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1
JURASEK, RICHARD. "Integrating Foreign Languages into the College Curriculum." Modern Language Journal 72, no. 1 (March 1988): 52–58. http://dx.doi.org/10.1111/j.1540-4781.1988.tb04170.x.
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Calderon-Young, Estelita. "TECHNOLOGY FOR TEACHING FOREIGN LANGUAGES AMONG COMMUNITY COLLEGE STUDENTS." Community College Journal of Research and Practice 23, no. 2 (February 1999): 161–69. http://dx.doi.org/10.1080/106689299264981.
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Bailey, Phillip, Anthony J. Onwuegbuzie, and Christine E. Daley. "Anxiety about Foreign Language among Students in French, Spanish, and German Classes." Psychological Reports 82, no. 3 (June 1998): 1007–10. http://dx.doi.org/10.2466/pr0.1998.82.3.1007.
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The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.
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Ovchinnikova, I. V. "TEACHING AUDITING IN ENGLISH LANGUAGE OF COLLEGE STUDENTS ON THE BASIS OF YAMAL." EurasianUnionScientists 3, no. 6(75) (July 21, 2020): 33–37. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.75.835.
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Nguyen, Hanh Thu. "Silence is Gold?: A Study on Students’ Silence in EFL Classrooms." International Journal of Higher Education 9, no. 4 (June 1, 2020): 153. http://dx.doi.org/10.5430/ijhe.v9n4p153.
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The current paper explores the silent behavior of students within EFL classrooms. It investigates reasons behind students’ in-class silence, or lack of verbal participation, and then puts forwards several suggested solutions for more effective in-class conversation. The population for this study consists of 85 English-major students at a university of foreign languages in Hanoi, Vietnam and the data are collected via questionnaire and semi-structured interview. The findings indicate various causes of students’ classroom silence: personal and impersonal, linguistic and psychological factors such as students’ personality and language proficiency, teachers’ methodology, lesson contents, and class cooperation. Together with the theoretical discussion, the empirical evidence revealed by this study can perhaps help applied linguistics practitioners/ teachers gain more heightened awareness and deeper understanding of students’ silent behavior. The current study purposefully targets at enhancing both the English teaching and learning efficiency at this foreign-language university.
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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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Soboļeva, Diāna, and Inta Madžule. "TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES: CHALLENGES, PROBLEMS AND SOLUTIONS." BORDER SECURITY AND MANAGEMENT 2, no. 7 (July 5, 2018): 135. http://dx.doi.org/10.17770/bsm.v2i7.3480.
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Teaching a foreign language for specific purposes concentrates on the specific needs of the learners, focusing more on language in context and on the course participants` need to acquire a set of professional skills and particular job-related functions. The process of teaching foreign languages in a professional higher education institution is a unique and differs in many aspects, it is directed and addresses immediate and very specific needs, moreover the trend of educational paradigm nowadays is the competency building approach which in turn involves the development of learners` ability to apply existing knowledge and skills in order to solve specific practical work –related problems. The paper is the result of personal professional teaching experience as well as it contains theoretical analysis of teaching foreign language for specific purposes as well as authors reveal the current challenges that teachers encounter in the process of teaching language for specific purposes in the State Border Guard College of the Republic of Latvia.
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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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Pei, Zhengwei, Yidi Wu, Xiaocui Xiang, and Huimin Qian. "The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages." English Language Teaching 9, no. 6 (May 3, 2016): 19. http://dx.doi.org/10.5539/elt.v9n6p19.
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<p>This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart in foreign language suprasegmental production. Students of high musical aptitude performed significantly better in suprasegmental production and Russian production as compared with those of low musical aptitude. Musical aptitude could exert some effects on foreign language phonological production. With the music-phonology link confirmed in this study, pedagogical implications for teaching and learning of foreign language phonology are discussed.</p>
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Qureshi, Bashir. "Book Reviews : Vietnamese Medicine and it's options by Vu Can. Published by Foreign Languages Publishing House — Hanoi, 1984. Paperback. Pp. 64." Journal of the Royal Society of Health 106, no. 3 (June 1986): 110. http://dx.doi.org/10.1177/146642408610600319.
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Kong, Yuan. "A Study of the Training Mode of Practical Talents of Foreign Languages in Colleges and Universities." Journal of Language Teaching and Research 9, no. 5 (September 1, 2018): 1067. http://dx.doi.org/10.17507/jltr.0905.22.
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Foreign language education in China has achieved remarkable achievements in the past hundred years. At present, the development of foreign language majors in China is fast, but there are still many problems: how to make characteristics according to different regions and institutions, how to make foreign language majors serve local construction, and how to integrate training talents with national strategies. These questions need to be pondered over. This paper starts from the era of the gap between foreign talent demand and foreign talent ability, analysis of training foreign language majors of the present mode, mainly from the curriculum system, teaching methods, teaching management and teaching practice to explore how to cultivate the needs of the era of application oriented foreign language professionals, to provide reference for the talents of our country college foreign language professional training model of reform.
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Wang, Shujun. "Construction of Acculturation-Oriented Teaching Pattern in College Foreign Languages Courses – From Cultural Experience Theory Perspective." Futhark. Revista de Investigación y Cultura, no. 14 (2019): 225–43. http://dx.doi.org/10.12795/futhark.2019.i14.15.
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Language is an integral part of culture and culture’s big role in language learning can never be exaggerated too much. With worldwide globalization development, it grows to be a heated topic on how to improve foreign language learning outcome by culture teaching. Based on Schumann’s Acculturation Model and Moran’s Cultural Experience Theory, attempts are made to shed more light on acculturation-oriented pattern construction from cultural experience perspective to guide college foreign language teaching in a more effective way. In addition, pedagogical implications are put forward as well.
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SHEMET, Gennady Ivanovich. "APPLICATION OF THE COMMUNICATIVE METHOD IN TEACHING FOREIGN LANGUAGES IN A NON-LINGUISTIC MILITARY COLLEGE." Historical and social-educational ideas 6, no. 6_2 (February 5, 2015): 354. http://dx.doi.org/10.17748/2075-9908-2014-6-6_2-354-357.
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Nelson, Joe. "Reviewer Acknowledgements for World Journal of English Language, Vol. 11, No. 1." World Journal of English Language 11, no. 1 (October 22, 2020): 52. http://dx.doi.org/10.5430/wjel.v11n1p52.
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World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 11, Number 1Cheryl Caesar, Michigan State University, USDaniel Ginting, Universitas Ma Chung, IndonesiaLi Ping Chang, Department of Applied Foreign Languages, National Taipei College of Business, TaiwanÖzkanal, Ümit, Eskisehir Osmangazi University Foreign Languages Department, TurkeyŞenel, Müfit, 19 Mayıs University , TurkeySoufiane Rachid Trabelsi, Sohar University, Oman
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HAKIM, FURQANUL, and SARASWATI HAYLIAN CHIANI. "PENGARUH MEMPELAJARI BAHASA ASING TERHADAP PERKEMBANGAN OTAK ANAK." GANEC SWARA 13, no. 2 (September 2, 2019): 332. http://dx.doi.org/10.35327/gara.v13i2.100.
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Children's intelligence shows how we stimulate their brains. At present, all parents are actively looking for the best stimulus for their children's brain growth. But most parents still use traditional methods in stimulating the brains of their children. For example, parents usually use the instant method by giving their children some brain enhancing drugs. Some experts believe that this method is not an effective method to be used. This study aims to determine the correlation of learning foreign languages with the growth of children's brains, and to find out the benefits of learning foreign languages for the growth of children's brains This research is conducted at a course called 24 English College Bima NTB, with direct observation methods and conducted interviews based on questionnaires to respondents who are determined by techinique random sampling, then the results of the study are analyzed qualitatively and supported by references (books, printed media or electronically related to the problem). The results of the study show that: (1). By learning foreign languages such as English, Spanish, French, etc. Can stimulate children's brain growth effectively, and intelligence on children also depends on what type of stimulus they get. (2). The benefits of mastering a foreign language are (a) it maximizes children's brain performance, (b) Children with good foreign language skills have high intelligence and creativity, (c) can decrease senile dimensions, (d). have better cognitive flexibility, (e). delay Alzheimer's disease, (f). Children are able to solve problems if they use a foreign language, (g). Good decision makers. People who think in other languages tend to make rational decisions
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Dos Santos, Luis M. "Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum." Healthcare 9, no. 3 (March 14, 2021): 326. http://dx.doi.org/10.3390/healthcare9030326.
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Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.
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Fang, Xu, Tan Cuifeng, and Zhang Yiran. "Investigation on Autonomous Learning of Foreign Language and Countermeasures for Constructing an Autonomous Learning Platform." IRA International Journal of Education and Multidisciplinary Studies 17, no. 3 (September 11, 2021): 166. http://dx.doi.org/10.21013/jems.v17.n3.p7.
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<p class="1"><span lang="EN-US">The connotation of autonomous learning is expanding as time progressed. Under the background of “Internet plus” education, colleges and universities pay more attention to the application of network teaching resources in teaching. Universities intensified the reform of college English teaching and built platforms for autonomous learning, supplementing the shortcomings of English classroom teaching and improving students' autonomous learning ability. This paper takes local college students as the research object, makes an investigation and analyzes the situations of college students autonomous learning. The findings suggested that the following questions are addressed: lack of motivation of autonomous learning, lack of self-exploration of effective learning strategies, lack of the ability of multiple interactions. This paper will give relevant strategies for building a platform for college English autonomous learning to promote and cultivate students' independent learning ability of foreign languages.</span></p>
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Nelson, Joe. "Reviewer Acknowledgements." World Journal of English Language 11, no. 2 (September 27, 2021): 185. http://dx.doi.org/10.5430/wjel.v11n2p185.
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World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 11, Number 2Andrés Canga, University of La Rioja, SpainChunlin Yao, Tianjin Chengjian University, ChinaDaniel Ginting, Universitas Ma Chung, IndonesiaDon Anton Balida, Oman Tourism College, OmanElena Alcalde Peñalver, University of Alcalá, SpainEmine Bala, Tishk International University, IraqGhadah Al Murshidi, The United Arab Emirates University, UAEHameed Yahya Ahmed Al-Zubeiry, Al-Baha University, Saudi ArabiaHossein Salarian, University of Tehran, IranHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaJasna Potocnik Topler, University of Maribor, SloveniaKanthimathi Krishnasamy, Shrimathi Devkunvar Nanalal Bhatt Vaishnav College for Women, IndiaKenan Yerli, Sakarya University, TurkeyLeila Lomashvili, Shawnee State University, USALi Ping Chang, Department of Applied Foreign Languages, National Taipei College of Business, TaiwanMaria del Mar Sanchez Ramos, University of Alcalá, SpainMaria Isabel Maldonado Garcia, Al-Andalus Institute of Languages University of Lahore, PakistanMaría Luisa Carrió, Universidad Politécnica de Valencia, SpainMuhammed Ibrahim Hamood, University of Mosul, IraqMustafa Ar, Ar-Raniry State Islamic University, IndonesiaNitin Malhotra, St. Theresa International College, Bangkok, ThailandÖzkanal, Ümit, Eskisehir Osmangazi University Foreign Languages Department, TurkeyPatnarin Supakorn, Walailak University, ThailandPham Vu Phi Ho, Van Lang University, VietnamScott-Monkhouse Anila Ruth, Language Centre – University of Parma (Italy), ItalyŞenel, Müfit, 19 Mayıs University, TurkeyShalini Yadav, Compucom Institute of Technology and Management, IndiaTeguh Budiharso, State Institute of Islamic Studies (IAIN) of Surakarta, Indonesia, IndonesiaWafi Fhaid Alshammari, University of Ha’il, Saudi ArabiaWenjie Shi, Central University of Finance and Economics, China
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Kong, Jiaxing, Xiaohan Zhang, and Mengjia Gu. "An Analysis of the Application of Flip Class in College Second Foreign Language Teaching." Learning & Education 9, no. 2 (November 10, 2020): 79. http://dx.doi.org/10.18282/l-e.v9i2.1407.
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With the parallel connection between China and the international economy and culture, the number of foreign students who are imported and exported in my country is increasing, and they are also increasingly connected in various aspects such as cultural life and economic development. Therefore, choosing to learn a second foreign language in universities has also become a trend. In addition to the lack of second-language majors in most high-efficiency, under the traditional education model of our country, learning second-language languages has many disadvantages. For example, there is a lack of language communication scenarios, and grammar learning is more than oral practice. In order to break this traditional and inherent learning model and provide college students with more opportunities for situational communication and practice, the teaching model of flipping classrooms has been introduced into classrooms by more and more universities.
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HARLOW, LINDA L. "Individualized Instruction in Foreign Languages at the College Level: A Survey of Programs in the United States." Modern Language Journal 71, no. 4 (December 1987): 388–94. http://dx.doi.org/10.1111/j.1540-4781.1987.tb00377.x.
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Hanh, Nguyen Thu. "Improving Writing Skills with Systemic Functional Linguistic Approach: The Case of Vietnamese EFL Students." World Journal of English Language 11, no. 2 (August 4, 2021): 71. http://dx.doi.org/10.5430/wjel.v11n2p71.
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This study was conducted with the purpose to identify the effectiveness of Systemic Functional Linguistic approach to improve writing skills for the EFL students at a university in Hanoi, Viet Nam. The preliminary investigation showed that most students at this university experienced many difficulties in English writing skills and they were not motivated in writing lessons. To make situation better, an action research plan was conducted with the use of quantitative and qualitative methods, focusing on applying Systemic Functional Linguistic approach, typically Theme-Rheme patterns to raise the students’ awareness of Theme-Rheme benefits in creating logical text organization and then improve their writing skills. The subjects of the study were 30 students of English major at a university of foreign languages in Vietnam. The data were collected through the pre- and post-tests, questionnaire and semi-structured interviews. The findings of the study suggested that the use of this approach could improve the students’ writing skills and most of research students liked this technique because it made them motivated during English writing lessons.
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Diamantatou, Christina, and Thomas Hawes. "Foreign Language Learning, Motivation and the Market Economy." Journal of Education and Learning 5, no. 1 (December 30, 2015): 95. http://dx.doi.org/10.5539/jel.v5n1p95.
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<p>This study explores UK students’ motivation to study foreign languages, linking unrewarding past learning experiences with attrition rates and posing questions about the influence of official policy and socially structured conditions. 31 Further Education college students were given a questionnaire based on Gardner’s (1975) Attitude/Motivation Test Battery and this revealed that a high percentage even of motivated students withdrew voluntarily. We sent questionnaires to all those who had terminated their courses prematurely, leading to the finding that all respondents were in fact false-beginners, had already studied a foreign language at school, and now described the experience as unrewarding. This not only suggests that foreign language students face major challenges, but also that those variables related to the past emotional context around their studies may unfortunately trump positive motivation to learn. They may create negative expectations that finally extinguish this motivation itself.</p>
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Wolff, Martin. "China's English mystery – the views of a China ‘foreign expert’." English Today 26, no. 4 (November 3, 2010): 53–56. http://dx.doi.org/10.1017/s0266078410000350.
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The mysteries of exotic China arise not only from its voluntary isolation from the modern world during some of the most formative and progressive decades, but from an inability or unwillingness of the west to understand Chinese logic and thinking. The west views China with western eyes and judges China according to western standards. The west asks some seriously ignorant questions about China, such as: What is the culture of China? What do the people of China think? What do the people of China eat?To fully comprehend the absurdity of these questions, simply invert them, as Chinese college students regularly do in their English classes that are taught by foreigners: How is the culture of America? How do the people of America think? How do the people of America eat? Each populace assumes that the other is a mono-culture. This thinking also carries over into the area of lingua franca. The west assumes that all Chinese people speak Mandarin or Cantonese and have a common written language. China actually teaches that one must learn ‘Standard British English’ or ‘Standard American English’ or ‘Standard International English.’ In addition to Mandarin and Cantonese, China has 55 minority languages and an uncounted number of localized dialects such as Shanghainese, Wuhanese, and many others. There are at least three written Chinese languages, not just one, for example, traditional Chinese, simplified Chinese and pinyin.
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Hwang, seok hyun, and suk woo Kim. "Career barriers for college students majoring in special foreign languages, Effects of Major Satisfaction on Career Preparation Behavior." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 5 (March 15, 2021): 781–96. http://dx.doi.org/10.22251/jlcci.2021.21.5.781.
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Scarinci, Janice Lee, and Edward Howell. "Implementing a Cultural Model to Increase English-Language Proficiency at an International College." Management:Journal of Sustainable Business and Management Solutions in Emerging Economies 23, no. 2 (September 5, 2018): 49. http://dx.doi.org/10.7595/management.fon.2018.0014.
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Research Question: The purpose of this study was to determine whether the addition of an American Cultural Model to an existing English as a Second Language (ESL) program improved the performance of international students. Idea: The English language proficiency is essential for students in global emerging economies in order to be competitive, and our study can be generalized to learning other languages within the respective cultural model. Motivation: The results of our study can be applied to higher education worldwide since currently the international business language is English. Data: The data collected were analyzed and interpreted to determine whether cultural training improved scores on the Test of English as a Foreign Language (TOEFL). Tools: Two groups of incoming students were compared as the treatment and control groups, using the t-test with appropriate statistical package. Findings: Data analysis showed a statistically significant difference in TOEFL scores between the control group and the experimental group benefiting from the implementation of the Introduction of the American Cultural Model. Contribution: The English language proficiency is essential for students in global emerging economies in order for them to be competitive, and our study can be generalized to learning other languages within a respective cultural model.
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Wu, Li Na, and Tao Hua Xiao. "The Application Research of Network Resources in English Reading Teaching." Applied Mechanics and Materials 687-691 (November 2014): 2502–5. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2502.
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With the advent of economic globalization, social informatization, foreign languages, especially English, has become one of the important tool of the communication with China's opening to the outside world. Social education in English teaching level has been more and more demanding. Therefore, how to improve and raise the level of the existing English teaching pattern is discussed, tested and tried in a variety of people. Among them, the network education is one of the important direction. This paper reviews the current database imperfect behind the status quo of college English reading, and put forward the use of network resources to establish a modern, fast and convenient new database of college English reading, and develop a platform for English reading.
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Lien, Hsin-Yi. "Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use." Psychological Reports 119, no. 1 (August 2016): 124–35. http://dx.doi.org/10.1177/0033294116659711.
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Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers’ distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers’ perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use.
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Liu, Wei. "An Improved Back-Propagation Neural Network for the Prediction of College Students’ English Performance." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (August 29, 2019): 130. http://dx.doi.org/10.3991/ijet.v14i16.11187.
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The global economic boom has greatly boosted the need for communication be-tween different cultures and difference countries. The effective communication requires good command of foreign languages, especially English. This paper highlights the necessity to predict the English performance of college students, and sums up the types and features of neural network (NN) models. On this ba-sis, the backpropagation (BP) NN was selected to predict the English perfor-mance of college students. The Spearman’s R correlation test was conducted to analyze how the English performance is affected by the following factors: the score in National College Entrance Examination (NCEE), gender, age and learn-ing attitude. Then, the improved BPNN was adopted to predict the English per-formance of college students. The results show that the NCEE score has the greatest impact on English performance, followed in descending order by learn-ing attitude and gender, while age does not greatly affect English scores; the im-proved BPNN achieved a desirable effect in predicting the English performance of college students. The research findings shed new lights on college English teachers and learners.
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Xiao, Mengxuan, and Shaoyun Long. "A Path Analysis of Learning-Motivation-Behavior Affecting Factors Among Higher Vocational College Students." English Language and Literature Studies 9, no. 3 (August 26, 2019): 47. http://dx.doi.org/10.5539/ells.v9n3p47.
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This paper made an investigation into the motivation-behaviors affecting factors of the carefully-selected 20 willing learners, 20 unwilling learners among 597 students from foreign languages department in two higher vocational colleges. An analysis has been made in the learning-motivation-behavior affecting factors route paths of students in higher vocational colleges. We found that there are universality and individuality in factors that predict the motivation behavior of three categories of students. Predictive factors of motivational behavior include motivation levels and learning strategies. The regression effects of learning strategies on motivational behavior are the greatest in the three categories of path analysis. It shows that learning strategies determine the performance of their motivational behavior, at the same time, it shows individual variance.
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Mueller-Lyaskovets, Tetyana, and Olena Horner. "Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany." Journal of Academic Writing 11, no. 1 (July 7, 2021): 62–79. http://dx.doi.org/10.18552/joaw.v11i1.499.
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Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opinion survey at the end of the semester. Pre-testing and collecting conference reports were both used as techniques for simultaneous teaching and inquiry into this teaching. The student opinion survey evaluated the course design grounded in the new teaching methodology. The findings of the study indicate that consistent use of formative assessment in the English as a Foreign Language (EFL) writing class increases student confidence and motivation to develop their writing skills. Results demonstrate that academic (C1 level) and college (B2 level) writing courses that integrate formative assessment into teaching process writing can be a valuable addition to an array of FL (English) language courses offered by the departments of foreign languages at European universities.
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Phuong, Duong Thuc. "Using videos to improve elementary students’ listening comprehension in foreign languages and informatics center of PPC II." SOCIAL SCIENCES 8, no. 2 (June 2, 2020): 23–33. http://dx.doi.org/10.46223/hcmcoujs.soci.en.8.2.280.2018.
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The current study aimed to examine the impact of using videos on students’ listening learning and their attitudes towards using videos in listening learning. The study was conducted with 71 participants in two groups in Foreign Languages and Informatics Center of PPC II (People’s Police College II). The first group of 35 students worked with 10 audio recordings, while the second group of 36 students worked with 10 videos in a 10-week treatment. The listening materials for both groups had the same scripts. Although there was no statistically significant difference in the pre-test between the two groups, the statistics of the post-test shows that the EG (experimental group) outperformed the CG (control group) in listening comprehension. Besides, the data from the questionnaire indicates that the participants had positive attitudes towards using videos in listening learning. These findings could be explained by visual elements of the teaching materials. Therefore, it was suggest to use videos in listening learning to promote students’ listening comprehension.
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Newmark, Kalina, Nacole Walker, and James Stanford. "‘The rez accent knows no borders’: Native American ethnic identity expressed through English prosody." Language in Society 45, no. 5 (September 9, 2016): 633–64. http://dx.doi.org/10.1017/s0047404516000592.
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AbstractIn many Native American and Canadian First Nations communities, indigenous languages are important for the linguistic construction of ethnic identity. But because many younger speakers have limited access to their heritage languages, English may have an even more important role in identity construction than Native languages do. Prior literature shows distinctive local English features in particular tribes. Our study builds on this knowledge but takes a wider perspective: We hypothesize that certain features are shared across much larger distances, particularly prosody. Native cultural insiders (the first two co-authors) had a central role in this project. Our recordings of seventy-five speakers in three deliberately diverse locations (Standing Rock Sioux Reservation, North/South Dakota; Northwest Territories, Canada; and diverse tribes represented at Dartmouth College) show that speakers are heteroglossically performing prosodic features to index Native ethnic identity. They have taken a ‘foreign’ language (English) and enregistered these prosodic features, creatively producing and reproducing a shared ethnic identity across great distances. (Native Americans, prosody, ethnicity, ethnic identity, English, dialects)*
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Andrew, Martin Benedict, and Le Hong Tran. "Using Weekly Group Political Presentations to Enhance the Phonological Learning of Second-Year English Major Students at a University in Vietnam." International Journal of Language Education 3, no. 2 (October 31, 2019): 115. http://dx.doi.org/10.26858/ijole.v3i2.9611.
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Studies about the learning value of group presentations in ESL and EFL have become increasingly common, particularly in relation to spoken fluency. However, few studies have explored their impact on students’ intelligible pronunciation. In a Vietnamese context, recent changes in teaching and learning strategies set by the government have shifted attention to students’ ability to communicate effectively in today’s increasingly globalized environment. This inevitably turns the spotlight on pronunciation, an aspect of EFL long ignored in Vietnam. Qualitatively describing a case where group presentations were a key mode of teaching, learning and assessment for 17 second-year students majoring in English for Political Discipline at the Institute of International Studies in Hanoi over the course of one semester, this study suggests that monitored and transcribed group presentations may be one rational answer.
The study investigates the impacts on participants’ pronunciation of sounds and word stress and considers their attitude towards this method. The results reveal that students acknowledged the benefits of group presentations and experienced improvements in pronunciation, confidence and range of political vocabulary. These changes were diverse depending on each participant’s attitude. The article concludes with reflective evaluations of the lessons and explores the pedagogical implications for future projects on implementing research into presentations among Vietnamese students of foreign languages.
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Keller, Betsy. "Rereading Flaubert: Toward a Dialogue between First- and Second-Language Literature Teaching Practices." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 56–68. http://dx.doi.org/10.2307/463053.
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There are many disparities in literary competence between teachers and students. It is emblematic of these differences that students in introductory college literature courses usually read assigned texts only once, while the teacher's normative experience involves multiple rereadings. For inexperienced readers in these classes, the task of acquiring literary competence may seem as difficult as learning a foreign language. Research in the study of foreign languages and literatures contains valuable insights for the teaching of first-language literature. The traditional lecture-and-discussion format fails to address the individual student's background knowledge, motivation for literary study, and personal response to texts. Prereading activities, tasks to accompany at-home reading, and collaborative strategies in class discussion can lead readers to engage texts more meaningfully in the introductory literature classroom.
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Kim, Ji-Hyo, and Hee-joo Im. "Analysis of the Perceptions of the 4th Industrial Revolution and Career Education - Focus on Freshmen in College of Foreign Languages -." Journal of the Korean society for Wellness 15, no. 2 (May 31, 2020): 61–71. http://dx.doi.org/10.21097/ksw.2020.05.15.2.61.
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Mushtaq, Hammad, and Rida Rabbani. "Code-Switching as a Pedagogical Tool in English as a Foreign Language (Efl) Classrooms." NUST Journal of Social Sciences and Humanities 2, no. 2 (January 21, 2021): 193–211. http://dx.doi.org/10.51732/njssh.v2i2.12.
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The study explores and analyzes the pedagogical implications of code switching between Urdu and English languages in undergraduate EFL classrooms. It examines the ways in which code switching can be employed in EFL classrooms as a teaching and learning tool to boost learning speed and understanding of the language students. The objectives of the study were achieved by carrying out a mix of qualitative and qualitative research methodologies. A sample of thirty teachers and thirty students (male and female in both cases) was taken from a Rawalpindi based university and college. Questionnaires were designed to collect data, from students and teachers, containing both open and closed-ended questions. The analysis of responses revealed that a limited, deliberate and controlled use of code-switching in EFL classrooms benefits both teachers and learners as it considerably supports the pedagogical process and boosts EFL students’ success
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Matthews, Elizabeth. "Language learning using multimedia conferencing: the ReLaTe project." ReCALL 10, no. 2 (November 1998): 25–32. http://dx.doi.org/10.1017/s0958344000003712.
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The article provides a description of the ReLaTe (remote language teaching) project, to develop a working demonstrator using a multicast-based conferencing system (Mbone service), for distance foreign language tuition. It covers aspects of technical development for applications over SuperJANET and gives an overview of the trials and evaluation, including how students and teachers adjusted to the system; the advantages and drawbacks of the system; how the system affected learning and teaching in the context of acquisition and delivery of foreign languages. The ReLaTe project is a joint research project between the University of Exeter and University College London, involving the Foreign Language Centre and IT Services (Pallas) at Exeter and the Language Centre and the Department of Computer Science at UCL. The project began in September 1994, with funding from BT and JISC (Joint Information Systems Committee) of the Higher Education Council of the UK. mis article covers the work of the project from September 1994 until December 1995.
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Westman, Alida S. "Learning Styles are Content Specific and Probably Influenced by Content Areas Studied." Psychological Reports 73, no. 2 (October 1993): 512–14. http://dx.doi.org/10.2466/pr0.1993.73.2.512.
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To investigate whether use of a learning style depends on content area, 67 seniors in college were given Schmeck's Deep and Elaborative Processing scales, the Repression-Sensitization Scale, and the Flexibility scale of the California Psychological Inventory. Scores on both the Deep and Elaborative Processing scales correlated with those on the Repression-Sensitization Scale and not with those on the Flexibility scale. Learning style depends on content area. Study of foreign languages correlated with Deep Processing, and this suggests that further study of development and change in learning styles might concentrate on this and possibly other content areas.
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Nelson, Joe. "Reviewer Acknowledgements for World Journal of English Language, Vol. 10, No. 1." World Journal of English Language 10, no. 1 (March 30, 2020): 62. http://dx.doi.org/10.5430/wjel.v10n1p62.
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World Journal of English Language (WJEL) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether WJEL publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 10, Number 1 Aissa HANIFI, University of Chlef, AlgeriaAmelia Maria Cava, Università fdi Napoli Federicio II, Naples, ItalyCheryl Caesar, Michigan State University, USJessica Aliaga Lavrijsen, Centro Universitario de la Defensa Zaragoza / University of Defense zaragoza, SpainKenan Yerli, Sakarya University, TurkeyLeila Lomashvili, Shawnee State University, USALi Ping Chang, Department of Applied Foreign Languages, National Taipei College of Business, TaiwanMaría Luisa Carrió, Departamento de Linguistica Aplicada, Universidad Politécnica de Valencia, SpainÖzkanal, Ümit, Eskisehir Osmangazi University Foreign Languages Department, TurkeyŞenel, Müfit, 19 Mayıs University, Turkey Joe NelsonEditorial AssistantOn behalf of,The Editorial Board of World Journal of English LanguageSciedu Press-----------------------------------------Add: 9140 Leslie St. Suite 110, Beaver Creek, Ontario, L4B 0A9, CanadaTel: 1-416-479-0028 ext. 218Fax: 1-416-642-8548Email 1: wjel@sciedupress.comEmail 2: wjel@sciedupress.orgWeb: http://wjel.sciedupress.com
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Ward, W. E. F. "The International Institute of African Languages and Cultures: A memory of its Beginnings." Africa 60, no. 1 (January 1990): 132–33. http://dx.doi.org/10.1017/s0001972000051937.
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I went out to the Gold Coast as a teacher on the staff of the newly established Achimota College in October 1924, and a few weeks before I came back for my first leave, in April 1926, there came to the college a distinguished visitor, Major Hanns Vischer (later Sir Harms), the educational adviser to the Colonial Office in London. It was Major Vischer who told me about the project to establish an International African Institute.Vischer was a remarkable and delightful character. I was told that he was of Swedish descent, which was why he spelt his name Harms instead of in the German form Hans. He had served in the British army through the First World War, but before the war he had served in Nigeria as a missionary for the Church Missionary Society. He spoke fluent Hausa, and (I was told) some other languages. He was certainly a skilled linguist, for he seemed equally at home in English, French and German. He spoke English with a slight foreign accent, which made it easy to believe in his Scandinavian origin; it was not a German accent. He stayed at Achimota for a week or so, and went on from the Gold Coast to visit Sierra Leone. He joined my homeward-bound steamer at Freetown; he remembered having met me at Accra, and told me about the projected institute. Whoever may have been responsible for starting the scheme, it was Vischer who was the driving force in organising its inaugural meeting.
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Sulaiman Syah, M. Noor. "STRATEGY OF INCREASING THE ISLAMIC TEACHERS CANDIDATE QUALITY THROUGH SOFT SKILL DEVELOPMENT IN ISLAMIC COLLEGE." ELEMENTARY: Islamic Teacher Journal 5, no. 1 (February 7, 2018): 1. http://dx.doi.org/10.21043/elementary.v5i1.2978.
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<p>The purpose of this research is to know the strategy of improving the quality of Islamic Religious Education teacher candidate in STAIN Kudus. The research method used is qualitative research method. This research used observation, interview and documentation for the data collection tools and analyzed by using interactive analysis. The result of the research shows that the strategy of improving the quality of Islamic Religious Education teachers in STAIN is divided into several strengthenings, namely strengthening of Islam, strengthening the field of PAI study, as well as the strengthening of foreign languages (English and Arabic), both through intra-curricular or co-curricular. Changes in the world of work in educational institutions should be prepared by universities preparing educators and other education personnel so that a student must be trained and trained to have the competencies described in three levels; perform, manage, and evaluate the process. </p>
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Stranovská, Eva, and Silvia Hvozdíková. "Tolerance of Ambiguity and the Linguistic Intervention Program." International Journal of English and Cultural Studies 1, no. 2 (November 10, 2018): 14. http://dx.doi.org/10.11114/ijecs.v1i2.3759.
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The study examines the process of foreign language learning. The aim was to investigate dynamics and stability of the variable tolerance of ambiguity in the process of learning a foreign language through the means of specifically designed linguistic intervention program. The investigation aimed to find out the impact of the intervention called The Linguistic Intervention Program in the process of foreign language learning and tolerance of ambiguity in the foreign language performance. Moreover, the purpose was to investigate long-lasting changes in the selected periods, after one year. The focus was put on the ability to create a cognitive structure, especially the ability to achieve cognitive structuration. The linguistic intervention program represented a method of active social learning, and autonomous learning.The approaches we used were the following: relaxation, cooperative techniques, communication techniques, and the techniques aimed at social perception and intercultural communication in a foreign language. The linguistic intervention program was based on the natural approach of foreign language acquisition. The research method called the scale of the ability to achieve cognitive structure AACS was used on the sample of 256 college students enrolled for the foreign languages teaching programs. The results showed unique findings in the process of dynamics and stability of the examined variable, tolerance of ambiguity through the means of the linguistic intervention. They showed statistically significant higher score in AACS and statistically significant score in long-lasting changes in time. AACS appeared to be a stabile characteristic in the foreign language learning.
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Dagnev, Ivaylo. "STRATEGIES AND INNOVATIONS IN TEACHING EAP TO MEDICAL BACHELORS." International Conference on Technics, Technologies and Education, ICTTE 2019 (2019): 179–83. http://dx.doi.org/10.15547/ictte.2019.03.065.
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The use of new technological tools in the classroom enables many new ways of teaching in foreign languages. Unlike the old methods that rely on unidirectionality, new technologies also require new ways of teaching, managing work, and therefore a new ethos. The introduction of new technologies also leads to a change in the status of the teacher, which also requires a change in the training strategy. This article reflects a pedagogical experiment aimed at testing the readiness of both the teacher and the students to acquire new knowledge and skills in a modern, interactive way. For this purpose, during the whole course of foreign language training over two semesters at the Medical College at the Medical University - Plovdiv, two groups of students in the specialties "Medical Cosmetics" and “Instructor in Food Safety” are taught in two different ways - one studying English in the traditional way with a textbook, while the other using only "interactive" methods without using textbooks or similar tools. At exit, a survey is conducted among one of the groups of students to evaluate their attitude towards the new approaches in learning a foreign language.
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Streltsov, D. V. "Oriental Studies." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 143–50. http://dx.doi.org/10.24833/2071-8160-2014-5-38-143-150.
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The Department for the "administration of affairs with Asian nations" at College of Foreign Affairs was established on February 26, 1796 by the imperial decree and the school for Chinese, Manchu, Persian and Turkish languages translators was opened one year later. However, special training of the Russian diplomatic corps, dealing with the relations with Asian nations, was established only in the XIX century. In 1815 Lazarev Institute of Oriental Languages was founded. In 1823 Training Department of Oriental Languages at the Asian Department of the Foreign Ministry of the Russian Empire was established. The tradition was continued by the Soviet Russian Institute of Oriental Studies, which become a leading center for the training of specialists, necessary for most important public institutions and social organizations. Moscow Institute for Oriental Studies inherited traditions and rich library from Lazarev Institute. At the confluence of MGIMO and Moscow Institute of Oriental Studies in 1954 the library holdings were transferred to the MGIMO, they now form the basis of the rare fund of the university research library. Development of Oriental School MGIMO historically was influenced by the specifics of the traditional conglomerate of Oriental Sciences and ever increasing needs in the practical application of knowledge about the East. Of course, in addition to the Lazarev Institute other leading centers of domestic study of the East made a considerable impact on the development of Oriental Studies at MGIMO. St. Petersburg (Leningrad) University and the University of Kazan are the most prominent ones, where the Oriental Studies tradition is rooted in the XIX century. Evacuation of many prominent representatives of the Moscow and Leningrad school of Oriental Studies during the Great Patriotic War to Kazan and Central Asia gave new impetus to oriental studies at universities in these regions.
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Luo, Qingyue, and Wensheng Deng. "A Survey of English Learning Based on M-learning—Case Study of Students of Grade 2017, BIPT." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 840. http://dx.doi.org/10.17507/tpls.0907.14.
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In the contemporary time, mobile devices are particularly popular among college students; so does it on Beijing Institute of Petrol-chemical Technology. And the paper aims to make clear of English learning involved the students of Grade 2017, BIPT, by using mobile equipment. It adopts survey study to the students in the project, which focuses on the detailed investigation, such as gender, program, application, time, length, place, material, style, major and effect, and etc. Based on the results of the data about the students’ application of mobile devices into English learning, the survey is likely to give tips to the students and provide Dept. of Foreign Languages and other relevant departments of BIPT with some suggestion, which is of significance to improve English teaching and learning.
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Liu, I.-Fan. "An Exploration Based on Intrinsic, Extrinsic, and Interpersonal Motivation That Affect Learners’ Intention to Participate in an English Reading Contest." Journal of Educational Computing Research 55, no. 5 (December 20, 2016): 699–723. http://dx.doi.org/10.1177/0735633116682340.
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Reading is the foundation for learning foreign languages. The cultivation of a reading habit should break free of the limitations of traditional classroom-style education in order to bring about the possibility of lifelong learning. However, foreign language learning in Taiwan has traditionally been oriented toward college entrance exams, causing students to learn exam techniques while ignoring the benefits that can be gained from reading, which can be difficult for inspiring learning motivations in students. To encourage a reading habit in learners through extensive reading, this study provided an online English learning community for students to learn in and an online English contest for students to participate in. This study also proposed a hypothetical model to not only examine the relationships between the factors of participative motivation in contests but also predict the intention of learners to participate again in future contests. A total of 361 high school students participated in this study. Through data analysis, our model was shown to achieve good fit, and all hypotheses were supported. Finally, we identify and discuss the phenomena from the relationships in the educational setting.
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Umar, Umar. "THE IMPORTANT ROLES OF TEACHERS IN ENGLISH LANGUAGE TEACHING (ELT)." Journal of English Language and Literature (JELL) 6, no. 1 (March 7, 2021): 69–80. http://dx.doi.org/10.37110/jell.v6i1.117.
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the aim of this reseach is to find elaborate the roles of teachers in English language teaching (ELT. Starting from free trade, the increasing number of foreign companies established in Indonesia, so that the use of international languages such as English is very widespread. Of course, aspiring entrepreneurs and job seekers have to master English so they can keep up with the times in this globalization era. If you are still in school or college, then you have the opportunity to learn and master English. If you have graduated from school or college, you should be ready to enter the world of work with the English skills needed by your place of work. To acquire good communication skills or to excel in communication skills, one has to acquire expertise in all the four skills. They are Listening, Speaking, Reading and Writing. Before students are able to master these 4 skills, students have to develop interest towards the subject or language. This is where the important role of the teacher will appear.
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Wang, Liang, and James A. Coleman. "A survey of Internet-mediated intercultural foreign language education in China." ReCALL 21, no. 1 (January 2009): 113–29. http://dx.doi.org/10.1017/s0958344009000056.
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AbstractIn all educational contexts, technological developments and changes in pedagogical theory mean that any picture of current practice and attitudes must be dynamic. In many countries, the learning outcomes of foreign language courses now include intercultural communicative competence (ICC), although the precise model for teaching ICC varies even across the English-speaking world. Internet-mediated approaches are widely used to support intercultural learning. In China, the geographical scale of the country and the speed and extent of contemporary socio-economic evolution, allied to long-established and distinctive cultures of learning, make the interface of new technologies and intercultural learning objectives particularly interesting and significant. A small-scale study of college teachers’ and learners’ perceptions of intercultural classroom instruction, with a special focus on Internet mediation, was conducted in mid-2007, using questionnaires and semi-structured questions, to explore the professional, personal and technical issues associated with Internet-mediated learning of languages and cultures. The results show that textbooks remain the predominant authority, while Internet tools are used as a source of information rather than a means of communication. Findings suggest recognition by teachers and students of the potential of the medium, and of the validity of intercultural goals for foreign language classes, although there are some divergences between the views of teachers and students. However, it is suggested that national policy, local incentives and resources and above all educational traditions do not yet allow optimal use of Internet-mediated approaches.
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Thompson, Amy S., and Sandra L. Schneider. "Bridging the Gap." IALLT Journal of Language Learning Technologies 42, no. 1 (April 15, 2012): 1–29. http://dx.doi.org/10.17161/iallt.v42i1.8500.
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As language requirements burgeon at the post-secondary level inattempts to create global citizens out of college graduates,universities nationwide have seen a sharp increase in languagecourse enrollments, especially in the Less Commonly TaughtLanguage (LCTL) courses (Furman, Goldberg, & Lusin, 2007).While this is a positive trend from an intellectual and culturalpoint-of-view, the sudden growth presents a unique set of problemsfor course implementation. There has been a current trend ofoffering language courses online to meet increasing demands forcommonly taught languages (CTLs) (e.g., Chenoweth, Ushida, &Murday, 2006; Sanders, 2005), but little has been written aboutonline offerings for LCTLs (c.f., Winke, Goertler, & Amuzie, 2010).To respond to the need for high-quality pedagogical materials forLCTLs and to compensate for the lack of face-to-face classroomsettings, the Center for the Study of International Languages andCultures (CSILC) at the University of South Florida (USF) hascreated lessons in Dari, Pashto, and Urdu for the Global LanguageOnline Support System website (GLOSS; gloss.dliflc.gov)supported by the Defense Language Institute Foreign LanguageCenter. This paper is an analysis of considerations that informedthe process and products of these modules. A discussion ofimplications and directions for further study concludes the paper.
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Baldwin, Richard, and Britt-Marie Apelgren. "Can Do and Cannot Do." Apples - Journal of Applied Language Studies 12, no. 2 (July 8, 2018): 19–35. http://dx.doi.org/10.17011/apples/urn.201809144127.
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The focus in this paper is on the introduction and implementation of learning outcomes based on the descriptors in the Common European Framework of References for Languages (CEFR). It discusses reaction to the introduction by teacher educators as well as the influence on teacher assessment practice in courses for prospective teachers of English as a foreign language. The paper presents some of the results from a case study concerning changes made in connection with the Bologna process in a department of education within a university college in Sweden. The results show that the adoption of the CEFR descriptors was contested and had a minimal influence on assessment practice. The aim of the paper is to explore possible reasons for the lack of influence, something that was not developed fully in the original case study.