CJR ENGLISH DITA NATANIA HAREFA

Name          : Dita Natania Harefa

NIM  : 7182141012

Class : B Economic Education

Language Difficulties of International Students in Australia

The Effects of Prior Learning Experience

Intoduction

Writing on the research by Erlenawati Sawir in 2002 examined the difficulties experienced by international students in Australia in studying international languages. Many international students from Asia who  study in Australia face serious learning diffiluties and lack of confidence. From the research conducted by the authors propose a strategy to overcome this problem. This study presents a solution to every problem in international language learning. So that students who study in Australia will have the skills and confidence in learning international languages.

Summary

Globalisation has placed a growing importance on English language speaking and listening. At the same time the balance of emphasis in the use of English as a common cross-border language has shifted, from a primary focus on written communication to continued written communication plus a growing emphasis on oral communication. When students from Asian countries enter English-Speaking nations, they must adjust rapidly and learn fast, coping both academically and socially. These students are reliant on their prior English language learning experiences expecially at school in their home country as the base on which their later learning will be built.

Critical

This journal by Erlenawati Sawir is easy to understand and the framework of thought delivered is very in line with reality, because in this study what was made was a factor of students difficulties in learning international languages. This journal was descriptive research methods, by presenting various data about problems faced by international students ranging from learning methods, as well as to language skills. This research is also a solution to these problems. Therefore this journal is very well read by students who wish to become international students.

Conclusion

Students prior English language learning experience has an impact on how well they can cope with the academic requirement of the Australian University. The data indicate that students did not have sufficient exposure to English language conversation either in classroom or outside class, prior to coming to Australia. This classroom practice appeared to have shaped some learner’s beliefs that grammar was the most important part of English language learning. In the move from country of origin to country of education, it is common for the primary English language learning goal to shift from grammar and vocabulary to effective communication.