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Relevant bibliographies by topics / Foreign language institutes

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Academic literature on the topic 'Foreign language institutes'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Foreign language institutes"

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Uktamovich, Anvarov Alijon. "The Role Of Integration In Teaching Foreign Languages In Medical Institutes." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 485–87. http://dx.doi.org/10.37547/tajssei/volume03issue04-77.

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This article presents examples and suggestions for the integration of foreign language science taught in medical universities, along with special sciences and Latin classes, which will help medical students in the future to become mature and comprehensively educated. Integrating the disciplines, it opens up a wide path for students to understand the meaning of terms widely used in medicine in foreign languages, as well as to discuss with employees of mature medical institutions around the world the symptoms of diseases, methods of their treatment, books published in foreign languages, articles in the field of medicine without difficulties.

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Poudel, Prem Prasad, and Madan Prasad Baral. "Examining foreign language teaching and learning in Nepal: An ecological perspective." Journal of World Languages 7, no. 1 (April 1, 2021): 104–23. http://dx.doi.org/10.1515/jwl-2021-0006.

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Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

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Nejabat, Ameneh, Neda Fatehi Rad, and Massoud Tajadini. "Foreign language learning and identity reconstruction: understanding of interaction of the self." Revista Tempos e Espaços em Educação 14, no. 33 (June 22, 2021): e15923. http://dx.doi.org/10.20952/revtee.v14i33.15923.

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This study focuses on the processes & relationships between foreign language learner's identity and interaction foreign language proficiency associated with learning English in private language institutes in Iranian context, especially, participants' beliefs about languages & participants' views about the language question are analyzed. This analysis integrates the speaker's practices and beliefs to issues of identity construction and negotiation that are observable in two contexts. Some English as a foreign language learners from 3 language institute in Tehran were picked to participate in the study, based on stratified sampling. The instrument were a 30-item likert-scale questionnaire on motivation types & social responsibility, individual development, information medium, ... 24 likert-scale questionnaire on self-identity changes, such as, self‌-confidence change, subtractive change, productive change, results reveal that how language practices in human interaction display and construct identity and correlation analysis indicated that motivation types of self-identity changes and signal participant's negotiations of their own identities of these or others. Instrumental orientations related with learner's self-confidence change.

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He, Chunyan, and Fei Han. "A Study of EFL Curriculum of China’s Science and Technology Institutes under Graded Teaching Model." English Language Teaching 11, no. 2 (January 7, 2018): 44. http://dx.doi.org/10.5539/elt.v11n2p44.

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Recent years, most universities and colleges have been reforming the English as a foreign language (EFL) curriculum system in China. Some reformed EFL curriculum into English for Specific Purposes (ESP) courses, for instance, while some conducted a graded teaching model in EFL teaching. However, the effect of this reform was not so good, especially at science and technology institutes. Therefore, in view of different opinions to classification of foreign language teaching, the classification scheme of English teaching was improved and rebuilt at first, based on the analysis of the learners’ feedback from the perspective of learner’s needs on the current EFL curriculum system of China’s science and technology institutes under graded teaching model. And then a new EFL curriculum system of China’s science and technology institutes under graded teaching model was designed based on learning-centered approach to course and curriculum design to promote the development of EFL teaching and China’s ESP courses and accordingly meet nation’s needs for cultivating international and integrated high-quality talents of foreign languages.

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Zhu, Xiaomei, and Anwei Feng. "ICC Nurturing Strategies in the Context of Sino-foreign Institutes." Theory and Practice in Language Studies 11, no. 9 (September 1, 2021): 1072–79. http://dx.doi.org/10.17507/tpls.1109.13.

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This paper discusses intercultural communicative competence (ICC) education in the context of Sino-Foreign Institutes (SFIs). Through an overview of the development of internationalization of higher education in China, the paper puts forward four strategies that are widely adopted to facilitate the development of students ICC. The four strategies are provision of ICC specific courses, integration of ICC in subject courses, integration of ICC with foreign language education, and intercultural activities and projects. Towards the end, the paper argues that more empirical research is needed to evaluate the effects of the strategies on students’ ICC and challenges the SFIs face in the post-pandemic era.

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Putthithanasombat, Phramaha Min, and John Walsh. "Management of Foreign Teachers in International Educational Institutes in Thailand." Journal of Education and Vocational Research 4, no. 8 (August 20, 2013): 230–37. http://dx.doi.org/10.22610/jevr.v4i8.125.

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This paper seeks to determine methods and approaches of managing international English language teachers in Thailand in the context of the forthcoming ASEAN Economic Community. Qualitative interviews, focus group and ethnographic observation were used to obtain data. The research shows that schools involved adopt pragmatic approaches to teacher recruitment and management but retain elements of the longstanding paternalistic Thai approach to management of human resources. The research is limited to two research study sites and to a specific time period. Issues are raised concerning the approach of potential international teachers and the means of obtaining employment. The lack of meaningful preparation for the ASEAN Economic Community in the education sector in Thailand is made evident. Management of international school English language teachers in Thailand has been only lightly researched previously and is partly remedied here.

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Hassankiadeh, Mozhgan Alsadat Ghaffarzadeh. "Schools V.S Institutes In Learning a Foreign Language: For Iranian EFL Learners." International Journal of Language and Linguistics 1, no. 4 (2013): 40. http://dx.doi.org/10.11648/j.ijll.s.20130101.17.

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Heidari, Laya, and Shiva Parvaresh. "Iranian English as a foreign language teachers’ personality types and classroom management orientations: A correlational study." Contemporary Educational Researches Journal 11, no. 3 (July 21, 2021): 92–105. http://dx.doi.org/10.18844/cerj.v11i3.5905.

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Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teacher personality types (PTs) and their classroom management orientations (CMOs) play a critical role. The present study intended to explore Iranian English as a foreign language (EFL) teachers’ major PTs and CMOs. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. They were asked to complete two questionnaires including the Myers–Briggs type indicator and the Behaviour and Instructional Management Scale. Descriptive analysis and Fisher’s exact test were conducted to answer the research questions. The results showed that the extroverted–sensing–thinking–judging (ESTJ) type was the most frequent PT and the interactionalist approach was the major CMO among Iranian EFL teachers teaching at language institutes. The results enhance the understanding of EFL teachers and directors of language institutes on the PT as one crucial factor related to EFL teachers’ behaviour management approaches. Keywords: Classroom orientations, EFL, Iranian teachers, personality types, management orientations.

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Al-Abdali, Woroud Tariq Jabir. "Attitudes of Teachers Training Institutes Students` towards Learning English as a Foreign Language." لارك 2, no. 25 (April 26, 2019): 19–45. http://dx.doi.org/10.31185/lark.vol2.iss25.1085.

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Abstract Attitudes have a vital role in the life of each individual and a society as they determine what each individual will see, hear, think and do. The role of attitudes is a topic of much attention of specialists and educators especially in the field of teaching English as a foreign language as it is considered as one of the most important factors that impact on learning the language. On the basis of the above statement, the present study aims at identifying the students’ attitudes towards learning English as a foreign language and finding out the differences between male and female students’ attitudes towards learning English as a foreign language. After the selection of the sample of 40 male and female students of level 5 at Teachers Training Institutes, a questionnaire is developed and students' responses are tabulated and analyzed. The results of the study show that most students have very positive attitudes towards learning English. It is also found that female students generally have higher rates than male students indicating more positive attitudes towards learning English. Within the findings of the study, some recommendation and suggestions for further studies have emerged.

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Paradise, James F. "China and International Harmony: The Role of Confucius Institutes in Bolstering Beijing's Soft Power." Asian Survey 49, no. 4 (July 1, 2009): 647–69. http://dx.doi.org/10.1525/as.2009.49.4.647.

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China is setting up Confucius Institutes around the world to spread its language and culture and to increase collaboration with foreign academic institutions. The institutes could increase China's "soft power" and help it project an image of itself as a benign country. Concerns exist about a "Trojan horse" effect.

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Dissertations / Theses on the topic "Foreign language institutes"

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Wong, Chin Han. "An analysis of factors predicting graduation of students at Defense Language Institute Foreign Language Center." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Dec%5FWong.pdf.

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Chai, Donglin. "Paradigms of CFL in America, Concepts of Knowing East and West, and their Implications for Teacher Training at the College-Level." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500464134244029.

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Anderson, Robert E. "Study of initial entry student attrition from Defense Language Institute Foreign Language Center." Monterey, California. Naval Postgraduate School, 1997. http://hdl.handle.net/10945/9027.

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Approved for public release; distribution is unlimited.
Defense Language Institute Foreign Language Center (DLIFLC) trains students in foreign languages for the Department of Defense. The majority of the students in the basic courses of instruction are enlisted personnel with less than one year of military service. This study analyzes attrition from the basic language courses in an attempt to clarify an observed increase in attrition for fiscal years 1994 to 1996. Students who attrit from languages that are difficult for native English speaking students to learn are sometimes enrolled in the easier basic Spanish course. DLIFLC management was interested in evaluating the effect this influx of previously attritted students had on the attrition from the basic Spanish course. The population of DLIFLC students is described by graphically displaying how attrition is related to several variables which describe the students. Analysis of attrition from four specific languages of varying difficulty and the basic Spanish course was performed using binary tree classification. Results show the variation in attrition for fiscal years 1994 to 1996 was consistent with historical data and students who entered the Spanish course after attritting from another language affected attrition for administrative reasons, but not for academic reasons

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Arthur, George T. "The effect of gender on attrition at the Defense Language Institute Foreign Language Center." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA319502.

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Thesis (M.S. in Operations Research) Naval Postgraduate School, September 1996.
Thesis advisor(s): Lyn R. Whitaker. "September 1996." Includes bibliographical references (p. 45). Also available online.

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Ahn, Misook. "Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course| The Case Study of Defense Language Institute Foreign Language Center." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10683956.

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The blended learning model, which combines the traditional face-to-face learning method with an online application such as a learning management system (LMS), became popular and more practical for both teachers and learners in foreign and second language education because of its effective methodology for course delivery and socialization opportunities with technology-enhanced learning activities in both online and offline environments. Although the effectiveness of blended language learning models and benefits of student achievement and autonomous learning with an LMS have been explored, prior research resulted in conflicting data on blended instruction identifying the inconsistent findings in student achievement. Some researchers found that students in blended learning improved their language skills and had higher achievement than participants in exclusively face-to-face or online learning, while some researchers found there to be no statistically important differences in achievement when the blended model was used compared to a face-to-face setting. The specific problem is that the low language achievement of students seems to be related to lack of autonomous language learning skills, but their perceptions of the blended language courses regarding language achievement and autonomous learning skill have not been previously identified and analyzed. The purpose of this qualitative case study is to investigate student perceptions of course effectiveness factors for language proficiency as well as learner autonomy in a blended Korean language course to improve language achievement, especially in listening and reading comprehension skills. American students who attended intermediate and advanced blended Korean language courses applied with the LMS, SAKAI in 2014, 2015, and 2016 at the Osan Language Training Detachment (LTD), Defense Language Institute Foreign Language Center (DLIFLC) in Korea, were invited to participate in the anonymous, open-ended online survey. Data from 10 of the participants were analyzed and evaluated. This study found the blended Korean language course was effective for language learning and achievement, but only 50% of participants stated it was effective for the improvement of autonomous learning skills. The other responses said those skills were dependent on various elements of the blended course such as activities, curriculum, teacher, and student’s motivation and learning styles. The factors students found to be effective and ineffective as well as suggestions offered to improve the blended language course were discussed. Although the focus was on one Osan LTD teaching Korean language courses at DLIFLC, the findings could be able to improve language achievement and autonomous learning for future learner success as well as curriculum design in other foreign language courses in DLIFLC or other institutions.

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Papadomichelaki, Roumpini Alkaterini, and Lash Keith Vance. "English language institute in Greece: A business proposal." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2151.

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Hinson, William B. "A statistical analysis of individual success after successful completion of Defense Language Institute Foreign Language Center Training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Sep%5FHinson.pdf.

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DeRamus, Nicole L. "Predicting the proficiency of Arabic and Persian Linguists trained at the Defense Language Institute Foreign Language Center." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA361845.

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Thesis (M.S. in Operations Research) Naval Postgraduate School, March 1999.
Thesis advisor(s): Lyn R. Whitaker, Samuel E. Buttrey. "March 1999". Includes bibliographical references (p. 125). Also available online.

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Mawed, Israa. "An exploration of English as a Foreign Language teachers' attitudes towards curriculum design and development at the English Language Teaching Department in the Syrian Higher Institute of Languages." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27940.

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This study presents the findings of an in-depth exploration of English as Foreign Language (EFL) teachers’ attitudes towards and experience of curriculum change and development at the English Language Teaching (ELT) department in the Higher Institute of Languages in Damascus, Syria. Syria considers English to be a second language and thus the EFL curriculum has not been afforded as much attention as the core subjects, such as Arabic. In the last two decades, Syria has witnessed some major changes within the area of education. Educational change in the Syrian context is seen as an important means of keeping the citizens updated with other events taking place worldwide. In 2009, the Syrian Ministry of Education adopted a change in the EFL curriculum intended to improve the general level of English to facilitate the country’s modernisation and the implementation of information communication technology (ICT). However, the results appear to have been negligible and therefore, and as part of the strategic guidelines of reforms in higher education, the Ministry of Higher Education continues to attach considerable importance to restructuring research in higher education institutions and to establishing a ‘programme for creating appropriate evaluation mechanisms and methods concerning curricula and institutions for EFL’ (2004). In evaluating this strategy by the Syrian government, this study, carried out at the Syrian Higher Institute of Languages at Damascus University, has been guided by three objectives. The first is to investigate how EFL teachers’ use the current ELT materials. The second involves identifying the main challenges faced by EFL teachers in using the ELT materials available at the Institute. The third objective explores how EFL teachers view their involvement in designing a potential curriculum and whether this involvement can indeed contribute to the quality of the new curriculum. By using an interpretive research design and exploratory methodology, the study used semi-structured interviews and open-ended questionnaires as primary data collection methods to elicit the views of EFL teachers at the Institute. Significant findings are highlighted in each of the three areas. With regards to methodology, it was found that many EFL teachers mainly tend to favour and employ communicative language teaching approaches to their teaching. Concerning the challenges faced in the ELT classroom; the study found that various problems such as: lack of motivation; rigid administrative rules; incorrectly-placed students; time limitations; difficulties in achieving goals and objectives; and professional development challenges, all cumulate in predominantly negative perceptions of the current Syrian EFL teaching materials. Finally, EFL teachers have different attitudes towards the design and implementation of the new EFL curriculum. They can tend to see it as a mandatory and onerous task, and often feel that they lack the high-level of awareness and understanding required to design an appropriate curriculum. Mixed reactions towards changing the existing curriculum, needs assessment, and process evaluation are also apparent. These results suggest that any attempts to change the Syrian EFL curriculum would face a number of challenges. The thesis recommends the inclusion of teachers and students in the process as one possible solution to combat problems relating to the EFL curriculum within the Higher Institute of Languages and that of other institutions in Syria.

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Sampson, Neil Edward. "An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960.

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Books on the topic "Foreign language institutes"

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Lahlafi, Alison. An evaluation of library support for vocationally orientated foreign language learning in higher education colleges and institutes in the United Kingdom. Birmingham: University of Central England in Birmingham, 1993.

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Nicolas Martinez, Maria Carlota, and Scott Staton, eds. Studi per l'insegnamento delle lingue europee. Florence: Firenze University Press, 2005. http://dx.doi.org/10.36253/88-8453-194-2.

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This book represents a contribution to the elaboration of language teaching methods. It comprises a collection of the addresses made on the first two study days on the teaching of European languages (Florence 2002-2003) attended by teachers working in Italian universities, and also in higher educational institutes both public and private. From the comparison of different experiences and cultures there emerged a very dynamic scenario, open to new scientific and methodological stimuli. Among the issues addressed are the use of the new technologies in teaching, the implications of the expansion of the European Union, and the use of a foreign language for the teaching of non-linguistic disciplines.

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Bush, Brian J. A comparison of innovative training techniques at the Defense Language Institute Foreign Language Center. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 1986.

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Anderson, Robert E. Study of initial entry student attrition from Defense Language Institute Foreign Language Center. Monterey, Calif: Naval Postgraduate School, 1997.

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Optimizing the Defense Language Institute English Language Center. Santa Monica, CA: RAND, 2012.

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United States. Congress. House. Committee on Post Office and Civil Service. Subcommittee on Civil Service. H.R. 1685, the Defense Language Institute Foreign Language Center Act of 1991: Hearing before the Subcommittee on the Civil Service of the Committee on Post Office and Civil Service, House of Representatives, One Hundred Second Congress, first session, July 24, 1991. Washington: U.S. G.P.O., 1991.

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United States. Congress. House. Committee on Post Office and Civil Service. Subcommittee on Civil Service. H.R. 1685, the Defense Language Institute Foreign Language Center Act of 1991: Hearing before the Subcommittee on Civil Service of the Committee on Post Office and Civil Service, House of Representatives, One Hundred Second Congress, first session, July 24, 1991. Washington: U.S. G.P.O., 1991.

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Maugeri, Giuseppe, and Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.

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This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.

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Worthley, William Justin. The Northwest Institute language program: Learning to read, write, and speak English. [Eugene, OR: Pacific Place Publishers, 1997.

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Institut za strane jezike (Podgorica, Montenegro). Institut za strane jezike: 20 godina, 1979-1999 = Institute for foreign languages : 20 years, 1979-1999. Podgorica: Istitut za strane jezike, 1999.

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Book chapters on the topic "Foreign language institutes"

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Red, David, and James North. "Language Learning at the Foreign Service Institute." In Foreign Language Education in America, 171–89. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_9.

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Coakley, Thomas. "Language at the Point of Need — The Defense Language Institute Foreign Language Center." In Foreign Language Education in America, 190–209. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_10.

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Tsethlikai, Kenric. "Integrating Business and Foreign Languages: The Lauder Institute and Advanced Language Education." In Educational Linguistics, 143–53. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9159-5_7.

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Langerová, Petra. "Přehledová kapitola výzkumů jazykových učebních stylů." In Výzkum v didaktice cizích jazyků II, 75–92. Brno: Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9547-2019-4.

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The paper presents current international research studies on foreign language learning styles. The studies apply learning styles questionnaires on university, secondary and elementary school students, including students of a language institute, mostly with the aim of making language instruction more effective, or for identifying learning styles used in a particular skill.

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Kubler, Cornelius C. "Foreign Service Institute (FSI), a valuable reference for academia." In The Field of Chinese Language Education in the U.S., 114–22. New York : Routledge, 2018. | “First published 2018 by Routledge … Abingdon, Oxon … and by Routledge … New York …”: Routledge, 2018. http://dx.doi.org/10.4324/9781315144665-9.

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Bradáč, Vladimír, Pavel Smolka, and Cyril Klimeš. "Personalization of Foreign Language Education in the LMS Moodle Environment." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 27–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28883-3_4.

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Nadstoga, Zbigniew. "Translator and interpreter training as part of teacher training at the institute of english, Adam Mickiewicz university, Poznan, Poland." In Translator and Interpreter Training and Foreign Language Pedagogy, 109. Binghamton: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/ata.iii.10nad.

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Zhang, Yanping, and Weiping Zhang. "Ecological Education Mode of Foreign Language Based on Computer Network Technology." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 438–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77417-2_37.

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Repetto, Claudia, Serena Germagnoli, Stefano Triberti, and Giuseppe Riva. "Learning into the Wild: A Protocol for the Use of 360° Video for Foreign Language Learning." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 56–63. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01093-5_8.

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"TAFL Institutes (1958-2018)." In Teaching Arabic as a Foreign Language, 249–50. Amsterdam University Press, 2019. http://dx.doi.org/10.2307/j.ctvjsf64g.18.

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Conference papers on the topic "Foreign language institutes"

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Giniyatullina, Diana, Gina Ryabkova, Guzel Chumarina, Phillip Sanger, Alena Kuznetsova, and Alfiya Gimadeeva. "BLENDED ENGLISH AS A FOREIGN LANGUAGE COURSE AT HIGHER EDUCATION INSTITUTES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1067.

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Li, Jianrong. "On the Curriculum Design of Foreign Language and Literature Majors in Application-oriented Institutes." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.234.

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He, Gaoda, and Shu Yang. "Educational Technologies for Foreign Language Teaching in Higher Education Institutes in China A Case Study." In 2009 WRI World Congress on Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/wcse.2009.231.

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Mingyong, Zhang. "The effect of attitude on foreign language learning and teaching in institutes of higher vocational education based on affective filter hypothesis." In 2015 International Conference on Futuristic Trends on Computational Analysis and Knowledge Management (ABLAZE). IEEE, 2015. http://dx.doi.org/10.1109/ablaze.2015.7154954.

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Zhukova, Arina, Tatiana Kudoyarova, Ivan Leonov, and Ekaterina Budnik. "Reflection as a Component of an Intercultural Educational Project: Case Study in the Pushkin State Russian Language Institute." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3105.

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The abstract should provide a comprehensive summary of the work performed, including the motivation of the research, aim of the research, methods of the research, main results of the research, contribution to the theory and practice of the research. For nine years, the Pushkin State Russian Language Institute has been successfully using the educational and teaching technology - intercultural educational project (IEP) - in teaching Russian as a foreign language. The goal of the project is to ensure intercultural communication among all the participants: foreign students and Moscow schoolchildren. During this project, the audience gets acquainted with the differences between languages and cultures. The specifics of this format of educational and design activities is determined by the relevant factors: the collaboration of foreign students studying Russian, and the other -, native speakers of the Russian language and culture. For the Moscow schoolchildren, the project is a part of their training activities, for the students – an extracurricular educational event. Also, the project concept assumes that both students and children can also become more familiar with (for example, Finland and Vietnam, etc.) each other's cultures. During the implementation of this technology, representatives of 34 countries took part in it, as well as more than 5,000 Moscow schoolchildren and teachers. The components of reflection are the ability to comprehend the mechanisms that contribute to obtaining certain results; ability to analyze personal cognitive opportunities. Reflection in the educational process implies a thoughtful or sensually experienced process of awareness by the subject of his academic activities. The article aims to present the reflection component of IEP that the authors of the article draw special attention. Participation in the preparation and implementation of activities that demonstrate the results of students' reflection, reflects the availability of intercultural communication at different levels of language proficiency, enables participants to feel confident in their abilities, motivate them, and increase the effectiveness of language learning. Authors hope that theoretical and practical aspects will contribute to the methods of teaching any foreign language. Keywords: reflection, intercultural communication, educational technology, international educational project

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Степанова, Наталья Сергеевна. "FOREIGN LANGUAGE VOCABULARY TEACHING OF THE FIRST YEAR STUDENTS IN TECHNICAL INSTITUTE." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/ecs296.2021.46.19.004.

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В статье рассмотрены основные проблемы введения иноязычной лексики на занятиях со студентами первого курса, получающих образование по специальности «Атомные станции: проектирование, эксплуатация и инжиниринг», и предложены способы их решения. Paper deals with the main problems of foreign language vocabulary introduction at the lessons for first year students receiving an education degree: “Nuclear Power Plants: designing, operation and engineering” and the ways of their solution are given in this paper.

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Manova, Reni. "COMMUNICATIVE MODELS IN THE PROCESS OF TEACHING BULGARIAN AS A FOREIGN LANGUAGE." In International Annual Conference of the Institute for Bulgarian Language (Sofia, 2021). Prof. Marin Drinov Publishing House of Bulgarian Academy of Sciences, 2021. http://dx.doi.org/10.7546/confibl2021.ii.46.

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Borisova, Svetlana N. "FROM THE EXPERIENCE OF WORKING AT THE INSTITUTE OF TECHNOLOGY ON A MODULAR KNOWLEDGE ASSESSMENT SYSTEM." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.4.

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Naumenko, Yulia, Lilia Vokhmina, and Ekaterina Budnik. "The Usage of the Flipped Class Model when Teaching International Students Theoretical Disciplines at the Philological Faculty." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3109.

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One of the teaching models which stimulates and motivates students' studying activities is the flipped class, which “turns over” the traditional order of the material (a lecture - homework) vice versa. The purpose of this work is to present the effectiveness of the usage of the flipped class model when teaching international students’ theoretical disciplines in Russian at the philological faculty at Pushkin State Russian Language Institute. The traditional way of giving the material of theoretical disciplines to the international students didn’t show the high results: the students couldn’t master the material in full, didn’t understand texts of the lectures due to an insufficiently formed lexical stock and couldn’t do practical tasks and tests. The students met significant difficulties during the performance of the certification work. It became clear that the special preparative work must be done with the students before they begin to listen to lectures. So, the teaching and academic staff of the department (Department of Methodology of Teaching Russian as a Foreign Language) at the philological faculty decided to change the traditional way of giving theoretical lecture material in Russian for the international students into the flipped class teaching model. In 2019-2020 academic year the international students got the new formatted material under study within the theoretical discipline “Aspect study of the Russian Language in an international audience”. LMS Canvas was used as an educational platform, where the students got different tasks with video lectures, articles, questions, practical exercises. At the end of the term the students completed the certification work. And the high points which the students got for the work indicated the correctness of the chosen teaching model. Keywords: teaching international students, traditional format of teaching, flipped class teaching model, Russian and international audience

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Banshchikova, Maria, and Karina Tkachenok. "GIVING FEEDBACK THROUGH MBTI IN AN ONLINE LEARNING CONTEXT (EXEMPLIFIED BY TEACHING GERMAN AS A SECOND FOREIGN LANGUAGE AT THE INSTITUTE OF WORLD ECONOMY AND BUSINESS)." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1806.

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Reports on the topic "Foreign language institutes"

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Bush, Brian J. A Comparison of Innovative Training Techniques at the Defense Language Institute Foreign Language Center. Fort Belvoir, VA: Defense Technical Information Center, June 1986. http://dx.doi.org/10.21236/ada178452.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

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