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Dissertations / Theses on the topic 'Foreign Attitudes'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Baldock, Penny Jean. "Australian attitudes to foreign aid /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arb178.pdf.

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2

Kiziltepe, F. Zeynep. "Attitudes and motivation in second language learning." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363374.

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3

Buchholz, Arthur J. "Prayer attitudes, beliefs, and practices of international students." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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4

Shepherd, Josh. "Attitudes and opinions of agricultural growers in Texas regarding guest worker policy /." View online, 2007. http://ecommons.txstate.edu/arp/261.

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5

Mormori, Pelagia. "The role of attitudes and motivation in foreign language learning." Thesis, University of Kent, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384833.

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6

Atherton, Luba. "Attitudes towards foreign language learning among secondary school students in England." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421570.

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7

Rolewicz, Adam. "Networks and actors : Foreign Office attitudes towards European integration, 1957-73." Thesis, University of Kent, 2018. https://kar.kent.ac.uk/71483/.

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The history of Britain's relationship with Europe is one which has received significant attention from scholars and laypeople alike, especially in recent times. It has been explored from a wide range of angles and perspectives, all of which offer unique insights into what has often been characterised as an awkward or reluctant relationship. This thesis' contribution employs a specific focus on the attitudes of Foreign Office officials towards European integration in the years 1957-73, and the ways in which these attitudes shaped the foreign policymaking process. The role which Foreign Office officials played in Britain's approach to membership of the EEC was extremely significant, and their attitudes had a profound impact on the policymaking process. In certain cases, these attitudes conflicted with those of their political masters and resulted in serious struggles and confrontations in the corridors of power. This study will examine four case studies in Britain's approach to European integration in the years 1957-73, which cover the most critical junctures in the Foreign Office's approach to European integration across this period. In each case study, the attitudes and actions of the officials most intimately involved in European policy will form the main focus, including an in-depth analysis of how their attitudes had been shaped through their own formative experiences. It will become clear that officials' attitudes towards European integration were exceptionally diverse and were not reflective of a rigid departmental orthodoxy. Foreign Office personnel were increasingly recruited from a wider base of social and educational backgrounds and this in turn created a diplomatic service containing a broad range of views. However, a gulf in attitudes between the elder and younger generations of officials became increasingly evident, with the latter being much more receptive to the principles of European unity after their experiences of the Second World War. The result was a department which increasingly viewed membership of the EEC as the future of Britain's foreign policy strategy.
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8

Reber, Teresa. "Effective teaching behaviors and attitudes as perceived by foreign language teachers." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280364.

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Schrier and Hammadou (1994) assert that in order to evaluate effective foreign language (FL) teaching, attributes of effective teaching should first be identified, should be agreed upon as being worth evaluating, should be identified on repeated occasions, and should be proved worthwhile in many settings. The more that is known about successful FL teaching and learning, the more likely FL teachers will be to create models for FL teacher preparation and evaluation that implement relevant behaviors and attitudes of effective FL teaching. The purpose of this study was to investigate teacher perceptions concerning the teaching behaviors and attitudes that contribute to effective FL teaching and learning. The data was collected by means of a questionnaire to which 457 post-secondary FL teachers of Spanish, French, and German who are members of ACTFL responded (the response rate was 45.7%). The 80-item questionnaire elicited responses to FL teaching behaviors and attitudes on a Likert-type scale from 1 (not important at all for effective FL teaching) to 5 (essential for effective FL teaching), based on teachers' perceptions regarding how important each attribute is for effective teaching. Based on current research on second language acquisition (SLA), on pedagogical theories underlying current teaching methodologies, and on teaching behaviors and attitudes found to be effective in the field of general education, various teaching behaviors and attitudes of effective FL teachers were identified for inclusion on the questionnaire. The results indicate that there is emerging professional consensus regarding a number of teacher behaviors and attitudes related to FL teaching. This study contributes to the knowledge of what acceptable classroom teaching behavior is. The more that is known about successful FL teaching and learning, the more likely FL teachers, administrators, and curriculum developers will be able to create models for FL teacher preparation and evaluation that reflect effective behaviors and attitudes for FL teaching.
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9

Townsend, Peter 1952. "The development of intercultural capability : a comparative analysis of the student international education experience." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5442.

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10

Landeck, Michael. "Toward a Theory of Consumer Attitudes Regarding Products of Foreign Origin: a Multiattitude Expectancy-Value Approach." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc332355/.

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This dissertation focuses generally on consumer behavior, and particularly on consumer attitudes toward products of foreign origin for the purpose of developing a theory that will assist in explaining and predicting this phenomenon. Existing research in the area of country of origin effects upon consumer attitudes toward foreign-made products demonstrates significant methodological limitations such as single cue approaches., The major objective of this dissertation is to contribute to the development of a theory based upon the expectancy-value attitude concept to better explain and predict consumer attitudes toward products of foreign origin. To achieve this objective, the research attempts to overcome the limitations identified in attitude research and specific methodological deficiencies in research focusing on attitudes toward products of foreign origin by: 1. utilizing the expectancy-value approach; 2. basing operationalization of the attitude concepts on Likert-like scales and subjective conditional probabilities; 3. measuring the operationalized attitudes both directly and indirectly via beliefs and evaluations; 4. simultaneously including multiple extrinsic cues; 5. including pictorial cues in the questionnaire; and 6. performing and reporting validity and reliability tests. The general model developed in this research, representing the theory of attitudes toward products of foreign origin is the Foreign Product Attitude Model (FPAM). This dissertation will concentrate on an extracted part of the total model, namely the relationships between the informational stimuli cues and the attitudinal response. The informational extrinsic informational cues include the country of origin, the brand name, the store image and an involvement covariate. By concentrating on the above relationships it is hoped that this study will contribute to a better understanding of the direct effects of the informational stimuli upon the attitude toward a product of foreign origin. The country of origin effect and the other extrinsic cues (brand name and store image) were found to have significant effects on consumer attitudes toward products, explaining almost 20 percent of the total variance.
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11

Chey, Chor Khoon. "Cultural acclimatisation: Foreign students studying in a private educational institution in Singapore." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/308.

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This Portfolio aims to examine the problems of acclimatisation and coping strategies of such foreign students. A sample of tweleve students was chosen from Chinese students studying at one private educational institution in Singapore. Drawing on the findings of Furnham (1997) and Murphy-Lejenne (2002), among others, the present study looks at the reasons why the participants decided to travel overseas, why they chose Singapore as their destination, what problems they encountered while here, and how they coped with the problems. They were also asked what specific problems they encountered with the schools they enrolled in. It is the contention of the present study that school has a major influenceon their overall acclimatisation. Suggestions were sought from the participants on ways they thought the school could help make their stay here more successful The in-depth interviews found that the main problem encountered by the Chinese students were with accommodation, student agents, school, language, and the :attitude of the local populance towards them. To cope with their problem;, they relied on friends, and family for support and information, and used modern technology for communication. They expected the school to help them find suitable accommodation and practise higher standards of service. The present study concludes with recommendations for further actions needed by schools and government and areas for future research.
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12

Pacheco, Barney. "Foreign branding and its effects on product perceptions and attitudes : a reassessment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ47727.pdf.

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13

Cansler, Lois Elaine McLendon Heining-Boynton Audrey L. "Parent attitudes about and involvement with foreign language programs for elementary students." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1524.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
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14

Walton, Erika. "The Plagued Life of Language in American Society: Attitudes Toward Foreign Language." Miami University Honors Theses / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1111683587.

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15

Johnson, Brianna. "Motivation and Attitudes Toward Learning French in the University's Foreign Language Classroom." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/867.

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In second language research and pedagogy, motivation has been labeled as a key factor for success (Clément, 1980; Dörnyei, 1998; Tremblay & Gardner, 1995; Deci & Ryan, 1985); namely, language learners with high levels of motivation will be more successful than those who exhibit more negative attitudes towards learning the TL. Through classroom observations, student survey responses and personal interviews conducted in a beginner-level university French class, this study attempted to determine broad motivational patterns using Gardner's (1982) binary integrative and instrumental model, and then determine specific origins for these motivations. Four interviewees were selected: two with high instrumental and integrative orientation, and two with low integrative and instrumental orientation. Research questions aimed to determine initial motivational tendencies of the students and how these changed or remained consistent throughout the semester; additionally, a comparison between what interviewees indicated about their own motivational tendencies and their class performance were analyzed. The findings of this study indicated that integrative motivational tendencies shifted positively over the course of the semester, whereas instrumental motivational tendencies remained consistent. The change in integrative motivation was mainly due to cultural francophone insights brought to the classroom through the instructor and textbook materials. The malleable nature of integrative motivation presupposes that students' investment (Norton-Pierce, 1995) in, or motivation, to learn the TL language culture must grow in order for integrative motivation to do so as well. Implications include how larger university environments can more successfully hone in on individual achievement through teacher awareness of student motivational behaviors in the classroom. Additionally, pedagogical implications will aid educators in better understanding their pupils' motivation for learning foreign languages and recognizing how student behavior can be helpful indicators of waning or waxing motivation in class. Results suggest that teaching culture in the FL classroom can help augment integrative motivation.
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16

Shaw, Louise Grace. "Attitudes of the British political elite towards the Soviet Union, May 1937 - August 1939." Thesis, King's College London (University of London), 2001. https://kclpure.kcl.ac.uk/portal/en/theses/attitudes-of-the-british-political-elite-towards-the-soviet-union-may-1937-august-1939(3d8b5e19-3934-42d2-a2ff-8f2f3d7db1b7).html.

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17

Zhang, Naijian. "Acculturation and counseling expectancies : Asian international students' attitudes toward seeking professional psychological help." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1125367.

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Coming to the United States, international students face numerous cross-cultural adjustment difficulties. Asian international students have had the most cross-cultural difficulties among all international students. Helping Asian international students deal with their life stress has become a challenge for American counselors and psychologists.Studies on the attitude toward seeking professional psychological help have been done primarily with African Americans, Mexican Americans, and Asian Americans. As the population of Asian international students increases, it becomes important that the attitudes of Asian international students toward seeking professional psychological help be examined. The present study examined the relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help. In addition, this study explored the relationships between Asian international students' levels of acculturation and their recognition of need for psychotherapeutic help, their stigma tolerance, their interpersonal openness, and their confidence in mental health practitioners.One hundred and seventy Asian international students from one Midwestern university and one Northeastern university participated in this study. Participants completed two questionnaires and a demographic profile sheet: (1) the Suinn-Lew Asian Self-Identity Acculturation Scale-International (SL-ASIA-I); (2) the Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPHS); and (3) the demographic sheet which included country of origin, religious beliefs, plans/intentions to stay in U.S., the length of time in the U.S., previous therapy experiences, age, gender, education, major, marital status, and children. Two hypotheses were tested: (1) There was a significant relationship between Asian international students' acculturation levels and their attitudes toward seeking professional psychological help; (2) The higher levels of acculturation the Asian international students had, the more positive their attitudes toward seeking professional psychological help. Multiple regression analyses were conducted to predict Asian international students' attitudes toward seeking professional psychological help.As was expected, a significant relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help was observed. In addition, significant correlations were perceived between Asian international students' levels of acculturation and their stigma tolerance and their confidence in mental health practitioners. Discussions of these findings and limitations and recommendations for future research were presented.
Department of Secondary, Higher, and Foundations of Education
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18

Wessman, Sofia. "Firefighter or Fireman? Teachers’ attitudes towards gender neutrality in the foreign language classroom." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-11704.

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This essay investigates the extent and significance of a gender decisive language in the foreign language classroom. Focus lies on teachers teaching English as a foreign language and their attitudes towards gender neutrality from a pure linguistic point of view.

My starting point was previous research done concerning my topic and the survey was performed through questionnaires that were sent out with both qualitative and quantitative questions to thirty teachers.

 

My findings indicate that the teachers contradict themselves when answering the questionnaire. Their knowledge of gender neutrality is surprisingly low, but they think they know more than they actually do. It is essential to teach more about gender decisive language in schools and at the Teachers’ Education to promote equality. Conclusions can be drawn that this is an issue not dealt with enough and that teachers seem to have a distorted image about their approach concerning gender neutrality.

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19

Alexander, Linda Jean. "The attitudes of counsellors towards their client : does foreign accent make a difference?" Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26763.

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This research addressed the nature of mainstream counsellors' attitudes towards their culturally different clients. This investigator conducted two separate studies in which all of the subjects were students in the Department of Counselling Psychology at The University of British Columbia. The counsellors in the first study were in the first year of the counselling program (novice) while those in the second study were in their final year (mature). The research design was an experimental post-test only control group. Counsellors' attitudes towards their culturally different clients were investigated by presenting a client who had a foreign accent. In each study one group was exposed to a non-accented client in a counselling situation and the other group was exposed to a foreign-accented client. A matched-guise videotape of a client presenting a counselling problem was shown to the two groups of counsellors in each study. Each counsellor in the control group viewed a non-accented client and each counsellor in the experimental group viewed the same client but with a foreign accent. To measure the attitudes of counsellors towards their clients, a Semantic Differential Attitude Scale was constructed utilizing 50 bipolar adjectives. In addition, the counsellors responded to a written Interview Questionnaire designed to investigate what may influence the attitudes of the counsellors, such as: similarity of beliefs; perception of the client's motivation and an awareness of cultural differences. In both studies all counsellors rated the client in the accented and non-accented situations with an overall positive attitude on the Semantic Differential Scale. However, the counsellors exposed to the accented client, in Study One responded with a more positive intensity of attitude than the counsellors who viewed the non-accented client (p≤.001). The counsellors in the second study did not differ in their attitudes towards the accented or non-accented client (p>.05). In response to the Interview Questionnaire, the novice, beginner counsellors in Study One generally reacted to the client on a more personal level with the mainstream counsellors in the accented situation reporting more affinity towards the client. Those more mature counsellors in Study Two were less involved and attended to the external influences on the client (accented or not). Recommendations for future counselling research are suggested in the areas of the attitudes of counsellors towards their accented clients; similarity of experience as a variable which influences the cross-cultural counselling process; and the utilization of the matched-guise videotape in training and education.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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20

Csaki, Sebastian Matthias. "Changing norms and attitudes towards foreign and security policies in Germany, 1998-2003." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614929.

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21

Pentz, Christian Donald. "Consumer ethnocentrism and attitudes towards domestic and foreign products : a South African study." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18037.

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Thesis (PhD)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: The continued growth of international trade has resulted in levels of global product availability that is not only unprecedented, but would have been regarded as impossible not too long ago. Products of almost every conceivable national origin are now readily available in numerous countries throughout the world. Because the “country of origin” label of a product is a factor that could influence the buying behaviour of consumers, prescient international marketers know that they need to investigate consumer attitudes toward both domestic and imported products and the findings of these investigations should be used to formulate more effective marketing strategies. Previous research into the “country of origin” phenomenon has focused on consumer ethnocentrism as a possible reason why consumers would buy a domestic rather than an imported product. The basic premise of the concept of consumer ethnocentrism is that the attitudes and purchase intentions of consumers can be influenced by what could be called nationalistic emotions. In short, consumer ethnocentrism implies that consumers might regard the purchase of foreign products as “wrong”, as it might harm the domestic economy and result in job losses in industries that compete with imports. As a result, consumer ethnocentrism has been actively researched in developed countries in particular, but there seems to be a dearth of knowledge about consumer ethnocentrism in developing countries. This study‟s primary objective is therefore to investigate consumer ethnocentrism in a developing country, in this case South Africa. The study is based on a review of the literature, covering aspects such as marketing, consumer behaviour, globalisation and especially the phenomena of country of origin and consumer ethnocentrism. The literature review was followed by an empirical, survey-based study investigating consumer ethnocentrism in South Africa. A novel contribution of this study is that consumer ethnocentrism was investigated among different racial groups in the same country. This was done to assess whether there are significant similarities and/or differences between different racial groups in terms of consumer ethnocentrism and any of the attitudinal variables relevant to international marketing. A conceptual model (containing sixteen variables) was developed as a guideline from the literature review to investigate consumer ethnocentrism and how it could influence the attitudes of South African consumers (of different races) towards the import of foreign products (Chinese clothing in this case) and ultimately the willingness of these consumers to buy imported clothing. A questionnaire was subsequently developed to collect data from a sample of black and a sample of white South African respondents. An exploratory factor analysis of the data was done and the results indicated that for the samples of both black and white respondents, the original number of variables (excluding demographic variables) that drive consumer ethnocentrism could be reduced to ten. These variables were exactly the same for both sub-samples studied. The proposed theoretical model was also empirically tested by means of the structural equation modelling technique. The result of these tests was the creation of structural models for both sub-samples, illustrating all the variables and indicators of the measurement model and the structural relationships among the different variables. From the results it is clear that even though there were differences in terms of the impact of a number of antecedents on consumer ethnocentrism, the two sub-samples responded in a relatively similar way. The results also indicated that the antecedents, cultural openness, patriotism, individualism, age, income, attitude towards human rights and history of oppression, were regarded as antecedents for consumer ethnocentrism by both sub-samples. The differences confirmed were that the sample of white respondents also regarded nationalism and gender as predictors of consumer ethnocentrism. The results also revealed that black respondents seemed to be more ethnocentric than their white counterparts. From the results it seems that, due to the differences between the two sub-samples of this study, marketing strategies related to consumer ethnocentrism should not be identical for white and black South African consumers. Based on the results, a number of marketing strategies that could be implemented by both local and international marketers for the South African market are proposed.
AFRIKAANSE OPSOMMING: Die volgehoue groei in internasionale handel het daartoe gelei dat ʼn verskeidenheid produkte van verskillende nasionale oorspronge deesdae in baie lande regoor die wêreld beskikbaar is. Weens die feit dat die sogenaamde “land van oorsprong” van ʼn produk verbruikers se aankoopgedrag kan beïnvloed, het vooruitdenkende internasionale bemarkers begrip vir die feit dat hulle verbruikers se houdings teenoor beide plaaslike en ingevoerde produkte moet ondersoek, en hierdie resultate moet gebruik in die formulering van meer suksesvolle bemarkingstrategieë. Vorige navorsing oor “land van oorsprong” studies het die konsep van verbruikers-etnosentrisme geïdentifiseer as ʼn moontlike rede waarom verbruikers eerder „n plaaslike as ʼn ingevoerde produk sou aankoop. Die uitgangspunt is dat hul nasionalistiese emosies die houding en aankoopintensie van verbruikers kan beïnvloed. In kort impliseer verbruikers-etnosentrisme dat verbruikers sal voel die aankoop van buitelandse produkte is verkeerd, aangesien dit die plaaslike ekonomie kan skaad en werkverliese tot gevolg mag hê in industrieë wat deur invoere geraak word. Oor die jare is die konsep van verbruikers-etnosentrisme aktief nagevors in veral ontwikkelde lande, maar dit blyk dat daar ʼn groot leemte bestaan ten opsigte van kennis oor verbruikers-etnosentrisme in ontwikkelende lande. Om hierdie probleem aan te spreek is die primêre doelstelling van hierdie studie om verbruikers-etnosentrisme in ʼn ontwikkelende land (Suid-Afrika) te ondersoek. Die studie begin met ʼn literatuuroorsig wat aspekte insluit soos bemarking, verbruikersgedrag, globalisasie, die land van oorsprong fenomeen en verbruikers-etnosentrisme- verskynsel. Die literatuuroorsig is gevolg deur ʼn empiriese studie om verbruikers-etnosentrisme in Suid-Afrika te ondersoek. ʼn Unieke bydrae van hierdie studie is dat verbruikers-etnosentrisme ondersoek is tussen verskillende rassegroepe. Dit is hoofsaaklik gedoen om vas te stel of daar wesentlike verskille sou wees tussen verskillende rassegroepe ten opsigte van verbruikers-etnosentrisme en ander veranderlikes wat verband hou met internasionale bemarking. Uit die literatuur is ʼn konseptuele model (met sestien veranderlikes) ontwikkel as ʼn riglyn om die volgende te ondersoek: verbruikers etnosentrisme, hoe dit die houding van Suid-Afrikaanse verbruikers (van verskillende rasse) teenoor buitelandse produkte (Chinese klere) beïnvloed en uiteindelik die bereidwilligheid van hierdie verbruikers om ingevoerde produkte te koop. ʼn Vraelys is ontwikkel om data van ʼn steekproef swart en ʼn steekproef wit Suid-Afrikaanse respondente in te samel. ʼn Verkennende faktoranalise is op die data uitgevoer en die resultate het aangedui dat die oorspronklike hoeveelheid veranderlikes (uitsluitend demografiese veranderlikes) gereduseer kon word na ʼn totaal van tien vir beide steekproewe wit en swart respondente. Hierdie veranderlikes was presies dieselfde vir beide subgroepe wat gebruik is. Die voorgestelde model is ook verder empiries getoets met behulp van die structural equation modelling-tegniek. Die resultaat van hierdie toets was die skepping van strukturele modelle vir beide steekproewe. Hierdie modelle illustreer al die veranderlikes asook die aanduiders van die metingsmodel en die strukturele verhoudings tussen die onderskeie veranderlikes. Die resultate toon duidelik dat ten spyte van die feit dat daar verskille met betrekking tot die impak van ʼn aantal veranderlikes op verbruikers-etnosentrisme was, die twee subgroepe relatief konsekwent gereageer het. Die resultate dui daarop dat die veranderlikes, cultural openness, patriotism, individualism, age, income, attitude towards human rights and history of oppression deur beide groepe as voorspellers van verbruikers-etnosentrisme geag is. Die verskille wat bevestig is, is dat die steekproef van wit respondente ook nasionalisme en geslag as voorspellers van verbruikers-etnosentrisme gereken het. Die resultate het verder bevestig dat die swart respondente skynbaar meer etnosentries as hul wit eweknieë is. Weens die verskille wat tussen die twee steekproewe aangeteken is, blyk dit dat bemarkingstrategieë wat verband hou met verbruikers-etnosentrisme nie presies dieselfde moet wees vir swart en wit Suid-Afrikaanse verbruikers nie. Gegrond op die resultate is ʼn aantal bemarkingstrategieë vir die Suid-Afrikaanse mark geformuleer en voorgestel wat deur plaaslike en internasionale bemarkers geïmplimenteer kan word.
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Roy, Oindrila. "EXPLORING THE INFLUENCE OF FAITH ON FOREIGN POLICY ATTITUDES IN THE UNITED STATES." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416593434.

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23

Ang, Adrian U.-Jin. "American exceptionalism, missionary politics, and the religious impulse in contemporary foreign policy attitudes." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6061.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 4, 2009) Vita. Includes bibliographical references.
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Wright, David Allan 1964. "Role of Culture: Promoting Positive Attitudes in the Second- and Foreign-Language Classroom." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/565577.

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25

Carrick, Terry. "Wilfrid Lawson : attitudes & opinions on Britain's imperial & foreign policy (1868-1892)." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/19427/.

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This thesis is concerned with a very important aspect of the political life of one of the most neglected figures of nineteenth century British political history, Sir Wilfrid Lawson (1829-1906). Lawson, an extreme radical entered Parliament in 1859, where he remained almost continuously until his death. Today Lawson's name his rarely recalled, except for his work on temperance reform, where his critics continue to describe him as a temperance fanatic and a 'one idea man'. The reality of the situation is quite the reverse; Lawson was a man with undeviating radical principles, with plenty to say on an endless stream of subjects. Lawson was perhaps the most Cobdenite of the Cobdenites, especially in the matter of Britain's imperial and foreign policy, which is the main focus of this thesis. As such he campaigned against loans for standing armaments and all forms of aggressive warfare. When war finally came, as was often the case, Lawson vehemently opposed it, and supported a series of defiant parliamentary battles against government interventionist policies. Lawson had no enthusiasm for British expansion or for the pursuit of imperial glory, or any interest in promoting its civilising mission abroad, which he considered a distraction, supported by the ruling aristocracy, as a means of delaying the advance of much needed home reforms. I have structured the thesis around a number of key events in the development of British foreign and imperial policy in the period 1870 to 1892, primarily the expansionist programme promoted by Lord Beaconsfield, Gladstone's intervention in Egypt, and the affairs of Ireland and Home Rule. All were of major significance at the time and Lawson was heavily involved in the debates surrounding them.
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Beaudoin, Christopher E. "International knowledge and attitudes : their measurement and antecedents /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025600.

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Lindqvist, Robert, and Jesper Shuja. "Attitudes to Assessment." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35838.

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This explorative research paper looks at the attitudes and experiences of four EFL teachers towards assessment of English as a foreign language. The study was carried out using qualitative research with semi-structured interviews. The paper discusses factors that impact attitudes towards assessment. Our findings show that assessment is affected by a variety of factors, including colleagues, the head teacher and guiding documents. Furthermore, this paper identifies the need for more teacher education regarding the process of assessment, specifically formative assessment.
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Stagova, Emine. "Teaching Strategies : Teachers’ views and attitudes towards reading problems." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1246.

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The aim with this study is to discuss teachers’ individual views and thoughts regarding working with pupils with reading problems in foreign language learning. The study is based on qualitative research and includes interviews with four working teachers at the upper secondary level at one school. The main focus is to illustrate strategies expressed by the teachers involved in this study concerning pupils and reading problems in foreign language learning. Some of the earlier studies done regarding this subject emphasize motivation as a good strategy to use in school in order to pay more attention to pupils and encourage them to do better. Furthermore, teachers should work with literature in a new way, thus making use of the new technology available such as computers and projectors. New technology would make education more appealing and allow pupils to be involved with literature in a new way, familiar to the pupils’ daily life activities.

This study is done accordingly to the approach of two theories, namely phenomenography and reader-response theory. This study does not aim to show any right or wrong strategies from the teachers, it only assumes to show their own thoughts and views regarding this issue. Hopefully this study would help and bring new ideas to forthcoming teachers about reading disabilities and teaching strategies.

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29

Beinhoff, Bettina. "Establishing identity through accent : attitudes of non-native speakers towards foreign accents of English." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608821.

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Karlberg, Mimmi, and Jonathan Eriksson. "Teacher Experiences and Attitudes Towards First Language Use in Foreign or Second Language Teaching :." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39861.

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This paper examines empirical studies regarding teachers’ and teacher-trainees’ perceptions toward the use of first language (L1) when teaching a second or foreign language. The presence of the students’ first language when teaching a foreign or second language has been a disputed topic in relation to different theoretical approaches. The aim of this study is to gain knowledge about this issue by answering the research question ​“What are teachers’ and teacher-trainees’ experiences and attitudes regarding L1 when teaching in the second or foreign language classroom?” The method used has been to​ review empirical studies from several different countries from the databases ERIC (Education Resource Education Center) and ERC (Education Research Complete). The overall results reveal that the majority of the participants had positive attitudes toward the use of L1. Additionally, there was an agreement about the need for some level of exposure to the target language (TL). Furthermore, it was shown that teachers saw the first language as something unavoidable and that it should not be seen as a hindrance when it comes to learning another language. However, there are some differences with regard to when it is appropriate to use the students’ L1. Our results agree with the field of research in general and is a small contribution to the discussion of how teachers’ beliefs may have an impact on their pedagogical decisions.
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Haack, Patrick. "Talking Intervention: Attitudes Towards German Foreign Policy and the Conditional Influence of Emphasis Frames." [S.l. : s.n.], 2007. http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-37571.

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McLendon, Mary Elizabeth. "Language attitudes and foreign accent : a study of Russians' perceptions of non-native speakers /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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33

Norris, Daniel J. "Attitudes and Motivations Towards Learning Foreign Languages: A Survey of of U.S. University Students." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/618.

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This study examined the beliefs and opinions of U.S university students towards learning foreign languages. Four major areas were explored, including attitudes and motivations towards learning foreign languages, perceptions of foreign languages in the U.S., and favorability of Arabic, Chinese, French, German, Korean, and Spanish. One additional area that investigated participants' opinions in support or against a foreign language requirement in the United States was also examined. The instrument included a survey of 22 items, consisting of 13 quantitative attitude/opinion questions, two qualitative open-ended questions, and seven questions for demographics. The data was analyzed through descriptive, inferential, and content analyses, including Cronbach's Alpha, independent and dependent samples t-tests and one-way ANOVAs. The results of the study showed that participants generally had positive attitudes and high motivations towards learning foreign languages. Their perceptions were slightly critical of Americans' perspectives of foreign languages but indicated the belief that the U.S. education system does provide reasonable opportunities to learn foreign languages. Participants showed high favorability towards learning Spanish, with French also slightly favorable. Participants did not demonstrate positive favorability towards learning Arabic, Chinese, German, or Korean. However, participants commonly referred to Chinese as being particularly useful for business opportunities and consistently indicated low interest or usefulness in Arabic. Few significant differences were observed between genders or foreign language education background. Overall, female participants had slightly more positive views about learning foreign languages, whereas the same was true for participants with higher-level foreign language ability.
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Swarts, Ilze. "Organisational practices enhancing positive job attitudes of expatriates on international assignments." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06102008-170804.

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35

Bailey, Ainsworth Anthony. "Codeswitching in the Foreign Language Classroom: Students' Attitudes and Perceptions and the Factors Impacting Them." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321478462.

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36

Yonker, Valerie A. "Deciding factors: : why international students choose the institutions they attend." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221313.

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This study examines the influences and factors that drive an international student to attend a specific higher education institution. Undergraduate, international students at Ball State University and Muskingum College were interviewed.The international students at those institutions had a variety of factors that played a role in their decision to attend either Ball State University or Muskingum College. These factors included location, academic programs, exchange programs, cost/finances, size of institution, family role, support available, and accessibility.A focused look at the students' background and the size of the institution was addressed. There was a lack of related literature on these points, yet the influence of these factors was quite important.
Department of Educational Studies
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Edghill, Gina. "Self-rated health and orientation to life of international graduate students." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1348862.

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The purpose of this study was to determine how international graduate students rate their health and their Sense of Coherence scores using Antonosky's 29- item "Orientation to Life Questionnaire" and to identify associations between international graduate students self-rated health status, Sense of Coherence scores, Sense of Coherence sub-scores, and biometric measures. The study found that international graduate students at Ball State University rate their health as "very good" and report having a high Sense of Coherence score and sub-scores. Additionally, positive associations between international graduate student's self-rated health and Sense of Coherence scores and sub-scores were identified. However, no significant correlations were found between international graduate students' self-rated health and their biometric measures.
Fisher Institute for Wellness and Gerontology
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CHUANG, HSUN-YU. "UNDERGRADUATES' PERCEPTIONS AND ATTITUDES TOWARD THE FOREIGN ACCENTEDNESS OF INTERNATIONAL TEACHING ASSISTANTS IN THE U.S.A." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/182.

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As international student enrollment has increased at US universities since late 1950s and early 1960s (Taylor & Angelis, 2008), international students at the graduate levels have taught an increasing number of undergraduate courses. As Bailey (1983) recognized early on, a "foreign TA problem" has developed due to various misunderstanding in the accent and culture of International Teaching Assistants (ITAs). This so called "problem" has led to numerous studies on the subject. The main focus of this study was to investigate undergraduate students' perceptions and attitudes toward the foreign accentedness of ITAs. Different from previous research which largely studied the perspectives from North American undergraduates, this study examines data from two groups of participants: 34 native (18 male; 16 female) and 32 nonnative (18 male; 14 female) English-speaking undergraduates. In order to examine this complex topic fully, three research foci were generated, including undergraduate' overall perceptions and attitudes to ITAs, their evaluations of the comprehensibility and intelligibility of ITAs' foreign accents, and their awareness and appreciation of the value of intercultural communication. The research instrument was a survey questionnaire that inquired into participants' answers to the aforementioned research foci. In addition to the general demographic information, participants had to circle or mark their answers to 20 statements, presented in 5-point Likert scales, and to write down their responses to 2 open-ended questions listed in the end of the questionnaire. This was a study of mixed-design which included quantitative and qualitative data analyses. For the quantitative part, the data gathered from 5-point Likert scales were analyzed through univariate analyses of variance (ANOVAs) and correlation analyses. The data of written responses from 2 open-ended questions were analyzed through content analyses as the qualitative part of this study. The results of this study shed a positive light on the research of ITAs. From the quantitative analyses, neither nationality nor gender showed statistically significant differences, but both groups of participants revealed moderate-high positive attitudes/perceptions to ITAs, evaluated ITAs' foreign accents slightly lower but still positively, and displayed moderate-high positive awareness/appreciation of the value of intercultural communication. Moreover, it was found that participants with higher awareness of intercultural communication showed more positive attitudes and rated ITAs' foreign accents higher. Both consistent and intriguing findings were discovered from analyzing participants written responses. In a similar manner, both groups of participants responded with more positive than negative comments to describe their personal experiences with ITAs. In contrast, more negative reports were written when the participants described their classmates' reactions toward ITAs. This inconsistency might have resulted from the conflict between avowal and ascription of participants; ethnocentrism was also revealed from the comments of some participants. The results of this study provide insights for ITA training programs when evaluating and screening ITAs' competence in spoken English and they also serve as a reference for ITAs in preparation for future teaching assignments at US institutions.
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Calderwood, Denise, and University of Lethbridge Faculty of Education. "International students at Alberta universities : perceptions and levels of satisfaction." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1993, 1993. http://hdl.handle.net/10133/57.

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International students in Canadian universities face an array of sometimes bewildering practical, cultural, academic, and social challenges. Many may not be fully prepared to cope with such challenges without some form of assistance from the university and surrounding community. Such students need assistance and support to face successfully the challenge of a new society and a new environment. It is therefore critical that the institutions admitting international students develop an understanding of what support and assistance can be offered that is most helpful and welcomed by the international student. In this study, undergraduate men and women, from the University of Lethbridge, the University of Calgary and the University of Alberta responded to a questionnaire consisting of thirty-two questions on a five-point lickert scale ("strongly disagree" to "strongly agree"). The questions were grouped into the following categories: first contact with Canada, arrival and orientation, assistance for international students, English language skills, housing and accommodation, academic assistance, and getting to know Canadians. An additional summative thirteen questions, some of which are open-ended, and eight demographic questions were also asked. Follow-up interviews were arranged with a subset of the questionnaire respondents. A total of 131 returned questionnaires and 32 personal interviews were available for data analysis. The most notable findings are as follows: (i) Higher levels (at or above 65%) of satisfaction were found in the areas of assistance requested from professors and fellow students, the teaching and content of their courses, fair treatment from professors, and making friends with and visiting in the homes of Canadians. (ii) Lower levels (at or below 45%) of satisfaction were found in the areas of assistance in obtaining suitable accommodation, the welcome and orientation at their university, time to discuss course work with professors, the lack of international content in their courses, the opportunity to get to know Canadian and other international students in a non-academic setting, and the experience of racism in Canada. This inquiry found that overall, 52.5% (68 students) were satisfied by the welcome and assistance they had received by the university and community.
viii, 103 leaves : ill. ; 29 cm.
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40

Schram, Judith Lee 1940. "PREDICTING ALIENATION IN INTERNATIONAL STUDENTS (ADJUSTMENT, CULTURE SHOCK)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291262.

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41

Ghoreyshi, Mohammad. "The Attitudes of International Students Toward University Withdrawal." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331730/.

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The purpose of this study was to determine if significant differences existed in attitudes of international students concerning college withdrawal. Data collection involved 200 freshmen international students from two universities in Texas. Two questionnaires were distributed to the students to determine attitudes toward college withdrawal. The instrument used to score the attitudes was the Purdue Master Attitude Scale. The analysis of variance was used for the statistical evaluation. The statistics indicated there was no significant differences between the students tested in the study and that the students had favorable attitudes toward college and unfavorable attitudes toward college withdrawal. Based on the findings of this study, universities should devise an extensive counseling and orientation program in order to provide students opportunities to complete their college education.
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42

Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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43

Gokce, Sevgi. "Attitudes And Motivational Intensity Of Foreign Language Learners At Vocational High Schools: A Comparative Study." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609935/index.pdf.

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This study was conducted to examine the attitudes and motivational intensity of 10th grade vocational high school students and to explore whether there is any significant difference between Anatolian high school and high school sections of vocational high schools and whether there is any significant gender difference in terms of attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity. Learners from three vocational high schools in Bozü
yü
k, Bilecik participated in the study. According to quantitative data analysis results, a significant difference was found between Anatolian high school and high school sections of vocational high schools in terms of attitudes and motivational intensity. Students at high school sections were observed to have more positive attitudes and more motivational intensity than students at Anatolian high school sections do. Furthermore, a statistically significant difference was found between female and V male students. Female students tend to have more positive attitudes and more motivational intensity than male students do. Related to the level of the participants&rsquo
attitudes and motivational intensity, quantitative data analysis results indicate that vocational high school students&rsquo
attitudes toward learning English, attitudes toward the Anglo-Saxon culture and motivational intensity are above the average level. Qualitative data analysis of the open-ended responses confirm the participants&rsquo
almost positive attitudes toward learning English
however, it also points out that almost half of the participants were found to have negative attitudes toward expending personal effort to learn the Anglo-Saxon culture and over half of their openended responses did not show any sign of motivational intensity.
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Kang, Il-Bong. "An empirical study of influences of foreign based DBS services on attitudes of Korean adolescents." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1997. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1997.
Source: Masters Abstracts International, Volume: 45-06, page: 2712. Typescript. Abstract precedes thesis as preliminary leaves 2-3. Includes bibliographical references (leaves 87-94).
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45

Thaipakdee, Supaporn. "Relationships Among Writing Quality, Attitudes Toward Writing, and Attitudes Toward Computers in a Computer-Mediated Technical Writing Class for English as a Foreign Language Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278582/.

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The purpose of this study was to investigate the relationship of word processor use by foreign college writers and their attitudes toward writing, writing revision practices, writing quality, attitudes toward the use of computers, and time spent on computers. The results indicate that students' attitudes toward writing and their perceptions of computer usefulness significantly affected their writing quality. Students with more positive attitudes toward writing and the usefulness of computers tended to produce better quality writing. In addition, the findings indicate that students' writing revision practices significantly affected their attitudes toward writing. Students who revised their writing more frequently tended to have better attitudes toward writing than those who did not. In contrast, students' levels of computer anxiety, computer confidence, computer liking and their writing revision practices did not significantly affect the quality of their writing. Furthermore, the amount of time that students spent on computers did not significantly affect their attitudes toward using computers in writing.
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Torstensson, Niklas. "Judging the Immigrant : Accents and Attitudes." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-30408.

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Spoken language as a means of communication contains huge amounts of information apart from the linguistic message that is conveyed. It is often the first channel of interaction between people and based on the speaker’s manner of talk, we create a mental image of the speaker as a person, of the speaker’s background, origin and personal qualities. Through five case studies, this dissertation investigates how immigrants to Sweden are judged based on their foreign accents (Cases 1—3) and how the use of an interpreter in court can affect the legal process and the judging of the immigrant (Cases 4—5). Case 1 investigated Swedish students’ attitudes towards immigration and immigrants through a survey-based study and revealed that Swedish students hold predominantly positive attitudes towards immigrations and immigrants. Case 2, using accent imitation, asked if Swedish speakers have a cognitive prototype for British English accented Swedish and found that this was the case. This demonstrated that Swedes have models of accented Swedish accents. Case 3 asked Swedish students to rate their impressions of speakers of nine foreign accented Swedish voices on 18 six-point semantic differential scales. They also rated their impressions of each voice for five social factors. The results suggest that the listeners evaluated the voices based on perceived social desirability, or perceived cultural distance between the listener and the voice’s country of origin. Juxtaposing these findings with those of Case 1 suggests that even among a group who are positive to immigrants and immigration some groups of immigrants are more welcome than others. Case 4 examined discourse disfluencies in a bilingual court hearing and a Swedish-Polish bilingual court hearing in detail. The case showed that most of the dialogue-related difficulties have other sources than the interpreter, even if the interpreter at first glance often appeared to be part of the problem rather than part of the solution. Case 5 examined the interpreter’s role in courtroom dialogue situations through interviews with a court interpreter and a lay judge. The study found that the picture of the interpreter’s role differs between the various actors in the court setting. This, in combination with a lack of knowledge about cultural differences in dialogue strategies, creates complications, can have an impact on the perception of the witness and, ultimately, affect the legal rights of the accused. Furthermore, as the interpreter most frequently speaks foreign accented Swedish, the perception and evaluation of their foreign accented Swedish can further place some immigrant groups at a double legal disadvantage when being judged.
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Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.

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48

Aldujayn, Norah Nasser. "Attitudes Toward Creativity Among Saudi EFL Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo157598006406076.

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49

Juveland, Sara Racheal. "Foreign Language Students' Beliefs about Homestays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.

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Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.
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50

Nikolaou, Alexander. "Attitudes and motivation of Greek upper secondary school pupils for learning English as a foreign language." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540090.

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The purpose of this study was to investigate attitudes and motivation for learning English as a foreign language in Greek upper secondary schools (Lykeia) following Gardner’s socio-educational model. Attitudes, as operationalised in the socio-educational model, can be broken down into attitudes to learning foreign languages, attitudes to the language under investigation (English in this case), attitudes to the learning situation (the FL lesson and teacher), and attitudes to the target language community (The British and Americans in the context of this study). The major research question is how attitudes, orientations, ideological attributes of the target language communities, motivation and achievement are related. The thesis sets out as its working hypothesis that attitudes and motivation are relevant to EFL learning and are major contributors to achievement. The present research was carried out in 3 state and 3 private Lykeia in Athens. A questionnaire was developed that was to a large extent adapted from Gardner and Lambert (1972) and Gardner (1985), but also incorporated elements from other survey instruments. Before launching the main study, the questionnaire was piloted and the necessary modifications were made. My findings indicate that to a large extent the socio-educational model is relevant to the present context of research, although the contribution of attitudes towards the target language communities and the ideologies they represent to motivation do not seem to be as important as was initially hypothesised. The study concludes with recommendations based on the findings and suggestions for further research.
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