본 연구는 정치 경제적 측면에서 일정궤도에 오르고 영어교육을 중시하는 두 나라의 학생 3명을 대상으로 진행하였다. 본 연구의 참가자들은 한국인 재학생 2명과 중국 유학생 1명이다. 연구의 목적은 이들이 해외에서 경험한 전반적인 언어 학습을 평가하는 것이었다. 본 연구의 참가자들은 비슷한 문화와 언어학습방식을 공유하지만 제2외국어 준비를 위한 접근방식은 서로 달랐으며, 이와 다르게 그들이 해외에서 공부하도록 동기를 부여한 내적 요인들은 동일했다. 그리고 교실 상황(평가), 사회적 환경(환경)및 학습전략도 서로 달랐다. 본 논문의 방법론은 표본 추출 기술을 이용한 전체론적 접근법을 사용하였다. 응답은 사전에 준비된 설문지와 구조화되지 않은 인터뷰에 의해 이루어졌고, 추후에 유도 추론 프로세스에 의해 분석되었다. 세 가지 즉, 책임, 문화, 의사소통의 충돌로 특정하였다. 이번 연구는 참가자들이 모국에서 영어학습에 대한 사전준비를 철저히 하면 할수록 해외에서의 성공에 큰 기여를 한다는 것을 보여 주었다.
본 연구는 정치 경제적 측면에서 일정궤도에 오르고 영어교육을 중시하는 두 나라의 학생 3명을 대상으로 진행하였다. 본 연구의 참가자들은 한국인 재학생 2명과 중국 유학생 1명이다. 연구의 목적은 이들이 해외에서 경험한 전반적인 언어 학습을 평가하는 것이었다. 본 연구의 참가자들은 비슷한 문화와 언어학습방식을 공유하지만 제2외국어 준비를 위한 접근방식은 서로 달랐으며, 이와 다르게 그들이 해외에서 공부하도록 동기를 부여한 내적 요인들은 동일했다. 그리고 교실 상황(평가), 사회적 환경(환경)및 학습전략도 서로 달랐다. 본 논문의 방법론은 표본 추출 기술을 이용한 전체론적 접근법을 사용하였다. 응답은 사전에 준비된 설문지와 구조화되지 않은 인터뷰에 의해 이루어졌고, 추후에 유도 추론 프로세스에 의해 분석되었다. 세 가지 즉, 책임, 문화, 의사소통의 충돌로 특정하였다. 이번 연구는 참가자들이 모국에서 영어학습에 대한 사전준비를 철저히 하면 할수록 해외에서의 성공에 큰 기여를 한다는 것을 보여 주었다.
This study includes three students' whose country origin is of a political and economic success, therefore the pursuit to learn English is important. The participants evaluated in this study are two students of Korean descent and one Chinese student. The purpose was to evaluate their overall languag...
This study includes three students' whose country origin is of a political and economic success, therefore the pursuit to learn English is important. The participants evaluated in this study are two students of Korean descent and one Chinese student. The purpose was to evaluate their overall language learning experiences outside of their home country. While the participants in this study share similar cultures and learning styles their process towards second language readiness is different. The internal factors (readiness) that motivated them to study abroad were synonymous. However, the classroom situations (assessment), social settings (environment), and strategies used were disparate. The methodology of this paper used a holistic approach with a snowball sampling technique. The responses were collected by a prepared questionnaire and unstructured interviews, then later analyzed by the inductive reasoning process. The 3 specific categories identified were despondency, culture and communication conflict. The present study revealed that the participants' earlier preparation from their home country plays a significant contribution to their success abroad.
This study includes three students' whose country origin is of a political and economic success, therefore the pursuit to learn English is important. The participants evaluated in this study are two students of Korean descent and one Chinese student. The purpose was to evaluate their overall language learning experiences outside of their home country. While the participants in this study share similar cultures and learning styles their process towards second language readiness is different. The internal factors (readiness) that motivated them to study abroad were synonymous. However, the classroom situations (assessment), social settings (environment), and strategies used were disparate. The methodology of this paper used a holistic approach with a snowball sampling technique. The responses were collected by a prepared questionnaire and unstructured interviews, then later analyzed by the inductive reasoning process. The 3 specific categories identified were despondency, culture and communication conflict. The present study revealed that the participants' earlier preparation from their home country plays a significant contribution to their success abroad.
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
문제 정의
Chinese students learning styles, imagination, ideal L2 self, and motivated L2 behavior. Her study showed that Chinese students prefer visual learning style in comparison to their auditory and kinesthetic learning style. The finding concluded teachers should assist students in developing and maintaining their ideal L2self and facilitate their L2 learning motivation by providing visual teaching materials.
This study explored three Asian student’s experiencesand perceptions of studying abroad in a university setting in relation to their experiences.
가설 설정
(3) Do the study abroad experience increase thestudent’s confidence and speaking level?
제안 방법
Her abroad studies duration was for two weeks. Based on her responses from the questionnaire pertaining to the environment, The subject stated that she had no problems communicating with others inside or outside of the classroom she stated that she liked the food, living conditions, traffic, and weather. The subject stated she did not like the landscape.
Because of the availability of participants’ the population is marginalized to some degree, therefore,this study was conducted using the snowball effect.
In conclusion, the overall scope of this paper was to investigate three students’ personal adjustments and academic achievements outside of their home country.
In order to complete this study, the individuals selected match the characteristic of interest, in addition to an availability of the samples. Interviews were conducted vis-a-vis between the researcher and the participant in an authentic holistic environment.
The findings of this study are presented in three categories (communication difficulty, academic challenges, and instructor discourse), with enlarge veneration to the student's experiences and perceptions.
대상 데이터
The participant's background information is represented in [Table 1]. For the purpose of discretion, the participants are identified with pseudonyms Korean student (Ko1), Korean student(Ko3), and Chinese student (Ch2). Each participant received formal English instruction from their home country prior to studying abroad.
The third respondent is of Korean ethnicity who has currently graduated. Her abroad duration studies were for eight months in Malaysia.
성능/효과
However, if students are to acquire a second language in a global setting they should have some prior knowledge of that language to become adaptable to the host country's culture. This study revealed, all students in this report share similar learning styles but their trajectory to readiness regarding language and time allotment shows different emotional levels, thus, the overall level of enjoyment was different. All students studied in a structured environment in three different geographical regions.
참고문헌 (32)
Crystal, English as a Global Language. Cambridge, Cambridge University, 1997.
C. Gnutzmann and F. Intemann, "Introduction: The Globalization of English. Language, politics, and the English language classroom," In C. Gnutzmann, & F. Intemann (Eds.), The globalization of English and the English language classroom 2nd ed, pp.9-24, 2008.
New York Times, Across Culture, English is the word, 2007.
A. Johnson, "The Rise of English: The Language of Globalization in China and the European Union," Macalaster International: Vol.22, No.12, 2006.
K. Sung, "Developing a Graduate EFL Program Based on Critical Theory and Pedagogy," Foreign Language Education, Vol.14, No.3, pp.95-124, 2007.
M. Yang, "What attracts mainland Chinese students to Australian higher education," Studies in Learning, Evaluation, Innovation, and Development, Vol.4, No.2, pp.1-12, 2007.
N. Cohen and T. Arieli, "Field research in conflict environments: Methodological challenges and snowball sampling," Journal of Peace Research, Vol.48, No.4, pp.423-435, 2011.
J. Kim, "A Case Study of Korean Graduate Students in a U.S," University: Challenges and Strategies, Foreign Language Education, Vol.13, No.2, pp.205-229, 2006.
L. Schatzman and A. Strauss, "Social class and modes of communication," American Journal of Sociology, Vol.60, pp.329-338, 1955, (Reprinted in A. G. Smith (Ed.), Communication and culture, New York: Holt, pp.442-455, 1966.
R. Mitchell, "Communicative language teaching in practice," London:Centre for Information on Language Teaching, 1988.
Z. Motivation Dornyei, "Language Identity, and the L2 Self," British Library Cataloguing in Publication Data, 2009. Retrieved from http://www.psych.ualberta.ca/, 2005.
Y. K. Kim and T. Y. Kim, "The effect of Korean secondary school students' perceptual learning styles and ideal L2 self on motivated L2 behavior and English proficiency," Korean Journal of English Language and Linguistics, Vol.11, pp.21-42, 2011.
Q. Zhang, "A Study on Chinese Students' Perceptual Learning Styles, Ideal L2 Self, and Motivated L2 Behavior," etrieved from TEIC201501005.htm.
Ahn, K.(2008). Teaching as one has been taught: The impact of teacher socialization on the implementation of English curricular reform. English Teaching, Vol.63, No.3, pp.91-117, 2015.
S. Y. Kim, "Questioning the statbility of foreign lanuage classroom anxiety and motivation across different classroom contexts," Foreign Language Annals, Vol.42, No.1, 2009.
Q. Wang and A. Brown, "Chinese Students' satisfaction of the study abroad experience," International Journal of Educational Management, Vol.2, No.3, pp.265-277, 2011.
J. Kim, "A Case Study of Korean Graduate Students in a U.S," University: Challenges and Strategies, Foreign Language Education, Vol.13, No.2, pp.205-229, 2006.
P. S. Heikinheimo and J. C. Shute, "The Adaptation of foreign students: Student views and institutional implications," Journal of College Student Personnel, Vol.27, No.5, pp.399-406, 1986.
K. Sung, "Developing a Graduate EFL Program Based on Critical Theory and Pedagogy," Foreign Language Education, Vol.14, No.3, pp.95-124, 2007.
A. Johnson, "The Rise of English: The Language of Globalization in China and the European Union," Macalaster International, Vol.22, Article 12. 2009.
Q. Wang and A. Brown, "Chinese Students' satisfaction of the study abroad experience," International Journal of Educational Management, Vol.25, No.3, pp.265-277, 2011.
A. D. Kalechstein and S. Nowicki, Jr. "A meta-analytical examination of the relationship between control expectancies and academic achievement: an 11-year follow-up to the Findley and Cooper," Genetic Social, & General Psychology Monographs, Vol.123, pp.27-57, 1997.
P. Morris, "Teaching in Hong Kong: professionalization, accountability and the state," Research Papers in Education, Vol.19, No.1, pp.105-21, 2004.
S. P. Robinson (8thed.), "Prentice-Hall, Englewood Cliffs, NJ .Organisational" Behavior: Pearson. 1998.
T. A. Judge and J. E. Bono, "Relationship of core self-evaluations traits-self-esteem, generalized self-efficacy, the locus of control, and emotional stability with job satisfaction and job performance: a meta-analysis," Journal of Applied Psychology, Vol.86, No.1, pp.80-92, 2001.
D. E. Davidson, "Study abroad :'When', 'how long', and 'What result'?," New data from Russian front, Vol.spring, No.2010, pp.6-26, 2010.
H. W. Allen and C. Herron, "A mixed methodology investigation of the linguistic and affective outcomes of summer study abroad," Foreign Language Annals, Vol.36, No.3, 2003.
K. Bailey, "Practical English Language teaching speaking," McGraw-Hill:New york, 2004.
M. McLeod and P. Wainwright, "Researching the study abroad experience," Journal of Studies in International Education, Vol.3, No.1, pp.66-71, 2009.
Q. Wang, R. Taplin, and A. Brown, "Chinese students' satisfaction of the study abroad experience," Internatioal Jornal of Educational Management, Vol.25, pp.265-277, 2011.
Sedgwick, P. Snowball Sampling. Retrieved from https://www.researchgate.net/profile/Philip_Sedgwick/publication/291162231_Snowball_sampling/links/569e756608ae21a56424b5d4/Snowball-sampling.pdf, 2013.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.