韩国大学我的主要工作是准备学生学习为中心的教育环境和世界的学者在中英语以来40%的大学课程是英语介导。根据我的经验,不仅是我的学生有问题以英语语言为媒介学者但他们中的大多数不知道,一篇文章有三个主要部分,介绍,主体和结论。特别是,他们需要教写作的艺术从一开始的阶段。更重要的是,他们非常不愿意采取积极的角色在活动要求他们采取主动。提出了类似的观点,惠研Lim指出:“一般,韩国学生在课堂上不说话,显得矜持,很少问问题,而不表达意见。一个€¦这些行为可以采取教师不感兴趣或缺乏动力”的迹象(Lim,2003)。也就是说,韩国学生往往遇到是被动的美国教授不了解韩国文化。Lim表示,一个可能甚至认为美国人平均教授可能会给这些“被动”的学生评价的得分越低由于明显缺乏课堂参与。记住这一点,应该没有不知道为什么塞缪尔·金的结果显然描绘,韩国学生在美国大学做相对较差。毕竟,美国大学需要高水平的学生主动性的教室,更重要的是由于论文写作被认为是美国大学教育的一个组成部分,韩国学生缺乏知识的可接受的学术写作技巧可能会导致他们更低的落在课程评估。更重要的是,在美国大学很少有学术英语课程,比如我教的,在学生准备大学生活如此严重依赖上述学术技能的使用英语的媒介。
英国工程论文代写:韩国大学
My primary job at Korea University is to prepare students for a learner centered educational environment and the world of academics in the medium of English since 40% of the courses at the University are English mediated. According to my experience, not only are my students having problems with the English language as a medium of academics but most of them have no idea that an essay has 3 main parts; introduction, main body and conclusion. In particular, they need to be taught the art of writing from the beginning stage. What is more, they are rather reluctant to take active roles in activities that require them to take the initiative. Putting forth a similar view, Hye-Yeon Lim states that "commonly, Korean students tend not to speak much in class, appear reserved, rarely ask questions, and do not express opinions. … These behaviors can be taken by teachers as signs of disinterest or lack of motivation"(Lim, 2003). That is to say, Korean students tend to come across as being passive to the American professor unversed in Korean culture. According to Lim, one might even expect that the average American professor would likely give these 'passive' students lower evaluation scores as a result of their apparent lack of classroom involvement. Keeping this in mind, there should be little wonder why Samuel Kim's findings so obviously depict that Korean students do comparatively poorly in American universities. After all, American universities do require high levels of student initiative in and out of the classroom and more importantly since essay writing is considered to be such an integral part of American university education, Korean students' lack of knowledge of the acceptable academic writing techniques may cause them to fall even lower on their course assessments. What is more, at American universities there are few academic English classes, such as the ones I teach, wherein students are prepared for university life that is so heavily reliant on the use of the above mentioned academic skills in the medium of English.
