相似文献
11.
秦琳 《山西财经大学学报(高等教育版)》2012,(2):39-42
在世界经济全球化的背景下,中国国际竞争力的提升急需既精通专业且英语素质良好的复合型人才。然而,承担培养外语人才重任的大学英语教学却忽视了学生的专业特点,缺少针对学生的需求分析。本文基于一项针对大学生英语学习满意度的调查,剖析大学英语教学的困境及其原因,阐述需求分析对大学英语课程的意义,提出大学英语教学由通用英语转向专门用途英语的必要性与可行性,以及实施专门用途英语教学的途径,探索大学英语教学改革的方向。 相似文献
12.
Ly Thi Tran Tran Le Huu Nghia Cam Khuong Truc Thi Thanh Le 《Teaching in Higher Education》2019,24(6):755-771
Language and learning advisors (LLAs) play a vital role in supporting the academic development of a fast-growing population of international students. This paper tackles the professional development practices for LLAs and barriers to their professional development. Using Bourdieu’s concepts of field and habitus, the paper addresses the mutual interactions between the work environment and LLAs’ thinking and actions regarding providing language and learning advice to international students. The analysis of 44 semi-structured interviews with LLAs from 18 institutions shows that there was a scarcity of targeted professional development opportunities for LLAs to improve their expertise directly related to international students and internationalisation of education. Financial shortage, time constraints, casualisation conditions, managerial issues, academic to professional employment re-classification for LLAs and the ongoing marginalisation of LLAs have created unfavourable contexts for LLAs’ professional development. The paper points out the critical need to create better work conditions for LLAs, to ensure more investment in creating targeted opportunities for LLAs’ professional development and to provide more resources and attention to support their enactment of agency and development of professional capacities. 相似文献
13.
刘鹏 《湖北广播电视大学学报》2013,33(2):106-107
MTI口译硕士属于专门性人才,不仅要求具有扎实的语言功底、高强的双语表达能力和广博的知识,还必须具备良好的个人心理素质和快速反应能力。要达到这些要求,在平时的培养过程中教师就应采取行之有效的教学培训策略,引导学生积极实践,积累口译经验并探索其规律。 相似文献
14.
李泉 《暨南大学华文学院学报》2012,(1):51-59
本文回顾和讨论了国际汉语教师的标准问题,结合汉语国际化的现状及外语教学的性质和特点,提出应明确面向海外培养的国际汉语教师的规格,并主张以“合格”为汉语教师培养的基本规格。文中讨论和例示了合格的国际汉语教师必须具备的基本知识、基本能力和基本素养（“三基”）,并强调在国际汉语教师特别是汉语国际教育专业硕士培养过程中,“三基”类课程应不低于总课程量的60％,其中属于基本知识的汉语（语音、词汇、语法）及汉字本体知识的课程亦不应低于“三基”类课程的60％．以此保证我们培养的人才首先是合格的汉语教师,保证他们未来汉语教学的质量。 相似文献
15.
孙毅 《沈阳教育学院学报》2007,9(1):66-68
留学生开设的汉语短期班已经成为对外汉语教学的重要组成部分。阐述了当前留学生汉语短期班存在的问题,并提出了办好留学生汉语短期班的新对策。 相似文献
16.
国际汉语热和汉语国际推广的迅猛发展对汉语国际教育硕士培养提出了更高的要求：汉语国际教育硕士不仅要具有丰富的专业知识,而且要具有较强的课堂教学能力,以符合对外汉语课堂教学的要求。文章对 X大学的部分汉语国际教育硕士进行问卷调查,分析了汉语国际教育硕士课堂教学能力的培养现状及存在问题,提出了提升当前汉语国际教育硕士课堂教学能力的一些建议和对策。 相似文献
17.
Intercultural interaction plays an important role in contributing to international students’ learning and wellbeing in the host country. While research on international students’ intercultural interactions reveals multifaceted aspects of personal and social factors, there is a tendency to consider language barrier and cultural differences as individual factors that constrain their interactions with the institutional community. Drawing on 105 interviews with international students in Australian vocational education and training and dual sector institutions, this paper examines international students’ intercultural interactions in host institutions and the factors that act as enablers or inhibitors for intercultural interactions. It highlights the social and structural conditions in creating symbolic capital of elitist Anglo-Australian culture and English language, and social differentiation. This paper offers insights into understanding the legitimacy of such elitism, in hope that future conceptualisation, research and practices of intercultural interactions may locate international students within their cultural diversity. 相似文献
18.
Vivian Miu-Chi Lun Ronald Fischer Colleen Ward 《Learning and individual differences》2010,20(6):604-616
Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and tested hypotheses derived from research in international education and cultural psychology. The results showed that NZ European students performed better on two objective measures of critical thinking skills than Asian students. English proficiency, but not dialectical thinking style, could at least partially if not fully explain these differences. This finding holds with both self-report (Study 1) and objectively measured (Study 2a) English proficiency. The results also indicated that Asian students tended to rely more on dialectical thinking to solve critical thinking problems than their Western counterparts. In a follow-up data analysis, students' critical thinking was found to predict their academic performance after controlling for the effects of English proficiency and general intellectual ability, but the relationship does not vary as a function of students' cultural backgrounds or cultural adoption (Study 2b). Altogether, these findings contribute to our understanding of the influence of culture on critical thinking in international education. 相似文献
19.
Over the last 15 years the number of international students studying at universities in Taiwan has increased dramatically;
however, to date, there have been few studies that measured the cultural adjustment problems that this diverse group of students
experience. To remedy this problem, this study gathered data from 1,174 international students and 189 faculty and staff members
at 15 universities in Taiwan that described the extent of these problems in 12 different areas. Using independent sample t-tests and multiple regression analysis, this study found that the cultural adjustment problems experienced by international
students were relatively minor, that faculty and staff consistently overstated these problems, and most importantly, problems
with the English language explained more of the variation in both student and faculty and staff responses. 相似文献
20.
Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes 
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下载免费PDF全文 There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes. 相似文献