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Dissertations / Theses on the topic 'Professional foreign language communication'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Shcherbak, E. "Professional mobility of media communication students and role of foreign languages." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/45977.

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The Ukrainian system of higher education is one of the most active to meet the challenges of the modern world. The processes of integration into the European area changed its teaching approaches, making the competency building approach a leading one. Development of key integrative and professional skills trains future specialists to solve correspondent issues within their working field successfully.

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Melendy, Galon Anthony. "Professional English communication training for English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1872.

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3

Wang, Shenggao. "Intermediate-Level Chinese Language Learners' Social Communication in Chinese on Facebook: A Mixed Methods Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4606.

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With Facebook widely embraced by college students, exploring its educational uses has piqued both educators' and researchers' interest (Mills, 2011; Reinhardt & Zander, 2011; Thorne, 2011). Drawing on a functional perspective of language use, this study explored what kind of language functions intermediate-level Chinese language learners performed when they conducted social communication in Chinese on Facebook and whether conducting weekly social communication in Chinese on Facebook impacted their writing ability. A mixed methods design was adopted. A qualitative approach addressed discourse f

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Seliman, Salbiah. "The genre and the genre expectations of engineering oral presentations related to academic and professional contexts." Thesis, University of Stirling, 1996. http://hdl.handle.net/1893/1778.

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This research was done to find out if engineering oral presentations (EOPs) are a genre, if there are systematic differences between EOPs delivered by native speakers (NSs) and non-native speakers (NNSs) of English, if there are systematic differences between EOPs delivered by novices and experts and, if the engineering discourse community (DC) members have beliefs concerning what constitute 'good' EOPs. One engineering seminar and four engineering conferences carried out in Malaysia and the UK between March and September 1994 were participated. From this participant observation exercise, 100

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5

Romaya, Pat. "The professional development of tourist police in Thailand : an investigation into English communication competency." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/161.

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Tourism plays a. major role in the economy of Thailand and the service sector has been oriented to the provision of services for international tourists, many of whom are native or non-native speakers of English. The Royal Thai Police have a Tourist Police Division (TPD) whose officers assist tourists in various ways, and English is a dominant means of communication in this role. However, the English language competency of the officers is often insufficient for their task. Enhancing effective communication between Tourist Police (TP) officers and foreign tourists is, therefore, an important goa

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Mahrous, Doaa S. "BUILDING A COMMUNITY OF PRACTICE FOR ENGLISH-AS-A-FOREIGN LANGUAGE TUTORS DURING PRIVATE TUTORING." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/260.

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The creation of a community of practice of tutors--a shared practice among a group of people who share the same domain--enables second-language learners to facilitate their acquisition of English by embracing new learning strategies while they learn the target language. The community of tutors’ perspective allows for the incorporation of the individual’s particular second-language-acquisition needs and goals. This presentation presents a proposed study that took place at the Yasuda Center at California State University, San Bernardino in the summer of 2015. Students in the English Language Pro

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Албатат, М., Юлія Олексіївна Кліпатська, Юлия Алексеевна Клипатская та Yuliia Oleksiivna Klipatska. "Формирование навыков иноязычного профессионального общения студентов медицинского профиля". Thesis, Сумский государственный университет, 2021. https://essuir.sumdu.edu.ua/handle/123456789/84786.

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Современный этап развития общества характеризуется все большей открытостью к внешнему миру. Актуальными являются требования к языковой подготовке будущего специалиста, в частности иностранного студента, который приезжает учиться в Украину.

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Zielonka, Alexander M. [Verfasser]. "Data-Driven Problem-Solving in International Business Communication : Examining the Use of Bilingual Web-Based Tools for Text Production with Advanced English as a Foreign Language Professionals / Alexander M. Zielonka." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1138919993/34.

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Zhang, Yun. "TEACHERS’ SELF-EFFICACY BELIEFS IN RELATION TO PERCEIVED ENGLISH PROFICIENCY AND TEACHING PRACTICES: AN INVESTIGATION OF CHINESE PRIMARY ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3644.

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Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives;

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Ilunga, Anselmo. "L'enseignement du français langue étrangère (FLE) dans le contexte lusophone de l'Angola en milieu universitaire : cas de la FLUAN et de l'ISCED/Luanda." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0144/document.

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__Les réflexions sur le FLE en Angola sont envisagées dans le cadre historique, sociolinguistique et pédagogique. Elle a pour objectif la mise en place d’un dispositif du FLE niveau A1 vers A2 et B1 vers B2 en vue d’aider les enseignants du FLE qui se trouvent en difficultés d’améliorer leurs pratiques et aux étudiants de mieux s’approprier le FLE.La recherche porte sur une problématique spécifique qui est les difficultés langagières des étudiants en FLE qui nous interpelle et nous nous sommes posés les questions suivantes : dans quelle mesure les difficultés langagières des étudiants seraient

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Althewini, Abdulaziz M. Johnson Karen E. "Professional development workshop for Saudi English foreign language teachers." [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-22/index.html.

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ChausseÌ¹, Jean-Paul. "Impact of language immersion programs on foreign language /." Wright-Patterson Air Force Base, Ohio : Air Force Institute of Technology, 2008. http://handle.dtic.mil/100.2/ADA494349.

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Church, Kristine. "Effective oral communication in the foreign language classroom." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425787.

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Onsrud, Ellen M. "Podcasting in the foreign language classroom improving communication /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009onsrude.pdf.

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Sell, Jared Benjamin. "Taking the "Foreign" Out of the Foreign Language Classroom Anxiety Scale." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6876.

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Anxiety in the language classroom is an important issue because it affects student performance (Woodrow, 2006). The majority of research conducted has focused on anxiety or apprehension that language learners experience in a foreign language classroom, including students learning English as a foreign language (EFL) context. Only a few studies have been done, however, that address the needs of learners experiencing anxiety in an ESL setting. Data were gathered from 179 students attending a university sponsored intensive English program using a modified version of the Foreign Language Classroom

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Кугай, Ксенія Борисівна. "Foreign language for specific purposes. Basic aspects." Thesis, Національний юридичний університет імені Ярослава Мудрого, 2021. https://er.knutd.edu.ua/handle/123456789/17893.

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The work deals with the importance of a foreign language as a mediator of all integration procedures. The role of a foreign language as the main means of international communication is growing. Particular attention is paid to the foreign language for specific purposes, because it allows you to implement all aspects of professional activity, namely, participation in international projects, establishing foreign contacts, exchanging information and experience, making presentations, etc.

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Krohn, Matilda, and Christopher Kindbom. "Oral Communication Strategies in English as a Foreign Language." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147655.

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The syllabi for the subject English in both Swedish compulsory and upper secondary school state in the core content for English that it should provide the opportunity to learn how to use linguistic strategies in speech, i.e. oral communication strategies. However, we as teachers are not informed by these documents what oral communication strategies are and which ones are to be preferred. For this reason, we as future teachers of English, posed the following research questions: What are oral communication strategies according to the literature, and how are these assessed in terms of being posit

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Westenskow, Florencia. "Experiences in Professional Development Through Project-Based Language Learning." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7047.

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Project-based Language Learning (PBLL) provides students with opportunities to use the target language purposefully and to interact with culturally authentic materials. Because PBLL holds critical benefits for its students, it is important that teachers learn best practices for implementation and how to overcome the challenges that PBLL brings. This study focuses on the experiences of 15 world language teachers as they participated in a PBLL professional development series developed by the National Foreign Language Resource Center (NFLRC) at the University of Hawai'i at Mānoa. Findings from th

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Swanson, Peter. "A psychosocial profile of in-service foreign language teachers a mixed methods approach to investigating foreign language teachers' attributes and sociocultural perspectives /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232428031&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Cho, Mei-Fang. "Professional competencies of foreign English teachers instructing young children in Taiwan." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3267945.

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Гурська, Олена Олександрівна, та Olena Hurska. "Cистема принципів професійно орієнтованого іншомовного навчання як передумова формування професійно важливих якостей майбутніх IT-фахівців у закладах вищої технічної освіти". Thesis, Національний авіаційний університет, 2019, 2019. http://er.nau.edu.ua/handle/NAU/39038.

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У тезах розглядаються різноманітні принципи модернізації іншомовної професійної підготовки майбутніх ІТ-фахівців, до яких віднесено: принципи всебічної інтегративності, професійної мобільності, автентичності, випереджаючого розвитку. Головним завданням іншомовної підготовки майбутніх ІТ-фахівців є навчання професійно орієнтованої та практично спрямованої іншомовної комунікації, в результаті чого першочерговими стають: взаємозалежне формування і розвиток мовних навичок і умінь як основи іншомовної професійно-орієнтованої комунікації; орієнтація на практичне застосування мов у реальному інформац

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Postica, Adina M. "Changing Focus: From Second / Foreign Language Teaching to Communication Learning." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147275010.

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Ban, Ruth. "Community of practice as community of learners : how foreign language teachers understand professional and language identities." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001637.

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Mu, Bing. "Co-constructing Intentions across Cultures: Reframing CFL Learners’ Communication in Chinese." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531755217858256.

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O'Shaughnessy, Susan. "Changing professional identities of foreign language lecturers in the Irish higher education system." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14651/.

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In this study I argue that professional identity is changed to a large extent by the effects of time and space on both individuals and groups. By using Bourdieu's key concepts of habitus, capital and field in relation to each other, this smallscale research project into the changing professional identities of German language lecturers in a number of Irish higher education institutions demonstrates how the choices made are influenced by individual and collective history (conceptualised by habitus and capital over time) and the social spaces or institutions within which these agents interact (fi

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Angus, Katie Beth. "Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318794.

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In our post-9/11 globalized society, the bifurcated governance structure that has traditionally dominated foreign language (FL) departments is no longer desirable. According to the 2007 Modern Language Association (MLA) report entitled "Foreign Languages and Higher Education: New Structures for a Changed World," these departments need to strive to create "educated speakers who have deep translingual and transcultural competence" (p. 3). Whereas the report outlined in detail the implications this goal would have on undergraduate education, it made only two references to FL graduate students:

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Goulding, David. "The discursive construction of professional identity in teaching English as a foreign language." Thesis, University of Manchester, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529314.

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Mather, Aksana P. "Best Teaching Practices for Engaging Adult Students' Foreign Language Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7407.

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Government initiatives for strengthening the safety of the United States led to increased requirements for military linguists' knowledge of foreign languages. This study explored the development of professional training for instructors at a military language school to address the gap in teaching services. The purpose of this single case study was to explore best teaching practices for engaging adult students' foreign language learning following andragogical principles. Knowles's theory of andragogy provided the conceptual framework. Data were collected using anonymous responses to an online su

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Lyu, Yeonhwan. "Simulations and Second / Foreign Language Learning: Improving communication skills through simulations." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147363791.

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McMeekin, Abigail L. "NS-NNS negotiation and communication strategy use in the host family versus the study abroad classroom." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765882961&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208804388&clientId=23440.

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Sahin, Mehmet. "Synchronous computer-mediated communication between foreign language learners and prospective teachers." [Ames, Iowa : Iowa State University], 2007.

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Taylor, Annelies. "Languages : computation of communication : gender issues in curricular foreign language acquisition." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526901.

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D'ARCY, HERNÁNDEZ LIZA HELGA. "Intercultural communication in foreign language learning and retention in online learning." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/67692.

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[EN] Despite the vast research into motivation in traditional Foreign Language Learning (FLL) environments, there has been little done into retention for online FLL. There are many factors that influence retention in online FLL environments and this thesis' original contribution to knowledge was to study the most important aspects for that context. Thus the objectives of this study are to explore the co-existence and interconnectedness between peers, students' indications of autonomous behaviour and the significance of relevance for continuity within a distant / online learning environment and

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Marschke, Renee. "Creating Contexts, Characters, and Communication: Foreign Language Teaching and Process Drama." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16104/1/Ren%C3%A9e_Marschke_Thesis.pdf.

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The foundational premise of communicatively-based foreign language teaching approaches is that the activities used in the classroom are 'communicative'; that the language learned is being used to 'communicate'. Genuine communication however is difficult to establish in a traditional classroom setting consisting of desks, chairs and textbooks. This project examines how a specific form of Drama in Education - process drama - can be used to create more authentic communicative situations and learning experiences in the foreign language classroom; experiences that are both intellectually and affect

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Marschke, Renee. "Creating Contexts, Characters, and Communication: Foreign Language Teaching and Process Drama." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16104/.

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The foundational premise of communicatively-based foreign language teaching approaches is that the activities used in the classroom are 'communicative'; that the language learned is being used to 'communicate'. Genuine communication however is difficult to establish in a traditional classroom setting consisting of desks, chairs and textbooks. This project examines how a specific form of Drama in Education - process drama - can be used to create more authentic communicative situations and learning experiences in the foreign language classroom; experiences that are both intellectually and affect

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Nunn, Roger Charles. "Describing classroom communication in intercultural curricular research and development." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320044.

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Lewis, Michelle E. "What Personal, Professional, and Contextual Characteristics of Ohio Elementary Principals Influence Their View of FLES (Foreign Language in Elementary School) Programming?" Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476794654425785.

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Stewart, Benjamin L. "Cultivating a Personal Learning Network that Leads to Professional Change." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746019.

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<p> Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of

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Яковчук, Роман Святославович, and Adriana Kazybrid. "Formation of professional foreign language competence of cadets of State emergency service of Ukraine." Thesis, Іншомовна підготовка працівників правоохоронних орга-нів та фахівців із права [Текст] : матеріали ІV міжвузів. наук.-теорет. конф. (Київ, 14 квіт. 2016 р.) / [ред. кол. : В. В. Чернєй, С. Д. Гусарєв, С. С. Чернявський та ін.]. – Київ : Нац. акад. внутр. справ, 2016. – С. 148-150, 2016. http://hdl.handle.net/123456789/1602.

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Wong, Suk-fun. "Teachers' perceptions of communicative language teaching in Hong Kong secondary language classrooms : an investigation into the implementation of the syllabus for english (Forms I-V) /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883110.

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Alsree, Zubaida S. A. "Language and power : a critical analysis of email text in professional communication." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360143.

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Satō, Tetsuya. "Learner interaction during pair communication activities in university Japanese as a foreign language classrooms /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p1397798.

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Thesis (M.A.)--University of Oregon, 1999.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 162-167). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p1397798.

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Li, Sha. "A Comparative Study of K-12 Foreign Language Education in American and Chinese Public Schools: A Case Study of Six Foreign Language Teachers." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384810365.

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Козловська, Ганна Борисівна, Анна Борисовна Козловская, and Hanna Borysivna Kozlovska. "The role of information and communication technologies in the foreign language classroom." Thesis, Суми: Видавничий дім «Ельдорадо», 2017. http://essuir.sumdu.edu.ua/handle/123456789/55788.

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У статті розглядається роль інформаційно-комунікативних технологій на заняттях з іноземної мови. Інформатизація істотно вплинула на процес придбання знань. Нові технології навчання на основі інформаційно-комунікативних дозволяють збільшити швидкість сприймання, розуміння та глибину засвоєння величезних масивів знань. Сучасний викладач – це генератор ідей, організатор, режисер, який визначає ролі і процес навчання, поєднуючи традиційні і новітні методики, прийоми і засоби. У статті є деякі рекомендації для людей, які беруть безпосередню участь в освітньому контексті і тих, хто зацікавлений в ін

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Dalzell, Amy Dolores. "Configurative rhetoric| The role of aesthetic design in professional communication." Thesis, New Mexico State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3582401.

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<p> This study involves conducting a rhetorically configurative analysis of an architectural interior, where `configurative' is defined as a set of visual/spatial interrelations perceived within a given context or framework. Specifically, the purpose of this project is to re-animate not only awareness of context, but also the imagination in its role in the creation of human significance in designing spaces.</p><p> Technological changes in communication directly affect the relevance of rhetoric to the development and continuation of culture. Shifts in rhetorical modalities, therefore, may eve

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Yao, Kanako. "Effectiveness of Excuses in Japanese Business Context: Accounts as Conflict-Management Strategies." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512081144592171.

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Garling, Brittany Ann. "Foreign language teachers’ technology beliefs and implementation factors: a mixed methods study." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2080.

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Using a mixed methods design this study investigates in-service K-12 foreign language teachers’ beliefs about technology and factors that influence its implementation in instruction. The study employs an Explanatory Design using a two-phase approach, where qualitative data is collected and analyzed to elaborate on the quantitative data results. A total of ninety-nine in-service K-12 foreign language teachers from across the state of Iowa responded to the Modified Technology Implementation Questionnaire about their technolo

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Smith, Jacqueline R. C. "The interrelationship between social and cognitive factors in second/foreign language development." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021698/.

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Foreign language pedagogy has often been influenced by findings drawn from the area of first and/or second language acquisition with confusing results. The thesis explores the extent to which the inter-relation of variables in foreign language learning differs from that in natural acquisition processes and varies across a range of learning contexts, thereby encouraging different pedagogical approaches. Chapter one argues that some models underestimate the different variables involved and suggests that a socio-cultural approach is more effective in identiffing and explaining the shifting relati

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Okada, Nana. "Foreign Language Anxiety Among Japanese International Students in the U.S." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1468.

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Abstract:

This study aims to investigate the foreign language anxieties Japanese international students at American universities have and the relationship between these anxieties and length of stay in the U.S. 151 Japanese international students answered a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) followed by demographic questions. The findings from the questionnaire were analyzed through SPSS 21 software. Results indicated a statistically significant relationship between students’ level of anxieties and the length of stay in the U.S. Implications f

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50

Shammas, Nafez Antonius. "Cross-cultural pragmatic failure : misunderstanding in verbal communication between speakers of Arabic & English." Thesis, Loughborough University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338756.

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