Latest Research News on English Speaking : April 21

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Latest Research News on English Speaking : April 21

April 20, 2021 EDUCATION 0

[1] The English‐Speaking Countries

This article first examines the literature that has identified strong policy similarities between the English-speaking countries. It then closely explores the strategies of redistribution adopted in these countries and shows that there remain significant differences between them and ones which make blanket assumptions about these countries’ commitment to welfare quite inappropriate. Finally, European and American social policy is described, and the article asks whether apparent American exceptionalism arises simply from a failure to identify that country as a typical member of an English-speaking world of welfare. It demonstrates that in some instances this does indeed seem to be the case, but that, in others, public policy priorities in the United States really do appear to march to the beat of a different drum. A distinct English-speaking world of welfare is apparent in respect of spending patterns and redistributive outcomes as well as of policy outcomes in the realm of the personal.

[2] The question of culture: EFL teaching in non-English-speaking countries

Two conflicting pedagogical views exist in teaching EFL (English as a foreign language) abroad. One, promoted chiefly by native English speaking teachers, is that English teaching should be done with reference to the socio-cultural norms and values of an English-speaking country, with the purpose of developing bilingual and bicultural individuals. The other, advocated by the host country where Engligh instruction takes place is that the teaching of English should be independent of its nationality -bound cultural context, with a view to creating bilingual yet not necessarily bicultural poeple. This article discusses both positions in the light of cognitive, affective, and cultural data—in particular with a focus on the native English-speaking teacher in the host society. It is then suggested that successful bilinguals should serve as pedagogical models (instead of monolingual and monocultural native English-speakign teachers) and that local and interenational contexts which are familiar and relevant to students’ lives should be used (instead of unfamiliar and irrelevant contexts from the English-speaking world)

[3] International students in English-speaking universities: Adjustment factors

International students in institutions of higher education in English-speaking countries make valuable educational and economic contributions. For these benefits to continue, universities must become more knowledgeable about the adjustment issues these students face and implement appropriate support services. This review identifies factors that influence the adjustment and academic achievement of international students. Adjustment challenges are primarily attributable to English language proficiency and culture. Achievement is affected by English proficiency, academic skills and educational background. Understanding international student adjustment issues has global implications for intercultural education. Successful support interventions are reviewed and implications for practice discussed.

[4] Problems of English Speaking Skill that University Students Encounter from Their Perspectives

A language is a group of skills which ultimately lead to a communication between individuals. Speaking skill is considered as the most important means of communication. For this reason the study aims at finding out the problems that the students of southern region universities in Jordan encounter in English speaking skill. The population of the study consists of the students of Mu’ta university, Al-Husein Bin Talal university, and Tafila Technical university. The sample consists of (239) male and female students. The instrument includes 27 items divided into 4 domains. The results indicated that there are statistically significant differences to the variable of university for all the domains of speaking problems. Those differences were in favor of Tafila Technical University. The results also indicated that there are statistically significant differences at level (P = .05) attributed to the variable of gender definitely in social domain, where females were mostly affected than males in English language speaking skill.

[5] A Research on the Relationship between the Freshmen’s English Learning Motivation and Achievements in a Chinese University

Motivation is one of the important affective factors influencing foreign language learning. This paper makes a quantitative analysis of freshmen’s English learning motivation from the perspectives of English achievements and gender differences. The correlation analysis shows that the subjects’ deep motivation correlates negatively with their surface motivation and their English achievements also correlate negatively with their surface motivation. One T-test shows the significant difference between the achievements of the high-score group and the low-score group. The high-score group’s deep motivation and surface motivation are both significantly different from the low-score group. The other T-test shows the female students’ surface motivation is lower and significantly different from the male students’. Finally, the paper offers some suggestions based on the results.

Reference

[1] Castles, F.G., 2010. The English‐speaking countries. In The Oxford handbook of the welfare state.

[2] Alptekin, M., 1984. The question of culture: EFL teaching in non-English-speaking countries. ELT journal38(1), pp.14-20.

[3] Andrade, M.S., 2006. International students in English-speaking universities: Adjustment factors. Journal of Research in International education5(2), pp.131-154.

[4] Al-Roud, A.A., 2016. Problems of english speaking skill that university students encounter from their perspectives. Journal of Education, Society and Behavioural Science, pp.1-9.

[5] Ying, Z., 2017. A Research on the Relationship between the Freshmen’s English Learning Motivation and Achievements in a Chinese University. Journal of Education, Society and Behavioural Science, pp.1-10.

 

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