Create a 5 pages page paper that discusses difficulties of international non-native students in studying in an english academic culture. Yet many of the students who get through these tests find themselves at a disadvantage during the course of their education. This exposes the inadequacy of these entry tests and the need for their overhaul (Koehne, 2005, p.105). But things remaining as they are, there are certain things that the students can adopt to make their undergraduate learning experience more fruitful and less distressing.

One of the common difficulties encountered by international students is the spoken accent and nuances of English language employed by their professors and instructors. They also have difficulties in comprehending their textbooks due to a lack of grasp on the nuances, subtleties, and unique aspects of English grammar (Iwai, 2008, p.45). The best way to get accustomed to these would be to listen to local radio and television programs. For example, to gain familiarity with the British accent, listening to BBC Radio or watching BBC World would be a good starting point. In the case of the American accent, watching CNN will be helpful. Ideally, this preparation would begin a few months before the actual starting of the course, as these channels are available all across the world and also on the Internet. The key to this preparation is patience. Getting familiar with a foreign accent is not going to happen overnight. So the student must persist in this exercise for months at a stretch and eventually the results will show. Yuko Iwai, a researcher who has conducted studies on students with English as Secondary Language (ESL) has suggested a set of four reading and comprehension techniques that will aid international students. These four techniques could be summarized thus:

“First, students can take advantage of being aware of the purposes of reading as well as different reading strategies such as skimming, scanning, note-taking, critical reading, and using dictionaries. Second, it is valuable for students to read and understand from contexts, not depending on each word, when they read carefully.

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