Exploiting Hawaii's Foreign Language Resources

1965 ◽  
Vol 49 (8) ◽  
pp. 475
Author(s):  
W. Todd Furniss
Keyword(s):  
Foreign Language ◽  
Language Resources

Developing Multilingual Capacity: A Challenge for the Multinational Enterprise

2015 ◽  
Vol 44 (3) ◽  
pp. 854-869 ◽  
Author(s):  
Denice E. Welch ◽  
Lawrence S. Welch
Keyword(s):  
Foreign Language ◽  
Multinational Enterprise ◽  
Theoretical Explanation ◽  
Global Network ◽  
Organizational Level ◽  
Language Resources ◽  
Timely Manner ◽  
Network Language ◽  
Human And Social Capital ◽  
Language Capital

In this article, we examine how the multinational enterprise (MNE) develops the ability to function as a multilingual entity in order to facilitate communication, knowledge transfer, and absorptive capacity. While we acknowledge the role played by the adoption of a common corporate language, we argue that this response alone is insufficient to cope with the diverse foreign language demands that accompany global expansion. MNEs need what we conceptualize as language operative capacity (LOC): language resources that have been assembled and deployed in a context-relevant and timely manner throughout the MNE’s global network. Language resources are mainly derived from human and social capital, and their interaction, to form what is termed language capital. Managerial motivation and a preparedness to act are necessary to ensure that language capital is converted into LOC. Our theoretical explanation of LOC derivation is multilevel, incorporating two interacting processes: individuals develop, maintain, and contribute their own foreign language resources, but the MNE also plays a key role. It can influence individual behavior and, at the organizational level, provide its own language resources through the provision of computerized translation software and the like. The interaction between these two processes is seen to be critical in the formation and use of LOC. This multilevel explanation contributes to the growing body of literature that considers how human capital resources in general can be converted for productive purposes.

scholarly journals CRITICAL THINKING DEVELOPMENT OF NON-LINGUISTIC STUDENTS THROUGH THE EDUCATIONAL FOREIGN-LANGUAGE TEXT

2021 ◽  
pp. 124-134
Author(s):  
Инна Вячеславовна Шукурова ◽  
Наталья Евгеньевна Чеснокова
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
English Language ◽  
Relevant Information ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Language Resources ◽  
Extraneous Material ◽  
Language Text

Рассматривается вопрос развития критического мышления студентов средствами иностранного языка. Оценивается место и роль дисциплины «Иностранный язык» в развитии универсальных компетенций студентов и в их адаптации к современным требованиям, предъявляемым будущим специалистам. Представлены составляющие умения критического мышления, которые позволяют осмысливать полученную информацию, обобщать и отделять ее от второстепенных фактов, формулировать выводы, оценивать. Средством развития критического мышления студентов выбран учебный иноязычный текст, который рассматривается не только как источник информации, но и как средство активизации мыслительной деятельности. Отмечается недостаток методик, способствующих развитию критического мышления. Описывается возможность использования таксономии педагогических целей Б. Блума в работе с учебным текстом. Таксономия позволяет правильно ставить образовательные цели, формулировать мотивирующие задания и отслеживать прогресс в развитии умений. Приведен пример работы с учебным текстом по принципу таксономии, который дает возможность корректировать учебную деятельность студентов, направленную на развитие их критического мышления. The article considers the process of students’ critical thinking development through the English language resources. The authors highlight the importance of English in the developing of students’ universal competencies and their adaption to the current professional requirements. The article outlines the essential critical thinking skills that allow students to comprehend the received material, break down the material into its constituent parts, to distinguish relevant information from extraneous material, to synthesize, to infer and evaluate it. The educational foreign-language text is used as a means of students’ critical thinking development. The authors emphasize the text’s multifunction nature and its contribution into enhancement of students’ thinking activity. Despite the teachers’ keen interest in the process of critical thinking developing some authors prove the lack of methods and techniques promoting its growth. The article gives an overview of Bloom’s taxonomy and outlines its application in the educational process. The taxonomy is widely used to set educational objectives, to formulate motivating exercises and monitor headway in knowledge and skills developing. The study shows that not all textbooks and tasks are intended to enhance critical thinking skills. So, the authors analyzed their English textbook and changed their approach to work with the texts. The article describes the experience proving that new challenging tasks help students comprehend the received information, distinguish relevant facts, summarize and learn to evaluate.

Foreign Language Competences of Educators and Areas of Their Application

2019 ◽  
Vol 9 (1) ◽  
pp. 7-19
Author(s):  
Roman Adamczyk
Keyword(s):  
Foreign Language ◽  
Soft Skills ◽  
Language Teaching ◽  
Language Teachers ◽  
Professional Activity ◽  
Language Resources ◽  
Language Competence ◽  
Social Settings ◽  
Internet Platform ◽  
Professional Contexts

The present article provides an overview of key areas of educators’ language skills with an emphasis on foreign-language competence. Foreign language competences of educators at all levels of schooling constitute an integral part of the contemporary pedagogical activity, being historically embedded in both Czech and foreign linguistic and language teaching cultures. The latter competences form a subset of general and ´soft´ skills in the area of communication and apowerful tool of knowledge acquisition, enabling access to foreign language resources in libraries, databases and the whole of the internet platform, as well as communication in interactive social settings of conferences and other professional contexts. The article primarily focuses on foreign language competences of non-language teachers as a part of their professional erudition and on the areas of application of both productive and receptive skills, including speaking, writing, listening, reading and translation. The convergence of language teaching and content subjects resulted in the emergence of new didactic approaches that further underscore the importance and potential of foreign language competence in the professional activity of teachers.

Content-Based EFL Teaching to Undergraduate Science Students

2020 ◽  
pp. 208-225
Author(s):  
Olga A. Obdalova
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Decisive Role ◽  
Skills Development ◽  
Teaching Model ◽  
Science Students ◽  
Language Resources ◽  
Efl Teaching ◽  
Multi Level ◽  
Undergraduate Science

This chapter explores the contextual and linguistic potential of the content-based approach in language teaching. The first part of the analysis focuses on the theoretical underpinnings of this approach. The analysis of the cognitive-discursive activity of a non-native learner of a foreign language reveals the complex multi-level organization of cognitive-discursive activity. The author anticipates that context plays a decisive role in the processes of perception and understanding of a foreign language message embedded in a context. The second part of this chapter synthesizes research on learning outcomes in content-based EFL teaching of undergraduate science students. It deals with classroom-based research and participants' use of English taking account discourse factors, students' language resources, and didactic potential of the content-based teaching model. The findings demonstrated that the designed theme-based teaching framework proved to be more effective for science undergraduate students' speech skills development and acquisition of topic-related vocabulary.

scholarly journals Collocational Relations in Japanese Language Textbooks and Computer-Assisted Language Learning Resources

2011 ◽  
Vol 1 (1) ◽  
pp. 85-98
Author(s):  
Irena SRDANOVIĆ
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
The Other ◽  
Japanese Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Resources ◽  
Language Resources

In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.

scholarly journals Survey on Attitude Towards New Management Mode of Linguistic Landscape Programs in Chinese University Language Resources and its Decision Tree Analysis

2021 ◽  
Vol 10 (4) ◽  
pp. 1
Author(s):  
Bin Lu ◽  
Eksiri Niyomsilp
Keyword(s):  
Foreign Language ◽  
Monitoring System ◽  
Implementation Process ◽  
Quality Monitoring ◽  
Management Mode ◽  
Linguistic Landscape ◽  
Language Resources ◽  
Chinese University ◽  
Technology Resources

In order to survey the attitudes towards the different social participants of intelligent collaboration program on linguistic landscape in Chinese university language resources and university technology resources, find effective methods and applied path to develop new management mode in Chinese university language education and professional training quality of foreign language majors, this article is to carry out attitude survey towards new management mode, namely Government-Industry-University-Research management mode, which can solve the dissatisfied responses for service competence of foreign major students in their real profession field and the implementation difficulty of Standards which issued for the translation revision program on linguistic landscape for local city images construction. Based on the perspective of intelligent diagnosis and intelligent collaboration, this article explores the applied path model on quality monitoring system of linguistic landscape in the aspects of target orientation, content index, implementation process and intelligent collaboration system, which has an important enlightenment and reference role for improving the national quality monitoring system of linguistic landscape by the mix research of qualitative and quantitative methods. And it describes the hierarchical comprehensive evaluation index for the construction of quality monitoring system on linguistic landscape with two steps: 1) the first step is to use analytic hierarchy process (AHP) to decompose the quality monitoring of linguistic landscape into multi-level and multi-dimensional index system, model and quantify the implementation process of quality monitoring, and to construct the first and second-class index system to solve the current problems of quality monitoring and quality improvement; 2) the second step is to use decision tree(DA) analysis to view the evaluation and suggestions of participants in relevant fields on various indicators at all levels from collect feedback results, ensure scientific and reasonable determination of quality monitoring indicators through supplement and scientific revision. The conclusion is that: 1) The new management mode of linguistic landscape programs will benefit the education quality of foreign language majors and improve their service function for the society development. 2) The new management mode will benefit the government department on language technology resources, linguistic technology platform, intelligent collaboration and talents mapping of local city development.

scholarly journals TBL AND PBL METHODS IN FOREIGN LANGUAGE TEACHING PRACTICE

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Liliia Shtokhman ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Real Life ◽  
Target Language ◽  
Project Work ◽  
Language Resources ◽  
Foreign Teachers ◽  
Linguistic Resources ◽  
Central Focus ◽  
Short Courses

The article deals with describing practical methods of teaching a foreign language, investigated in the articles of foreign teachers. In task-based learning (TBL), the central focus of the lesson is the task itself, not a grammar point or a lexical area, and the objective is not to ‘learn the structure’ but to ‘complete the task’, because as it is stated by some specialists, restricting their experience to single pieces of target language is unnatural. The language, therefore becomes an instrument of communication, whose purpose is to help complete the task successfully. The students can use any language they need to reach their objective. They decide on their own way of completing it, using the language they see fit. The advantage of TBL over more traditional methods is, as it is defined, that it allows students to focus on real communication before doing any serious language analysis. It focuses on students’ needs by putting them into authentic communicative situations and allowing them to use all their language resources to deal with them. Whereas TBL makes a task the central focus of a lesson, PBL often makes a task the focus of a whole term or academic year. Apart from the fun element, project work involves real life communicative situations, (analyzing, deciding, editing, rejecting, organizing, delegating) and often involves multi- disciplinary skills which can be brought from other subjects. Some teachers use it as the basis for a whole year’s work; others dedicate a certain amount of time alongside the syllabus. Some use projects only on short courses or ‘intensives’. Others try to get their schools to base their whole curriculums on it. Both TBL and PBL focus primarily on the achievement of realistic objectives, and then on the language that is needed to achieve those objectives. They both treat language as an instrument to complete a given objective rather than an isolated grammar point or lexical set to learn and practise. They give plenty of opportunity for communication in authentic contexts and give the learner freedom to use the linguistic resources he/she has, and then reflect on what they learned or need to learn.

scholarly journals On Computer and Foreign Language Teaching and Learning in Big Data Era

2018 ◽  
Vol 13 (05) ◽  
pp. 236 ◽  
Author(s):  
Ji-Hua Fan
Keyword(s):  
Big Data ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Language Resources ◽  
Learning And Teaching ◽  
Authentic Language

The purpose of this paper is to explore the application of computer to foreign language learning in Big Data era. Combining the properties of language learning and teaching theories, we analyze the potential uses of computer in foreign language learning. We find that the main potential of computer-based foreign language learning lies in making authentic language resources accessible to learners, providing Big Data analysis for foreign language teaching and triggering the new online learning and teaching models. As for foreign language learning in Big Data era, we propose that the application of computer should be based on the learners’ need and teachers’ instruction.

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