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Journal articles on the topic 'Foreign language institutes'
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1
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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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.
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Fu, Chunhua. "A Study on Application of Translation and Communicative Methods in German Language Education in Higher Learning Institutes." Journal of Contemporary Educational Research 4, no. 2 (February 19, 2020): 40–44. http://dx.doi.org/10.26689/jcer.v4i2.1008.
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With the continuous development of national ‘reforms and opening-up’ policy and development of economic globalization, learning and application of foreign languages are becoming increasingly important. Society needs a large number of professional linguistic workers. Therefore, there are higher requirements for new era higher learning institutes which serve as training base for cultivating linguistic talents. Linguistic talents must possess very strong overall quality and skill to meet these requirements. In this context, this study carried out an in-depth analysis and research on translation method commonly used in German language teaching, and communicative method which is increasingly popular in recent years, to contribute to cultivation of German linguistic talents in higher learning institutes of China.
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Qian, Liu, and Zhao Qi. "Cultural Institutes and Their Role in Society." Management of Sustainable Development 8, no. 1 (June 1, 2016): 45–47. http://dx.doi.org/10.1515/msd-2016-0006.
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Abstract Culture is “driver and enabler of sustainable development”. In the context of globalization, cultural exchanges are increasing, the role of language as a carrier of culture is more and more evident. Many countries even include it in the national strategy, and it became an important government action. Confucius Institute is an important platform for Sino-foreign cultural exchanges and mutual learning”. And the same of the other cultural institutes which have been mentioned in this paper. They are all playing a role of the international community civilization messenger, they are bridges to connect the native countries and abroad, they are Culture Ambassadors who help the comprehension and cooperation among people and countries.
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Yuzbasheva, Elina. "Content of teaching students of linguistic university grammar on the basis of Internet projects." Tambov University Review. Series: Humanities, no. 181 (2019): 34–42. http://dx.doi.org/10.20310/1810-0201-2019-24-181-34-42.
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Content of teaching foreign languages undergoes inevitable changes in connection with introduction of information and communication technologies. Education as an integral part of life of society has to match the criteria providing high-quality teaching process, at the same time the project method allows to execute the social order of society in more practice oriented approach to teaching. The place of grammar studying in the course of teaching foreign languages was not al-ways unambiguous: there were cases when it was under or overestimated in educational process. However, it is worth mentioning that without well formed grammatical skills of foreign language communication any of the most modern information and communication technologies are not capable to yield qualitative result. We consider a problem of adequate use of Internet projects for university students’ grammatical skills formation as well as an issue of the corresponding content of teaching grammar. Teaching foreign language to students of both linguistic university and other higher educational institutes is directed to formation of all components of foreign language com-municative competence. Project activity, as well as based on it educational Internet projects allow to bring this process of teaching to higher qualitative level. We carry out and develop: a) the analysis of the scientific works devoted to the concept “grammar” and its role in the history; b) the analysis of the researches devoted to selection of subject contents for grammatical skills formation of the students’ speech; c) the author’s subject contents of teaching grammar students of linguistic universities on the basis of implementation of foreign language Internet projects.
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Vladimirova, Larisa, Rais Safin, Daria Ivanova, and Tatyana Litvina. "Succeeding in Foreign Language Study: Teachers and Students Standpoints." SHS Web of Conferences 50 (2018): 01196. http://dx.doi.org/10.1051/shsconf/20185001196.
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The paper considers views of teachers and international students on effectiveness of language acquisition. The study represents the results of original experiment conducted among international students from the various institutes of Kazan Federal University. Students were requested to determine the priority of the following factors and explain the choice: a role of motivating anxiety for learning foreign language; a role of language abilities and talents of international student; a role of professional and personal characteristics of foreign language teacher; a role of methods, techniques and technologies of teaching; importance of studying within environment of a target language. Views of experts and international students on priority of impact of various factors of the foreign language teaching differed. The only factor where the opinions of teachers and students were the same, turned out to be the role of motivation. However, comparative analysis of factors of effectiveness in studying from the point of view of different and in the same time unified subjects of this process shows that the whole complex of factors must be taken into account. The results of the conducted study inevitably prove the necessity of considering the students’ opinion on the process of teaching, and corresponding correction of teachers’ activities.
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Aisha Ilyas, Arslan Tahir, and Muhammad Ismail Tagga. "English and Chinese as a foreign language at institutional level in Pakistan: Teaching methods and Strategies." International Journal of Linguistics and Culture 2, no. 1 (June 30, 2021): 19–35. http://dx.doi.org/10.52700/ijlc.v2i1.27.
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The study focuses on discovering what approach Pakistani teachers are taking with regard to Chinese and English language teaching and can it promote language learning in the manner they teach? The current study explores numerous styles of teaching approaches and teaching techniques that Chinese and English teachers find to be successful in teaching a language class. This thesis primarily pursued quantitative analysis methodology. The survey approach was primarily used to gather data as defined and quantified by SPSS 23 statistical tools. In data analysis, the researcher uses descriptive statistics to examine and interpret results, obtained by questionnaires. This study's sample contained both Chinese and English students at the institutional level. In specific, for data gathering, a total of 80 respondents were approached from the Faisalabad district. The targeted respondents answered a questionnaire structured in the framework of the Likert scale. The results suggest that English students were considered to be active learners, whereas Chinese students deemed passive learners. This study demonstrates that institutes and organizations of Chinese and English languages need various modifications or changes, on applicable linguistic views regarding language instruction in Pakistan.
Keywords: FLT, teaching methods, teaching strategies, Chinese language, English language.
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Gärtig-Bressan, Anne-Kathrin. "Übersetzen in philologischen Studiengängen. Bestandsaufnahme und neue Ansätze für die Übersetzung Italienisch-Deutsch." Lebende Sprachen 64, no. 2 (November 5, 2019): 474–503. http://dx.doi.org/10.1515/les-2019-0024.
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Abstract Using the example of Italian-German translation at departments of Romance languages, this article offers a snapshot of the current role of translation and its didactics in language studies in the German-speaking countries. The lecturers of the individual institutes were invited to take part in an online survey on the organisation and position of the translation courses in the curricula, on the content and methodological orientation of their own courses and on their own background. The results are incorporated into the old discussion on the subject of translating and acquiring translational skills in foreign language teaching. The article concludes with some ideas to integrate the findings of translation science and a reflection on learning objectives into a future conception of translation courses.
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Zhao, Hongqin, and Jianbin Huang. "China’s policy of Chinese as a foreign language and the use of overseas Confucius Institutes." Educational Research for Policy and Practice 9, no. 2 (January 21, 2010): 127–42. http://dx.doi.org/10.1007/s10671-009-9078-1.
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Chekulai, I. V. "English immigration discourse in the scientific paradigm of critical research: review of the monograph by M.S. Matytsina." Professional Discourse & Communication 2, no. 4 (December 24, 2020): 96–101. http://dx.doi.org/10.24833/2687-0126-2020-2-4-96-101.
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The reviewed work is the monograph written by M.S. Matytsina, the Associate Professor of Foreign Languages Department, Lipetsk State Technical University. In the book the author describes the development trends of the English immigration discourse in the scientific paradigm of critical research. The author focuses on establishing the relationship between discourse and society, and the connecting link in this interaction is cognitive structures, which are a subjective mental construct of participants in the communicative situation. The aim of the study is to analyze and systematize the existing knowledge about the problem of immigration in dynamically developing societies of Great Britain and the USA, assess the state of development of language processes that occur as a result of observed trends, and also identify the place and role of the language content of the discourse in social relations building. The study broadens and deepens the existing knowledge about various techniques of modern political rhetoric and discursive phenomena. The monograph is addressed to specialists in the field of discursive analysis, language theory, political linguistics, doctoral students, graduate students, applicants, teachers and students of institutes and departments of foreign languages.
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Стародубцева, Т. А., and Е. Л. Воронянская. "Stages of Developing Future Civil Aviation Pilots’ Vocabulary as an Essential Part of Their Professional Competence." Иностранные языки в высшей школе, no. 1(52) (June 28, 2020): 79–86. http://dx.doi.org/10.37724/rsu.2020.52.1.006.
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В статье рассматривается этапность развития одного из шести компонентов иноязычной компетентности — словарного запасa. Особое внимание уделяется понятийному содержанию этого термина, его структуре в методическом, общелингвистическом и авиационном контекстах, акцентируется внимание на специфике развития лексических навыков в авиационном вузе. Обосновывается важность словарного запаса в общей структуре иноязычной компетентности будущего пилота. Понятийный анализ термина «словарный запас» позволяет дать ему авторскую формулировку, в полном объеме раскрывающую его специфику применительно к обучающимся авиационного вуза с учетом регистра речи. Этапами в данном исследовании выступают учебные модули, предусмотренные учебным планом и основной образовательной программой вуза. В процессе наблюдения за речевой деятельностью курсантов выявляется частотность ошибок, допускаемых при употреблении слов. В ходе проведения анализа авторы руководствуются требованиями Международной организации гражданской авиации, предъявляемыми к языковой компетенции авиационных специалистов, и определяют объем словаря, необходимого для осуществления эффективной коммуникации. The article deals with the stage-by-stage approach to the development of one of the six components of foreign language competence — vocabulary. Special attention is given to the conceptual content of the term vocabulary, its structural components, related to teaching technique, general linguistic and aviation contexts. The authors emphasize the peculiarities of the development of lexical skills at Aviation Institutes. The paper emphasizes the importance of vocabulary in the general structure of foreign language competence. A conceptual analysis of the term “vocabulary” suggests usage of vocabulary with a focus on its specific features at Civil Aviation Institutes, with regard to the register of speech. In this study, the stages are considered to be the learning modules specified by the syllabus and the principal educational program of the Institute. The process of monitoring the cadets' foreign language performance has revealed the frequency of mistakes made in the use of words. In the course of the analysis, the authors follow the requirements of the ICAO (International Civil Aviation Organization) for the language competence of aviation specialists and estimate the vocabulary size for effective communication.
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Rahimi, Assoc Prof Dr Ali, and Samira Mouri. "The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 210–17. http://dx.doi.org/10.18844/gjflt.v6i4.1673.
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This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.
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Orekhova, Yuliya M. "Use of formative assessment at foreign language classes in higher education institute." Bulletin of Nizhnevartovsk State University, no. 1 (53) (March 20, 2021): 74–80. http://dx.doi.org/10.36906/2311-4444/21-1/10.
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The article is devoted to the problem of modernization of the education process in higher education institutes related to the implementation of the new Federal educational standard. The new educational paradigm requires searching for new innovative ways of forming of the key competences for personal and professional development. Russian scientists point to the situation in modern pedagogy when the use of innovative teaching methods contradicts traditional assessment systems. In the context of competence-based approach this contradiction can be eliminated by the introduction of new assessment methods, and then by the creation of assessment tools. The author suggests using the technology of formative assessment for the achievement of the educational and cognitive aspects of a foreign language class and the development of students regulatory skills. The key ideas of formative assessment technology, feasibility of its usage at foreign language classes in high school and phases of its implementation into the educational process are described in the present article. The educational and cognitive aspects are graphically presented in the system school-university. The educational and regulative students skills (self-control, self-evaluation, self-regulation) developed by the regular use of the technology at classes are listed. The author analyzes the main techniques of formative assessment technology (criteria-based assessment, comment from a teacher, mind map, self-report, feed-back), the implementation of which is thought to be the most effective at university, and give examples of their use at English classes.
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Bialayesh, S., A. Homayouni, M. Nasiri Kenari, and Z. Shafian. "Relationship between personality traits with language anxiety among bilinguals." European Psychiatry 41, S1 (April 2017): S406. http://dx.doi.org/10.1016/j.eurpsy.2017.01.334.
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Language anxiety is a distinct complex of self-perception, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process. Effects of foreign language anxiety are particularly evident in the foreign language classroom, and this anxiety is a strong indicator of academic performance. So, the study aimed to investigate relationships between personality traits with language anxiety among bilinguals. The research method was correlation. The population was included all upper intermediate language learners and higher levels in language institutes, that 250 learners were selected by cluster sampling method, and responded to McCare & Costa's NEO personality traits (neuroticism, openness to new experience, extroversion, agreeableness, and conscientiousness) and Horwitz's language anxiety inventory. The data were analysed by Pearson correlation formula. The results showed that there is positive and significant relationship between neuroticism and openness to new experience with language anxiety, and positive and significant relationship between extroversion, agreeableness, and conscientiousness with language anxiety. Thus, it can be concluded that personality traits have important impact on language anxiety.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Mohammadi, Afsane, and Masoud Sharififar. "Attributions for Success and Failure: Gender and Language Proficiency Differences among Iranian EFL Learners." Theory and Practice in Language Studies 6, no. 3 (March 21, 2016): 518. http://dx.doi.org/10.17507/tpls.0603.09.
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The study examined the attributions of Iranian English language learners for their successes and failure s in learning English as foreign language and to determine the relationship between learners' gender and attributions. Moreover, the relationship between their proficiency level and attributions was investigated. To this end, the Attribution Theory for Foreign Language Learners Questionnaire (ATFLL) was administered to 200 English language students studying in different private language institutes of Kerman and Mashhad, Iran. A theoretical framework adopted from Weiner (1986) was applied to categorize students' responses based on attributions (ability, effort, task difficulty and luck). To analyze the data, SPSS 22.0 was employed. The results of the study indicated that learners attributed their success and failure to both internal and external factors but giving more priority to external factors. Furthermore, it was revealed that there were significant relationships between learner's gender, proficiency level and attributions.
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Borzenko, Oleksandra. "FEATURES OF PROFESSIONAL DEVELOPMENT OF FOREIGN LANGUAGE TEACHER IN THE SYSTEM OF HIGHER PEDAGOGICAL EDUCATION." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 23–29. http://dx.doi.org/10.24195/2218-8584-2018-9-23-29.
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The article deals with the issues of professional development of a foreign language teacher and identifies its main features. It is stated that modern world demands new approaches to the organization and improvement of the teaching process of learning a foreign language. It is determined that improving the quality of teaching depends on many factors. It is stated that the constant professional development of teachers is characterized by a variety of forms, methods, approaches. It is noted that new technologies created conditions for fundamental changes in teaching methods, changed the conditions of professional activity of a teacher, transformed his/her role and functions, and also required mastering a range of new skills. The qualification characteristic of a teacher is formulated as an integral part of his/her professional culture, which is aimed at improvement and self-development. It is emphasized on the importance and necessity of increasing the effectiveness of acquiring knowledge and practical skills in the institutes of advanced training and improvement. Keywords: teacher, professional development, foreign language, students, innovative pedagogical technologies
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Brouwer, Jan. "Camille, Multimedia in het T2-Curriculum." Computer-ondersteund talenonderwijs 49 (January 1, 1994): 45–51. http://dx.doi.org/10.1075/ttwia.49.04bro.
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Computer assistance in the language learning process appears to become increasingly important. In spite of the costs institutions appear to be eager to take on board the technology. The object of this paper is to examine what motivates Dutch institutes of higher education to implement advanced computer-aided language learning environments in their foreign language courses. In this respect the social conditions for implementation and aspects of language learning theory are discussed. Next, the multimedia courseware resulting from the EU/Lingua-sponsored CAMILLE project is described. Finally conditions for a successful implementation of this courseware are analyzed with particular emphasis on the changing role of both teacher and student.
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Sabet, Masoud Khalili, Saeedeh Dehghannezhad, and Abdorreza Tahriri. "The Relationship between Iranian EFL Teachers’ Self-efficacy, their Personality and Students’ Motivation." International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 7. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.7.
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A growing body of evidence suggests that teachers play a significant role in the process of foreign language teaching and learning. On the other hand, motivation is one of the most important pre-requisites of foreign language learning which can be influenced by many teacher-related factors such as teachers’ personality characteristics and their self-efficacy beliefs. Therefore, this study was conducted to examine the relationship between Iranian EFL teachers’ self-efficacy, their personality and students’ motivation. Participants included 25 EFL teachers teaching in different language institutes and 75 EFL students learning English in those institutes. In this study, three instruments were used for data collection: Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001), Neuroticism-Extraversion-Openness Five-Factor Inventory (NEO-FFI), and Students’ Motivation Questionnaire designed by Mojavezi and Tamiz (2012). To analyze the data, Pearson correlation was conducted on the variables using the computer program of SPSS 22. Results of the analysis showed that there was a significant positive correlation between teachers’ self-efficacy and students’ motivation (r = .591, p = .002 < .05). The other finding of the study was that one of the NEO-FFI variables, conscientiousness, was found to be significantly in correlation with students’ motivation (r = .413, p = .040 < .05). Results of the study and their pedagogical implications were discussed and recommendations for further research were also made.
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Jahedizadeh, Safoura, Behzad Ghonsooly, and Afsaneh Ghanizadeh. "A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 257–75. http://dx.doi.org/10.30827/portalin.v0i35.15755.
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This study attempts to add new empirical evidence on the psychological aspects of language learning. The research examined potential interactions among sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement in a single research design. To this end, 376 English as a foreign language (EFL) students at universities and private language institutes participated in the study. The conducted analyses revealed significant associations among the constructs. These findings are discussed from the perspective of current theory and research on the ways via which sustained flow, personal best, and buoyancy may contribute to language learning and how evaluation apprehension may dwindle language success. The implications and suggestions for future research are also discussed.
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Trofymenko, Mykola. "Public diplomacy of the Italian Republic." Bulletin of Mariupol State University. Series: History. Political Studies 10, no. 27 (2020): 150–62. http://dx.doi.org/10.34079/2226-2830-2020-10-27-150-162.
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The article states that the Italian Republic is a country with an extremely developed soft power: Italian language, culture, cuisine, fashion, tourism, etc. Italy has unique mechanisms for the implementation of its public diplomacy (PD), which includes a wide network of Italian institutes of culture, schools, lectureships at foreign universities. In order to find out the origins of Italian cultural policy, the article refers to the period of Great Emigration of the late nineteenth century, and more precisely to the law of 1889, under which the Crispy government established the first Italian schools abroad, called "Royal Schools" (Scuole Regie), entrusting organizational and training control over them to the Ministry of Foreign Affairs. It is noted that one of the most effective and efficient actors of the PD of the Italian Republic is the network of Italian cultural institutes. The legislative origins of the Italian institutes of culture date back to the order of 1926. The idea of spreading Italian culture was formulated at the legislative level during fascism. The official purpose of these institutions was to spread Italian culture abroad and to develop intellectual relations with third world countries, without hiding the purpose of political and cultural penetration and propaganda of the regime. Within the article, it is mentioned that the central governing bodies of the Italian Foreign Ministry operate through a number of the General directorates that are responsible for various issues. In accordance with the above mentioned law no. 401, Directorate General for Cultural Relations (DGRC), which after the 2000 MFA reform was renamed to the Directorate General for Cultural Promotion and Cooperation (DGPCC) dealt with the cultural matter, it was a change that pointed to the new purposes of Italian foreign policy. In the early 2000s, the National Commission for the Promotion of Italian Culture Abroad joined the Ministry of Foreign Affairs, gaining momentum for the intensification of the cultural and scientific dimension of foreign policy and the development of new "General Directions for the Promotion and Dissemination of Italian Culture and Language Abroad". Currently, the network of the Ministry of Foreign Affairs consists of 127 embassies, 93 consulates, 83 cultural institutes, 261 lecturers, 291 educational institutions, 161 Italian departments, 21 scientific attachés and about 150 archeological missions. What is more, the committees of the Dante Alighieri Society and the organizations administering the Italian language courses in accordance with law no. 153/71 are added. It is a large network that must adapt to new foreign policy needs, trying to overcome not only a number of structural shortcomings, but also the geographical distribution of ministerial offices abroad, which no longer corresponds to the development of the world, politics and economy. Today's globalization processes, new geopolitical imbalances and a serious global economic and financial crisis have forced the Italian Foreign Ministry and the National Commission for the Promotion of Italian Culture Abroad to reconsider the activities and reorientation of functions and activities of Italian cultural institutions in reforming the state system. In the last three years, the need for savings in government spending has resulted in a constant and consistent decrease in resources for the country's international projection; so, in order to ensure the competitiveness of the Italian cultural offer, it is also necessary to adapt the mission and activities of the cultural institutions. The new founding principles, developed in March 2012, aimed to revolutionize the organization and management of the structure of the spread of the Italian language and culture abroad, largely interfering with the activities of Italian cultural institutions. They can be summarized as follows. Italian culture is a strategic asset for the entire state system. This role is expressed in terms of: - a resource for the national economy; - investments for the design of our production system; - employment opportunities for new generations. This is one of the most effective foreign policy tools for: - promotion of the general image of the country abroad; - supporting the process of internationalization of our companies; - assistance to government actions at the international level. The promotion of the Italian language and culture abroad has positive consequences for the country's economy, where intellectual resources, cultural heritage, creativity, innovation and research are indispensable capital for recovery and growth. To fully understand all the opportunities that can provide the promotion of culture in an increasingly complex and competitive international scenario, it is necessary to adapt the mission of cultural institutions to targeted strategies that can involve all components of the state system. It is concluded that Italian public diplomacy is focused on promoting cultural achievements, significant achievements of Italy in cinema, cuisine, fashion, many tourist destinations and more. An extensive network of Italian institutes of culture, Italian schools, and lectureships represents the Italian model of public diplomacy. The Italian Foreign Ministry actively uses universities to promote its interests, promote the Italian language and culture abroad. In general, it should be noted the high efficiency of the Italian model of public diplomacy, even taking into account the relatively low amount of funding. At the same time, the involvement of Italian producers in the promotion of Italy abroad is also positive.
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Mukhtar, Ilham, and Jamal Fauzi. "Methodological Problems of Teaching Arabic to Non-Native Speakers in Indonesia." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 72–81. http://dx.doi.org/10.51425/ierj.v1i1.4.
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The Arabic language is a decent place in Indonesian society because it is a religious language that coincided with the entry of Islam in this country. The growing interest in it through the ages and continued to try to raise its status continuously until the field of education witnessed a remarkable development in the last decade. However, this status does not necessarily mean that this language has received what it deserves as a religious and foreign language from the engineering and policy of advanced education. The current status of Arabic language education in Indonesia is a transitional phase, as some promising developments are beginning to take place on the one hand, and it is still facing a number of thorny problems on the other. The teaching of Arabic in most institutes in Indonesia is done in a way that explains the rules and the translation of texts into the Indonesian language. In addition, the evaluation system used to measure the learner's linguistic achievement is largely focused on linguistic aspects. The teaching of Arabic language on such a method is a traditional trend and it has to be changed and developed, and since some of the significant shortcomings related to the curriculum, it requires searching for the places of this deficiency in the curriculum of teaching Arabic in the institutes. The framework of the study is determined in the problems of the curriculum of the Arabic language in terms of objectives, content, method and means of education and evaluation. The study will take its place in the language institutes of the Asia Muslims Charity Foundation (AMCF) in Indonesia.
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Mehrpour, Saeed, and Afsaneh Baharloo. "On the implementation of critical pedagogy in english language institutes in Iran." World Journal on Educational Technology 7, no. 3 (December 30, 2015): 172. http://dx.doi.org/10.18844/wjet.v7i3.205.
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This research aimed to investigate the status quo of critical pedagogy in Iran. It focused on examining language teachers’ stances on implementing the principles of critical pedagogy in their classrooms. Also, of particular interest was the study of gender difference in practicing critical pedagogy in language institutes in Iran. At first, the Critical Pedagogy Implementation Inventory, developed by Mozaffari (2011), was administered to 116 instructors teaching at language institutes to collect the required quantitative data. In the second phase of the study, forty-six of the participants were interviewed to gather some complementary qualitative data. The researchers utilized descriptive statistics, factor analysis, Cronbach’s Alpha, chi-square, and independent samples T-test for the quantitative phase of the study, and techniques based on grounded theory in the qualitative phase. Data analysis revealed that the majority of language teachers were in favor of practicing critical pedagogy in their classrooms. However, it was found that critical pedagogy is not efficiently practiced in Iranian educational contexts and even the teachers who advocated the principles of critical pedagogy had an almost average score on the Critical Pedagogy Implementation Inventory. In fact, the teachers claimed that there were some barriers to practicing critical pedagogy in Iran. The top-down educational system, prescriptive approaches to supervision, class size, learners’ expectations, conventional teacher-student relationships, and their traditionally-defined roles were among the main hurdles that impeded an appropriate implementation of critical pedagogy in classrooms. Further investigation also revealed that there was a significant difference between male and female teachers’ stances on practicing critical pedagogy. It was revealed that female instructors tended to be more positively immersed in such implementation. Keywords: critical pedagogy (CP), educational contexts, foreign language teachers, prescriptive supervision
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Karatsiori, Marianthi. "Initial French language teacher education policy in Greece and curriculum evaluation among student teachers of FLE." Apples - Journal of Applied Language Studies 9, no. 2 (June 23, 2015): 25–49. http://dx.doi.org/10.17011/apples/urn.201512093951.
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This paper presents initial language teacher education policy adopted in Greece and describes a study which examines student teachers’ of FLE (Français Langue Étrangère) perception of their initial teacher education and its contribution to their future professional life. The sample comprised 67 student teachers in their fourth year of studies for a bachelor degree in the department of French language and literature in the Aristotle University of Thessaloniki in Greece. Data were collected through questionnaires which included both a structured and an open-ended part. The questionnaire’s content was based on the European Profile for Language Teacher Education — a Frame of Reference (Kelly et al 2004), which identifies 40 items as important elements in foreign language teacher education. Prominent among the findings is student teachers’ perception that the current academic curriculum should place more emphasis on teaching practice, on ways of reinforcing communication with other universities and research institutes, and on using the European Language portfolio and the European Portfolio for student teachers of languages (Newby et al. 2007). The paper concludes by proposing ways of improving the existing French language teacher education degree program and actions at national level for restructuring language teacher education policy in Greece.
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Samorodova, Ekaterina, Irina Belyaeva, Jana Birova, and Mikhaïl Ogorodov. "Teaching a foreign language for professional purposes: peculiarities of legal terms used in teaching the language of a speciality for international specialists." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 253–61. http://dx.doi.org/10.15503/jecs2021.1.253.261.
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Aim. One of the most important tasks which precedes the setting of goals for teaching a foreign language of a specialty and the selection of methods for achieving them is to identify the competencies that a qualified specialist must master. Therefore, the authors of this article see the need to set the following research tasks: the identification of professional competencies in the professional discourse of international affairs; the allocation of competencies among those that require the knowledge of a foreign language; and determination of the language material necessary for studying the specialty in the language lessons for international affairs. Methods. The empirical methods of our research comprise studying and analysis of the works of Russian and foreign scientists and teachers working in the related fields; and interviewing specialists in the international sphere who have graduated from the faculties and institutes of international relations, international law, world politics and economics in the form of an anonymous questionnaire. Theoretical methods include analysis, synthesis, comparison, generalisation, deduction, and induction. Results. A study based on the analysis of a survey completed by international specialists showed that a large number of professionals in the field of international relations, international law, politics, and economics use legal terminology in their work more often than others. Among the professional skills that are required in their work, the respondents named negotiation, business dialogue, and correspondence. Conclusion. A recent study has shown that disciplines such as international law must be included in the language training program for international specialists as diplomates and lawyers.
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Goudarzi, Elahe, Behzad Ghonsooly, and Reza Pishghadam. "An exploration of the interrelationships among EFL learners’ English self-efficacy, metacognitive awareness, and their test performance." Pragmatics and Cognition 22, no. 3 (December 31, 2014): 325–39. http://dx.doi.org/10.1075/pc.22.3.03gou.
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This study examined the interrelationships among selected cognitive characteristics of Iranian EFL learners including English self-efficacy, metacognitive awareness, and their test performance. For this purpose, a model was proposed based on empirical studies and was tested using structural equation modeling (SEM). Following this, two questionnaires were administrated to 200 Iranian EFL learners of two language institutes in Mashhad, Iran. Results of this study indicated that Iranian EFL learners perceived themselves self-efficacious. They were also metacognitively aware of their learning process. Correlation analysis results showed that metacognitive awareness statistically correlated with English self-efficacy and foreign language test performance. It was found that English self-efficacy significantly correlated with foreign language test performance as well. The proposed SEM model adequately fitted the data. Results of the SEM indicated that self-efficacy was the strongest direct predictor of learners’ test performance. Metacognitive awareness directly affected learners’ English self-efficacy. It also indirectly affected test performance through affecting English self-efficacy.
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Mehrpour, Saeed, and Afsaneh Baharloo. "On the implementation of critical pedagogy in english language institutes in Iran." World Journal on Educational Technology 7, no. 3 (December 30, 2015): 172. http://dx.doi.org/10.18844/wjet.v7i3.161.
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<p>This research aimed to investigate the status quo of critical pedagogy in Iran. It focused on examining language teachers’ stances on implementing the principles of critical pedagogy in their classrooms. Also, of particular interest was the study of gender difference in practicing critical pedagogy in language institutes in Iran. At first, the Critical Pedagogy Implementation Inventory, developed by Mozaffari (2011), was administered to 116 instructors teaching at language institutes to collect the required quantitative data. In the second phase of the study, forty-six of the participants were interviewed to gather some complementary qualitative data. The researchers utilized descriptive statistics, factor analysis, Cronbach’s Alpha, chi-square, and independent samples T-test for the quantitative phase of the study, and techniques based on grounded theory in the qualitative phase. Data analysis revealed that the majority of language teachers were in favor of practicing critical pedagogy in their classrooms. However, it was found that critical pedagogy is not efficiently practiced in Iranian educational contexts and even the teachers who advocated the principles of critical pedagogy had an almost average score on the Critical Pedagogy Implementation Inventory. In fact, the teachers claimed that there were some barriers to practicing critical pedagogy in Iran. The top-down educational system, prescriptive approaches to supervision, class size, learners’ expectations, conventional teacher-student relationships, and their traditionally-defined roles were among the main hurdles that impeded an appropriate implementation of critical pedagogy in classrooms. Further investigation also revealed that there was a significant difference between male and female teachers’ stances on practicing critical pedagogy. It was revealed that female instructors tended to be more positively immersed in such implementation.</p><p> </p><p>Keywords: critical pedagogy (CP), educational contexts, foreign language teachers, prescriptive supervision</p><p><strong> </strong></p>
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Khan, Muhammad Asif Ali. "Analysis of EFL Teaching in Pakistan: Method and Strategies in the Postmethod Era." REiLA : Journal of Research and Innovation in Language 2, no. 3 (December 26, 2020): 93–100. http://dx.doi.org/10.31849/reila.v2i3.4802.
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This study investigates the teaching methods and strategies practised in Pakistan to teach English as a foreign language in the Post-method Era. English language pedagogy in Pakistan has taken a new turn since the establishment of higher education commission and applied linguistic departments in many universities in Pakistan. It focuses on classroom teaching analysis to see what teaching methods and strategies that English language educators in private and public institutes apply. The study applied qualitative methods with five English teachers as Foreign Language (EFL) of the public and private sectors' intermediate level. The participating teachers were given nine open-ended survey questions about the nature of language, language teaching methods, classroom strategies and techniques, and their roles as teachers in the classroom. Findings revealed that EFL teachers in both public and private sectors employ multiple teaching methods and techniques in their classroom practice, rather than holding to one particular method. The data also differentiates teaching methods and strategies of the teachers in the both sectors. Interestingly, it appears that EFL teachers in the private sectors seem to aim at communicative teaching approaches. In contrast, teachers in the public sectors are more inclined to use Grammar Translation Methods (GTM).
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Alshehri, Awad H. "Arabic as a Foreign Language: Phonological Analysis of Speech Sounds Produced by Students." English Language Teaching 14, no. 8 (July 27, 2021): 47. http://dx.doi.org/10.5539/elt.v14n8p47.
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The aim of this paper is to expose the potential difficulties encountered by students learning Arabic as a foreign language (AFL) with a focus on sounds production. The research design was descriptive-analytic. The data was obtained using direct recording and interviews. The sample included 27 AFL students at the Arabic Institutes at IMSIU and KSU. The work on this research is twofold: first, the paper reports on teachers' and learners' views on the general difficulties encountered by students learning Arabic, focusing on those in post-secondary school getting ready for tertiary education. Secondly, the paper analyzes their speech for pronunciation errors found in sounds production. The results show that learners generally had no problem expressing themselves, but they had some pronunciation issues with some specific Arabic sounds. The results also show that the students attempt different methods to overcome pronunciation difficulties. Teachers were aware of these difficulties, and they had their own methods to help improve students' pronunciation of unfamiliar sounds. The findings show that traditional ways of teaching Arabic sounds are not enough, and difficulties could still exist, as shown by the phonological analysis of sounds environments. The study suggests that implementing an eclectic approach, leveraging the use of technology, could help AFLs to improve their pronunciation.
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Rashidi, Naser, Mehrnoush Eslami, Fatemeh Rakhshandehroo, and Mohammad Ali Izadpanah. "A Comparative Study on Persian EFL Teachers in Schools and Language Institutes: A Case of Learner's Attitude towards Humor in Foreign Language Classrooms." Procedia - Social and Behavioral Sciences 98 (May 2014): 1528–34. http://dx.doi.org/10.1016/j.sbspro.2014.03.574.
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Rajablou, Farzaneh, and Majid Elahi Shirvan. "Iranian English Language Learners’ Attitude towards their Accent in English Language: An Ecological Approach." Englishes in Practice 4, no. 1 (January 1, 2017): 1–30. http://dx.doi.org/10.1515/eip-2017-0001.
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AbstractWith the spread of English around the world and the recognition of English as a lingua franca (ELF), a large number of studies have investigated the attitudes of learners towards different varieties of English as well as their related accents. However, this attitude towards L1 accented English within the context of Iran has not been explored yet. Thus, the present study ecologically investigated the attitudes of Iranian English as Foreign Language (EFL) learners towards their L1-accented English based on Bronfenbrenner’s (1993) nested ecosystems model consisting of micro-, meso-, exo-, and macro-systems. To do this, a triangulation of data collection using an attitudinal questionnaire distributed among 157 respondents (118 female and 39 male) and semi-structured interviews with 60 participants (38 female and 22 male) were collected. The findings indicated a dominant emerging pattern of preference for native-like accent within the ecology of Iran along with the acknowledgement of L1 accented English. Maintaining linguistic security and self-confidence as well as teachers’ role and materials used within the microsystem of the class, learners’ background experiences within the mesosystem, policies of English language institutes at the exosystem, and the public view towards accent at the macrosystem contributed to the emerging pattern of preference for native-like accent within the context of Iran.
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Pieraccini, Paolo. "Catholic Missionaries of the ‘Holy Land’ and the Nahda." Social Sciences and Missions 32, no. 3-4 (November 12, 2019): 311–41. http://dx.doi.org/10.1163/18748945-03203020.
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Abstract At the beginning of the twentieth century, some Palestinian and Lebanese Salesians, influenced by the Arab Renaissance movement, began to claim the right to oppose the ‘directorships’ of the institutes of the Don Bosco Society in Bethlehem and the surrounding area. They also began to request better recognition of their native language, in schools and within the religious community. They clashed with their superiors who, in the meantime, had signed an agreement with the Salesian government in Rome, committing them to developing the Italian language in their teaching institutes. The struggle became particularly fierce after the Holy See rebuked the Palestinian religious congregations for teaching the catechism and explaining the Sunday Gospel to people in a foreign language and urged them to do so in Arabic. The clash caused a serious disturbance within the Salesian community. Finally, after the First World War, the most turbulent Arab religious were removed from the Society of Don Bosco. All converged in the Latin Patriarchate of Jerusalem, where they continued forcefully (but in vain) to put forward their national demands. This article is based on several unpublished sources.
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Li, Zheng, and Ming Tao Xia. "The Application of Computer-Aided Translation Technology in the Translation Teaching and Research." Applied Mechanics and Materials 422 (September 2013): 255–59. http://dx.doi.org/10.4028/www.scientific.net/amm.422.255.
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Due importance has not yet been attached to the application of computer-aided translation (CAT) in the teaching activities in the institutes of higher learning in China. With the differentiation of machine translation and computer-aided translation, this paper tries to clarify the process involved in CAT and illustrate what is expected to be improved within the field of the research of computer-aided translation. It is pointed out in this paper that much effort is required to be made to combine the teaching of translation with computer-aided translation in a scientific way, with the training of computer-aided translation technology taking up its due position in the curriculum of the institutes of higher learning in an effort to facilitate the development of market-oriented and vocation-oriented talents of foreign language and translation.
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Simbuka, Srifani, Fuad Abdul Hamied, Wachyu Sundayana, and Deny A. Kwary. "A CORPUS-BASED STUDY ON THE TECHNICAL VOCABULARY OF ISLAMIC RELIGIOUS STUDIES." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 1 (July 30, 2019): 47. http://dx.doi.org/10.15639/teflinjournal.v30i1/47-71.
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This paper charts the construction of a technical vocabulary list called the Islamic Religious Studies Textbooks Vocabulary (IRSTV) which was developed from the Corpus of Islamic religious studies textbooks (CIRST) in an Indonesian Islamic State Institute (IISI). The study is aimed to meet the need of first-year English language learners studying in Indonesian Islamic tertiary education. The IRSTV list contains selected word types extracted from five major sub-disciplines of Islamic Religious Studies (IRS), i.e. the science of Qur’an, the science of Hadiths, Islamic law and jurisprudence, Islamic philosophy and theology, and Islamic mysticism theology, taught in most Indonesian Islamic universities and colleges. The quantitative analysis of frequency, range and keyness score ranking was conducted and aided by Corpus analysis software i.e. Antwordprof and Antconc keyword tool. A final triangulated ranking of these three criteria was conducted to produce a more balanced technical vocabulary list resulting in 262 word types or 239 lemmas of English words that are needed to be learned by English as Foreign Language (EFL) students of Indonesian Islamic universities, state institutes and colleges.
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Ibrahim, Omer, and Sonal Devesh. "Implication of public speaking anxiety on the employability of Omani graduates." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (November 28, 2019): 122–35. http://dx.doi.org/10.21153/jtlge2019vol10no2art861.
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The paper examines the implication of public speaking anxiety on the employability of Omani graduates. The study adopted a sequential, mixed research strategy, starting with in-depth interviews of teachers and managers in industry, followed by a structured questionnaire involving 200 students selected randomly from two colleges in Muscat. The statistical approach included exploratory factor analysis (EFA), and parametric tests. The study found that public speaking anxiety is widespread among students in higher education institutions in Oman, with a prevalence rate amounting to 55 percent, much higher compared to the rates reported globally. The main factors involving public speaking anxiety in these education institutes in Oman were attributed to self-confidence, foreign language anxiety, being unprepared or fear of talking in a foreign language, lack of experience, or forgetfulness/loss of memory. The implication of public speaking anxiety on employability of graduates in Oman is identified and some suggestions made based on the findings.
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Ibrahim, Omer, and Sonal Devesh. "Implication of public speaking anxiety on the employability of Omani graduates." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (January 21, 2020): 122–35. http://dx.doi.org/10.21153/jtlge2019vol10no2art886.
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The paper examines the implication of public speaking anxiety on the employability of Omani graduates. The study adopted a sequential, mixed research strategy, starting with in-depth interviews of teachers and managers in industry, followed by a structured questionnaire involving 200 students selected randomly from two colleges in Muscat. The statistical approach included exploratory factor analysis (EFA), and parametric tests. The study found that public speaking anxiety is widespread among students in higher education institutions in Oman, with a prevalence rate amounting to 55%, much higher compared to the rates reported globally. The main factors involving public speaking anxiety in these education institutes in Oman were attributed to a lack of self-confidence, foreign language anxiety, being unprepared in, or fear of, talking in a foreign language, lack of experience, or forgetfulness/loss of memory. The implication of public speaking anxiety on employability of graduates in Oman is identified and some suggestions made based on the findings.
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Farnia, Maryam, Atena Farhangi, and Masoud Saeedi. "Cross-cultural Study of Perception of Humor by English Native Speakers and Iranian EFL Learners." Asian Journal of University Education 16, no. 2 (August 6, 2020): 166. http://dx.doi.org/10.24191/ajue.v16i2.7914.
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As an instance of foreign language comprehension, L2 humor perception is proved to be challenging for the foreign language learners. However, the body of literature is heavier on the side of humor production than humor perception. The current study explores the extent to which Iranian English as foreign language (EFL) learners perceive different types of English humor in comparison with the English native speakers. The participants were 153 Iranian EFL learners at intermediate level of language proficiency who were randomly selected from English language learners from several English language institutes in Shiraz, Iran, and 30 American English native speakers who voluntarily participated in this study. A questionnaire consisting of six contextualized jokes of three major types of universal, cultural and linguistic (with morphological, phonological, lexical and syntactic subcategories)was developed based on Schmitz's classification of verbal humor to obtain the quantitative data. Moreover, a semi-structured interview was conducted to elicit the perception of those participants who did not find the jokes humorous. The results showed that the majority of Iranian EFL participants did not realize the humor in the jokes. Also, the findings revealed that generally speaking, Iranian EFL learners' perception of humor is significantly lower in all types of jokes examined. The best perceived type of humor was found to be the linguistic humor of morphological type for the Iranian EFL learners and the lexical type for English native speakers. It was also discovered that the phonological humor was the least perceived type of humor for both Iranian EFL learners and English native speakers.
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Noh, Jung-eun, Mi kyung Chang, Fraschini Nicola, Jeeyun Sim, and Bora Lee. "A case study analysis of the teacher management system of foreign institutes for the dissemination of the national language." Journal of the International Network for Korean Language and Culture 18, no. 2 (August 31, 2021): 81–111. http://dx.doi.org/10.15652/ink.2021.18.2.081.
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Allam, Madawi, Tariq Elyas, Ayman Bajnaid, and Hussam Rajab. "Using Twitter as an ELT Tool in the Saudi EFL Context." International Journal of Linguistics 9, no. 5 (September 5, 2017): 41. http://dx.doi.org/10.5296/ijl.v9i5.11813.
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The present study aims at investigating English as a Foreign Language (EFL) Saudi students’ adaption of Twitter and utilizing it as an English language learning tool and the different characteristics of each adopter category using Roger’s Diffusion of Innovation Theory (DOI). It targets both the foundation year Saudi female university students studying EFL at the English Language Institute (ELI) at King Abdul Aziz University (KAU) as well as the male and female Saudi students studying English at English language institutes abroad. The sample will consist of 50 female preparatory year students (PYS) studying EFL at the ELI. Their ages will range between the ages of 18 and 21 years old and will all be likely to come from an Arab origin. Furthermore, the study will include 50 male and female English learners who are studying abroad. This quantitative study uses a three parts questionnaire. The first part will request demographic information from participants such as age, years of experiences, academic ranking, and the level they are studying in the students' case. In the second section, participants were asked to choose the response that describes the degree to which they use the innovation (Twitter). In the last section, participants were asked to read 23 statements that measure the different characteristics of each adopter category which influence the user intention and behavior. The 23 statements were based on the five perceived attributes of innovations derived by Rogers (2003). A five-point Likert-type scale ranging from strongly agrees to strongly disagree was applied to assess the perceived attributes of Twitter. The researcher aims at identifying valuable insights on how much the social network website Twitter is accepted and used as a learning tool for Saudi language learners. Therefore, based on the findings of this study, researchers in the same field may expand the study by moving to further experimental research that maybe carried out to investigate the effectiveness of Twitter as a teaching tool in the ELI classroom at KAU and other language institutes outside the Kingdom.
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Moradi, Nashmineh, and Hamid Gholami. "The Investigation of Working Memory in Monolinguals, Bilinguals and Trilinguals." Journal of Studies in Education 6, no. 3 (August 17, 2016): 81. http://dx.doi.org/10.5296/jse.v6i3.9652.
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The aim of the present study was to figure out if there are any differences between monolinguals, bilinguals and trilinguals regarding their working memory capacity. This study was exposed fact in design and was a quantitative correlational study. For the purpose of this study, 90 Iranian participants were selected from different universities and foreign language institutes. For all monolingual samples Persian was their only language, for bilinguals Persian was their first language and Kurdish was their second language, and trilinguals were participants with the ability, in addition to Persian and Kurdish, to speak in English. The results of the three research questions indicated that monolinguals and bilinguals had no significant difference regarding their working memory capacity, the result was the same for monolinguals and trilinguals, but there was a significant difference between bilinguals and trilinguals in their working memory capacity.
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Meyer, B. C., and P. D. Lyden. "The Modified National Institutes of Health Stroke Scale: its Time has Come." International Journal of Stroke 4, no. 4 (August 2009): 267–73. http://dx.doi.org/10.1111/j.1747-4949.2009.00294.x.
Full textAbstract:
The National Institutes of Health Stroke Scale (NIHSS) is a well known, reliable and valid stroke deficit scale. The NIHSS is simple, quick, and has shown significant reliability in diverse groups, settings, and languages. The NIHSS also contains items with poor reliability and redundancy. Recent investigations (include assessing a new training DVD, analyzing web-based or videotape certifications, and testing foreign language versions) have further detailed reliability issues. Items recurrently shown to have poor reliability include Level of Consciousness, Facial Palsy, Limb Ataxia, and Dysarthria. The modified NIHSS (mNIHSS) minimizes redundancy and eliminates poorly reliable items. The mNIHSS shows greater reliability in multiple settings and cohorts, including scores abstracted from records, when used via telemedicine, and when used in clinical trials. In a validation of the mNIHSS against the NIHSS, the number of elements with excellent agreement increased from 54% to 71%, while poor agreement decreased from 12% to 5%. Overall, 45% of NIHSS items had less than excellent reliability vs. only 29% for the mNIHSS. The mNIHSS is not the ideal stroke scale, but it is a significant improvement over the NIHSS. The mNIHSS has shown reliability at bedside, with record abstraction, with telemedicine, and in clinical trials. Since the mNIHSS is more reliable, it may allow for improved practitioner communication, improved medical care, and refinement of trial enrollments. The mNIHSS should now serve as the primary stroke clinical deficit scale for clinical and research aims. When it comes to the mNIHSS, its time has come!
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Kamali, Behrouz, Payman Rajabi, and Hossein Ahmadi. "Investigating iranian English as a Foreign Language (EFL) students’ writing skills based on principal component analysis." Revista EDaPECI 21, no. 2 (July 26, 2021): 71–82. http://dx.doi.org/10.29276/redapeci.2021.21.215421.71-82.
Full textAbstract:
Identifying EFL writing components involves an intricate network of principles and approaches that also involve assessment models. Methods of teaching and assessing writing are normally compatible with the purposes or expectations of writing-specific courses/programs. This study investigated the most important academic writing constructs in Iranian EFL students based on principal component analysis. To this end, an Oxford Placement Test (OPT) was administered and based on its results, 60 (out of 114) Iranian EFL male and female learners from Islamic Azad University, Broujerd Branch, Iran, were randomly selected as the homogeneous sample of the study. Additionally, 100 EFL teachers from four language institutes were asked to participate. Three instruments were used, namely OPT, a survey questionnaire, and writing tasks. The data were analyzed through principal component analysis. The findings revealed that the most important constructs in the Iranian EFL students’ writing skills were “mode”, “assessment”, and “mechanics”, respectively. The findings of the study suggested implications for L2 writing improvement from a practical and theoretical perspective. The findings, more specifically, could shed light on current practices and theories, and could prove useful for practitioners and future studies in the field of second language writing.