英國(guó)留學(xué)生商業(yè)管理英語(yǔ)essay：7MG001 Formative Assessment.

 

 

This report describes some positive and negative feelings in the process of my initial engagement with my master programme and puts forward some recommendations to deal with the negative feelings.

Positive perception本文報(bào)道了在我和我的碩士課程的初始嚙合過(guò)程中的一些積極和消極的情緒并提出處理負(fù)面情緒的一些建議。

積極的看法

 

 

The positive institutional-personal factors include first, the institution pays attention to students' growth and development, for instance, it treats students with respect and equality (Braxton et al., 2008). Second, the institution’s inclusiveness for multiple cultures (Thomas, 2002). Third, we are allowed to be ourselves, we are not required to change ourselves to match with institutional expectations which are very different with our own habits (Yorke and Thomas, 2003). Fourth, the staff’s attitudes and relationships with our students minimize the social and academic distance between us, so that we feel valued and sufficiently confident to seek guidance when we require it (Soocoormanee and Khan, 2010). Fifth, the choice, flexibility and support of accommodation, it allows us to find the living arrangements that best suit us and to move if necessary (Soocoormanee and Khan, 2010).

Negative perception積極的個(gè)人因素包括制度第一，制度注重學(xué)生的成長(zhǎng)和發(fā)展，例如，它把尊重和平等的學(xué)生（布拉克斯頓等人。，2008）。第二，多文化機(jī)構(gòu)的包容性（托馬斯，2002）。第三，我們可以做我們自己，我們不需要去改變自己和機(jī)構(gòu)的期望是我們自己的習(xí)慣非常不同的比賽（約克和托馬斯，2003）。第四，員工的態(tài)度和關(guān)系與我們的學(xué)生減少社會(huì)和學(xué)術(shù)我們之間的距離，使我們感到受重視和充分信心尋求指導(dǎo)，當(dāng)我們需要它（soocoormanee和汗，2010）。第五，選擇，靈活性和支持的住宿，它使我們能夠找到最適合我們的生活安排和移動(dòng)時(shí)（soocoormanee和汗，2010）。

消極的看法

 

 

During my first two weeks study, my first negative institutional-personal factor is, when I studied in China, the course content and learning progress were delimited by institutions, and British institutions allow students to determine the combination of elective courses, learning and research directions, this kind of system which expects students to make plans by themselves makes me feel unadaptable (Ho, Holmes and Cooper, 2004).The second factor is, in Chinese class, students rarely discuss with teachers. Tutors in UK permit and even encourage students to argue with them, but I did not prepare well for it (Ho, Holmes and Cooper, 2004).The third factor is, in China, we seldom adopt group discussions in study, while in the UK, group discussions are very common. As I’m not familiar with the new learning way, my perspectives of treating problems are different from other students, I can not adapt to the classroom education quickly (Ho, Holmes and Cooper, 2004). The fourth factor is, as a new postgraduate student, entering into a new environment, cultural differences made me feel very strange and have a lack of a sense of belonging. The fifth negative factor is, due to cultural differences and differences in habits and customs, food and eating habits, I have no friend and have a sense of loneliness.

Recommendation

 

 

The negative factors have an impact on my initial engagement with my master programme, they shock my self-confidence and reduce my enthusiasm in learning and my sense of belonging for the institution. To decrease the negative influence of cultural shock, I should improve myself from the following aspects. Firstly, I should strengthen and improve my language competence. Secondly, I will be active to adapt to English teaching methods and group discussions. Moreover, I should learn to cooperate with others, finally, I should be active and open to take part in extra-curricular activities, meeting and making friends with more students from other countries.

 

 

References

Braxton, J. M., Jones, W. A., Hirschy, A. S. and Hartley, H. V. (2008). The role of active learning in college student persistence. New Directions for Teaching and Learning, 2010(122), pp.71-83.

Thomas, L. (2002) Student retention in higher education: the role of institutional habitus. Journal of Education Policy, 17(4), pp.423-442.

Yorke, M. and http://www.ttc-switch.com/Essay_Writing/Thomas, L. (2003). Improving the retention of students from lower socio-economic groups. Journal of Higher Education Policy & Management, 25(1), pp.63-74.

Ho, E., Holmes, P. and Cooper, J. (2004). Review and evaluation of international literature on managing cultural diversity in the classroom. Retrieved Feb 3, 2013, from http://www.educationnz.org.nz/indust/researchreports/A5.pdf

Soocoormanee, P. and Khan, X. (2010). What works for students. Retrieved Feb 3, 2013, from http://www2.wlv.ac.uk/celt/Projects/What%20works%20for%20students-Final%20Report.pdf