Foreign Language Component Research Articles

Designing a Legal English Course for Master of Laws Students

Abstract Over the last years, universities have diversified their educational offer, understanding and emphasizing the role of foreign languages in enhancing both personal and professional growth. Study programmes at undergraduate level have a mandatory foreign language component and there is a tendency to provide master’s programmes in foreign languages especially in the field of law, business, political sciences, international relations, etc. In this framework, the paper attempts to identify and present the steps to be taken in designing a legal English course for students who complete their Master of Laws (LLM) degree in Human Rights. The focus is on the development of such a course as an essential element of a syllabus. The paper discusses the subject content of the course, i.e. the areas within each topic meant to improve and expand the students’ specialist vocabulary which will further enable them to operate effectively in the field of human rights, the language content and the language skills which must be practised, while also analyzing subject-based materials and language materials.

TEACHING ENGLISH IN SEMIOTICS

This paper deals with teaching english in semiotics and their sample applications in the language classroom. The foundation for semiotics must be laid with perception. The objects of perception are percepts. Percepts are not the material objects in the physical realm that the mind imagines (rightly or wrongly) that it is sensing. Visual percepts are patterns of area (shape, size, and position) and color over a two-dimensional field. Audial percepts are patterns of pitch and volume over time. The verbal and the non-verbal aspects of language teaching should not be kept separate. The use of signs, symbols and visual aids by the teachers help the enhancement of the learning capacity of the language learner both at cognitive and meta-cognitive levels as they listen and try to learn a foreign language component in the classroom. Key Words : Semiotics, language teaching methods, context, sign, symbol

PLACE NAMES IN THE PHRASEOLOGY OF BALTIC LANGUAGES: INTERNATIONAL, NATIONAL AND LOCAL CULTURAL SIGNS

<p><em>Contemporary researchers of proper nouns are increasingly paying attention to onym semantics in both theoretical discussions and practical research. Proper nouns, in the same way as foreign language components, are associated with various extralinguistic factors, and it is for this reason that they have been analyzed in culturohistorical, social, and cross-cultural communicative contexts. In addition, research has been conducted in many languages on proper nouns as phraseological structural elements, usually emphasizing the large number and importance of anthroponyms in phraseology.</em></p><p><em>Place names as phraseological unit components of semantics in Latvian and Lithuanian are analyzed in this article using the linguoculturological approach. Latvian and Lithuanian phraseological dictionaries are used in the study as primary source, with a catalogue of Latvian and Lithuanian proverbs utilized as a secondary source, providing a wider insight into phraseology.</em></p><p><em>A catalogue of Lithuanian-Latvian-Lithuanian parallel texts, in addition to online sources, was used to clarify the functionalities of idiomatic expressions.</em></p><p><em>Contemporary texts are dominated by toponymic phraseologisms, in addition to national cultural signs, while phraseologisms with place names of local interest are used relatively rarely in a given area. Today, discerning the meaning of less current phraseologisms is difficult or impossible; without knowing the motivation of the phraseologisms, their semantics are unclear.</em></p>

Обеспечение иноязычной составляющей курсовых работ студентов неспециальных факультетов

Обеспечение иноязычной составляющей курсовых работ студентов неспециальных факультетов

Semiotic Nature of Language Teaching Methods in Foreign Language Learning and Teaching

This paper aims to cover the semiotic nature of language teaching methods, and their sample applications in the language classroom. The verbal and the non-verbal aspects of language teaching should not be kept separate since they are closely interrelated and interdependent. The use of signs, symbols and visual aids by the teachers help the enhancement of the learning capacity of the language learner both at cognitive and meta-cognitive levels as they listen and try to learn a foreign language component in the classroom.

El Espanol. .. a distancia! : Developing a Technology-Based Distance Education Course for Intermediate Spanish

Many educators consider exposure to a foreign language as an inte gral part of undergraduate general education, not just within the liberal arts curriculum, but throughout a wide variety of disciplines. Methodologies for language instruction have changed radically over the past 30 years, evolving from the traditional, or grammar trans lation, approach, through the audio-lingual method with its repeti tive practice drills, to contemporary communicative and proficiency based instruction. At the same time, there has been a boom in sec ond-language acquisition research, much of it focusing on class room acquisition (see Lee & VanPatten, 1995; Lightbown & Spada, 1993; Omaggio-Hadley, 1993; Savignon, 1983). These new approaches to and perspectives on foreign language teaching parallel continuing reassessments of the role of general education in the university curriculum. Language departments typically participate in general education programs, not only by providing students with linguistic training, but also by offering courses on culture and civilization, film, and literature in transla tion. In this way, the foreign language component of the general education curriculum helps university students to become more aware of the positive aspects of cultural diversity.

Including a Foreign Language Component in Tertiary International Business Program Curricula

The purpose of this paper is to analyze the need to incorporate a foreign language component in tertiary, post high school, international business program curricula. The value of a foreign language in international business programs is analyzed from the perspectives held by international business executives, managers, and other employees; national commissions on education; and academic administrators and faculty. The authors conclude that the inclusion of a foreign language component belongs in undergraduate education and that it may best be included as a prerequisite in graduate programs.

German in the Humanities

The central concept of the AFLC (Applied Foreign Language Component) program at St. Olaf College is its first word, APPLIED.1 Here students are given an opportunity to apply the skills they have been developing in the foreign language sequence required for graduation. Further application of foreign language skills would otherwise be limited to study abroad or a few additional courses in culture or literature within the foreign language department. While these three options are generally reserved for foreign language majors, the AFLC program allows non-majors as well to use their foreign language skills in courses in other disciplines that they would be taking in any case to fulfill general education or major requirements. In fact, only about 50% of the students in the German track of AFLC humanities courses at St. Olaf have been German majors. Among the 18 different courses that have been offered since spring semester 1990 in the AFLC program at St. Olaf, there have been two humanities courses taught in German: Modern German History and Essentials of Christian Theology. Both are intermediate-level courses that students may take to fulfill graduation requirements. The history course was offered in Spring 1990 and in Spring 1991; the religion course was offered in Fall 1991 and in Spring 1992. In discussing the history course, which I taught during both semesters with Eric Weitz of the St. Olaf history department, I would like to focus briefly on five aspects of the experience: the course requirements, class format, readings, study guides, and students.

Foreign Languages Across the Curriculum: The Applied Foreign Language Component

Foreign languages have long been isolated from the heart of the curriculum. A Foreign Languages Across the Curriculum program based on the concept of an Applied Foreign Language Component (AFLC) can help overcome this isolation. The AFLC is an optional track within a discipline course; students with advanced intermediate proficiency or above in a particular foreign language replace English-language course readings with foreign language texts and typically participate in a special weekly discussion session conducted in the target language. The AFLC and other approaches to integrating discipline content with advanced foreign language work are explored. Practical guidelines for implementing such programs, including forming faculty alliances, modifying courses, recruiting students, and expanding library holdings, are presented. This article describes projects established at St. Olaf College with the support of the National Endowment for the Humanities and the Fund for the Improvement of Post-Secondary Education.

The US national defense education act: Failure of supply‐side language legislation

Abstract The United States Congress passed the National Defense Education Act in 1958 in an attempt to create a reserve army of scientists and foreign language experts. I argue that the legislation failed to accomplish its goal in regard to the foreign language component of the Act because Congress neglected to create a demand for foreign language experts in addition to the supply. The neglect stemmed from the way the need for foreign language skills was conceived of and talked about by the legislators, particularly when contrasted with science‐technology needs. Comparisons are made with other language policies, in particular the US Bilingual Education Act of 1968.

The Making of a Foreign Language Teacher — Regina Style

It is the purpose of this paper to explore a specialist conceptualization of a teacher education program leading to certification as a foreign language teacher. The particular program under examination is the four year Bachelor of Education (R Ed.) program that offers a specialization in secondary French teacher education at the University of Regina's Faculty of Education.The first part of the article focuses on the four basic components that comprise the program: a) the pedagogical component, b) the generic teacher education component, c) the foreign language and communication component, and d) the meta‐linguistic and meta‐cogmtive componentThe second part explains how these elements of the program have been structured in a way that allows both formal and experiental learning, thereby contributing to the personal and professional development of future language teachers. The ACTFL provisional program guidelines for foreign language teacher education are examined and lead the discussion on the merits of the Regina model

Foreign Language and International Business: The MIBS Program after Ten Years

ABSTRACT This paper reviews the progress of the Master in International Business Studies program at the University of South Carolina after ten years. After a brief description of the unique interdisciplinary business‐area studies‐foreign language curriculum of MIBS, the paper focuses on the role that foreign language components play in the professional development of MIBS students and graduates. Based on a survey of 271 program graduates (60% of the alumni), it is shown that approximately 93% of graduates take positions with firms involved in international business. Some 75% find that their initial position has international responsibilities. Some 70.1% of the respondents rated their foreign language ability as very important or important in obtaining their initial position, and 61.6% rated language skills as very important or important in performing their duties.

The Importance and Implementation of a Business Foreign Language Overseas Internship Program

ABSTRACT Business foreign language courses may very well be the fastest growing phenomenon in the language curriculum today, partly in response to internal pressures within the academic world itself, but also partly in response to external pressures upon the business world today. The United States is no longer isolated from the world market, and the survival of American business in the same arena with fierce world competitors like the Japanese is heavily dependent upon its ability to understand and adapt to foreign markets. Foreign markets are products of foreign cultures, as any number of American companies have learned, often after having suffered severe monetary losses as well as public relations blunders due to poor market strategies abroad. Increasingly, American firms are looking to specialists who can advise them against the risks involved in foreign investment and enlighten them as to the demands of doing business in foreign markets. Business/Foreign Language graduates can fill this very special need of the American business community, but the foreign language component of their backgrounds must be complemented by comparative/contrastive business practice studies between home and target cultures, as well as practical business internship experience in the target culture. The Michigan State University Business Overseas Internship Program in Germany is used as a model for the implementation of such a program.

Beachheads in International Education

THE purpose of this paper is to identify the emerging main directions of innovation in international educa tion and the momentum and process dynamics behind those trends. Two years ago the international education field had a strong thrust and bright prospects. Unprecedented uni ty in perception encompassed area studies and foreign language components, diverse institutions, and various levels of education. Moreover, the stable support of the national security agencies was joined by fresh interest within the business community. The President's Com mission on Foreign Language and International Studies issued its widely heralded report, and the Council on Learning completed its Education and the World View project. A private National Council on Foreign Language and International Studies was established and began its work in New York. Congress authorized a new Title vi International Programs, which provided an in ternational dimension to the Higher Education Act. In creased appropriations seemed sure. Suddenly, however, the prospective blossoming seemed nipped in the bud. Federal budgets were cut, while most campus finances became pinched.

Caveat Emptor: The Report of the President's Commission

tion of the resolutions of the Joint National Committee for Languages into the final of the President's Commission on Foreign Language and International Studies, Leon I. Twarog appears to have reflected the prevailing reaction to the report: the omission of the words 'foreign language' in many sections of the Report, I must conclude that we, as a profession, have been treated fairly. The Commission Report has given us virtually everything (and more) that our professional associations requested.1 Twarog goes even farther, claiming that, despite its the Commission is the best thing that has ever happened to foreign languages and international studies. In scope and content it is much more important than the impetus given to language study and international studies by the NDEA (p. 310). A careful reading of the suggests that this claim is only half correct: there certainly can be no doubt that the is the best thing that has ever happened to international studies. Despite its lavish praise of the principle of foreign language study, however, the thrust of the report, both in specific recommendations and in proposed funding of programs, is aimed toward developing programs in international studies, which may or may not have any foreign language component. Therein lies a potential threat to foreign languages, for the study of foreign languages could easily become only a minor supportive discipline within the field of international studies. In using the phrases despite the omission of the words 'foreign language' in many sections of the report and despite its shortcomings, Twarog implicitly acknowledges a potential peril to foreign languages, but he apparently assumes that it will not be realized. He notes

Foreign Language Recommendations of the President's Commission

dent's Commission on Foreign Language and International Studies was active, I served as a member of its staff with responsibility for the coordination of its foreign language components and activities. My comments below are based on observations made during that year. The recommendations I list stem directly from draft versions of the Commission's final report. It must be understood that they do not pretend to be the report itself. Moreover, as a staff member, I most assuredly cannot speak for the Commission. As a foreign language professional, however, I know that my colleagues across the nation must become acquainted with the Commission's foreign language recommendations at the earliest possible date so as to be fully prepared for the work which lies ahead. The Commission's draft foreign language recommendations focus on a) improvement of the quality of foreign language teaching; b) development of language competency for both teachers and students; c) establishment of incentives for schools to introduce and/or maintain articulated foreign language sequences; d) development of national standards for language assessment; e) promotion of greater teacher interaction in order to develop an increased sensitivity to international perspectives; and f) development of greater public awareness of the need for foreign language study. Recommendation 1: The Commission recom-