hamlet代写：国际学生问题研究
研究兴趣或整体的主题研究和具体的影响研究是了解国际学生的问题感到尽管有基本的英语知识和学生与一个乐队已经通过了雅思6分以上。这项研究由布朗(2008)被认为是。背景的研究是了解来自不同文化背景的学生提供雅思成绩6分以上应对在一所大学在英格兰南部。本研究的主题是找出学生所面临的实际问题即使他们学术成绩的前提。收集的数据是主要的研究方法。使用访谈法和观察法。参与研究的一个特定大学的研究生学生在英格兰南部。这个观察和访谈进行了一段1年。研究结果表明,学生感到很不利,因为他们的语言能力。
hamlet代写：国际学生问题研究
他们有发达的焦虑和自卑的感觉。这些学生有雅思成绩6及以上,也有技术技能知识。他们能够获得录取,因为他们的技能和能力。具有讽刺意味的是,他们开始面临这些问题,因为语言障碍。本法信心导致了学生不参与课堂讨论和社会互动在英语沟通的主要媒介。为了应付这个,学生们被发现与语言形式的社交圈子舒适换句话说他们的母语。这帮助学生解决在一个新地方但也使他们感觉疏远了与主流社会。学生们开始感到局限于他们的语言,这并没有帮助他们应对的新国家。
hamlet代写：国际学生问题研究
The research interest or the overall theme of the research and the specific impact of the research is to understand the issues felt by the international student in spite of having the basic English knowledge and students who had passed the IELTS with a band score of 6 or more. The research made by Brown (2008) has been considered. Background of the research was to find out how the students from different cultural backgrounds with IELTS band score of 6 and above were coping in a university in South England. The main theme of this research is to find out the real issues faced by the student even though they had the prerequisite academic scores. The data was collected by primary research method. Interview method and observation method was used. The participants in the study were post graduate students from a particular university in South of England. This observation and interview was conducted for a period of 1 year. The findings indicated that the students felt most disadvantages because of their language ability.
hamlet代写：国际学生问题研究
They had developed feelings of anxiety and inferiority. These students had IELTS score of 6 and above and also had the technical skills knowledge. They were able to obtain admissions because of their technical skills and ability. Ironically, they started to face these issues because of the language barriers. This law confidence caused the students not to participate in classroom discussions and social interactions where English was the main medium of communication. In order to cope with this, the students were found to form social circles with the language they were comfortable in other words their native language. This helped the students cope in a new place but it also caused them to feel alienated from the mainstream society. The students started to feel confined to their language and this did not help them to cope in the new country.