As mentioned in the (Zapf, 1991), there are some specific ways to adapt in different cultures which states that understanding of culture shock, awareness of danger signs, connections with local ethnic community, communication competence, analysis of culture bumps and using groups(pp.9-11). (Hendrickson et al., 2011) In this study, the researchers focused on how to make study abroad more successful, by making friends in the host country with people from their own country, from different countries and also from the host country. Configure these friendships may be intimacy plays a big role in the students satisfaction, lower homesick, and social bonds. According to (Winkelman, 1994) The components of cultural shock require alterations in view of an attention to cultural shock, the utilization of abilities for determining emergencies, and acknowledgment that some individual change and behavioral modification is major to determine and adjust the cultural shock (p.3). So the author writes that “This is not to say that an individual must assimilate, but one must accommodate(acculturate), understanding the local culture and the means of adapting effectively”(Winkelman, 1994, p.3).
Have you ever been in a situation where you lost a lot of good opportunities because you can’t master English? For example, losing a job, not getting accepted in a college, not having the ability to be successful and making new friendships? I did. The reason behind it is “English” becoming the dominant language in my country, and maybe the whole world. I find it a good idea to have a global language; however, that left many people in awkward situations while trying to learn English, and adapt to the American culture because learning new language is difficult.
The author elucidates that Romaji compliments, rather than replaces, existing orthography. However, in the current system of Education, the learning of Romaji, with its transparent phonetics, causes serious confusion to some Japanese learning EFL. The author discusses the history and importance of the various styles and their place in society, which explains why some ‘English’ words, particularly in Japanese advertising, seem ludicrous. It also explains why the same names can be written with different spelling. This issue is important as it influences students’ understanding of English letter sounds and combinations.
They also become more responsible. However, there are various student prefer to study in Kuwait by reason of it is their country and they don’t aspire to leave their families and travel to study abroad. Also, employers report that they believe students who study abroad have strong interpersonal skills, a significant qualification for a potential job candidate [Doorbar, 2003]. Therefore, experience, knowledge and responsibility are three logical reasons why studying abroad is higher quality than studying in Kuwait. How student receives experience and knowledge when studying abroad One main reason for this argument is the experience.
To fully understand why Asian parenting is more effective than the American way, people first need to know what Asian and occidental parenting habits are being talked about. The ideal goal of parenting attempts to prepare a child for their future by teaching, providing, and protecting them while they grow up. While individual families within cultures will obviously have their differences, most cultures can be identified by a certain infrastructure or customs. Asian families and culture in general focus heavily on academic success, highlighting memorization skills, and often help
Bainbridge advocates a new model of teaching where English lessons are carried on by highly competent Japanese teachers who would be able to instruct children about both English language and culture while at the same time protecting Japanese identity by enriching the curriculum with Japanese culture courses and programs that will strengthen the sense of belonging to Japanese country and society. Under this light, the process of Japanization of English might even appear as an inevitable bad to protect Japanese language and culture’s integrity, even if she does not advocate it and, on the contrary, adverses katakana English. The terrible deformation English has to go through when written in katakana is definitely counterproductive for didactical purposes and I would advocate too the adoption of Latin script in schools to teach English to at least partially resolve the constant complaints of the business world concerning Japan’s poor English
The expatriate needs to develop cross-cultural learning skills include assessment of individual commitments and values (Kayes, 2001). The expatriate with having the new assignment in mind even with identified ability in the home country not necessarily able to adapt to a foreign culture. They have failed to perform their job assignments satisfactorily due to the cultural changes. They are unable to perform their assigned job task internationally taking into consideration of the cultural effect, language difficulties, willingness to move, length of assignment, different management styles, different reporting line, work-related factor, difference associates, family adjustment in the new environment. Thus all the cultural aspects have literally brought them to be less motivated in the host country and affect their international job postings.
35). Nevertheless, the unwillingness of the higher education institution or their inability to provide the students with special needs with the required adjustment of the program tends to be an immense problem if an individual chooses the particular sphere. With respect to this, another influential problem is recognized by the scientific research. To a definite extent in connection with the problem of lacking adjustment opportunities, “Half of the students exiting special education enter postsecondary education indicating that they do not believe they have a disability” (Getzel, 2014, p. 382). In many cases, it is easier for them to hide their special needs and to get the education under the equal with other students conditions.
It may indeed be the first time one is away not just from the supportive familiarity of home and family, but away also from friendships that may have been built up over years. For some students leaving home and coming to college involves a number of changes: in lifestyle, work patterns, and degree of independence. The accumulated effects of these can make people feel uncertain of what to do or how to be. Social insecurities can then creep in, even in people who normally feel quite socially adept. So, for some, loneliness is a new and disconcerting experience, while for others it is more
(Kurita and Janzen, 1996) The findings from this article proved that friends that give informational support helps social adjustment in individuals, ultimately resulting in better group integration, and even mediate emotional stress and academic adjustment during school transition. Thus, this article supports the hypothesis of friends helping new students cope better in TP, as it was proven that friends help in the social adjustment to a new environment, making one feel more comfortable in an unfamiliar