Christine Uber Grosse
Biographic Data
| ID | 5520106 |
|---|---|
| NAME | Christine Uber Grosse |
| GIVEN NAMES | Christine Uber |
| FAMILY NAME | Grosse |
| SIGNATURE | GROSSE C U |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 2 |
Mexican Managers' Perceptions of Cultural Competence
The Standards for Foreign Language Learning set interconnected goal areas of communication, cultures, connections, comparisons, and communities. Information from this research project will help foreign language instructors and cross‐cultural trainers gain a better understanding of the types of cultural knowledge needed by business people, specifically in Mexico but with applicability throughout Latin America and in other parts of the world. In th…
The Cultural Content of Business Spanish Texts
How much culture is taught in the business 1988. Fromeach we collected information on the Spanish course? Which aspects of culture are level of the text, cultural orientation, the balance treated, and with what methods? The need to of business, linguistic, and cultural content, incorporate cultural information and promote sources of cultural content, cultural topics and cross-cultural understanding is as great in busiactivity types. ness Spanish …
The Tesol Methods Course
This paper presents the results of an empirical study of the curriculum of the TESOL methods course in the United States. The survey sample consisted of 120 teacher preparation programs. The response rate was 78%; 94 respondents returned 77 questionnaires and 55 course syllabi. These provided information about the content of the TESOL methods course, its goals, requirements, instructional materials, and common problems, and they identified possib…
Impact of the Proficiency Movement on Florida
Considering that the proficiency movement is less than nine years old and that the ACTFL/ETS Provisional Proficiency Guidelines first came out in 1985, the impact of the proficiency movement on foreign language teaching in the United States has been significant. Its effects are visible in the increased emphasis on oral testing, and the adoption of proficiency-based goals for curriculum and proficiency-oriented methods and materials. Yet in spite …
Foreign Languages for Business in the Secondary School Curriculum
Attitudes Toward Languages for Business at Two South Florida Universities
This study compares and contrasts the Aattitudes of business and language professors at two florida universities toward foreign language forbusiness courses. It presents the results of questionres distributed to one hundred and thirty‐seven business faculty and thirty‐one foreign language professors at the two institutions. The findings proe information about how the two groups view other, and the reasons why business schools be opposed to having…
The Tesol Methods Course
This paper presents the results of an empirical study of the curriculum of the TESOL methods course in the United States. The survey sample consisted of 120 teacher preparation programs. The response rate was 78%; 94 respondents returned 77 questionnaires and 55 course syllabi. These provided information about the content of the TESOL methods course, its goals, requirements, instructional materials, and common problems, and they identified possib…
Mexican Managers' Perceptions of Cultural Competence
The Standards for Foreign Language Learning set interconnected goal areas of communication, cultures, connections, comparisons, and communities. Information from this research project will help foreign language instructors and cross‐cultural trainers gain a better understanding of the types of cultural knowledge needed by business people, specifically in Mexico but with applicability throughout Latin America and in other parts of the world. In th…
Impact of the Proficiency Movement on Florida
Considering that the proficiency movement is less than nine years old and that the ACTFL/ETS Provisional Proficiency Guidelines first came out in 1985, the impact of the proficiency movement on foreign language teaching in the United States has been significant. Its effects are visible in the increased emphasis on oral testing, and the adoption of proficiency-based goals for curriculum and proficiency-oriented methods and materials. Yet in spite …
Attitudes Toward Languages for Business at Two South Florida Universities
This study compares and contrasts the Aattitudes of business and language professors at two florida universities toward foreign language forbusiness courses. It presents the results of questionres distributed to one hundred and thirty‐seven business faculty and thirty‐one foreign language professors at the two institutions. The findings proe information about how the two groups view other, and the reasons why business schools be opposed to having…
Attitudes Toward Languages for Business at Two South Florida Universities
This study compares and contrasts the Aattitudes of business and language professors at two florida universities toward foreign language forbusiness courses. It presents the results of questionres distributed to one hundred and thirty‐seven business faculty and thirty‐one foreign language professors at the two institutions. The findings proe information about how the two groups view other, and the reasons why business schools be opposed to having…
Foreign Languages for Business in the Secondary School Curriculum
The Tesol Methods Course
This paper presents the results of an empirical study of the curriculum of the TESOL methods course in the United States. The survey sample consisted of 120 teacher preparation programs. The response rate was 78%; 94 respondents returned 77 questionnaires and 55 course syllabi. These provided information about the content of the TESOL methods course, its goals, requirements, instructional materials, and common problems, and they identified possib…
Impact of the Proficiency Movement on Florida
Considering that the proficiency movement is less than nine years old and that the ACTFL/ETS Provisional Proficiency Guidelines first came out in 1985, the impact of the proficiency movement on foreign language teaching in the United States has been significant. Its effects are visible in the increased emphasis on oral testing, and the adoption of proficiency-based goals for curriculum and proficiency-oriented methods and materials. Yet in spite …
The Cultural Content of Business Spanish Texts
How much culture is taught in the business 1988. Fromeach we collected information on the Spanish course? Which aspects of culture are level of the text, cultural orientation, the balance treated, and with what methods? The need to of business, linguistic, and cultural content, incorporate cultural information and promote sources of cultural content, cultural topics and cross-cultural understanding is as great in busiactivity types. ness Spanish …
Mexican Managers' Perceptions of Cultural Competence
The Standards for Foreign Language Learning set interconnected goal areas of communication, cultures, connections, comparisons, and communities. Information from this research project will help foreign language instructors and cross‐cultural trainers gain a better understanding of the types of cultural knowledge needed by business people, specifically in Mexico but with applicability throughout Latin America and in other parts of the world. In th…
Linguistics (5 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · EFL/ESL Teaching and Learning (3 works) · Foreign language (3 works) · Philosophy (3 works) · Second Language Learning and Teaching (3 works) · Business communication (2 works) · International Student and Expatriate Challenges (2 works)