The writing of international students, who tend to be more than often English language speakers (but not necessarily so), can sometimes be a source of stress for teaching professionals. It is, unfortunately, not uncommon for teachers to become frustrated with the often spontaneous nature of language learning and the sometimes disorganized nature of the results. One teacher writes to his student, “You are so wrong. I never taught you to write like this. You should write in your mother tongue before you try this stupid stuff.”
This sort of response from teachers and educators is not unusual; indeed, it happens quite often. Why is it that teachers of ESL (English as a Second Language) have such a difficult time with the writing of international student writing? There are a number of factors involved, most significantly the difference between teaching the style of English used in the United States and that used abroad. Most L2 students living in English speaking countries learn English by interacting with people who speak the same language, but for some, this is not an easy task.
在美国，教师与母语人士合作，编写语法正确的写作。 在大多数情况下，由此产生的 论文代写 写作是好的：有一些语法结构，大多数单词都很清楚。 但是，句子的某些结构和部分的形成方式也表达了许多文化偏好。 而这种文化偏好——由于存在一组共同的语法类别而很容易被识别——导致教师难以应对国际学生的写作
As mentioned above, one major reason why teachers have such a hard time with writing is the cultural preferences of the students. Although these preferences do not express themselves consciously, there are usually some behavioral patterns that are shared across different cultures. And the resulting writing may not always be grammatically correct, or fit naturally into its context.
The most common drawback of writing when it comes to L2 students is the degree of fluency that is achieved. Writing fluency is a complex thing, and there is no such thing as achieving “fluent” levels with any sort of regularity. What someone does achieve when they get fluent in a language–something that can happen for someone of any given nationality or ethnicity–is actually becoming more familiar with the language. In other words, they become more able to think about it on a deeper level. They are able to internalize meanings that would otherwise be outside their reach, and so come to accept those meanings on a deeper level as well.
But for L2 student writing, the problem lies in the fact that the cultural and linguistic factors involved in that writing come into play. The instructor cannot simply instruct the writers to think in terms of a formal system and then sit back and let them figure out how to translate these thoughts into a formal set of rules. The instructions and the tools that are provided by the instructor are a vital part of the learning process, but the effectiveness of the teaching methods of the instructor really need to be considered. Some instructors work too much in the classroom, and they don’t pay enough attention to the needs of the writer outside of the classroom.
It’s also important to consider the nature of the text that is being written. The problem with some academic language acquisition processes that seek to teach formal grammar is that they tend to downplay the role that the thinking human mind plays in creating meaning. Instead of writing with the knowledge and belief in knowledge that come from cognitive processes, learners come
to rely on their grammatical apparatus to create their meaning. This is a problem because it means that they are not thinking in the proper way. They are being directed towards using language in much the same way as their speakers, and that is a very different proposition than what professors claim is happening.
One more thing to watch out for is that most of these grammatical instructions are aimed at teaching students the use of personal pronouns like “I”, “we”, “me”, “our”, “my” etcetera. It might be fine to teach students how to introduce their sentences with these pronouns, but don’t let them become a way of doing things. A good instructor will instead help students see that there are other ways of doing things and that using “you” or “our” for singular forms like “it” or “our” is actually very common. Finally, you might want to consider the level of the student when it comes to the use of academic language. If it is a challenging course for an advanced degree program, then it is probably best to avoid trying to teach it to students who are just entering their academic careers.
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