The English and Foreign Languages University

www.efluniversity.ac.in
Hyderabad, India

The English and Foreign Languages University , formerly the Central Institute of English and Foreign Languages , is a central university in India. The main campus is located in Hyderabad, but it also operates campuses at Lucknow, Shillong, and Malapuram.Established by the government of India in 1958 as the Central Institute of English, it was expanded in 1972 to include the teaching of foreign languages. Consequently, the name was changed to Central Institute of English and Foreign Languages before it was given central university status in 2006, and was then renamed the English and Foreign Languages University.EFLU is based around the study of English and foreign languages, along with their literatures, organisation of research, training of teachers, production of teaching materials, and extension services, to help improve language teaching standards in India. The School of Interdisciplinary Studies has research-oriented departments focused on such things as translation studies, cultural studies, comparative literature, exclusion and inclusion policy, and the philosophy of arts and aesthetics. It is the only university in India based exclusively around the teaching/learning of foreign languages.EFLU offers academic programmes in English, Arabic, French, German, Japanese, Russian, Spanish, Portuguese, Persian, Turkish, Italian, Chinese, Korean, and Hindi.EFLU was among the first institutes in the country to start a cultural studies course, creating an M.A. in that subject. Wikipedia.

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Prebakarran P.N.,The English and Foreign Languages University | Md Khir R.J.,University of Malaya
Advanced Science Letters | Year: 2017

The purpose of this study is to examine how blogs with their collaborative feature helped in improving tertiary ESL students’ in their writing abilities. The study was conducted using a qualitative case study approach. Fifteen undergraduate students undertaking Diploma level in Mass Communication (Broadcasting) participated and English has never been their native language. Blog writing entries (pre and post), interviews (pre and post) as well as observations were conducted to analyze and identify the impact of using blog in assisting students’ in their writing ability. The findings pointed out that there was a positive impact when blog was incorporated on students’ essay writing. There was also an improvement in all the eight domains when the lecturer provided instant feedback on students’ essay. Students did not only produce better essays with the usage of eight domains, but also writing strategies and techniques which have been learned to overcome the anxiety of writing in the English language could be noticed. The findings also provided additional insights on the motivation of crafting essays by the students when they collaborated among their peers. © 2017 American Scientific Publishers. All rights reserved.


Shaw P.,The English and Foreign Languages University
Observatorio | Year: 2011

India is the most populous democracy in the world. In the early years after attaining independence, as a new democracy, Indian development strategy was driven by what Francine Frankel (2005) calls the "the Gandhian-socialist consensus" that was predominantly value oriented. Frankel enumerates the areas of consensus - first, there was the general agreement that economic policy should aim for the progressive removal of inequalities in Indian society, and ultimately result in the complete disappearance of class distinctions. Second, the Gandhians and the socialists concurred on the need to limit sharply the existing scope of the acquisitive instinct in Indian economic life, and to create a new set of cooperative motives. The Nehruvian socialist state envisioned a strong industrial base under state ownership (Frankel, 2005) and wage labour was seen within the ethical context of productive employment and as a defining frame for good citizenship. This and the Constitutional guarantee of Fundamental Rights helped to give legitimacy to wage labour's expectation of citizenship rights through provision of jobs, better working conditions, better social services and healthcare. By the 1990s, after economic liberalization, the basic premises of this vision were discarded even in populist political rhetoric, while the state embraced neo-liberal ideology and economic policies. The changed economic agenda impacted severely on the working classes. Primarily because of the nature of growth and specifically because of the pressure from the Indian industrial houses, the policies encouraged relaxation of the already weakly implemented labour laws. This paper will examine the role media played in debating these issues. As media are event oriented and not process oriented in their coverage, coverage of labour issues is unlikely on an ordinary news day. This paper, therefore, will examine the news and opinion pieces that have appeared in mainstream media when the CEO of a multinational auto component manufacturer, Graziano Transmissioni, located in Noida, India, died following an altercation with the dismissed workers of the factory. The paper will begin by giving a background to the industrial dispute that provoked the event, followed by the perspectives on the role of media in a democracy. Prof Noam Chomsky and Prof Amartya Sen are two of the great contemporary philosophers who have written extensively on media's role in society, though from different analytical perspectives. The coverage of the event itself in the media will be presented and the paper will discuss the coverage from the two theoretical perspectives on media expounded by professors Sen and Chomsky. Copyright © 2011 (Padmaja Shaw).


Mohamadi Z.,The English and Foreign Languages University
International Journal of Applied Linguistics and English Literature | Year: 2015

It is widely argued that different types of tasks facilitate the acquisition of communicative language to different degrees through providing different contexts for the occurrence of negotiation of meaning which is believed to have facilitative role in language acquisition. Although task based instruction provides a medium for acquiring the communicative language, it suffers from a number of oversimplifications. The potentials of each task type in creating such a medium were not investigated in exhaustive detail, and it is left as a potentially interesting topic for further research. This paper reports the analysis of the negotiation of meaning produced by eight intermediate EFL students engaged in required and optional information exchange tasks in dyads. The results show that pushed output has different quality in these different task types meaning whereas required information exchange task provided a medium for more incidence of negotiation work, optional information exchange tasks engaged participants more with discourse work and led to more incidence of the clarification request as an interactional move that has a facilitative role in pushed output. Test constructors and materials developers need to take principled decisions in what to be included in the tests and texts. © Australian International Academic Centre, Australia.


Shang X.,The 150 Hospital of the Peoples Liberation Army | Zhang F.,The English and Foreign Languages University | Zhang L.,The 150 Hospital of the Peoples Liberation Army | Huang C.,The 150 Hospital of the Peoples Liberation Army
Journal of Sports Sciences | Year: 2012

Alpha-actinin-3 (ACTN3) is absent in 18% of healthy Caucasian individuals owing to homozygosity for a premature stop codon (X) at amino acid 577 (rs1815739). Previous studies have shown a strong association between ACTN3 genotype and human athletic performance. In a study of 452 young Chinese male soldiers, we examined the distribution of ACTN3 genotypes and alleles and analysed the association between ACTN3 genotypes and athletic performance. We found that the frequencies of the ACTN3 R577X genotype (RR 39.8%, RX 43.4%, and XX 16.8%) and R577X allele (R 61.5%, X 38.5%) in young Chinese males were not significantly different from those in Caucasians. We only observed a significant association (P1/40.025) between ACTN3 R577X genotypes and grip strength. Participants with the XX genotype displayed significantly lower handgrip strength than individuals with the RR genotype (P1/40.021), but the difference between XX and RX means (P1/40.258) and that between RR and RX means (P1/40.42) was not significant. We did not observe a strong association between the ACTN3 R577X genotypes and sprint phenotypes or endurance phenotypes. In conclusion, our results indicate that the ACTN3 R577X polymorphism is most strongly associated with grip strength in young Chinese male soldiers. © 2012 Taylor & Francis.


Hu C.,The English and Foreign Languages University
Proceedings of the 6th International Conference on Speech Prosody, SP 2012 | Year: 2012

Intonational phrases with 2, 3, and 4 intermediate phrases constitute the majority of all Chinese IPs. The contour patterns of Chinese IPs indicate that the near-bottom Dmin value of the last intermediate phrase serves as the primary indicator of the statement intonation in Chinese, while the falling trend of the last part of the top-line can serve as a compensatory auxiliary indicator when the primary indicator is not typical.


Mukhopadhyay L.,The English and Foreign Languages University
International Journal of Applied Linguistics and English Literature | Year: 2013

This study sets out to examine whether ESL teachers design evaluation criteria according to the demands of different question types assessing literary competence. Four students enrolled in an MA TESL programme were asked to respond to three types of questions – a summary, a content based question, and a reader response question - based on one literary text. Five ESL teachers were asked to select appropriate evaluation criteria for each question type and assess student performance. The results show that all the teachers differentiate between content knowledge and language competence in identifying evaluation criteria for the three questions. But most of them do not select criteria to reflect variations in demands made by each question type. A pedagogical implication of the study is that ESL teachers need training to design evaluation criteria that can match the demands of different question types. This would make content based assessment fair, ensure high inter-rater reliability and produce beneficial washback for ESL students. © Australian International Academic Centre, Australia.


Khosronejad S.,The English and Foreign Languages University | Parviz M.,The English and Foreign Languages University
International Journal of Applied Linguistics and English Literature | Year: 2013

Teaching language as a second or foreign language, undoubtedly, is so demanding and seeking to find methods for facilitating this prominent practice whets the appetite of any practitioner who works in this field. Research shows that using drama in the classroom as a means of teaching helps students learn socially, academically, and developmentally. This study was an attempt to determine the effect of dramatized instruction on the speaking ability of EFL learners of Imam Ali University. Sixty EFL male students at the intermediate level participated in the study. Their age range was 19-22. Two instruments were utilized in this study; pretest, and posttest. The data were analyzed through t-test. The data analysis indicated that the mean scores of the experimental group students (M = 72.80) were significantly different (3.29>2; df = 58) from the control group students (M = 65.39). In other words, the experimental group outperformed the control group in the posttest significantly. Moreover, the findings indicated that dramatized instruction does have a great effect on the speaking skills. This study supported the idea of effectiveness of dramatized instruction on developing speaking skill and the teachers can help the learners at lower levels promote their speaking skill through dramatized instruction in EFL classes. © Australian International Academic Centre, Australia.


George J.M.,The English and Foreign Languages University
KronoScope | Year: 2013

Although James Joyce's Ulysses (1922) covers only eighteen hours of a single day, the characters' reflections and the symbolic networks of the text stretch the temporal reach of Ulysses to incredibly remote events of personal, historical, and mythical pasts. This essay focuses on a peculiar temporal dynamic in the text: by self-consciously basing itself upon the inconspicuous routine occurrences of everyday life rather than upon plot-making 'events,' the book hypostasizes what the Annales School of historians considers a long-temporal historical process into diurnal images. This temporal analysis of Joyce's text draws upon Fernand Braudel, for whom history operates at multiple levels and is subject to various temporalities. Braudel's interest lies in the imperceptibly slow-moving geographical time (longe durée), which characterizes the deep-lying "structures" of day-to-day life. Under such a micro-historical exegetical paradigm, the everyday objects and material practices of Ulysses, simultaneously synchronic and diachronic in signification, become the residual fragments of an evolving material civilization. Here Joyce's modernist practice with regard to time provides an alibi for creating parallel narratives and histories. The long-temporality implied in the everyday furnishes Joyce with a perspectival basis on which history and its politics can be reconceived. It enables Joyce to present the claims, priorities, and challenges of the everyday lives of ordinary people, the real makers of a lasting history, as an experiential contrast to the ruptures and discontinuities of a nightmarish 'grand history.' © 2013 Koninklijke Brill NV, Leiden.


Das P.,The English and Foreign Languages University | Das A.,Indian Statistical Institute
Proceedings of the 2013 International Conference on Advances in Computing, Communications and Informatics, ICACCI 2013 | Year: 2013

This paper describes a linguistics approach towards development of a Bengali Noun Morphological Analyzer implemented at first on the semi-manually created database of 87697 inflected words list tokens, i.e. Input2 for Linguistics Resource Creation comprising of Noun, Pronoun, Adjective roots with and without its suffixes. Then after the first implementation the developed Linguistic Resource knowledge is applied on an unknown Bengali corpus database containing 6157 tokens. At the initial stage of this research a linguistic analysis is done which leads to framing of the nominal suffix list which is later on used in nominal suffix extraction. This linguistic knowledge is implemented in developing the finite-state transducer grammar for Linguistic Resource which gives way to the development of Bengali Noun Morphological Analyzer. The final output obtained is around 44% accuracy. This accuracy can be always improved with time if we keep on increasing the nominal roots in the FST grammar file. © 2013 IEEE.


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