Relevant bibliographies by topics / Hanoi Foreign Language College

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Hanoi Foreign Language College'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Hanoi Foreign Language College"

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Wilkerson, Carol. "College Faculty Perceptions About Foreign Language." Foreign Language Annals 39, no. 2 (May 2006): 310–19. http://dx.doi.org/10.1111/j.1944-9720.2006.tb02268.x.

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Ganschow, Leonore, Richard L. Sparks, James Javorsky, Jane Pohlman, and Andrea Bishop-Marbury. "Identifying Native Language Difficulties Among Foreign Language Learners in College: A "Foreign" Language Learning Disability?" Journal of Learning Disabilities 24, no. 9 (November 1991): 530–41. http://dx.doi.org/10.1177/002221949102400905.

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Sparks, Richard L., Leonore Ganschow, Marjorie Artzer, David Siebenhar, and Mark Plageman. "Language Anxiety and Proficiency in a Foreign Language." Perceptual and Motor Skills 85, no. 2 (October 1997): 559–62. http://dx.doi.org/10.2466/pms.1997.85.2.559.

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Study examined the extent to which there would be differences in oral and written proficiency in a foreign language among groups of low-, average-, and high-anxious high school students. Participants were 60 girls attending a single-sex, college-preparatory high school and completing the second year of a foreign language course. Analysis showed over-all differences on measures of proficiency in the foreign language among the three groups. The results support the hypothesis that anxiety about foreign language learning is likely to represent students' differences in language learning.
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Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.

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Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.
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Gorell, Lynn Carbon, and Sally Sieloff Magnan. "Challenges in the 1990s for College Foreign Language Programs." Modern Language Journal 77, no. 1 (1993): 96. http://dx.doi.org/10.2307/329570.

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Combier, Elizabeth. "Foreign Language: Reading Proficiency in College Using Children's Books." International Journal of Learning: Annual Review 13, no. 4 (2006): 1–6. http://dx.doi.org/10.18848/1447-9494/cgp/v13i04/44855.

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Philips, Lois, Leonore Ganshow, and Reed Anderson. "The College Foreign Language Requirement: An Action Plan for Alternatives." NACADA Journal 11, no. 1 (March 1, 1991): 51–56. http://dx.doi.org/10.12930/0271-9517-11.1.51.

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Foreign language requirements for college admission and/or graduation often pose problem for students with learning disabilities. This paper describes an action plan for the implementation of foreign language waiverlsubstitution policies and procedures to assist students and university staff in resolving the dilemmas that a foreign language requirement may pose.
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Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.

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The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.
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Chametzky, Barry, and Melanie Shaw. "Activities to Integrate Internet Usage in College Foreign Language Classes." Ubiquitous Learning: An International Journal 2, no. 1 (2010): 13–20. http://dx.doi.org/10.18848/1835-9795/cgp/v02i01/40444.

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Sparks, Richard L., James Javorsky, and Lois Philips. "College Students Classified with ADHD and the Foreign Language Requirement." Journal of Learning Disabilities 37, no. 2 (March 2004): 169–78. http://dx.doi.org/10.1177/00222194040370020701.

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Dissertations / Theses on the topic "Hanoi Foreign Language College"

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Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.

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Chapter 1 introduces the aims and objectives of the study. It is followed by an analysis of the present situation at the Hanoi Foreign Language Teachers College and the problems encountered by teachers and administrators in ensuring the maximum efficiency of the EFL programme. The Report continues by asking a number of pertinent questions about the methodology and techniques used in the teaching of reading. This, in turn, is linked with theoretical considerations which the writer examines at some length taking into account numerous issues about language processing, cognition, expectation and motivation, comprehending, discourse analysis, text cohesion and so on. Attention is then focused on the reader and the environment in which he operates. In addition the reading lesson comes under scrutiny and procedures, as well as material selection and teaching systems are discussed. Finally the writer attempts to make suggestions to his colleagues in the EFL field based on his own experience and convictions.
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Bong, Nguyen Thi, and n/a. "Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin College." University of Canberra. Teachinf English to Speakers of other Languages, 1988. http://erl.canberra.edu.au./public/adt-AUC20060608.151436.

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In recent years, English has become a compulsory subject in schools and many tertiary institutions of Vietnam. The need to train teachers of English is greater than ever before. However, in the Hanoi Foreign Languages Teachers Training College (HFLTTC), English language teaching in general and the teaching of oral skills in particular leave much room for improvement. The students' oral proficiency is far from satisfactory. This problem has inspired the writing of this study report as an attempt to search for an appropriate method to improve the students' communicative competence. The study consists of four chapters. Chapter one will overview some English Language Teaching (ELT) methods in relation to teaching spoken English and their application in Vietnam. Chapter two will consider the context of the HFLTTC where teaching and learning are carried out with a view to identifying an appropriate approach to the problem. Chapter three will outline communicative competence as an objective of the ELT and discuss principles of the communicative approach to attain the objective, and suggest teaching material through which the principles can be applied. Chapter four will recommend the classroom techniques which may improve the students' oral proficiency. This study report should be regarded as an attempt to apply the communicative approach to teaching oral skills to students in the context of Vietnam.
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Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.

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The English language occupied a specially important status in the increasing development of science, technology, culture and international relations in Vietnam, which has resulted in a growing demand for English Language Teaching (ELT) all over the country. The Hanoi Foreign Languages Teachers' Training College in general and its Department of English in particular plays a very important role in this by producing as many teachers of English as possible for high schools as well as for other Colleges and Universities in Vietnam as a whole. Unfortunately, ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative competence in Vietnamese students, even in Vietnamese teachers of English. ELT at HFLTTC is taken to illustrate the fact that even after five years' training, graduates remain deficient in the ability of language use as well as understanding its use in normal communication. This being the case, how can they carry out effectively the teaching of English to high school pupils or students at other institutions? In this situation, we need to take a serious look at ELT in the Department of English at the HFLTTC so as to suggest suitable materials and methods which will enable the Institution to function more effectively. This project makes an exploratory study of the problem. To provide a context for the study, the background to ELT in the Department of English is reviewed. This is followed by a detailed description of different approaches used in ELT with the reference to the actual activities of teaching and learning in the Department of English. A special emphasis is placed on the difference between conventional approaches and the currently influential one - The Functional- Notional-Approach to language teaching and learning. The basic notions of this approach will be covered and also different categories of functions and categories of situations which the students of English often encounter in using English. Different techniques of teaching functional spoken English will be suggested with an aim to improving the teaching of spoken English in the above-mentioned setting. It is hoped that this project may become a contribution to solving some of the existing problems of inadequate communicative competence of Vietnamese students of English and to teaching and learning English with effective communication skills in the Department of English at the HFLTTC.
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Pham, Khai Hoan, and n/a. "Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121143.

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With the increasing contact between Vietnam and English speaking countries and the growing demand for foreign language professionals in the last decades, the teaching of foreign languages, especially English, has gained considerable prominence in Vietnamese education. However, English has been taught in Vietnam for a relatively short time, there are significant deficiencies in this area. If these deficiencies are to be addressed then methodology is a crucial variable worthy of examination. Many of the EFL teaching (Teaching English as a Foreign Language) methods developed in the last twenty years are unfamiliar to a great number of the Vietnamese teachers, although they may be introduced to Vietnam in the near future. In this study a historical overview of language teaching development is provided. Since language teaching methods are products of Western experience, a scrutiny of their relevance to the Vietnamese teaching situation is necessary. In particular it is important to focus on the psychological and cultural appropriateness of different methods to the Vietnamese settings. A number of most crucial psychological issues such as the learner's motivation, aptitude, personality and learning style are discussed together with some social and cultural influences which may affect the learner's psychological attributes, The study also provides a specific investigation of the psychological attributes of Vietnamese students and a number of cultural problems faced by this type of learners in their English learning process. Finally some practical, though tentative, suggestions are made in the hops that more and more Vietnamese teachers of English will respond to the problem of teaching methodology and search for ways to bring about effective learning.
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Loan, Nguyen Kim, and n/a. "Listening comprehension tests for intermediate students at Hanoi Foreign Languages College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.141820.

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In Vietnam today there is an urgent demand for well-designed tests of listening comprehension. Little attention has been given to this problem. This field study is intended to provide guidance on the design of listening comprehension tests and in particular for intermediate level students at the Hanoi Foreign Language College (HFLC). The Field Study Report consists of six chapters. Chapter One gives a brief introduction which covers the problem, aims, subjects (testees) and the background of the Field Study Report. Chapter Two deals with the purposes of testing in some detail, setting this in the framework of the teaching-testing link, teachers and testing, and students and testing. Test characteristics are considered and the problem of sampling for test content is addressed. Chapter Three concerns test items for listening comprehension. The chapter begins with a short description of listening comprehension and is followed by a survey of theorists on listening comprehension together with the test items for listening that they suggest. Some commonly-used standardised tests and their listening items are discussed. The chapter ends with a checklist of selected listening items suitable for students at HFLC in Vietnam. Chapter Four discusses the designing and trialling of test items for listening comprehension, such as multiple choice, completion of a taped talk, matching pictures with statements etc. The chapter presents the results of the trialling of sample items and also deals with correlations between the sample tests used. Chapter Five deals with test design and development in general. It clarifies the bases for test design and provides a checklist of steps in the development of tests. In addition, the chapter includes a resources inventory for listening test items. Chapter Six presents the conclusions of the Field Study Report.
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Tran, Thi Lang, and n/a. "Towards an appropriate syllabus for the first year students at Hanoi Foreign Languages Teachers' College." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060815.142225.

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This field study is aimed at establishing criteria for an appropriate syllabus for the first-year students of English at the Hanoi Foreign Languages Teachers' College. Following an overview of the past and present English language teaching in North Vietnam and at the Hanoi Foreign Languages Teachers' College, the students and their learning problems are analyzed with a view to determining student needs. Such needs should be taken into account when selecting appropriate syllabus content. The relative advantages and disadvantages of language syllabus and teaching methods are discussed. The types of syllabus analyzed are : the structural syllabus, the situational syllabus, and the functional syllabus. The methods considered are:the grammar translation method, the direct method, the audio-lingual method and the communicative approach. The study next identifies the constraints in designing the first year syllabus for the Hanoi Foreign Languages Teachers' College. The things to be considered are the desired qualifications of the language teacher and the program for teacher-training at the college. At the same time, the first year students of English are studied in terms of previous learning experience and motivation. The next stage brings together institutional needs and methodological options in a discussion of an appropriate syllabus for the first year. 1 . The syllabus aims and objectives : that is, the production of proficiency in the four language skills, especially the oral skills of speaking and listening. 2. The syllabus content : the general principles as well as the actual selection of various functions and topics. 3. The method : examination of an eclectic method and the teacher's roles in the classroom as well as the guidelines for more effective teaching. 4. Evaluation: the functions of and the techniques for evaluation. A sample of a language unit of the syllabus follows the discussion of constraints. After a general discussion of the teaching of each of the four skills, the study comes to some of the techniques for developing the oral skills of speaking and listening, the main objectives of the first year syllabus. It is intended that this field study will contribute a small part to the growing understanding of the syllabus design which, for a long time, has been so controversal an issue at the Hanoi Foreign Languages Teachers' College.
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Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.

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English has been taught in Vietnam for about forty years and the number of English learners increases every year. Whatever the course of teaching English may be, the teaching of pronunciation is always a beginning part of it. The materials used in teaching pronunciation vary from schools to colleges, but the way of teaching is always the same. It means that students have to imitate what the teachers have pronounced with a very simple explanation of how to pronounce it. This causes great problems, because not all teachers have correct pronunciation and not all students can imitate the teachers in the right way. At the Hanoi Foreign Languages College, students are trained to be teachers of English. They not only need to have correct pronunciation, but also need to know how to pronounce sounds. In order to teach pronunciation effectively, they need to have a certain knowledge of phonetics and know the difference and similarity between the sound systems of English and Vietnamese. To help awareness of the necessity of good pronunciation and the present problems associated with teaching it, this report: a/ points out the importance of teaching English pronunciation in teaching English; b/ gives an overview of English teaching in general and the teaching of pronunciation in particular. To improve the teaching of pronunciation at the Hanoi Foreign Languages College, this report: c/ makes a comparison between sound systems of English and Vietnamese; d/ proposes material for the teaching of pronunciation for the Vietnamese students of the Hanoi Foreign Languages College, bearing in mind the context of the Vietnamese teaching and learning situation. It is hoped that this report will be of practical use: for teachers and students in the Hanoi Foreign Languages College.
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Hong, Le Thi, and n/a. "Towards a syllabus for teaching reading comprehension to Vietnamese students of interpreting and translating at the Hanoi Foreign Languages College." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060725.161311.

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Much research on reading comprehension has been done with native readers in mind; however, this study deals with reading comprehension problems for non-native readers - Vietnamese students of English. The study begins with a description of the interpreters and translators training at the Hanoi Foreign Languages College. Based on the aims and objectives of the training course the study emphasises the importance of teaching reading skills to Vietnamese interpreter and translator students in the first, second and third year. To deal with this problem, the study overviews relevant theoretical issues of reading skills presented in current literature with the purpose of relating these to the realities of teaching reading in a particular context in Vietnam. The study then looks at the main problems of teaching reading skills in the English Interpreter Department at the Hanoi Foreign Languages College. Focus has been placed on the analysis of some difficulties encountered by Vietnamese students reading English in an attempt to answer the pertinent question 'Why is it difficult for Vietnamese students to read English?' Consequently, the study considers ways in which the teaching of reading skills to Vietnamese students of interpreting and translating may be improved. The study is also concerned with the selection and development of materials and then proposes a reading syllabus in order to promote more rapid and efficient progress in the teaching of reading skills. Finally, the writer makes some suggestions about how to improve the situation of teaching reading to her colleagues in the EFL area based on her own teaching experience.
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Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.
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Cat, Bui Van, and n/a. "Background studies for Vietnamese students of English." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.

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Recent years have witnessed many developments in the use of the communicative approach in language teaching. This approach aims at developing students' ability to communicate with native speakers of the target language. To achieve this ability, students are required to have not only linguistic competence but also communicative competence. That is why the students need not only the linguistic knowledge but also the background knowledge of the culture in which the language is spoken. Language is a part of culture. Cultural differences always cause problems for speakers of different cultures while communicating. Therefore, the " learning of a second culture is often a part of the learning of a second language " (Brown, 1980: 242 ) . Background Studies, including culture, used to be neglected or taught improperly in the curriculum of the Hanoi Foreign Languages College. In consequence, Vietnamese E.F.L students at the College have a poor background knowledge of the English speaking countries and their people's patterned ways of life. This causes difficulties for them when communicating with native speakers of English, even when they are studying at the College where culture-based textbooks and materials are commonly used. Therefore, Background Studies, including culture, must be seen as a separate and indispensable component of the curriculum of the College which aims at providing the students with the background knowledge of English speaking countries and with an awareness of their people's ways of life, their customs and habits and so on. Various techniques for the teaching of this subject are examined.
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Books on the topic "Hanoi Foreign Language College"

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Toward useful program evaluation in college foreign language education. Hawai'i: National Foreign Language Resourcce Center, 2009.

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DeGalan, Julie. Great jobs for foreign language majors. Lincolnwood, Ill: VGM Career Horizons, 1994.

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DeGalan, Julie. Great jobs for foreign language majors. 2nd ed. Lincolnwood (Chicago), Ill: VGM Career Books, 2001.

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Rogers, Michael C. College Korean =: (Taehak Hangugo). Berkeley: University of California Press, 1992.

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Rogers, Michael C. College Korean =: [Taehak Hanʼgugŏ]. Berkeley: University of California Press, 1992.

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Lin, Shou-Ying. College Chinese =: Da xue Han yu. Boston: Cheng & Tsui Company, 1993.

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College Chinese =: [Da xue Han yu]. Cambridge, Mass: Council on East Asian Studies, Harvard University, 1989.

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Byrnes, Heidi. Reading in the beginning and intermediate college foreign language class. Washington, DC: Center for Applied Linguistics, 1998.

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American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs, ed. Principles and practices of the standards in college foreign language education. Boston: Heinle Cengage Learning, 2011.

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Content-based college ESL instruction. Mahwah, N.J: Lawrence Erlbaum Associates, 2000.

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Book chapters on the topic "Hanoi Foreign Language College"

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Franklin, Laura. "World Languages in the American Community College." In Foreign Language Education in America, 140–50. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_7.

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Nolasco, Rob. "That’s king’s College on the Left." In Mastering English as a Foreign Language, 121–29. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20872-2_13.

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Li, Kun. "Motivational-Regulation Strategies Used by Chinese College Students." In Motivational Regulation in Foreign Language Learning, 77–113. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-93118-7_4.

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Ganschow, Leonore, and Richard Sparks. "“Foreign” Language Learning Disabilities: Issues, Research, and Teaching Implications." In Success for College Students with Learning Disabilities, 283–322. New York, NY: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4684-6416-0_12.

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Ruiz-Funes, Marcela. "Task complexity and linguistic performance in advanced college-level foreign language writing." In Task-Based Language Learning – Insights from and for L2 Writing, 163–91. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.7.07rui.

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Kuo, Tzu-Hsuan. "The Current Situation of AI Foreign Language Education and Its Influence on College Japanese Teaching." In Cross-Cultural Design. Applications in Health, Learning, Communication, and Creativity, 315–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49913-6_27.

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Ma, Bingjun. "The Practice of the Multimedia Courseware for College Foreign Language Teaching Based on the Network Resources." In Advances in Intelligent Systems and Computing, 1720–26. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_242.

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Hu, Hong, and Zhan Du. "Web-Based Inquiry of Autonomy in Foreign Language Learning as a English Major in Higher Vocational College." In Advanced Technology in Teaching, 45–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_7.

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Zhang, Xiaoyan. "Chinese College Students’ Dynamic Perceptions of Communicative and Non-communicative Activities in English-as-a-Foreign-Language Class." In Frontiers in Computer Education, 249–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27552-4_38.

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Lim, Byung-jin, and Danielle O. Pyun. "Korean Foreign Language Learning." In Advances in Educational Technologies and Instructional Design, 253–76. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch012.

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This article presents intercultural and linguistic exchanges by foreign language learners in an exploratory study of Internet-based desktop videoconferencing between Korean learners at a university in the United States, and their counterparts at a South Korean college. The desktop videoconferencing project was designed for foreign language learners of Korean to assist in developing linguistic competence, as well as intercultural communicative competence, by providing the learners with the target language and culture through real-time, one-on-one communication. The study shows the emerging themes that recur in a video-chat. It also reports on the Korean language learners' self-rated proficiency in their target language. Challenges and difficulties in video-conferencing are examined, followed by a discussion of the effectiveness of synchronous one-on-one video-conferencing for language learning in general, and in Korean language education in particular.
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Conference papers on the topic "Hanoi Foreign Language College"

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Li, Dan. "Language Attrition Study Implications on College Foreign Language Learning." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.204.

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Suo, Jia. "Efficient CAI in College Foreign Language Teaching." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.228.

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Du, Yanfei. "The Adaptation Approach to College Foreign Language Teaching." In 2016 2nd International Conference on Education Technology, Management and Humanities Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/etmhs-16.2016.5.

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Zhao, Liming. "Quality Evaluation of College Foreign Language Textbook Based on SVM." In 2015 8th International Conference on Intelligent Computation Technology and Automation (ICICTA). IEEE, 2015. http://dx.doi.org/10.1109/icicta.2015.170.

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Sun, Lu. "Discussion on the Reform of Foreign Language Teaching in College." In 2016 7th International Conference on Education, Management, Computer and Medicine (EMCM 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcm-16.2017.80.

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"Development and promotion research of the College foreign language teachers' language appraisal literacy (LAL)." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.113.

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Lv, Cuiling. "MOOC Platform Designing for College Foreign Language Teaching Based on WebService." In 2018 International Conference on Robots & Intelligent System (ICRIS). IEEE, 2018. http://dx.doi.org/10.1109/icris.2018.00113.

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Li, Baohong. "Exploratory Thinking on the Construction of Independent College Foreign Language Education." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.258.

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Li, Zong. "Systematic Modelling Study on Guidance Strategy of College Foreign Language Teaching Development." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.172.

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Heng, Pan, and He Pan. "Research and practice on the prefabricated language assisted by the computers in college foreign language teaching." In 2012 IEEE Symposium on Robotics and Applications (ISRA). IEEE, 2012. http://dx.doi.org/10.1109/isra.2012.6219119.

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