scholarly journals Un percorso di letteratura italiana per studenti cinesi in mobilità internazionale

2018 ◽  
Author(s):  
Valeria Caruso ◽  
Anna De Meo
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Strong Correlation ◽  
Chinese Students ◽  
Literary Texts ◽  
Teaching Literature ◽  
Comprehension Skills ◽  
Letteratura Italiana ◽  
The University

The paper discusses different issues concerning teaching literature to foreign international students. Referring to a didactic experience carried out at the University of Naples “L’Orientale” with a of a group of Chinese students, the authors focus on the role played by literature in developing reading and comprehension skills. Following Coseriu’s text theory, literature learning is presented as an exercise in interpretation aimed at decoding the addresser’s intentions. Data collected from the analysis of the students’ written productions prove a strong correlation among language proficiency and text skills, which include metatextual abilities by which students can decode the expressive values that make up the sense of literary texts.

scholarly journals Learner Beliefs and Language Proficiency in SA Context: A Case study of Chinese Students Taking Pre-sessional Language Course in the UK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Li Xin ◽  
Zhang Jiayi
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Chinese Students ◽  
Structured Interviews ◽  
Learner Beliefs ◽  
Combining Data ◽  
The Uk ◽  
The University

<p>This study seeks to explore the interrelation between learners’ beliefs and language proficiency in study abroad (SA) context. The participants of this study consisted of 30 Chinese students who were taking the pre-sessional language course at the University of Sheffield in the UK. Combining data from the questionnaires, semi-structured interviews and test scores, the current study tries to answer three research questions: (1) Do learners’ beliefs change in the SA context? If so, in what ways? (2) Does learners’ language proficiency change in the SA context? If so, in what ways? (3) What is the relationship between learners’ English language proficiency and their beliefs about language learning?</p>By investigating learners’ beliefs change in SA context and how such change impacts on their language learning behavior and outcomes, it is hoped that students can have a more fruitful study-abroad sojourn.

scholarly journals How Proficient is Proficient Enough?: A Look at Proficiency in ESL for Academic Success

2017 ◽  
Vol 2 ◽  
pp. 4
Author(s):  
Marcellino Berardo
Keyword(s):  
Academic Success ◽  
International Students ◽  
Language Proficiency ◽  
Academic Program ◽  
Class Discussion ◽  
Proficiency Tests ◽  
Academic English ◽  
University Of Kansas ◽  
Literature Reviews ◽  
The University

We teach English to international students for the purpose of academic achievement at the University of Kansas. The assumption is that students cannot be successful in university classes without the ability to use academic English well. This is most obvious at the lower levels. If the student cannot understand any spoken or written English, then s/he cannot take notes, read textbook chapters, write papers, take exams, or participate in class discussion. This assumption also implies that as the student’s English improves, proficiency will become less of a factor in academic success.This essay is intended to help us discuss assumptions associated with language proficiency and academic success and to identify how well students need to be able to use English in order to fulfill the university’s ESL requirement and be successful in their chosen academic program, at least as far as language is concerned. To this end, I begin by characterizing different kinds of proficiency. Then I highlight the literature reviews in this issue, one by Jennifer Hornbaker and one by Parul Sood, that bring up issues related to using proficiency tests as the sole indicators of linguistic readiness for academic success at the university.

scholarly journals Japanese Language as an Organizational Barrier for International Students to Access to University Services: A Case of Aoyama Gakuin University

2016 ◽  
Vol 6 (4) ◽  
pp. 956-966
Author(s):  
Hiroyoshi Hiratsuka
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Japanese Language ◽  
Case Study Methodology ◽  
Face To Face ◽  
Study Methodology ◽  
University Services ◽  
The University ◽  
Participatory Observation

In 2011, Aoyama Gakuin University (AGU) started a government-funded degree program (taught in English) to accept international students with limited or no Japanese language proficiency. However, the students faced obstacles in accessing all of the university resources provided. In this article, I investigated Japanese language as an organizational barrier for students accessing to campus resources. I utilized the case study methodology through participatory observation on campus and face-to-face interviews.

scholarly journals PLE: fatores de legibilidade na retextualização literária

2019 ◽  
Vol 10 (1) ◽  
pp. 33283
Author(s):  
Ana Maria Machado ◽  
Anabela Fernandes
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Literary Texts ◽  
The Novel ◽  
Extensive Reading ◽  
Proficiency Level ◽  
Comprehension Skills ◽  
Language Courses ◽  
Foreign Language Courses

The “Literature in Portuguese Foreign Language Teaching” project aims to introduce extensive reading of simplified versions of literary texts (19th-21th century) in the first stage (Beginners Level) of Portuguese as a Foreign Language courses. Using a literature-based approach to language learning as a potential source of cultural input enhances learners’ creativity. During the project’s first phase, we tested a simplified sample of the novel O Senhor Ventura (1943/1985), from Miguel Torga, in the context of formal learning, in order to assess the suitability of the text for this particular language proficiency level. After collecting data and considering students’ needs, we have selected notations and pictures and we have built a questionnaire that will contribute to the improvement of their reading and comprehension skills.

Conversational Language Proficiency among International Students at the University Level

1996 ◽  
Vol 113-114 ◽  
pp. 245-262
Author(s):  
Christy Y. Lao ◽  
Stephen D. Krashen ◽  
Barry C. Gribbons ◽  
Janice Schafrik-Arenault ◽  
William B. Michael
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Academic Language ◽  
World Language ◽  
Common Assumption ◽  
Limited English Speaking ◽  
The Status ◽  
Conversational Language ◽  
English Speaking ◽  
The University

Abstract A common assumption is that international students in English-speaking countries have well-developed competence in academic language, but have deficiencies in conversational language. This assumption is in contrast to the situation among limited English speaking children (CUMMINS, 1989). If true, this lack of conversational language is a problem; even if international students do not plan to reside in an English-speaking country after their studies are complete, the status of English today as a world language means that professionals in many fields need to be able to interact with colleagues on an informal basis.

International Students’ use of Multilingual Information Access (MLIA) tools: A Survey

2013 ◽  
Author(s):  
Peggy Nzomo ◽  
Victoria Rubin ◽  
Isola Ajiferuke
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Information Access ◽  
Native English Speakers ◽  
English Speakers ◽  
Cross Language Information Retrieval ◽  
The University ◽  
Cross Language ◽  
Linguistic Backgrounds

This research presents the results of a case study on potential users of Cross Language Information Retrieval (CLIR) systems –international students at the University of Western Ontario. The study is designed to test their awareness of Multi-Lingual Information Access (MLIA) tools on the internet and in select electronic databases. The study also investigates how non-native English speakers cope with language barriers while searching for information online. Based on the findings, we advocate for designing systems that incorporate CLIR options and other MLIA tools to support users from diverse linguistic backgrounds with varying language proficiency levels.Cette recherche présente les résultats d’une étude de cas auprès d’utilisateurs potentiels, des étudiants internationaux de l’University of Western Ontario, d’un système de repérage d’information par langue croisée (RILC). L’étude est conçue pour tester leur connaissance d’outils d’accès à l’information multilingues (AIM) sur Internet et dans certaines bases de données électroniques. L’étude s’intéresse également aux moyens que prennent les locuteurs non natifs de l’anglais pour palier aux barrières linguistiques lorsqu’ils cherchent de l’information en ligne. Selon les résultats, nous recommandons de concevoir des systèmes qui incorporent des options de RILC et d’autres outils d’AIM pour aider les utilisateurs d’origine linguistique diverse ayant des niveaux de maîtrise linguistique différents.

Sociocultural Adaptation Challenges of International Students at a Higher Learning Institution in Malaysia

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Mst. GulRaihan ◽  
Sandaran, S. C.
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
T Test ◽  
Higher Learning ◽  
Environmental Adaptation ◽  
Sociocultural Adaptation ◽  
The People ◽  
Academic Adaptation ◽  
The University ◽  
Interpersonal Adaptation

Malaysian Higher Learning Institutions currently have more than one hundred thousand international students as a part of its pledge of internationalization of Higher Education. One of the core challenges for its international students is their sociocultural adjustments into the new environment. This study investigates the sociocultural adaptation challenges of international students in the host university. A total of 200 students were surveyed using a modified version of the sociocultural adaptation scale (SCAS). Using a quantitative approach, Exploratory Factor Analysis, ANOVA and T-test were performed to analyze the data. The findings show that the students face challenges in four aspects, namely language proficiency, academic adaptation, environmental adaptation and interpersonal adaptation. The results of the independent sample t-test show that, ‘language adaptation’ and ‘academic adaptation’ have more influence on the sociocultural adjustments of international students, while ‘interpersonal adaptation’ has little influence. In addition, results of the ANOVA show that the university campus and region of origin of the students influence the ‘academic and ‘environmental’ adaptation of the students. Based on the findings, we suggest that Malaysian universities should encourage cross-cultural adaptation through improving their social support linkages with the locals and the people of different culture than their own.

Voices of dissent: unpacking Vietnamese international student experience

2017 ◽  
Vol 31 (3) ◽  
pp. 280-292
Author(s):  
Le Huong ◽  
Fung Kuen Koo ◽  
Rodney Arambewela ◽  
Ambika Zutshi
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Student Perceptions ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
International Student ◽  
English Language ◽  
Content Type ◽  
The University ◽  
Depth Interviews

Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.

scholarly journals How Proficient is Proficient Enough?: A Look at Proficiency in ESL for Academic Success

2017 ◽  
Vol 2 (3) ◽  
pp. 4-8
Author(s):  
Marcellino Berardo
Keyword(s):  
Academic Success ◽  
International Students ◽  
Language Proficiency ◽  
Academic Program ◽  
Class Discussion ◽  
Proficiency Tests ◽  
Academic English ◽  
University Of Kansas ◽  
Literature Reviews ◽  
The University

We teach English to international students for the purpose of academic achievement at the University of Kansas. The assumption is that students cannot be successful in university classes without the ability to use academic English well. This is most obvious at the lower levels. If the student cannot understand any spoken or written English, then s/he cannot take notes, read textbook chapters, write papers, take exams, or participate in class discussion. This assumption also implies that as the student’s English improves, proficiency will become less of a factor in academic success.This essay is intended to help us discuss assumptions associated with language proficiency and academic success and to identify how well students need to be able to use English in order to fulfill the university’s ESL requirement and be successful in their chosen academic program, at least as far as language is concerned. To this end, I begin by characterizing different kinds of proficiency. Then I highlight the literature reviews in this issue, one by Jennifer Hornbaker and one by Parul Sood, that bring up issues related to using proficiency tests as the sole indicators of linguistic readiness for academic success at the university.

Plagiarism and Information Literacy Workshops for International Students

2021 ◽  
pp. 240-264
Author(s):  
Guoying Liu ◽  
Zuochen Zhang ◽  
Clayton Smith ◽  
Shijing Xu ◽  
Karen Pillon ◽  
...  
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Information Literacy ◽  
English Language ◽  
Graduate Programs ◽  
Academic Discipline ◽  
English Language Development ◽  
Key Issues ◽  
The University ◽  
Different Levels

The population of international students has increased significantly at the University of Windsor in recent years, and the university takes a variety of actions to address several key issues of interest to international students, including academic integrity, English language development, and writing support. This chapter reports findings from a multi-year collaborative project that was designed to enhance international students' library and academic literacy, with a focus on the understanding of plagiarism and measures to prevent it. A number of workshops that involved students at different levels were delivered to students from the English language improvement, undergraduate, and graduate programs. Research data collected from these workshops indicate that students benefited from the workshops, although at different degrees because of various factors, such as academic discipline, English language proficiency, previous educational experience. Further research can be conducted to explore ways to optimize such programs to meet the needs of students, particularly international students.

Sign in / Sign up

Export Citation Format

Share Document