The Language Flagship Technology Innovation Center Blueprint for Success

The Language Flagship Technology Innovation Center (Tech Center) at the University of Hawai‘i at Mānoa presents this Blueprint for Success in order to help The Language Flagship, as well as other federal initiatives and academic programs interested in enhancing high quality language programs, to improve language learning through the strategic integration of technology. Through multiple symposia and outreach events to promote input and collaboration across the Flagship programs, the Tech Center has worked to make the integration of effective language learning technology central to The Language Flagship mission. The participation and input of Language Flagship directors, instructors and students, along with colleagues from across academia, government and the private sector, has been instrumental in refining our views and practices in the integration of blended learning into high quality instruction. We offer these Goals and Guiding Principles to the Flagship Community to assist our efforts in the integration of best practices in technology-based learning into the overall programmatic approaches throughout academia and the federal and private sectors.The Language Flagship Technology Innovation Center (Tech Center) at the University of Hawai‘i at Mānoa presents this Blueprint for Success in order to help The Language Flagship, as well as other federal initiatives and academic programs interested in enhancing high quality language programs, to improve language learning through the strategic integration of technology. Through multiple symposia and outreach events to promote input and collaboration across the Flagship programs, the Tech Center has worked to make the integration of effective language learning technology central to The Language Flagship mission. The participation and input of Language Flagship directors, instructors and students, along with colleagues from across academia, government and the private sector, has been instrumental in refining our views and practices in the integration of blended learning into high quality instruction. We offer these Goals and Guiding Principles to the Flagship Community to assist our efforts in the integration of best practices in technology-based learning into the overall programmatic approaches throughout academia and the federal and private sectors

FLARR Pages: Volume 1, Pages 1-43

During Spring and Fall conferences of FLARR, since the Fall of 1994 (the organization holds joint meetings with MCTLC in the Spring), 159 presentations were were delivered. Of those talks, about one quarter were submitted to FLARR Pages and appear now in Volume #1. The journal articles are a sampling of the issues and concerns of the past decade. They represent, as do all the presentations (see Appendix A), the innovative ways in which faculty have responded to current demands and challenges of teaching, research, service, programming, and many other areas of professional life, both in the public schools and in higher education

FLARR Pages: Volume 2, Pages 44-68

FLARR Pages is the journal of The Foreign Language Association of the Red River of the North, an organization consisting of regional public school and private school faculty as well as faculty from Minnesota State University Bemidji, Concordia College, Minnesota State University Moorhead, North Dakota State University, the University of Minnesota Morris, the University of North Dakota, and the University of Winnipeg

UZBEKISTAN MOD FOREIGN LANGUAGE APTITUDE TEST: A CRITICAL EVALUATION

Globalization has entailed a growth in impor-tance of the second/foreign language teachingand learning all over the world with the numberof both voluntary and involuntary language learn-ers increasing on daily basis. There is, however,a widely attested discrepancy in actual resultsachieved by those engaged in second/foreignlanguage learning usually explained by means ofinvocation of a specialized talent that certain in-dividuals have, whilst others lack. Such a talent isthought to be measurable and the results obtainedare regarded as valid predictors of success forintensive foreign language programs. The pres-ent article deals with critical appraisal of one ofsuch instruments in terms of both its theoreticaland practical validity. A number of points to beaddressed for the purpose of the instrument im-provement are demonstrated via referral to bothbasic statistic techniques and scientific consensusin the field of language learning aptitude research

Readers and Reading in the First World War

This essay consists of three individually authored and interlinked sections. In ‘A Digital Humanities Approach’, Francesca Benatti looks at datasets and databases (including the UK Reading Experience Database) and shows how a systematic, macro-analytical use of digital humanities tools and resources might yield answers to some key questions about reading in the First World War. In ‘Reading behind the Wire in the First World War’ Edmund G. C. King scrutinizes the reading practices and preferences of Allied prisoners of war in Mainz, showing that reading circumscribed by the contingencies of a prison camp created an unique literary community, whose legacy can be traced through their literary output after the war. In ‘Book-hunger in Salonika’, Shafquat Towheed examines the record of a single reader in a specific and fairly static frontline, and argues that in the case of the Salonika campaign, reading communities emerged in close proximity to existing centres of print culture. The focus of this essay moves from the general to the particular, from the scoping of large datasets, to the analyses of identified readers within a specific geographical and temporal space. The authors engage with the wider issues and problems of recovering, interpreting, visualizing, narrating, and representing readers in the First World War

PROBLEMS OF THE EXPRESSION OF CONDITIONAL RELATIONSHIPS IN THE UZBEK LANGUAGE

The article is aimed at investigating the problems of the expression of conditionals in the Uzbek language. Particularly, in the article a special emphasis is placed on the analysis of peculiarities of formal expressions of conditionals in the Uzbek language. The objectives of the research are formed by defining the notion of condition in Uzbek, studying the forms of expression of the conditionals, analyzing the syntactic structure of the conditional constructions, identifying the levels of language in which conditionals are expressed, analyzing the functions of conjunctions connecting the clauses of conditional sentences and identifying the stylistic features of conditional conjunctions. Linguistic description, generalization of prior ideas and theories in the field and componential analysis methods are used. The results of the study have shown that the conditionals are expressed by the synthetic and analytic forms, the synthetic forms (conditionals formed by affixes) refer to the conditional forms constructed by adding the conditional affix “-sа” to the stem of the verb, the analytic forms (the combination with two or more components) include the form of“-sа”+ to’liqsiz fe’l (an auxiliary verb (edi, ekan, emish), the combination of a part of speech which is not a verb+bo’l (to be)+sa, lexical units as desa, bo’lsa, yo’qsa and proverbs. The conditionals are mainly expressed at the grammatical and lexical levels of the language. In the grammatical layer, the conditionals are especially expressed through a syntactic unit which is a complex sentence and it is important to note the role of the conditional affix “-sa” in expressing a conditionat the morphological level. In the lexical layer, some lexical units and proverbs can be regarded as means of expressing conditionality. Also,conditional clauses are connected by various conjunctions (agar, basharti, mabodo, bordiyu, madomiki all referring to “if” in English) and these connectives possess different stylistic colorings and the main function of such conjunctions is not to express conditionality, but to emphasize and exaggerate a conditional meaning. So, the structural peculiarities of conditionals in Uzbek are determined by their syntactic structure, their expression in different language levels and the conditional conjunctions

ベトナムにおける日本語学校の経営存続に関する一考察─ドンズー日本語学校を中心に─

日本とベトナムは1973年に外交関係を樹立してから，まもなく45周年を迎える。ベトナムが1986年にドイモイ政策を採択してからは，日本からも多くの企業が進出し2017年3月末現在1,637社が進出している。近年は製造業だけでなく，イオンや高島屋，ファミリーマート等の小売業や美容院，飲食店等のサービス業も多く進出している。また，来日する外国人技能実習生も，2015年現在49,267人中16,773人がベトナム出身であり，中国に次いで多い。日本への留学生数も東南アジアで一番多く，中国に次ぐ。ベトナムに進出した日系企業への就職や，留学，技能実習生等での来日，アニメや漫画等の日本文化へのあこがれから，日本語学習者が増加する傾向にある。本稿は，日本語学習者が増加する日本語教育機関の中でも日本語学校の経営の存続について，ホーチミン市のドンズー日本語学校を事例として考察するものである。考察の結果，ドンズー日本語学校が経営理念を遂行するために，事業の効率的かつ便益の高い運営が求められることから，トップマネジメントレベルの意思決定プロセスを明確にし，事業運営の好循環を生む仕組みを構築することの重要性を明らかにすることができた。1．はじめに 2．ベトナムにおける日本語教育の概況 2．1ベトナムの経済状況 2．2ベトナムにおける日本語教育 3．先行研究 3．1日本語教育制度に関する研究 3．2日本語教育機関に関する研究 3．3まとめ 4．事例研究 4．1ドンズー日本語学校の概要 4．2経営の存続に関する考察 4．3まとめ 5．発見事実と課