essay代写：语言障碍对学生的影响
essay代写：语言障碍对学生的影响
现在有两个方面需要考虑,主要是为学生存在的机会,以帮助改善他们的英语在母语为英语的环境中,与(这不是相同的并列,理解的一个方面是一个句子,而必须的一个句子)。提高他们的能力在他们自己的国家。目前还没有一项恰当的研究来强调这种差异。然而，也有个别研究强调了这两个方面的答案。考虑到第一个方面，2006年Andrade的研究试图了解想要进入英语口语大学学习的学生的适应因素。当国际学生想要在一个讲英语的国家学习时，他们确实面临着一定的挑战。该研究指出，一些学生可能需要来自他们大学的支持服务。有些人在社交方面存在调整问题，这是基于导致语言使用问题的文化。
essay代写：语言障碍对学生的影响
一些人甚至在学业上也受到了影响，因为他们的英语能力受到了当地母语人士口音、流利程度等因素的挑战。只有得到成功的支持，干预才能使学生发展得更好(Andrade, 2006, p.133)。现在虽然有研究台湾学生如何会有障碍,这似乎表明,它将会更好的为学生提高他们的能力从家里第一,关键在研究和政府报告,在家里背景下,台湾学生更多的挑战在提高他们的能力。在台湾学生的课程中，台湾政府规定英语必须作为外语(EFL)教学。现在英语作为第二语言和外语的方法有了很大的不同。在ESL方法中，学生们被教授的语言更多的是学术上使用的语言，这对学生有很多好处。另一方面，在以英语为外语的情况下，台湾学生会因为如何把语言当作外语而受到挑战。
essay代写：语言障碍对学生的影响
Now there are two aspects to consider, primarily the opportunities that exist for the students to help improve their English in a native English speaking environment, versus (It’s not same apposition, one of the aspects understands is a sentence, back of versus must be a sentence.) improving their proficiency in their own country. Now a proper research study highlighting such a difference is not available. However, there are individual research studies highlighting answers for both these aspects. Considering the first aspect, in 2006, the research study of Andrade attempts to understand the adjustment factors for students who want to study in an English speaking university. International students do face a certain amount of challenges when they want to study in an English speaking country. The study notes that some students might need support services from their university. Some have adjustment issues in terms of socializing, based on culture which leads to the issues of language use.
essay代写：语言障碍对学生的影响
Some suffer even in terms of academic adjustment as their proficiency in English is challenged by the local native speaker’s accent, fluency and more. Only with successful support, interventions will students be able develop better (Andrade, 2006, p.133). Now while there are studies on how there would be barriers for the Taiwanese students, which might seem to indicate that it would be better for the students to improve their proficiency from home first, it is critically presented in research and government reports that in the home context, the Taiwanese students are even more challenged in improving their proficiency. In the Taiwanese student curriculum, the Taiwanese Government mandates that English must be taught as a foreign language (EFL). Now there are differences in the English as second language and foreign language approach. In the ESL approach, the students are being taught the language as more of one used in academic usage, which holds much benefits for the student. On the other hand, in the case of the EFL approach, the Taiwanese students would be challenged because of how the language is treated as a foreign language.
