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‘I felt that I do live in the UK now’: international students’ self-reports of their English language speaking experiences on a pre-sessional programme / Fiona Copland and Sue Garton
// Language and education 2011, Vol25, N.3 2011p. 241-255 This article focuses on the English language experiences of a group of pre-sessional students, an under-represented group in the literature on language and education. In particular, it investigates the opportunities that such students have to use English out-side the classroom, shown to be a key factor in student satisfaction with their study abroad experience. Drawing on data from questionnaires, interviews and on-line di-aries, we show that students have a variety of opportunities to use English; however, these opportunities may require students to engage in complex negotiations right from the beginning of their sojourn in the UK. Micro-analysis of the data shows that agency is a key construct in understanding students’ representations of their English encounters as they begin their lives in the UK. The article concludes with some suggestions as to how pre-sessional courses may develop students’ linguistic and socio-cultural skills in order that they may interact successfully in English outside the classroom
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‘I read, I don’t understand’: refugees coping with academic reading / Eliana Hirano.
// ELT journal. 2015, Vol. 69, No.2 2015.p. 178-187. This article investigates the experience of seven refugee students with academic reading during their first year of college, with a focus on the challenges they faced completing assigned readings and the strategies they used to cope with these challenges. Although the participants graduated from American high schools, they were not considered ‘college-ready’, according to their scores in standardized exams. Data were collected over two semesters through interviews with participants and faculty, class observations, and written documents such as assigned readings. Data analysis followed qualitative procedures. Findings show that all seven participants were able to cope with academic reading in first-year college, despite the numerous difficulties they faced. This article has implications for college instructors teaching not only refugee students but also teaching any of the growing number of international students currently attending higher education worldwide.
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基于不同居住类型的双语态度实证研究=An Empirical Study on Bilingual Attitude Based on Different Types of Residence / 邬美丽.
// Applied linguistics. 2015, No.4. 2015.78-86 p. The paper examines Mongolian people’s attitude towards Mongolian and Chinese from the perspectives of integrative motivation, instrumental motivation and bilingual learning attitude,with the type of residence into consideration. It is found that the degree of identity with both languages is higher in the Mongolian community than among the scattered inhabitants both from the aspects of instrumental motivation and integrative motivation. In terms of bilingual learning attitude,the degree of interest in Mongolian is higher in the Mongolian community than among the scattered inhabitants. Therefore,type of residence is an important factor in influencing bilingual learning attitude.
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