To begin with, studying abroad is becoming increasingly popular and a language barrier becomes the biggest problem for international students. According to Linn (2009: p1) it is difficult to describe thoughts related to "Academic Argument" because the differences between cultures and performances in native languages.
In addition, Culture is the most difficult thing when learners want to study another language because overseas students have some problems with speaking in fluency or organization of writing, Learners do not know how to choose sentence, what to choose to support their main ideas (Benda, 1999). Moreover, each country will have their own writing, Some languages written today came from the Latin language but some countries will be written in symbol characters (Moran, 1991: p89) cited in Schneider & Fujishima, 1995) so it hard to make the transition from typical English-Academic writing to local language academic writing expat. Especially, in thought, when overseas students need the transformation from thinking about their language into English and writing for correct grammar and correct academic words. Thus, when international students learn to think like indigenous people that they will not feel much difficulty, instead of they can acquire knowledge more easily.
Linn claims that (2009) English essay structure includes: introduction, body and conclusion. This seems to be the most common structure and the majority of people can clearly understand the layout of each essay by subtitle or subheading. However, Oriental students write very generally, no clear-cut separation between a whole and its parts. They do not use linking words. Similarly, Arabic writing gives the impression of many collateral arguments. Following that, Oriental use so many metaphors they think and write will be the way they talk and their habits as before. Compared with English writers clearly restrict the amount of metaphor (Linn 2009: p3).
In addition, for international students have a lot of different writing structures. Kaplan (1966) thinks that Westerners have to write in a straight line and there are many small steps, in which each step is clear.
In the essay, the Westerners tend to use the deductive style to consider a problem while the Oriental preferred method inductive pattern to explain a problem (Linn 2009: p4). So learning to think and write new programs will help them saving time. Sometimes an international student cannot explain an idea clearly and Non-native English writers are usually slow readers in English and have problems with vocabulary and with underlying cultural assumptions.
Alternatively, Sondek’s (2008) there are 5 way of contrast to international students understand and apply for them: “discourse markers, number of paragraphs, non-metaphorical usage, linear structure, and deductive style”. Obviously, The UK writer has a tendency to more marked expression and does not use metaphors, accompanied by the essay's main point is often in the first paragraph.
Learning in the United Kingdom is a good thing, so each of the international students need to remind themselves about how to adaptive into this environment. Specifically, international students need to learn more grammar and vocabulary to success in learning how to write academic (Linn 2009: p6). In addition to better prepare all the skills before you go to study abroad, students adapt to life in where they come, learn to think and live with the custom in that place to achieve these best effective. In the future, learning how to thinking and writing Standard English is very important, because English is the language of global communication, it will help overseas students a lot in their life such as finding a good job, or have contact with customers from many countries around the world. Besides, Studying in a developed country will help non-native speakers a lot of thinks to propaganda or teaching English for future generation.
REFERENCES:
Dr. Carlos Linn (2009). Investigating the difference in Academic Writing between UK and Non-UK Writers. In Journal of Applied Study 20 (April 2009 Volume 2), pp 26 - 28.
Benda, J, (1999). Qualitative studies in contrastive rhetoric: analysis of composition research retrieved December 18, 2007.