Dissertations / Theses: '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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Eggensperger, Karl-Heinz. "De l’intérêt de créer une certification propre en langues pour les IUT (CLIUT)." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6407/.

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Der folgende Beitrag beschreibt die Situation der Fremdsprachenausbildung und -zertifizierung an den Instituts Universitaires de Technologie (IUT) in Frankreich. Die auf die Berufswirklichkeit ausgerichteten Ausbildungsziele und Kursinhalte unterscheiden sich von der externen Prüfung zur Zertifizierung. Die Prüfungsaufgaben einer Zertifizierungs-organisation für das Englische konzentrieren sich auf rezeptive Kenntnisse und Fertigkeiten, bieten aber den in den Fremdsprachenkursen ausgebildeten produktiven Fertigkeiten wenig Raum. Deshalb wird den IUT empfohlen, ein eigenes Zertifikat für die Sprachausbildung einzuführen, ein CLIUT (Certificat en langues pour les IUT). Das Zertifikat soll eine Fremdsprachenkompetenz bescheinigen, die auf die berufliche Verwendung der Fremdsprache ausgerichtet ist. Es wird jedoch vom Arbeitsmarkt nur dann anerkannt, wenn es mit einem transparenten Qualitätssicherungssystem verbunden wird und wenn es gelingt, die Niveaustufen nachprüfbar am Europäischen Referenzrahmen für Sprachen auszurichten.
La contribution ci-dessous essaie d’expliciter quelques pistes de réflexion présentées lors de la conférence plénière sur les certifications en langue du 34e congrès de l’APLIUT à Strasbourg. Il s’agira donc de s’attarder sur les considérations du Conseil d’administration de l’APLIUT (CA d’APLIUT : 2007). La 1ère partie présentera de manière succincte des exemples de mise en situation professionnelle des étudiants dans les cours de langues étrangères en IUT. L’application de cette méthode demande de développer des compétences plus complexes que celles développées dans un cours se limitant à des sujets du vécu quotidien. Il conviendra ensuite de se demander dans quelle mesure les effets souhaités de cette approche font l’objet des épreuves de certification recommandées par les Programmes Pédagogiques Nationaux (PPN) des DUT. En raison de l’incohérence entre les cours et les épreuves de certification, la question de la certification a l’air d’être sans issue. Du fait qu’à ce jour la recherche d’une certification validant l’enseignement dans les IUT n’a toujours pas abouti au résultat escompté, il faudrait peut-être envisager de créer une attestation propre destinée aux IUT. L’atteinte de cet objectif passe par l’aboutissement d’importants travaux préliminaires et également par la valorisation d’une certification grâce à un système d’assurance qualité, voir la 3e partie.

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Gonçalves, Mónica Sofia Ferraz. "Multilinguismo. A importância dos institutos de línguas estrangeiras na definição da Diplomacia Pública." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16077.

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No sentido de promover a imagem e expandir a influência, os Estados têm vindo a usar uma estratégia que combina o hard power e soft power para favorecer o contacto entre os povos, incrementar o entendimento mútuo e criar uma percepção externa favorável sobre um país, um povo, uma cultura e uma política. Esta estratégia, que tem revelado cada vez mais impacto junto dos povos, é designada por diplomacia pública. A crescente mobilidade, as migrações e a globalização trouxeram um aumento significativo de interações entre os falantes das diferentes línguas. Esta tendência assume um carácter permanente. Logo, o multilinguismo pode ser a melhor forma de nos adaptarmos ao processo de globalização, transformando um desafio numa oportunidade. Assim, esta dissertação pretende analisar a forma como a política de multilinguismo pode ajudar na execução estratégica da diplomacia pública, no que diz respeito às relações e à comunicação entre os Estados; ABSTRACT: In order to promote the image and expand the influence, states have been using a strategy that combines hard power and soft power to promote contact between people, increase mutual understanding and create a favorable external perception about a country, a people, a culture and politics. This strategy, which has proved increasingly impact on the people, is called public diplomacy. The increased mobility, migration and globalization have brought a significant increase in interactions between speakers of different languages. This trend assumes permanent. Soon, multilingualism may be the best way to adapt to the globalization process, turning a challenge into an opportunity. This paper aims to examine how the multilingualism policy can help in implementing strategic public diplomacy, with regard to the relations and communication between states.

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Magambo, Joseph. "Investigating perceptions of students' language needs at a Rwandan institution of higher learning." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007268.

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The site of this research is the Kigali Institute of Science and Technology (KIST). The research was undertaken to investigate first year students' perceived English language needs in order to study successfully at KIST. The research was intended to pave the way for differentiated English language syllabuses for students of varying English proficiency. It sought to answer the following questions: (1) what are students' perceived language needs in order to study through the medium of English at KIST? (2) To what extent does the current English language programme address these perceived needs? And (3) what are the differences in students' perceived language needs at different levels of proficiency? The research was carried out in an interpretive paradigm using both qualitative and quantitative methods. It took the form of a case study utilising questionnaires to collect data. Questionnaires were administered to students, mainstream subject lecturers and English lecturers. The student sample consisted of 212 students chosen from the four previously identified levels of proficiency (beginner, elementary, intermediate and advanced). The lecturer samples consisted of seven subject lecturers and eleven lecturers in English. The research tools used to collect data were administered questionnaires and document analysis. The chi-square statistical test was used to analyse quantitative data especially in establishing differences that appeared between dissimilar proficiency levels. Findings have shown that, although English is no longer a credit-bearing course, students are still interested in learning it. Students expressed a high positive perception for learning language structures, listening and speaking, and a need for reading and writing. However, although it was possible to establish stakeholders' (students, subject lecturers and lecturers in English) perceptions of students' needs, it was not easy to establish what students' real needs and difficulties in English are. Attempts to get valid answers to my questions were not conclusive. Although this research has implications for the future of English language teaching/learning at KIST there is a need for further investigation of students' needs. An important starting point would be to begin a debate at KIST about the whole issue of students' needs. Such research would exploit research tools/methods not used in this research (e.g focus group interviews and observations).

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Thao, Nguyen Dinh, and n/a. "News broadcasts and problems for EFL learners." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20061109.125724.

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English is the language studied by the majority of students at the Institute of International Relations in Vietnam. News broadcasts are used as teaching material since, for instance, graduates will need to monitor news broadcasts as part of their work. Students constantly encounter difficulties in listening to the news broadcasts on English-speaking radio. The purpose of this Study is therefore to identify factors which may cause problems for Vietnamese listeners to English news broadcasts. This Study presents the findings from questionnaires related to radio listening and the findings from an analysis of news extracts in English and Vietnamese. In the conclusion to the study implications for the teaching of radio broadcast listening in Vietnam are discussed.

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Brodalka, Joanna. "El cine en la enseñanza de ELE en los institutos suecos. : Películas de Almodóvar como herramienta didáctica para tratar contenidos culturales y valores éticos." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66274.

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The purpose of this study is to explore and analyse if films, as well as being a possible tool to develop linguistic skills of the students of the upper secondary school, can be the basis to introduce and develop cultural elements and aspects related to the students’ values. A survey was responded by 36 teachers of the Swedish upper secondary school in order to study how film in general, and Pedro Almodóvar’s in particular, is used in the teaching of ELE in order to treat basic values and cultural content. The results show that teachers use film to talk about culture and some basic values, but in general the films are not used in Spanish classes very often.
El objetivo de este trabajo es investigar si el cine además de ser una posible herramienta para desarrollar los contenidos lingüísticos de los alumnos del nivel de bachillerato puede ser la base para introducir y desarrollar los elementos culturales y aspectos relacionados con los principios básicos de los alumnos. A través de la entrevista realizada a los profesores de español de los institutos suecos hemos estudiado si el cine en general y las películas de Pedro Almodóvar en particular es usado en la enseñanza de ELE con el propósito de tratar los valores básicos y los contenidos culturales. Los resultados demuestran que se trabaja con el cine para hablar sobre la cultura y algunos valores básicos, pero en general no se usa las películas en las clases de español con mucha frecuencia.

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Buffington, Gary Wallace. "Reaching internationals without leaving town mobilizing local congregations to show biblical hospitality to the resident aliens in their midst /." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Hoare-Vance, Stephen J. "Confucius institutes and China's evolving foreign policy : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Political Science [at] University of Canterbury /." 2009. http://hdl.handle.net/10092/3619.

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Chen, Kuang-yu, and 陳光育. "A Study of Teachers’Teaching Strategies and Students’Knowledge Management─The Case of Central Area University and Institute of Technologies Applied Foreign Language." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/57998467167249646244.

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碩士
國立雲林科技大學
技術及職業教育研究所碩士班
94
This research intends to explore the relationship between teacher’s teaching strategies and students’ knowledge management for of the department of applied foreign language. It aims to analyze perspectives teachers’ of teaching strategies and students’ knowledge management on the basis of different personnel background, and furthermore, to compare and discuss the predictability of all of them. In order to attain the research purposes, the methods applied on this study were literature review and questionnaire survey. The questionnaires were teacher’s teaching strategies and students’ knowledge management. A total of 625 questionnaires were mailed, and 502 were completed and considered as valid. The return rate of the completed questionnaires was 80%. The data were and hypotheses analyzed and tested by descriptive statistics, MANOVA, Pearson correlation, and stepwise multiple regression. The results are as follows: 1. There were significant differences of the opinion for teacher’s teaching strategies in sex, grade and status. 2. There were significant differences of the knowledge management for students in sex, grade and status. 3. Better teacher’s teaching strategies can help students to do well of knowledge management. 4. The knowledge management for students could be predicted by the “examples and no examples” and the “exploration and question“ are second. According to the conclusions of this study, suggestions were provided to educational authorities, university and institute of technologies and applied foreign language’s teacher.

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Wenting, Li. "Proposta de criação de um Curso de Comércio online em Português para o Instituto de Línguas Estrangeiras de Hunan." Master's thesis, 2017. http://hdl.handle.net/10362/22070.

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A educação é uma variável fundamental no processo da civilização humana, enquanto fonte e motor do desenvolvimento económico e social. No mundo atual, caracterizado por uma economia do conhecimento, o futuro e a prosperidade de um país dependem da educação, mais do que em qualquer outro momento da História. A educação está relacionada com a qualidade de vida nacional e com o desenvolvimento económico-social de cada país. Para os indivíduos, a Educação é também essencial para a sua evolução profissional. Crendo na relação entre educação e desenvolvimento económico e tendo em conta a especialização académica da autora, propõe-se a criação de um novo curso sobre comércio online no Instituto de Línguas Estrangeiras de Hunan que, espera-se, contribua também para a reforma do sistema de Ensino Superior chinês.
Education is very important in the process of human civilization and is the source and the motor for economic and social development. These days, as we live in an era of economy of knowledge, the future and prosperity of a country depends on education more then ever. Education is related to the national qualification and to the socioeconomical development of each country. For the individual it also relates with the capacity of his evolution in professional career. Trusting there is a relation between education and economic development and regarding the academic specialization of the author, we propose the creation of a new course about online commerce in the Institute of Foreign Languages of Hunan, which is expected to contribute for the curriculum development in Chinese Higher Education.

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Boťová, Kateřina. "Německá zahraniční kulturní politika v České Republice po roce 1989: Podpora německého jazyka." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-347964.

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This thesis deals with German foreign cultural policy in the Czech Republic after 1989 in relation to the promotion of German language promotion. The thesis describes both the development of the conceptions of German foreign cultural policy and the promotion of German language based on activities of three German institutions: Central Agency for German Schools Abroad (ZfA), Goethe-Institut and German Academic Exchange Service (DAAD). The research period is divided in two parts -before 1999 and since 2000, because the thesis assumes that there have been changes concerning quantity and quality of German policy regarding language promotion since about 2000. In addition the thesis searches for the effects on the real measures in the Czech Republic concerning the conceptual changes in German policy. After the 90's when the German was promoted massively in the Czech Republic as well as in the whole region of Central and Eastern Europe, the promotion of German has been rather declining since 2000. It is given by the lowering interest in the region just as by the lower importance that was attributed to the promotion of German. Simultaneously the number of people learning German in the Czech Republic has fallen rapidly. Lately the German actors have tried to counteract this trend by renewing their effort in...

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Cacumba, Joaquim Sapalo Castilho. "Determining the academic reading needs of teacher trainees of English at ISCED-Huila, Angola." Diss., 2014. http://hdl.handle.net/10500/13784.

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The purpose of this dissertation was to implement a needs analysis and on the basis of the findings come up with a framework consisting of practical stages and processes, for determining the academic reading needs of teacher trainees of English, at Instituto Superior de Ciências da Educação da Huíla (hereafter, ISCED-Huíla), a higher teacher training institution in Lubango, in southern Angola. The investigation was initially prompted by the lecturers’ perceptions that the academic reading level of undergraduate teacher trainees in Angola was inadequate for the demands of tertiary level study. A scientific approach to investigating the needs of these students was thus adopted. A needs analysis was undertaken in order to determine, in a systematic manner, the academic literacy levels of the students, their attitudes towards reading, the reading strategies they claimed to use when reading academic texts, their academic reading lacks and needs, and the teacher trainers’ perceptions and opinions on the students’ reading competence in specific reading sub-skills, and on university needs analysis procedures. In all, 45 first-year teacher trainees and 5 teacher trainers were involved in the main study. The teacher trainees were required to answer the Accuplacer test, an academic literacy standardized assessment. Both teacher trainees and teacher trainers completed a corresponding questionnaire survey. The findings showed that, among others, first, teacher trainees’ academic literacy levels were below expected from a tertiary level reader; second, there were certain discrepancies between what teacher trainees and teacher trainers considered to be the needs, skills and lacks of the teacher trainees; and third, academic literacy and academic reading skills should be developed in both L1/Portuguese and L2/English. Therefore, a framework for determining the academic reading needs of teacher trainees, for syllabus and programe development and evaluation is presented. It is hoped that the results of the study will be of assistance to English for Academic Purposes (EAP) reading professionals and to teacher educators, especially those in developing countries, involved in selecting, adapting and designing teacher training programmes, materials and tasks in order to improve academic literacy levels in their countries, schools and universities where English is taught as a foreign language.
English Studies
M.A. (Applied Linguistics)

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Dissertations / Theses on the topic 'Foreign language institutes'

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