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Relevant bibliographies by topics / First language university

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Academic literature on the topic 'First language university'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "First language university"

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Narayanan, R. Karthick. "Made in India SiDHELA Indias First Endangered Language Archive." DESIDOC Journal of Library & Information Technology 40, no. 05 (2020): 292–99. http://dx.doi.org/10.14429/djlit.40.05.16349.

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Sikkim-Darjeeling Himalayan Endangered Languages Archive (SiDHELA) created by the Centre for Endangered Languages, Sikkim University is India’s first endangered language archive. This archive is part of the ongoing language documentation initiatives of the Centre funded by the University Grant Commission. The Centre, formally established in December 2016 aims for preservation and promotion of endangered languages in Sikkim and North Bengal. The Centre carries out documentation and description of the indigenous endangered languages of the region through linguistic and ethnographic fieldwork. SiDHELA conceptualised as a platform for a linguistic resource of the languages spoken in the region, houses the primary data collected through fieldwork. One of the main aims of this archive is to preserve the data for long term usage and dissemination. Central Library, Sikkim University hosts the archive under its digital library. Through this archive the Centre for Endangered Languages, Sikkim University seeks not just to preserve and protect but also to promote the use of endangered languages spoken in the region. This paper presents the journey of this archive from idea to reality. This paper outlines the motivation behind the conceptualisation of SiDHELA as a regional archive and then discusses its development. It includes discussion on the developmental platform, theoretical issues in the conceptualisation of the archive and practical challenges in its design and development and its prospects. This paper thus primarily intends to inform scholars and researchers working with endangered languages of the region about this archive and its development. Finally, it hopes to kindle interest among researchers and librarians for developments of more such regional archives.

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Gladkov, G. I. "Language Schools of MGIMO-University." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 197–202. http://dx.doi.org/10.24833/2071-8160-2014-5-38-197-202.

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In 1943, when the Department of International Relations at MSU was established to develop one year later into the Moscow State Institute of International Relations (MGIMO), the first task of the faculty was to teach future diplomats of foreign languages, which they for the most part simply did not know. Of course, in the midst of World War II, the most important foreign language seemed to be German. But the question was in providing for language support for the system of world diplomacy of the Soviet state. And pretty soon it became clear that proficiency in two foreign languages was the main advantage of MGIMO graduates over graduates of all other national universities. The language study at MGIMO is of applied nature: while studying languages students at the same time receive other professions - a diplomat, an economist, a lawyer, a journalist. Studying a language of profession became an academic niche of MGIMO. That is why today MGIMO entered the Guinness Book of Records for the number of foreign languages studied: 53 in 2014.

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Foster–Cohen, Susan. "SLA AND FIRST LANGUAGE ACQUISITION." Annual Review of Applied Linguistics 19 (January 1999): 3–21. http://dx.doi.org/10.1017/s0267190599190019.

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In a brief article published some years ago (Foster-Cohen 1993), I suggested that fruitful collaboration between the fields of first and second language acquisition was underexploited. I also suggested that second language researchers were, in general, better at keeping themselves informed of developments in first language studies than first language researchers were at paying attention to second language issues. I think it fair to say that there are some signs this is changing. One is the now established existence of the journal Language Acquisition (Lawrence Erlbaum Associates), started in 1990, which publishes work in both first and second language acquisition with a view to understanding the nature of language acquisition in general. Its preference for papers that address issues in formal linguistic theory complements well Applied Psycholinguistics (Cambridge University Press), which has always published material relevant to both fields, but which also goes well beyond acquisition issues in its brief. A second factor seems to be a gentle but insistent re-examination of issues in bilingualism and a growing awareness that bilingual studies, second language studies, and first language studies overlap in important ways in the study of the bilingual individual. One key indicator of this shift is the appearance of a new journal Bilingualism: Language and Cognition (Cambridge University Press).

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Zulu, N. S., and Hloniphani Ndebele. "Students’ motivation for studying isiZulu first language modules at the University of KwaZulu-Natal." Journal for Language Teaching 54, no. 2 (2021): 11–33. http://dx.doi.org/10.4314/jlt.v54i2.1.

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This article presents findings of a study conducted at the University of KwaZulu-Natal’s Department of African Languages on the motivation of isiZulu first language (L1) undergraduate students for studying isiZulu first language modules. In this paper, we postulate that students’ motivation for learning an African language in the South African context is a result of multiple variables that relate to relevance and socio cultural implications of the concerned language, and the effects of the pervasiveness of English in the social, cultural, economic and political spheres of life. Understanding student motivation for studying African languages as L1 is vital as an additional measure in transforming curricula in order to satisfy the multilingual needs of the global world by enforcing additive bilingualism that embraces African languages. Questionnaires were used, and the responses were analysed thematically to determine students’ motivation to enrol for isiZulu modules. The findings of the study reveal intrinsic and extrinsic motivational factors, among them, the use of isiZulu for teaching and learning, cultural affi liation and identity, career trajectories, peer and/or family pressure and a poor selection, or a lack of course alternatives.

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Sastre-Vazquez, P., R. D. Andrea, Y. Villacampa, and F. J. Navarro-Gonzalez. "Do First-year University Students Understand the Language of Mathematics?" Procedia - Social and Behavioral Sciences 93 (October 2013): 1658–62. http://dx.doi.org/10.1016/j.sbspro.2013.10.097.

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Lambert, Tim, Peter Lindsay, and Ken Robinson. "Using Miranda as a first programming language." Journal of Functional Programming 3, no. 1 (1993): 5–34. http://dx.doi.org/10.1017/s0956796800000575.

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AbstractThe functional programming language Miranda has been used as a first programming language at the University of NSW since the beginning of 1989, when a new computer engineering course and a revised computer science course were introduced. This paper explains the reasons for choosing the language, and describes the subject in which Miranda is introduced. Examples of the presentation of the material, and of exercises and assignment used in the course, are given. Finally, an assessment of the experience is given.

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Chang, Sharon. "Raciolinguistic ideology in first-year university (non)heritage Chinese classes." Language Learning in Higher Education 10, no. 2 (2020): 491–509. http://dx.doi.org/10.1515/cercles-2020-2031.

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Abstract This qualitative case study explores how raciolinguistic ideology of Chinese heritage is collectively shaped in first-year non-heritage Mandarin classes in one US university, but individually told by two minoritized (ethnolinguistically marginalized) heritage learners and two non-heritage learners. Their experiences in learning Mandarin Chinese as a non-heritage language elucidate how Chinese language learners negotiate their ethnolinguistic identities in the transnational world. The stories of four Chinese language learners demonstrate how their raciolinguistic ideology is collectively shaped by a complex racialization process while negotiating their race, ethnicity, culture, language, and transnationality. The present study challenges the raciolinguistic ideologies of the institutionalized norms of defining heritage and non-heritage learners as learner-trait terms. Implications for researchers and practitioners of Language Learning Centers beyond US higher education are drawn.

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Datta, Hia. "First-Language Attrition in Bengali-English–Speaking Individuals." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 19, no. 1 (2012): 21–28. http://dx.doi.org/10.1044/cds19.1.21.

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Multilingual immigrants who live in an environment that does not support their first language (L1) can experience changes in their L1. Such changes, over long periods of time, can lead to attrition in L1. Existing studies examining L1 attrition have been focused on European languages and immigrants between the European and American continents. A group of researchers at the Graduate Center of the City University of New York (CUNY) sought to understand L1 attrition in South Asian immigrants with L1s that are very different in structure from English. In this study, we examined the relationship between language-use and language-immersion patterns that affect first and second language (L2) performance in Bengali-English speaking multilinguals. Language performance was measured by two lexical tasks—a picture-word task and verbal fluency measures—in both Bengali and English. Results indicated that decreased L1 use and low self-reported ratings of L1 predicted L1 attrition in these Bengali-English speaking individuals. Results also indicated that the earlier individuals are immersed in an L2 environment, the more likely it is that their first language will be affected by attrition. Thus, frequent use of L1 is important in order to maintain it, especially for immigrants who wish to pass their L1 on to future generations.

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Sokolova, M., and E. Plisov. "CROSS-LINGUISTIC TRANSFER CLASSROOM L3 ACQUISITION IN UNIVERSITY SETTING." Vestnik of Minin University 7, no. 1 (2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-1-6.

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Introduction: the paper investigates cross-linguistic influences between the two previously learnt languages and their effects on classroom L3 acquisition. The study checks the predictions of the existing theories of mechanisms of transfer into the L3 attested for naturalistic learners. The main predictions get confirmed with the population of classroom learners of English as the L3. All the participants are native speakers of Russian. They all learnt their dominant foreign language, either French or German, in the classroom. The results suggest a governing role of the Universal Grammar in classroom language learning. Materials and Methods: the experiment uses three production tasks: written production, oral production and pronunciation task. The written assignment asks the participants to translate sentences from Russian into English. The target sentence contains the existential there are that does not exist in Russian. The way the participants structure the target sentence in English allows for conclusion about possible influences of the first foreign language on the development of their L3- English. In the oral production task, the participants are prompted to produce negative sentences. The influences from previously learnt languages is traced through the placement of the negation not. In the pronunciation task Praat was used to measure the duration and the formant frequency of the nasal [N] in English. Differences in sound quality trace back to the influences from the previously learnt languages. The data were analyzed with one-way ANOVA for between and within group differences. Results: in the written task, the participants who studied German as their first foreign language prefer verb final placement in the subordinate, which is ungrammatical in English but grammatical in German. The L2-French group put the verb in the right place, but they do not use the existential there are, which required in English. In the oral task, the placement of negation is Russian-like in both groups. In pronunciation, the quality of English [N] is influenced by the amount of nasality the participants learnt before, i.e. French influences make the English [N] more nasalized than the [N] in the group with German as the first foreign language. Discussion and Conclusion: classroom learners of English as the L3 experience influences from all the previously learnt languages, the native language and the first foreign language. These findings pattern with the assumptions of the main generative theories of naturalistic L3 acquisition. Concluding that classroom language learning is governed by universal grammar, the teaching can benefit from predicting what cross-linguistic influences can be facilitative or not for the acquisition of the target language.

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Moriarty, Máiréad. "The effects of language planning initiatives on the language attitudes and language practices of university students." Language Problems and Language Planning 34, no. 2 (2010): 141–57. http://dx.doi.org/10.1075/lplp.34.2.03mor.

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This paper seeks to gauge the success of language planning initiatives in reversing language shift in Ireland and the Basque Autonomous Community (BAC) amongst Irish and Basque university students who are not first-language speakers of either minority language. By examining data elicited through questionnaires on the students’ language attitudes and practices, the paper aims to uncover the attitudinal support the students exhibit to Irish and Basque respectively and the extent to which these levels of attitudinal support are transferred to actual language use. The resulting data suggest a favourable attitudinal perspective based largely on relevance to ethnic identity. While the data indicate less favourable results with respect to language practices, there are some positive conclusions to be made particularly in terms of the domains in which Irish and Basque language use occurs and the interlocutors involved. For example, the Irish and Basque languages may not form part of the students’ active linguistic repertoire, but there are examples of code-switching in domains from which these languages were traditionally absent.

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Dissertations / Theses on the topic "First language university"

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Itani-Adams, Yuki. "One child, two languages bilingual first language acquisition in Japanese and English /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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Thesis (Ph.D.)--University of Western Sydney, 2007.<br>A thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Lammervo, Tiina. "Language and culture contact and attitudes among first generation Australian Finns /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe.pdf.

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Purcell, Anne. "The nature of nurture : measuring some environmental correlates of first language acquisition /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17791.pdf.

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Riley, Paul Anthony. "The beliefs of first year Japanese university students towards the learning of English." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00001495/.

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In the field of second and foreign language learning, beliefs, as one of the affective factors, remain relatively unexplored. Failure to address unrealistic student beliefs and expectations may increase student anxiety (Truitt, 1995; Young, 1991), hinder progress, and ultimately lead to a breakdown in learning (Ellis, 1996; Horwitz, 1985, 1987, 1988; Mantle-Bromley, 1995; Peacock, 1999). This study investigates the beliefs about language learning of first year university students in Japan, employing the Japanese language questionnaire developed by Sakui and Gaies (1999). Two student discussion groups were also formed to provide further data. In addition to describing student beliefs, the study explores differences between student beliefs and teacher beliefs, change in student beliefs during a course of study, and relationships between student beliefs and second language proficiency. A total of 661 first year students, and 34 of their class teachers, participated in this study, at a private Japanese university, between April 2002 and January 2003. Data were analysed using Pearson correlation, Cronbach’s alpha, t-tests, and a principal components factor analysis. The students in the study appear to hold a variety of beliefs, to varying degrees. Significant differences were found between student responses and teacher responses for more than half of the questionnaire items, with the four main areas of difference relating to translation, error correction, the difficulty of language learning, and motivation. In terms of belief change, significant differences were found in student responses to almost a quarter of the questionnaire items between two administrations in April and December, 2002. Some differences were also identified between the beliefs of students based on their proficiency scores, but the results here are inconclusive. This study contributes to the growing understanding of the role of beliefs in language learning. Further studies of other student groups, at other institutions in Japan, will enable a comparison of results to help produce a clearer picture of the beliefs and expectations about language learning of students at Japanese universities.

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Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.

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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register. Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002). The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays. An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses. To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.

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Bi, Ambe Martina. "Exploring first-year students’ voice and subjectivity in academic writing at a university in South Africa." University of the Western Cape, 2020. http://hdl.handle.net/11394/7222.

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Magister Educationis - MEd<br>Literacy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC). Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in. My choice to use an interpretive frame made my study a qualitative one. I used a case study approach in which qualitative data was collected from one-on-one in-depth interviews with fourteen participants, documents analysis and field notes collected during interview process. A constructivist view of knowledge further guided my study to support the view of knowledge being socially constructed in the process of enquiry. My findings were categorised according to the research questions and themes that emerged from my analysis. The four themes from my presentation guided the findings. The findings of this study indicated that, IsiXhosa and Afrikaans students in the study used their first languages as resource to understand, formal English in essay of assignments. The lecturers’ perspectives of voice showed differences in the students’ perceptions who were mostly overwhelmed with the proactive life of academia and the language they are required to write in. In this context, the lectures’ views of competence mismatched with students’ views who felt their views were stranded in the language of discomfort (English).<br>2021-04-30

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Lu, Feng-Chin. "The Influence of First Language on Taiwanese University Learners' Use of Written Academic Collocations in English." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520646.

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Van, der Merwe Cornelia Christina. "Abenteuer mit Werner und Roswitha : a multimedia program based on suggestopedic principles for the teaching of German in the first year at university." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1253.

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Kereni, Ildephonse. "Developing academic writing at the National University of Rwanda: a case study of first year economics and management." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.

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Chimbganda, Ambrose Bruce. "A study of the summarizing strategies used by ESL first year science students at the University of Botswana." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1002623.

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One of the major problems faced by speakers of English as a second language (ESL) or non-native speakers of English (NNS) is that when they go to college or university, they find themselves without sufficient academic literacy skills to enable them to navigate their learning successfully, such as the ability to summarize textual material. This thesis examines the summarizing strategies used by ESL first year science students at the University of Botswana. Using multiple data collection methods, otherwise known as triangulation or pluralistic research, which is a combination of quantitative and qualitative methods, one hundred and twenty randomly sampled students completed questionnaires and summarized a scientific text. In order to observe the students more closely, nine students (3 high-, 3 average- and 3 low-proficiency) were purposively selected from the sample and wrote a further summary. The nine students were later interviewed in order to find out from them the kinds of strategies they had used in summarizing the texts. To obtain systematic data, the summaries and the taped interview were coded and analyzed using a hybrid scoring classification previously used by other researchers. The results from the Likert type of questionnaire suggest that the ESL first year science students are 'aware' of the appropriate reading, production and self-assessment strategies to use when summarizing. However, when the data from the questionnaire were cross-checked against the strategies they had used in the actual summarization of the text, most of their claims, especially those of the low-proficiency students, were not sustained. As a whole, the results show that high-proficiency students produce more accurate idea units and are more capable of generalizing ideas than low-proficiency students who prefer to "cut and paste" ideas. There are also significant differences between high- and low proficiency students in the manner in which they decode the text: low-proficiency students produce more distortions in their summaries than high-proficiency students who generally give accurate information. Similarly, high-proficiency students are able to sort out global ideas from a labyrinth of localized ideas, unlike average- and low-proficiency students who include trivial information. The same trend is observed with paraphrasing and sentence combinations: high-proficiency students are generally able to recast and coordinate their ideas, unlike low-proficiency students who produce run-on ideas. In terms of the discrete cognitive and meta-cognitive skills preferred by students, low proficiency students are noticeably unable to exploit pre-summarizing cognitive strategies such as discriminating, selecting, note-making, grouping, inferring meanings of new words and using synonyms to convey the intended meanings. There are also greater differences between high- and low-proficiency students when it comes to the use of meta-cognitive strategies. Unlike high-proficiency students who use their reservoir of meta-cognitive skills such as self-judgment, low-proficiency students ostensibly find it difficult to direct their summaries to the demands of the task and are unable to check the accuracy of their summaries. The findings also show that some of the high-proficiency students and many average- and low-proficiency students distort idea units, find it difficult to use their own words and cannot distinguish between main and supporting details. This resulted in the production of circuitous summaries that often failed to capture the gist of the argument. The way the students processed the main ideas also reveals an inherent weakness: most students of different proficiency levels were unable to combine ideas from different paragraphs to produce a coherent text. Not surprising, then, there were too many long summaries produced by both high- and low-proficiency students. To tackle some of the problems related to summarization, pre-reading strategies can be taught, which activate relevant prior knowledge, so that the learning of new knowledge can be facilitated. During the reading process students can become more meta-cognitively aware by monitoring their level of understanding of the text by using, for example, the strategy suggested by Schraw (1998) of "stop, read and think". Text analysis can also be used to help the students identify the main themes or macro-propositions in a text, and hence gain a more global perspective of the content, which is important for selecting the main ideas in a text. A particularly useful approach to fostering a deeper understanding of content is to use a form of reciprocal or peer-mediated teaching, in which students in pairs can articulate to each other their understanding of the main ideas expressed in the text. As part of the solution to the problems faced by students when processing information, we need to take Sewlall's (2000: 170) advice that there should be "a paradigm shift in the learning philosophy from content-based to an emphasis on the acquisition of skills". In this regard, both content and ESL teachers need to train their students in the explicit use of summarizing strategies, and to plan interwoven lessons and learning activities that develop the learners' intellectual ways of dealing with different learning problems so that they can make learning quicker, easier, more effective and exciting.

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Books on the topic "First language university"

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Du, Yi. The Use of First and Second Language in Chinese University EFL Classrooms. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1911-1.

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Rasmus Rask Colloquium (1st 1992 Odense universitet). Form and function in language: Proceedings of the First Rasmus Rask Colloquium, Odense University, November 1992. Odense University Press, 1995.

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Janssen, Rosalind. The first hundred years: Egyptology at University College London, 1892-1992. Rosalind M. Janssen, 1992.

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Reagan, Timothy G., and Humphrey Tonkin. Language in the twenty-first century: Selected papers of the millennial conferences of the Center for Research and Documentation on World Language Problems, held at the University of Hartford and Yale University. J. Benjamins Pub. Co., 2003.

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Conference, on the Italians in Australia: the first 200 years (1988 Wollongong N. S. W. ). Language and cultural identity: Proceedings of the Conference on the Italians in Australia: the first 200 years : held at the University of Wollongong and Macquarie University, 27-29 August 1988. Dante Alieghieri Society, 1990.

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Coonrod, Rick. Writing college, writing life: For English 101, Introduction to college writing, first-year writing program, Boise State University. 4th ed. Bedford/St. Martin's, 2012.

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University of Minnesota. Center for Interdisciplinary Studies of Writing. Conference. Diversity and writing: Dialogue within a modern university : proceedings, first annual conference, April 1990. Edited by Batchelder Susan. University of Minnesota, 1992.

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Cambridge First Certificate in English: Official examination papers from University of Cambridge ESOL Examinations : [Student's book] with answers. Cambridge University Press, 2010.

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Saroja, Bhate, and Bronkhorst Johannes 1946-, eds. Bhartr̥hari, philosopher and grammarian: Proceedings of the First International Conference on Bhartr̥hari (University of Poona, January 6-8, 1992). Motilal Banarsidass Publishers, 1992.

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Knowing words: A guide to first-year Writing & Rhetoric : 2015-2016. Fountainhead Press, 2015.

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Book chapters on the topic "First language university"

1

Dallas, Andrea, and Mary Hatakka. "A Positive Intervention: Personal Responsibility Among First-Year, L2 University Students." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_7.

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Fox, Janna, John Haggerty, and Natasha Artemeva. "Mitigating Risk: The Impact of a Diagnostic Assessment Procedure on the First-Year Experience in Engineering." In Post-admission Language Assessment of University Students. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39192-2_3.

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Allagui, Besma. "Investigating the Quality of Argument Structure in First-Year University Writing." In English Language Teaching Research in the Middle East and North Africa. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_9.

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Benediktsson, Oddur. "FORTRAN II – The First Computer Language Used at the University of Iceland." In IFIP Advances in Information and Communication Technology. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03757-3_16.

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Du, Yi. "Introduction." In The Use of First and Second Language in Chinese University EFL Classrooms. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1911-1_1.

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Du, Yi. "The L1 in L2 Learning and Teaching." In The Use of First and Second Language in Chinese University EFL Classrooms. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1911-1_2.

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Du, Yi. "Code-Switching." In The Use of First and Second Language in Chinese University EFL Classrooms. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1911-1_3.

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Du, Yi. "Research Design." In The Use of First and Second Language in Chinese University EFL Classrooms. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1911-1_4.

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Du, Yi. "Classroom Data." In The Use of First and Second Language in Chinese University EFL Classrooms. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1911-1_5.

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Du, Yi. "Interviews." In The Use of First and Second Language in Chinese University EFL Classrooms. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1911-1_6.

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Conference papers on the topic "First language university"

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Sadykova, G. Z., R. N. Tukaeva, and I. S. Solodkova. "Usage of Critical Thinking Development Technology when Teaching a Foreign Language at University." In Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.200114.092.

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Safronova, Victoria, and Evgeniya Klyukina. "The Ideal Language Student ‒ Myth or Reality." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.020.

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The image of the ideal student, existing in the era of new technologies, ubiquitous Twitter and Facebook, messengers and commercials, undoubtedly attracts the attention of researchers both at home and abroad. This is a cumulative image of cognitive abilities, business qualities, psycho-physiological peculiarities, appearance and interpersonal skills. This study aims to identify the main characteristics of the image of the ideal language student as perceived by the teachers of foreign languages from three leading universities: Lomonosov Moscow State University (MSU), Plekhanov Russian Economics University and The Presidential Academy of National Economy and Public Administration. The relevance of the study is determined by insufficient research of the problem and qualitative changes which have been occurring over the 21st century in education in general and tertiary education in particular. The article attempts to describe and analyse the results of an anonymous survey pertaining to the image of ideal language students as perceived by the practicing instructors of foreign languages. The total number of respondents was 79, including 42 instructors from Plekhanov University, 22 from the Presidential Academy and 15 from MSU. The analysis of the responses showed that the ideal student as perceived by the teachers is the one who possesses good critical thinking skills, is motivated and disciplined with a serious attitude to study. The obtained results do not allow drawing conclusions about specific features of the ideal student depending on the length of pedagogical experience. Each age group included all possible sets of characteristics. It is noteworthy that teachers from MSU valued both social qualities (team work, sociability) and personality traits (diligence, decency); the instructors from the Presidential Academy ranked first adequate reaction to critique and willingness to listen and hear; while their counterparts from Plekhanov University emphasized the importance of good presentation skills, speaking and communication competency alongside the interest in the subject. The statement “There are no ideal students” also came from among the practitioners of Plekhanov University.

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Cowie, Neil, and Keiko Sakui. "Making engaging online videos: What can higher education teachers learn from YouTubers?" In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0105.

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Videos are an indispensable part of most online courses and are a key device for teachers to develop a personal link with their learners. There are a number of technical principles which can guide teachers to make videos that will best enhance learning and engagement. However, not many teachers have expertise in creating videos and it is not always clear how students perceive the educational value of such videos. In this preliminary study, the authors, who are both English as a Foreign Language teachers at university in Japan, shared clips from popular YouTube language teachers with student participants in order to find out what features of the videos were most appealing. Results show a number of principles to follow especially concerning voice speed, clarity and friendliness. But above all teachers need to show an authenticity and passion about their subject.

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Alblawi, Adel, Abdulaziz Alsayyari, Ahmed Hafez, and Mohmmad Hawail. "An effective approach to improve first-year engineering student's english language proficiency: A case study at Shaqra University." In 2017 IEEE 9th International Conference on Engineering Education (ICEED). IEEE, 2017. http://dx.doi.org/10.1109/iceed.2017.8251183.

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Shramko, R. Н., and M. Yu Rakhno. "Forming the positive motivation of the first-year students of a pedagogical university to studying the English language." In PHILOLOGICAL SCIENCES AND TRANSLATION STUDIES: EUROPEAN POTENTIAL. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-110-7-87.

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Fajar, Muh, Fabiola Kurnia, and Suharsono Suharsono. "“Assalamu’alaikum dan Salam Sejahtera” in President Barrack Obama’s Speech at the University of Indonesia - Power or Solidarity?" In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007176508540859.

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Травинова, Галина Николаевна. "FEATURES OF COMMUNICATIVE QUALITIES OF FIRST-YEAR STUDENTS SOCIONOMIC PROFESSIONS." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp291.2020.54.61.008.

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В статье рассматриваются особенности коммуникативных качеств студентов-первокурсников, обучающихся на психологическом и филологическом факультетах вуза. На основе анализа результатов проведенного эмпирического исследования выявлены общие и специфические коммуникативные качества, присущие студентам как будущим психологам-консультантам и преподавателям иностранного языка. The article explores the peculiarities of the communicative qualities of first-year students at the psychological and philological faculties of the university. Based on the results of empirical study results, revealed are the general and specific communicative qualities of the future counseling psychologists and foreign language teachers.

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Belloch, Jose Antonio, Adrián Castelló, and Sergio Iserte. "Accessible C-programming course from scratch using a MOOC platform without limitations." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8176.

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The C language has been used for ages in the application development in multidisciplinary environments. However, in the academia, this language is being replaced by other higher-level languages due to they are easier to understand, learn and apply. Moreover, the necessity of professionals with a good knowledge in those high-level languages is constantly increasing because of the boosting of mobile devices. This scenario generates a lack of low-level language programmers, required in other less trendy fields, but equal or more important, such as science, engineering or research. In order to revive the interest in low-level languages and provide those minority fields with well-prepared staff, we present in this work a MOCC C-programming course that is addressed to any kind of people with or without IT background. A feature that differentiates this course from others programming online-based courses is that we mainly focus on the C language syntax providing, via a self-tuned virtual machine, an encapsulated environment that hides any interaction with the command-line of the underlying operating system. A secondary target of this work is to foster the computer science degree students to enrol the computer architecture specialization at the Universitat Jaume I (Spain). For this purpose, the High Performance Computing and Architectures research group of that University has decided to use this C course as a tool for fulfill the gap of the current syllabus. The results show that half of the participants that completed the first session of the course have satisfactorily finished the course, and the number of computer science degree students that chose the computer architecture specialization the following academic course was increment by 3x.

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Tascon, Maria T., Paula Castro, and Francisco J. Castaño. "Improving the acquisition of English language competencies with international workgroups of university finance students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5344.

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This paper discusses a teaching innovation project that integrates technological communication advances with the small group methodology to improve the English competency of university students of finance. This is a fundamental competency for studies in finance considering the increasingly international framework of financial business and the increasingly required mobility of human resources in all types of financial careers. This methodology requires the cooperation of a foreign university to help students understand the practical implications of using English when applying the theoretical concepts and methodologies studied in class in an international professional setting. As a first approach, we implement and assess the implementation of this methodology and its impact on students’ learning process in an elective module offered in an official degree in finance in Spain.

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Seha, Liamrillah Riyan Nur, Retnowati Ayu Nike, and Rusnendar Elan. "The Influence of Organizational Communication and Non Physical Environment on Organizational Citizenship Behavior in the Language Faculty of State University X (PTN X) in Bandung." In First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210312.015.

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Reports on the topic "First language university"

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2022.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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