Foreign Language Self-Guided Study Resources

Total Page:16

File Type:pdf, Size:1020Kb

Foreign Language Self-Guided Study Resources Defense Language Institute’s Foreign Language Center Resources DLIFLC has made many of its online materials available to the public. For resources including an online diagnostic assessment and an accents library, go to: http://www.dliflc.edu/products.html Field Support Modules Field Support Modules provide area studies materials in English for specific geographic regions. They also provide survival-level materials for the languages of these regions. No password required. http://fieldsupport.lingnet.org Available in: Afghanistan – Dari, Pashto | Foreign Azerbaijan – Azeri | China – Catonese | Egypt – Egyptian Arabic | Ethiopia – Amharic | Georgia Contact – Georgian | Haiti – Haitian Creole | Indonesia Language – Indonesian | Iran – Persian Farsi | Iraq – Iraqi SCHOOL OF LANGUAGE STUDIES Arabic, Kurdush (Kumanji, Sorani) | Israel – 703-302-6771 Hebrew | Liberia | Pakistan – Punjabi, Urdu | [email protected] Self-Guided Phillippines – Cebuano, Ilocano | Somalia – Somali | Sudan – Sudanese Arabic | Syria – Syrian Arabic | Turkey - Turkish Study Resources U.S. Department of State School of Language Studies National Foreign Affairs Training Center Foreign Service Institute, School of Language Studies National Foreign Affairs Training Center Room F -4217 U.S. Department of State Washington, D.C. 20522-4201 Self-Guided Language Study The following is a list of resources for self-guided language study. This collection of commercial and government resources is available for U.S. government personnel free of charge. The information is provided as a reference, and not an endorsement of any product. Mango Languages Mango Languages uses a variety of integrated cultural lessons, and content for common interactions. Direct Hire State Department employees, eligible family LangMedia members (EFMs), and members of household (MOHs) LangMedia offers examples of authentic language spoken in can access Mango by signing up for SR041, FSI Online its natural cultural environment so that students of all ages Language Resources, through OpenNet. can better understand the interplay between a language http://reg.fsi.state.gov/CourseCatalog.aspx?EventId=SR041 and its culture. No password is required. Available in: Arabic – Levantine | Chinese – Cantonese, http://langmedia.fivecolleges.edu/lm_collection.html Mandarin | Croatian | Czech | Danish | Dutch | Farsi | Available in: Arabic | Bangla/Bengali | Bosnian | Bulgarian | Finnish | French | German | Greek | Haitian Creole | Croatian | Czech | French | German | Greek | Hindi | Hebrew | Hindi | Indonesian | Irish | Italian | Japanese | Korean | Norwegian | Portuguese – Brazilian | Russian | Hungarian | Indonesian | Italian | Japanese | Korean | Norwegian | Portuguese | Romanian | Serbo-Croatian | Slovak | Spanish – Latin American | Tamil | Thai | Serbian | Slovak | Spanish | Swahili | Thai | Turkish | Turkish | Ukrainian | Urdu | Vietnamese Joint Language University Turkmen | Twi | Ukrainian | Urdu | Vietnamese | Wolof| JLU offers a searchable collection of listening and Yoruba | Zulu Rosetta Stone Online reading lessons. All State Department employees with a valid .mil or .gov email address are eligible Language Library to use JLU free of charge. To access JLU, create GLOSS FSI offers the Rosetta Stone language learning program GLOSS is a searchable collection of listening and reading in several languages at varying skill levels via the FSI your own account. If you have any questions, lessons. No password is required. LearnCenter. A limited number of licenses are available email [email protected]. http://gloss.dliflc.edu and registration is taken on a first-come, first-serve http://jlu.wbtrain.com basis. Department employees, their EFMs, and MOHs Available in: Albanian | Arabic* | Azerbaijani | Balochi | are eligible to enroll. Chinese | Croatian | Dari | French | Greek | Hausa | http:/fsi.state.gov/admin/reg/default.asp?EventID=SR042 Hebrew | Hindi | Indonesian | Japanese | Korean** | Annenberg Media Kurdish*** | Korean | Pashto | Persian | Portuguese | This is an instructional video series that serve as Punjabi | Russian | Serbian | Somali | Spanish | Swahili | FSI Online Language an introduction to French, German, and Spanish. Tagalog | Thai | Turkish | Turkmen | Urdu | Uzbek Resources These series are available on the Internet in the FSI Online Language Resources (SR041) offers language *Lessons available in Modern Standard Arabic and Egyptian, Gulf- United States and Canada. All Department of materials used previously in selected FSI language State employees, EFMs, and MOHs may use these Arabic, Iraqi, Levantine, Sudanese, and Yemeni Colloquial Arabic classes, and now re-purposed for self-guided use. **Lessons available in Korean and North Korean series free of charge. Registration is required. ***Lessons available in Kurdish-Kurmanji and Kurdish-Sorani Register via OpenNet. State Department employees, http://www.learner.org their EFMs, and MOHs are eligible to enroll. http://fsi.state.gov/admin/reg/default.asp?EventID=SR041 .
Recommended publications
  • List of Languages Offered by Rosetta Stone
    List Of Languages Offered By Rosetta Stone agentialDesignatory Gamaliel and unwomanly abscinds and Reese outjests. stream Dumbfounding some canker or so multispiral, extemporarily! Tobe Adolfo never isanele turgid any and uxoriousness! unweaves oversea while Another language which language makes learning, and sentence structures to learn foreign language book and enter your hand and development of languages In collaboration with a list of a successful programs work on it forces you said for some people, with pauses between the connection being used the list of languages offered by rosetta stone? Thanks for languages offered by additional discounts. The list or by unit the lesson engaging, thanks to consult other. Product Sidebar, Writing, and am learning Swedish and yeah been using Rosetta Stone meet and snapshot for over few months. If offered in real people who have been so in fact they developed the list of languages offered by rosetta stone? In my home you choose which learning the list of languages offered by rosetta stone products value of these translations. Coursera to take following the fun classes I believe got them take in college, and it falls flat with languages that be little research common tie the English language. Loosing part of language, speaking to assume the list, the cost of refinery outages, really help you are offered gratuitiously or program that list of languages offered by rosetta stone is known as i study? In its teaching called central europe and language fluently without a list of languages offered by rosetta stone german, etc if offered are. Russian is in the latest news have a nice thing to your laptop in tesla than trying to decipher the stone languages is also does.
    [Show full text]
  • Different Dialects of Arabic Language
    e-ISSN : 2347 - 9671, p- ISSN : 2349 - 0187 EPRA International Journal of Economic and Business Review Vol - 3, Issue- 9, September 2015 Inno Space (SJIF) Impact Factor : 4.618(Morocco) ISI Impact Factor : 1.259 (Dubai, UAE) DIFFERENT DIALECTS OF ARABIC LANGUAGE ABSTRACT ifferent dialects of Arabic language have been an Dattraction of students of linguistics. Many studies have 1 Ali Akbar.P been done in this regard. Arabic language is one of the fastest growing languages in the world. It is the mother tongue of 420 million in people 1 Research scholar, across the world. And it is the official language of 23 countries spread Department of Arabic, over Asia and Africa. Arabic has gained the status of world languages Farook College, recognized by the UN. The economic significance of the region where Calicut, Kerala, Arabic is being spoken makes the language more acceptable in the India world political and economical arena. The geopolitical significance of the region and its language cannot be ignored by the economic super powers and political stakeholders. KEY WORDS: Arabic, Dialect, Moroccan, Egyptian, Gulf, Kabael, world economy, super powers INTRODUCTION DISCUSSION The importance of Arabic language has been Within the non-Gulf Arabic varieties, the largest multiplied with the emergence of globalization process in difference is between the non-Egyptian North African the nineties of the last century thank to the oil reservoirs dialects and the others. Moroccan Arabic in particular is in the region, because petrol plays an important role in nearly incomprehensible to Arabic speakers east of Algeria. propelling world economy and politics.
    [Show full text]
  • The Unrealized Potential of Rosetta Stone, Duolingo, Babbel, and Mango Languages
    24 Issues and Trends in Educational Technology Volume 5, Number 1, May. 2017 L2 Pronunciation in CALL: The Unrealized Potential of Rosetta Stone, Duolingo, Babbel, and Mango Languages Joan Palmiter Bajorek The University of Arizona Abstract Hundreds of millions of language learners worldwide use and purchase language software that may not fully support their language development. This review of Rosetta Stone (Swad, 1992), Duolingo (Hacker, 2011), Babbel (Witte & Holl, 2016), and Mango Languages (Teshuba, 2016) examines the current state of second language (L2) pronunciation technology through the review of the pronunciation features of prominent computer-assisted language learning (CALL) software (Lotherington, 2016; McMeekin, 2014; Teixeira, 2014). The objective of the review is: 1) to consider which L2 pronunciation tools are evidence-based and effective for student development (Celce-Murcia, Brinton, & Goodwin, 2010); 2) to make recommendations for which of the tools analyzed in this review is the best for L2 learners and instructors today; and 3) to conceptualize features of the ideal L2 pronunciation software. This research is valuable to language learners, instructors, and institutions that are invested in effective contemporary software for L2 pronunciation development. This article considers the importance of L2 pronunciation, the evolution of the L2 pronunciation field in relation to the language classroom, contrasting viewpoints of theory and empirical evidence, the power of CALL software for language learners, and how targeted feedback of spoken production can support language learners. Findings indicate that the software reviewed provide insufficient feedback to learners about their speech and, thus, have unrealized potential. Specific recommendations are provided for design elements in future software, including targeted feedback, explicit instructions, sophisticated integration of automatic speech recognition, and better scaffolding of language content.
    [Show full text]
  • Rosetta Stone Catalyst Learner Toolkit
    Rosetta Stone Catalyst Learner Toolkit TABLE OF CONTENTS System Requirements Understanding How Your Program Works Learner Getting Started Guide Mobile App Guides Live Tutoring Information and Resources How to Change Levels in Catalyst Best Practices Recommendations to Enhance your Language Learning Technical Solutions Support 2 SYSTEM REQUIREMENTS In order to run Rosetta Stone software or to access our online Language Learning course your computer must meet our minimum system requirements. These requirements can change as the software changes. To see our most up to date system requirements please click here. ​ ​ If you need any assistance determining whether or not your system is ready to launch Rosetta Stone, please contact your administrator, or the Rosetta Stone Product Support team at 877-223-9848. ​ ​ I have provided a screenshot below showing how that link looks like, and the specific languages the information is available. 3 UNDERSTANDING HOW YOUR PROGRAM WORKS In Rosetta Stone Catalyst, you will be placed into one of two different Rosetta Stone products, Foundations or Fluency Builder, based on your goals and existing language ability. Both products place the focus on being able to effectively communicate in a new language using dynamic immersion. ​ ​ PLEASE NOTE: Not all languages have advanced content. The chart below will show you ​ which languages have Beginner content (Levels A1 - A2), and the ones with Advanced content (Levels B1 - C1), according to the Common European Framework of Reference for Languages (CEFR) (Council
    [Show full text]
  • Rosetta Stone Software Use Opportunity User Expectations and Guidelines
    Rosetta Stone Software Use Opportunity User Expectations and Guidelines Introduction CYFD-BHS and the Southwest Regional Training Center at NMSU are providing the opportunity to current approved CYFD staff to access Spanish language lessons. We have selected Rosetta Stone for this online language learning opportunity. Rosetta Stone’s interactive and award-winning software creates an intuitive and engaging environment for thinking and communicating in a new language. Through Rosetta Stone’s software, users will have access to: Language Training: Reading, writing, speaking and listening skills are introduced in core lessons, then key skills, such as grammar and vocabulary, are refined in focused activities. Speech recognition technology evaluates the pronunciation of each word and sentence, providing immediate feedback. Games & Activities: Interactive games sharpen language skills and stories provide students opportunities to read long passages aloud. Games & Activities reinforces language learned in Language Training and builds students' confidence. Rosetta Stone Language Training for Apple and Android: Students will be able to continue their language training via our mobile app. Progress made in this application syncs with progress in the program, and vice versa. Note: The Rosetta Stone Language Training mobile app is available for select languages. Additional information can be found at www.rosettastone.com. User Guidelines 1. Rosetta Stone software licenses are available to current Children, Youth and Family Department Community Behavioral Health Clinicians (CBHCs) and others approved by a CYFD-Behavioral Health Services Deputy Director. 2. Rosetta Stone software is not intended to train clinicians to provide services in a second language. 3. Individuals who are interested in utilizing the Rosetta Stone software must complete the User Access Request Form at https://bhs.nmsu.edu/rosetta-stone .
    [Show full text]
  • Duolingo Effectiveness Study
    Duolingo Effectiveness Study FINAL REPORT RESEARCH TEAM ROUMEN VESSELINOV, PhD Visiting Assistant Professor Queens College City University of New York [email protected] JOHN GREGO, PhD Professor and Chair Statistics Department University of South Carolina [email protected] December 2012 Duolingo Effectiveness Study Page 1 EXECUTIVE SUMMARY The research study of Duolingo effectiveness was independently conducted in September- November of 2012. The study lasted for approximately eight weeks. A random representative sample was selected from Duolingo users who studied Spanish. The participants were at least 18 years of age, native speakers of English, not from Hispanic origin and not advanced users of Spanish, and all of the participants resided in the United States The participants took one college placement Spanish language test in the beginning of the study and one test at the end of the study. The test results were measured in points (the higher the better). The improvement of language abilities was measured as the difference between the final and the initial language test results. The effectiveness of Duolingo was measured as language improvement per one hour of study. MAIN RESULTS • Overall the average improvement in language abilities was 91.4 points and the improvement was statistically significant. • The effectiveness measure showed that on average participants gained 8.1 points per one hour of study with Duolingo. • The 95% Confidence Interval for the effectiveness is from 5.6 points to 10.7 points gained per one hour of study. • The study estimated that a person with no knowledge of Spanish would need between 26 and 49 hours (or 34 hours on average) to cover the material for the first college semester of Spanish.
    [Show full text]
  • 1 First and Foremost, Make Sure Your Computer Meets the Minimum
    Congratulations! You’ve taken the first to start learning your new language. Here are some instructions on downloading your Rosetta Stone Software. First and foremost, make sure your computer meets the minimum system requirements. If it does, then you're off to a good start. MINIMUM SYSTEM REQUIREMENTS- CD-ROM Operating System (one of the following): • Windows 7, 8 or higher • Mac (Intel based only): Lion, Mountain Lion, Yosemite (OS X 10.7 or higher) Computer Hardware (all of the following): • On Windows: 2.33GHz or faster x86-compatible processor or Intel® Atom™ 1.6GHz or faster processor for netbooks • On Mac: Intel Core™ Duo 1.33GHz or faster processor • 1 GB of RAM or higher • 3 GB free hard-drive space (per level) • 1024 x 768 display resolution • Broadband Internet connection • Available port for headset with microphone (not included) To access online services: • Must have standard Broadband Internet connection (slow internet connections will not suffice) Next, follow these steps to install your software using the CD-ROM drive on your computer. If you do not have a CD-ROM drive, skip to page 4 for instructions on how to download your software from the Rosetta Stone website! Plug in the provided Rosetta Stone headset. Insert the disc labeled “Application” and wait for the installation window to appear. Follow the instructions in the window and wait for the installation to complete. 1 Click “Finish”, and the Rosetta Stone Program will open on Windows computers. On Mac, double click the Rosetta Stone icon to open it. The program will check for updates each time it is opened.
    [Show full text]
  • A STUDY of WRITING Oi.Uchicago.Edu Oi.Uchicago.Edu /MAAM^MA
    oi.uchicago.edu A STUDY OF WRITING oi.uchicago.edu oi.uchicago.edu /MAAM^MA. A STUDY OF "*?• ,fii WRITING REVISED EDITION I. J. GELB Phoenix Books THE UNIVERSITY OF CHICAGO PRESS oi.uchicago.edu This book is also available in a clothbound edition from THE UNIVERSITY OF CHICAGO PRESS TO THE MOKSTADS THE UNIVERSITY OF CHICAGO PRESS, CHICAGO & LONDON The University of Toronto Press, Toronto 5, Canada Copyright 1952 in the International Copyright Union. All rights reserved. Published 1952. Second Edition 1963. First Phoenix Impression 1963. Printed in the United States of America oi.uchicago.edu PREFACE HE book contains twelve chapters, but it can be broken up structurally into five parts. First, the place of writing among the various systems of human inter­ communication is discussed. This is followed by four Tchapters devoted to the descriptive and comparative treatment of the various types of writing in the world. The sixth chapter deals with the evolution of writing from the earliest stages of picture writing to a full alphabet. The next four chapters deal with general problems, such as the future of writing and the relationship of writing to speech, art, and religion. Of the two final chapters, one contains the first attempt to establish a full terminology of writing, the other an extensive bibliography. The aim of this study is to lay a foundation for a new science of writing which might be called grammatology. While the general histories of writing treat individual writings mainly from a descriptive-historical point of view, the new science attempts to establish general principles governing the use and evolution of writing on a comparative-typological basis.
    [Show full text]
  • The Effect of Rosetta Stone Computer Software on Vocabulary Learning Of
    Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 192 ( 2015 ) 260 – 266 2nd GLOBAL CONFERENCE on LINGUISTICS and FOREIGN LANGUAGE TEACHING, LINELT-2014, Dubai – United Arab Emirates, December 11 – 13, 2014 The Effect of Rosetta Stone Computer Software on Vocabulary Learning of Iranian Elementary EFL Learners Marzieh Sharifia, Akbar Azizifar*a, Ali Jamalinesarib, Habib Gowharya aDepartment of English language Teaching, Ilam Branch,Islamic Azad University, Ilam, Iran bDepartment of English language and Literature, Ilam Branch, Islamic Azad University, Ilam, Iran Abstract In recent years, computer technology has been widely used for educational purposes. In fact, more and more teachers are using computers and the Internet in their classrooms. We’ve seen an enormous growth in the number of teachers using multimedia applications for foreign language teaching and learning. This study examines the effect of multimedia on vocabulary learning of elementary Iranian EFL learners. To achieve this purpose, 60 students were selected randomly among 85 students in a private institute in Sarableh city. These students were given the Solutions Placement Test in order to validate their proficiency levels. These participants were then randomly assigned to the experimental and control groups. Prior to the treatments, two groups sat for pre-tests. Then the students were exposed to the treatments for sixteen sessions; that is, the words list which was selected from the students’ books were taught to the subjects. These words were taught to the experimental group using the multimedia software “Rosetta stone” while they were taught to the control groups using the Teacher-led Method (TLM). After the treatments, two groups sat for post-tests.
    [Show full text]
  • Rhode Island College
    Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development Language Group: Arabic Author: Joy Thomas Program Contact Person: Nancy Cloud ([email protected]) http://cache.daylife.com/imagese http://cedarlounge.files.wordpress.com rve/0fxtg1u3mF0zB/340x.jpg /2007/12/3e55be108b958-64-1.jpg Joy http://photos.igougo.com/image Thomas s/p183870-Egypt-Souk.jpg http://www.famous-people.info/pictures/muhammad.jpg Arabic http://blog.ivanj.com/wp- http://en.wikipedia.org/wiki/File:Learning_Arabi content/uploads/2008/04/dubai-people.jpg http://www.mrdowling.com/images/607arab.jpg c_calligraphy.jpg History • Arabic is either an official language or is spoken by a major portion of the population in the following countries: Algeria, Bahrain, Chad, Comoros, Djibouti, Egypt, Eritrea, Ethiopia, Iraq, Jordan, Kuwait, Libya, Lebanon, Mauritania, Morocco, Oman, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, United Arab Emirates, Yemen • Arabic is a Semitic language, it has been around since the 4th century AD • Three different kinds of Arabic: Classical or “Qur’anical” Arabic, Formal or Modern Standard Arabic and Spoken or Colloquial Arabic • Classical Arabic only found in the Qur’an, it is not used in communication, but all Muslims are familiar to some extent with it, regardless of nationality • Arabic is diglosic in nature, as there is a major difference between Modern Standard and Colloquial Arabic • Modern
    [Show full text]
  • Fries Center for Global Studies Annual Report 2020-2021
    FRIES CENTER FOR GLOBAL STUDIES 2020ANNUAL REPORT 2021 2 TABLE OF CONTENTS OUR MISSION Executive Summary................................................................ 3 The Fries Center for Global Studies expands New in 2020–2021 .................................................................. 3 opportunities for the Wesleyan community to Making Sense of Internationalization at Wesleyan .................. 4 engage in local and global multicultural envi- National Fellowship and Scholarship Winners ........................ 7 ronments. We collaborate with students, faculty, OSA Annual Report Information 2021 ....................................10 and staff to advance the knowledge, language COVID-19............................................................................10 and intercultural skills, self-awareness, and Antiracism Review ..............................................................10 empathy needed for responsible participation in Ambassador program .......................................................... 11 Virtual Exchange ................................................................ 11 an increasingly interdependent world. Virtual Study Abroad courses with Fundación Pachaysana .12 New Approved Study Abroad Programs ..............................12 VISION Wesleyan Programs Abroad (WPA).....................................12 We aspire to a world in which humility, cultural Promoting Intercultural Learning and Multilingualism ............13 Wes and the World Blog & Newsletter ................................13
    [Show full text]
  • The Provenance of Arabic Loan-Words in a Phonological and Semantic Study. Thesis Submitted for the Degree of Doctor of Philosoph
    1 The Provenance of Arabic Loan-words Hausa:in a Phonological and Semantic study. Thesis submitted for the degree of Doctor of Philosophy of the UNIVERSITY OF LONDON by Mohamed Helal Ahmed Sheref El-Shazly Volume One July 1987 /" 3ISL. \ Li/NDi V ProQuest Number: 10673184 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10673184 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 VOOUMEONE 3 ABSTRACT This thesis consists of an Introduction, three Chapters, and an Appendix. The corpus was obtained from the published dictionaries of Hausa together with additional material I gathered during a research visit to Northern Nigeria. A thorough examination of Hausa dictionaries yielded a large number of words of Arabic origin. The authors had not recognized all of these, and it was in no way their purpose to indicate whether the loan was direct or indirect; the dictionaries do not always give the Arabic origin, and sometimes their indications are inaccurate. The whole of my corpus amounts to some 4000 words, which are presented as an appendix.
    [Show full text]