uc申请文书：成长经历和学习状态
uc申请文书：成长经历和学习状态
(迈尔斯和程，2003)。他们似乎并不为他们所经历的失败而烦恼，因为他们的学校生活教育更富有同情心，少些嘲弄。他们在努力学习英语的同时，也为自己的种族感到自豪。为了重新评估这一点，我们询问了一名学生、一名兄弟姐妹和一名父母在上学期间和成年后学习英语的困难，发现他们的观点与上述研究是一致的。他们一致认为，与成人生活相比，学校生活更简单，也不那么让人心力神往，掌握正确的语言视角就足以让他们保持正确的心态。当童年是支持性的，当情感纽带更强，当学生的自尊由老师，更重要的是由他们的父母培养时，成人生活才更有意义。许多成年人发现，他们无法像美国或英国的同龄人那样完美地学习英语，这在很大程度上要归咎于他们在学校和家里的成长经历。
一些成年人认为这是一种侮辱，或者是一种识别缺陷，因为正是他们的信仰体系破坏了他们对自己擅长的活动的信心。这可以归结为在英语教学中不把这些学生视为具有包容性的学生，因为成人生活中的排斥感肯定是童年经历的排斥的结果(Bailey和Nunan, 1996)。成年后，由于不会写、不会说甚至不懂英语，他们的生活有时更容易受到情感耗竭和自尊心丧失的影响。有些成年人能够理解语言和有效沟通之间的细微差别，也就是说，有效沟通并不要求英语是唯一的语言，而是可以用母语进行。随着母语或母语的重要性越来越高，将英语作为第二语言的想法出现了。这种想法主要出现在亚洲，那里的大学用英语授课，但也有当地语言翻译的支持者，他们让课程易于理解。
uc申请文书：成长经历和学习状态
(Myles and Cheng, 2003). They did not seem to bother about the failures they experienced, because their school life education was more empathetic and less taunting. They were made to feel proud of their own ethnicity and yet trying to learn English. To reassess this, on asking the difficulties of English as a school child and as adult to one fried, one sibling, and one parent, it was found that their views are synonymous with the above research. They were aligned in their view that school life is simpler and less emotionally draining as compared with adult life, and getting the rights perspective of the language is job enough to be in the right frame of mind. Adult life is more meaningful when the childhood is supportive, where emotional bonds are stronger, and when students’ self-esteem was developed by teachers and, more importantly, their parents. There are many adults who find it difficult to cope with their inability of learning English as perfectly as their US or UK counterparts, and this is largely blamed on their upbringing at school and at home.
Some adults find it an insult or an identify deficiency where it is their belief system which spoils their confidence in the activities which they are excellent at. This boils down to the issue of not regarding these students as inclusive ones while teaching English, because exclusion felt in adult life is assuredly the result of childhood experiences of exclusion (Bailey and Nunan, 1996). Adult life impacts of unable to write or speak or even understand English is sometimes more susceptible to emotional drain and loss of self-esteem. There are adults who are able to understand the subtle differences between language and effective communication, in the sense that effective communication does not require English to be the sole language, but can be conducted in one’s mother tongue as well. With the growing importance of home language or mother tongue is preceding the idea of imposing English as second language, largely seen in Asia, where universities teach in English, but has local language translation supporters who make the subjects easy to understand.
