Literatura académica sobre el tema "Foreign language proficiency"
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Artículos de revistas sobre el tema "Foreign language proficiency"
Meyer, Doris. "Foreign Language Proficiency". IALLT Journal of Language Learning Technologies 22, n.º 4 (15 de febrero de 1990): 21–23. http://dx.doi.org/10.17161/iallt.v22i4.9357.
Texto completoZhang, Dai y Wang. "Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment". Sustainability 12, n.º 4 (11 de febrero de 2020): 1302. http://dx.doi.org/10.3390/su12041302.
Texto completoSvirina, Ludmila Olegovna. "FORMULAIC LANGUAGE AND FOREIGN LANGUAGE PROFICIENCY". Philology and Culture 55, n.º 1 (2019): 97–101. http://dx.doi.org/10.26907/2074-0239-2019-55-1-97-101.
Texto completoSparks, Richard L., Leonore Ganschow, Jon Patton, Marjorie Artzer, David Siebenhar y Mark Plageman. "Prediction of foreign language proficiency." Journal of Educational Psychology 89, n.º 3 (1997): 549–61. http://dx.doi.org/10.1037/0022-0663.89.3.549.
Texto completoSparks, Richard L., Jon Patton, Leonore Ganschow, Nancy Humbach y James Javorsky. "Native language predictors of foreign language proficiency and foreign language aptitude". Annals of Dyslexia 56, n.º 1 (marzo de 2006): 129–60. http://dx.doi.org/10.1007/s11881-006-0006-2.
Texto completovan den Noort, Maurits W. M. L., Peggy Bosch y Kenneth Hugdahl. "Foreign Language Proficiency and Working Memory Capacity". European Psychologist 11, n.º 4 (enero de 2006): 289–96. http://dx.doi.org/10.1027/1016-9040.11.4.289.
Texto completoOganian, Yulia, Hauke R. Heekeren y Christoph W. Korn. "Low foreign language proficiency reduces optimism about the personal future". Quarterly Journal of Experimental Psychology 72, n.º 1 (22 de mayo de 2018): 60–75. http://dx.doi.org/10.1177/1747021818774789.
Texto completoBown, Jennifer, Laura Catharine Smith y Ekaterina V. Talalakina. "The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains". Journal of Language and Education 5, n.º 3 (30 de septiembre de 2019): 35–55. http://dx.doi.org/10.17323/jle.2019.8953.
Texto completoSparks, Richard L., Leonore Ganschow, Marjorie Artzer, David Siebenhar y Mark Plageman. "Language Anxiety and Proficiency in a Foreign Language". Perceptual and Motor Skills 85, n.º 2 (octubre de 1997): 559–62. http://dx.doi.org/10.2466/pms.1997.85.2.559.
Texto completoStankova, Eva, Renata Chlumska y Dana Zerzanova. "The Relationship between Native and Foreign Language Speaking Proficiency in University Students". Journal of Language and Education 8, n.º 2 (30 de junio de 2022): 122–39. http://dx.doi.org/10.17323/jle.2022.11501.
Texto completoTesis sobre el tema "Foreign language proficiency"
Dooey, Patricia. "Issues of English language proficiency for international students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.
Texto completoHoy, Rebekah F. "Toward a Predictive Measure of L2 Proficiency: Linking Proficiency and Vocabulary in Spanish as a Foreign Language". Youngstown State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1321290266.
Texto completoReif, Ziemann Jody Ann. "The effects of current oral proficiency demands on foreign language teachers". Thesis, Marian University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10191828.
Texto completoThe current recommendation by The American Council on the Teaching of Foreign Languages (ACTFL) is that communication in the target language should comprise at least 90% of instructional time in the second language classroom (ACTFL, 2012). This constructivist mixedmethod study contributes to the literature on the oral skills of practicing high school teachers and the oral skills training they receive in teacher preparation programs. Data for the study were collected in two phases, from nine face-to-face interviews, and from electronic survey respondents. Surveys were sent out to two hundred four teachers and responses were received from sixty-eight.
Identified themes that emerged from interview participants’ experiences were: 1) use of target language vs. English in class, 2) challenges target language teaching presented for teachers, and 3) teachers’ responses to these challenges. A twenty-one question electronic survey was created based upon these themes and sent out state-wide to high school Spanish teachers.
In a significant finding, while participants indicated an overall feeling of being sufficiently proficient in their own oral skills and supporting use of the target language as much as possible in classroom activities, slightly more than one-half of teachers surveyed reported they were not adequately prepared to teach in a Standards-based curriculum which emphasizes the use of target language. Findings also indicated that consideration should be given to providing additional professional development opportunities regarding knowledge of and implementation of the Standards, as well as creation of further opportunities for target language maintenance for currently practicing teachers and additional opportunities for pre-service teachers in their university programs to improve their oral proficiency. In addition, this study revealed that, in this state, the taking and passing of the Oral Proficiency Interview or not needing to do so did not significantly impact the amount of target language used in class by teachers or student. Regarding length of teaching career and use of Spanish in class, this study showed a higher use of the target language by both teachers newer to the profession and those more senior teachers with less Spanish use in class reported by teachers who had been teaching between six and ten years.
Suggestions for future research were offered such as expanding studies to include middle school and elementary school levels, conducting similar studies with teachers of other languages than Spanish, and investigating other state’s teachers’ perspectives. Further data could provide more in-depth insights if the amounts of target language spoken for the various purposes were broken out into percentages by each level of language taught by instructors.
Galicia-Ortega, Francisco. "Proficiency and quality in foreign language reading : a study of the relationship between proficiency level and reading outcome". Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/18898.
Texto completoKwon, Jihyun. "Pragmatic transfer and proficiency in refusals of Korean EFL learners". Thesis, Boston University, 2003. https://hdl.handle.net/2144/34587.
Texto completoPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study investigated the occurrence of pragmatic transfer in the refusals of Korean EFL learners at three proficiency levels due to the cross-cultural differences in refusal patterns in Korean and English. Forty native speakers of Korean, 37 native speakers of English, 22 beginning, 43 intermediate, and 46 advanced Korean EFL learners participated in this study. Data were collected using a written discourse completion test taken from Takahashi and Beebe (1987) and Beebe et al. (1990), which elicited refusals of requests, invitations, offers, and suggestions :from interlocutors of different status (i.e., higher, equal, and lower status). The data were also categorized according to the refusal taxonomy of Takahashi and Beebe (1987) and Beebe et al. (1990), and were analyzed in terms ofthe :frequency and content of the semantic formulas used by the subjects. The learners' refusals were compared to those of native speakers ofKorean and English in order to examine the extent of pragmatic transfer from Korean to English. Evidence of pragmatic transfer was found in the refusals of learners at all three proficiency levels. Further, pragmatic transfer increased as learners' proficiency increased, supporting Takahashi and Beebe (1987)'s positive correlation hypothesis. Beginning level learners' refusals, due to a lack of target language knowledge, tended to be short and abrupt, deviating from both native and target language speakers' refusals. Intermediate level learners were able to express Korean norms of politeness in their target language refusals to a greater degree than were beginning level learners. Advanced level learners' refusals, however, resembled those of native speakers ofKorean to the greatest degree. They had sufficient linguistic means to transfer the forms as well as the tentative, figurative, and philosophical tone of their native language to the target language. In addition, advanced learners were at times more verbose than native speakers of Korean or English since they elaborated and mitigated their refusals by using the preferred semantic formulas of both their native and target languages. The implications of the findings for teaching and learning pragmatics in the EFL classroom were provided.
2031-01-01
Kotze, Henno. "The relationship between the language learning strategy use and language proficiency of Vietnamese-speaking learners of English as a foreign language". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71839.
Texto completoENGLISH ABSTRACT: Research into the variables which affect second language (L2) learning has shown varying results. The relationship between one of these factors, language learning strategies (LLSs), and language proficiency has been studied extensively in the English as a second language (ESL) setting, often with inconclusive results. Other variables which have been shown to influence the type and frequency of LLS use include gender and length of exposure to the L2. There has however been a dearth of studies focusing on the relationship between LLSs and these variables, including language proficiency, in the English as a foreign language (EFL) context, and especially in East-Asian and South-East Asian tertiary settings. Against this backdrop, this study sets out to investigate the relationship between the LLSs and language proficiency of Vietnamese-speaking EFL learners in Vietnam in an attempt to add to the body of literature in this field. This study begins by discussing various prominent classification systems of LLSs and provides a definition which will be used in this investigation. This is followed by a discussion of the existing LLS literature, focusing on the variables to be tested, and LLS research in the Asian setting. To test whether there is a significant relationship between the participants’ LLS use and their language proficiency, and also whether gender and length and type of exposure to the L2 influenced their LLS use, data was collected quantitatively. Firstly, data was gathered on the students’ type and frequency of LLS use by means of a commonly implemented self-report questionnaire, the Strategy Inventory for Language Learning (SILL) and on their language proficiency by means of their course assessment results. A background questionnaire was used to collect information on the other variables to be tested. The participants were found to be medium to high frequency LLS users overall, with their reported use of certain LLS categories contradicting the general stereotype that Asian students are passive and rote learners. No significant correlations were found between frequency of LLS use and language proficiency. Furthermore, no significant difference was found between the reported frequency and type of LLS use of female and male participants, nor any correlation between additional exposure to English outside of high school and LLS use. These results are then discussed in the socio-cultural context of Vietnamese-speaking learners in a tertiary EFL setting, followed by conclusions drawn from these results, and suggestions for future research.
AFRIKAANSE OPSOMMING: Navorsing rakende die faktore wat die verwerwing van ’n tweede taal (T2) beïnvloed, het verskillende resultate opgelewer oor die afgelope paar dekades. Die verhouding tussen een van hierdie faktore, naamlik taalleerstrategieë (TLSe), en taalvaardigheid is reeds uitvoerig ondersoek in die konteks van Engels as tweedetaal (ET2), dikwels met onbesliste resultate. Ander faktore wat volgens navorsing ook ’n invloed blyk te hê op die tipe en gereeldheid van TLS-gebruik, sluit in geslag, sowel as lengte van blootstelling aan die T2. Daar is egter ’n tekort aan studies wat fokus op die verhouding tussen TLSe en hierdie veranderlikes, insluitend taalvaardigheid, in die konteks van Engels as vreemdetaal (EVT), spesifiek in Oos-Asiese en Suid-Oos-Asiese tersiêre instansies. Teen hierdie agtergrond het hierdie studie ten doel om die verhouding tussen die TLS-gebruik en taalvaardigheid van Viëtnameessprekende EVT-leerders in Viëtnam te ondersoek, ten einde by te dra tot die literatuur in hierdie veld. Hierdie studie begin met ‘n bespreking van verskeie prominente TLS-klassifikasiesisteme en die uiteensetting van die definisie van “TLS” wat in hierdie ondersoek gebruik sal word. Daarna volg ’n bespreking van die bestaande TLS-literatuur. Ten einde te toets of daar ’n beduidende verhouding is tussen die deelnemers se TLS-gebruik en hulle taalvaardigheid, en ook of geslag en die lengte en tipe blootstelling aan die T2 die deelnemers se TLS-gebruik beïnvloed, is kwantitatiewe data ingesamel. Data rakende die tipe en gereeldheid van die deelnemers se TLS-gebruik is deur middel van ’n wyd geïmplementeerde self-rapporteringsvraelys, naamlik die sogenaamde “Strategy Inventory for Language Learning” (SILL), ingesamel. Die deelnemers se kursusassesseringsresultate is geïnterpreteer as ‘n aanduiding van hulle taalvaardigheid. Die gerapporteerde gebruik van sekere TLS-kategorieë weerspreek die algemene stereotipe dat Asiese studente passiewe leerders is wat staatmaak op blote memorisering. Geen beduidende korrelasies is gevind tussen taalvaardigheid en die gereeldheid waarmee TLSe gebruik word nie. Verder is geen beduidende verskille gevind tussen die gerapporteerde gereeldheid of tipe TLS-gebruik van manlike teenoor vroulike deelnemers nie. Daar is ook geen beduidende korrelasie gevind tussen TLS-gebruik en addisionele blootstelling aan Engels wat deelnemers gedurende hulle hoërskooljare buite skoolverband ontvang het nie. Hierdie resultate word geïnterpreteer en bespreek met inagname van die sosiokulturele konteks van Viëtnamees-sprekende leerders in ’n tersiêre EVT-omgewing. Daarna word gevolgtrekkings gemaak op grond van die resultate, en voorstelle vir verdere navorsing gebied.
Anderson, Sheri Lynn. "Differential gains in oral proficiency during study abroad| The role of language learning aptitudes". Thesis, Georgetown University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559864.
Texto completoThis inquiry analyzed the relationships between individual differences and gains made in oral proficiency of adult, second language learners of Spanish during one semester studying abroad. Oral proficiency was measured using a pre/post-SA Computerized Oral Proficiency Instrument (COPI, CAL, 2009). Gain scores were correlated with two cognitive aptitude measures: 1) the Modern Language Aptitude Test (MLAT); 2) a phonological working memory test (WM); and 3) a series of motivational and affective aptitude measures including Willingness-to-communicate (WTC, McIntyre, 1992), motivation and other affective variables (Gardner, 1985; Yashima, T., Zenuk-Nishide, L., & Shimizu, K., 2004).
The researcher concludes that the students made significant gains in oral proficiency during the experience abroad, both in terms of COPI scores and fluency (words/minute). Using the Language Contact Profile (LCP, Collentine & Freed, 2004) students reported speaking, listening and reading significantly more in Spanish than in English during the study abroad; however, they reported writing almost as much in English as in Spanish. There was a significant negative correlation between the MLAT and COPI gains; indicating that students who had higher language learning aptitude made fewer gains in oral proficiency while abroad. WM, WTC and other affective aptitudes were not correlated with COPI gains in this study; WM and L2 anxiety were significantly correlated with the pre-SA COPI. Finally, WM and the MLAT were significantly correlated, but no other aptitude measures collected were found to correlate.
In the discussion the researcher reviews the inverse pyramid schema of the ACTFL guidelines (1999) and demonstrates the impact of the imprecise delineation between the levels. The contraction of the scale at the upper reaches leads to a ceiling effect for second language learners and does not allow an accurate depiction of growth in language skill and development. As the ACTFL scale is the standard in oral proficiency measurement in the United States, data collection instruments based on this scale do not meet the needs of researchers in SLA or educational settings that wish to investigate achievement in oral proficiency in varying context of language leaning.
Mircea-Pines, Walter J. "An examination of reliability and validity claims of a foreign language proficiency test". Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4580.
Texto completoVita: p. 106. Thesis director: Anthony E. Kelly. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 99-105). Also issued in print.
Masters, Megan Christina. "Pathways to Proficiency| Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework". Thesis, University of Maryland, College Park, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790201.
Texto completoIt has perhaps never been clearer that in order to effectively communicate with global governments and develop reasoned foreign policy, the United States Intelligence Community requires the support of trained linguists. The development of foreign language proficiency is a complex process requiring a significant investment of time and resources. For learners involved in intensive foreign language training within the United States Government (USG), the Department of Defense (DoD) has developed various Language Difficulty Categorization (LDC) frameworks aimed at standardizing the amount of time learners are given to meet established proficiency criteria. Despite the widespread adoption of LDC frameworks over the past 60 years, few empirical studies have examined the systematicity in proficiency patterns for languages grouped within the same difficulty category. By situating the analysis within the framework of a logic model, data-mining techniques were used to statistically model, via path analysis, the relationships between program inputs, activities, and outcomes.
Two main studies comprised the investigation. Study 1 employed a contrastive-analytic approach to examine the coherence with which both cognitive (e.g., general aptitude, language-specific aptitude, and average coursework outcomes) and non-cognitive (e.g., language preference self-assessment scores) variables contributed to the development of foreign language achievement and proficiency outcomes for three languages grouped within the same category. For Study 1, only learners who completed the entire foreign language-training program were included in the analysis. Results of Study 1 found a great deal of coherence in the role that language-specific aptitude and 300-level average coursework grades play in predicting end-of-program proficiency outcomes. To examine the potential hidden effects of non-random attrition, Study 2 followed the same methodological procedures as Study 1, but it imputed missing coursework and proficiency test score data for learners who attrited (that is, “dropped out”) during the intensive foreign language-training program. Results of the imputation procedure confirmed that language-specific aptitude plays a robust role in predicting average coursework outcomes across languages. Study 2 also revealed substantial differences in the role that cognitive and non-cognitive variables play in predicting end-of-program proficiency outcomes between the observed and imputed datasets as well as across languages and skills.
Kanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.
Texto completoEd.D.
This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
Temple University--Theses
Libros sobre el tema "Foreign language proficiency"
Hayes, Mary F. Creating conditions for foreign language proficiency. Quincy, Mass: Massachusetts Dept. of Education, 1987.
Buscar texto completoWinke, Paula y Susan M. Gass, eds. Foreign Language Proficiency in Higher Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01006-5.
Texto completoEast, Martin. Assessing Foreign Language Students’ Spoken Proficiency. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0303-5.
Texto completoSymmons, Sarah. Foreign language proficiency and exporting: An irish perspective. (s.l: The Author), 1993.
Buscar texto completoStrasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. [Charleston, W. Va.] (P.O. Box. 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.
Buscar texto completoStrasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. [Charleston, W. Va.] (P.O. Box. 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.
Buscar texto completoStrasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. [Charleston, W. Va.] (P.O. Box. 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.
Buscar texto completoStrasheim, Lorraine A. Proficiency-oriented foreign language in the small high school. [Charleston, W. Va.] (P.O. Box. 1348, Charleston 25325): Clearinghouse on Rural Education and Small Schools, 1989.
Buscar texto completoPeel (Ont. : Regional municipality). Board of Education. Centre for Language Training and Assessment. Canadian language benchmarks: LINC proficiency checklists. Peel (Region), Ont: The Board, 1996.
Buscar texto completoCapítulos de libros sobre el tema "Foreign language proficiency"
Schils, Erik y Bert Weltens. "14. Modeling and assessing foreign language loss". En The Construct of Language Proficiency, 175. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.62.18sch.
Texto completode Jong, John H. A. L. y Lieneke W. van Ginkel. "15. Dimensions in oral foreign language proficiency". En The Construct of Language Proficiency, 187. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.62.19jon.
Texto completoMalone, Margaret E. "Developing Instructor Proficiency in Oral Language Assessment". En Second and Foreign Language Education, 439–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_35.
Texto completoMalone, Margaret E. "Developing Instructor Proficiency in Oral Language Assessment". En Second and Foreign Language Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_35-1.
Texto completoOscarson, Mats. "Self-Assessment of Foreign and Second Language Proficiency". En Encyclopedia of Language and Education, 175–87. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_17.
Texto completoPiechurska-Kuciel, Ewa. "L2 or L3? Foreign Language Enjoyment and Proficiency". En Second Language Learning and Teaching, 97–111. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56892-8_7.
Texto completoIsbell, Daniel R. y Xiaowan Zhang. "Student Proficiency Development in University Foreign Language Programs". En Longitudinal Studies of Second Language Learning, 194–210. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003087939-11.
Texto completoLi, Lanrong. "Foreign Language Aptitude Components and Different Levels of Foreign Language Proficiency Among Chinese English Majors". En Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceeding, 179–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37592-7_13.
Texto completoVelichkovsky, Boris B. y Anastasia Ziberova. "Foreign Language Proficiency, Typological Similarity to L1, and Cognitive Control". En Advances in Cognitive Research, Artificial Intelligence and Neuroinformatics, 335–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71637-0_39.
Texto completoCzwenar, Irena. "Chapter 15. Ways to Proficiency in Spoken English as a Foreign Language - Tracing Individual Development". En Speaking and Instructed Foreign Language Acquisition, editado por Mirosław Pawlak, Ewa Waniek-Klimczak y Jan Majer, 230–44. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694126-017.
Texto completoActas de conferencias sobre el tema "Foreign language proficiency"
Leis, Adrian y Matthew Wilson. "OLFACTORY TRAINING AND FOREIGN LANGUAGE WRITING PROFICIENCY". En 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0538.
Texto completoPace, Mario. "FOREIGN LANGUAGE PROFICIENCY & CERTIFICATION - AN EVALUATION". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0444.
Texto completo"FOREIGN LANGUAGE PROFICIENCY OF UKRAINIAN STUDENTS: PROBLEMS AND SOLUTIONS". En Global Business and Law Development Imperatives. Київський національний торговельно-економічний університет, 2019. http://dx.doi.org/10.31617/k.knute.2019-10-10.102.
Texto completoMeng, Nanxi, Qing Li, Laetitia Knight y Aleshia Hayes. "Panel—Improve Foreign Language Speaking Proficiency in Immersive Environment". En 2020 6th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2020. http://dx.doi.org/10.23919/ilrn47897.2020.9155192.
Texto completoCocca, Michaela y Armando Cocca. "THE IMPACT OF MOTIVATION AND ATTITUDES ON FOREIGN LANGUAGE PROFICIENCY". En 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1974.
Texto completoMakogon, Liudmila. "SOME FEATURES OF THE NATIONAL LANGUAGE AS A FOREIGN LANGUAGE PROFICIENCY ASSESSMENT SYSTEMS". En 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1580.
Texto completoToporkova, Olga V. "Foreign Language Proficiency Assessment Of Master’s Degree Students At Technical Universities". En 11th International Scientific and Theoretical Conference - Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.03.02.26.
Texto completoKaftannikov, I. L. y M. V. Tsytovich. "Digital Models of Metrics for Distance Assessment of Foreign Language Proficiency". En Research Technologies of Pandemic Coronavirus Impact (RTCOV 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201105.048.
Texto completoGalinskaia, T. N. "SPECIFIC CHARACTER OF RESEARCH ACTIVITIES IN TRAINING FUTURE TEACHERS-BACHELORS OF A FOREIGN LANGUAGE". En Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/44.
Texto completoPérez-Ramón, Rubén, María Luisa García Lecumberri y Martin Cooke. "The Effect of Language Proficiency on the Perception of Segmental Foreign Accent". En Interspeech 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/interspeech.2020-1023.
Texto completoInformes sobre el tema "Foreign language proficiency"
Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, Eric A. Surface, Stephen J. Ward, Anna Winters y Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Fort Belvoir, VA: Defense Technical Information Center, septiembre de 2010. http://dx.doi.org/10.21236/ada634202.
Texto completoShalatska, Hanna M., Olena Yu Zotova-Sadylo y Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3881.
Texto completoEstrada, Fernando, Magaly Lavadenz, Meghan Paynter y Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.
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