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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.

Shang X.,Institute of Military Training | Zhang F.,The English and Foreign Languages University | Zhang L.,Institute of Military Training | Huang C.,Institute of Military Training
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. Source

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. Source

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. Source

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. Source

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