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Cultural Competence and the Operational Level of War
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In: DTIC (2013)
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| 2 |
Developing and Mentoring Foreign Language Instructors: Best Practices Study Results
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In: DTIC (2013)
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Reviewing the Role of Mobile Learning Technology in Special Operations Forces Language Learning Contexts
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In: DTIC (2013)
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Optimizing the Defense Language Institute English Language Center
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In: DTIC (2012)
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| 5 |
The Socio-Cultural Context of Operations: Culture and Foreign Language Learning for Company-Grade Officers
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In: DTIC (2012)
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| 6 |
U.S. Coast Guard -- Locally Based, Nationally Deployed, Globally Connected; Internationally Prepared
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In: DTIC (2012)
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| 7 |
Evaluating DLAB as a Predictor of Foreign Language Learning
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In: DTIC (2012)
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| 8 |
Examine Ways to Decrease Training Duration While Maintaining Training Objective
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In: DTIC (2012)
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| 9 |
Aligning Learning Capability with Strategy: A Training Needs Assessment (TNA) Case Study
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In: DTIC (2012)
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| 10 |
Establish Best Practices for Supervision of Instructors
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In: DTIC (2012)
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| 11 |
Examine the Impact of Training Duration on Retention
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In: DTIC (2012)
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| 13 |
Establishing a Framework for Intelligence Education and Training
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In: DTIC (2011)
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| 14 |
Evaluating Predictors of Foreign Language Learning
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In: DTIC (2011)
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Abstract:
This report provides evidence-based recommendations for assigning individuals to foreign languages for initial acquisition training (IAT) at the U.S. Army John F. Kennedy Special Warfare Center and School (USAJFKSWCS). This report attempts to determine the strongest predictor or combination of predictors of foreign language learning as measured by the Oral Proficiency Interview (OPI), which is used as the graduation standard at USAJFKSWCS. The study examined the following predictors: Army General Technical (GT) score on the Armed Services Vocational Aptitude Battery (ASVAB), Defense Language Aptitude Battery (DLAB), and the Wonderlic Personnel Test (WPTTM). Specifically, the study determined if these predictors had any influence on whether students would exceed the foreign language Oral Proficiency Interview (OPI) graduation standard (i.e., achieving 1/1+, 1+/1, or higher) at USAJFKSWCS. The study found that the DLAB was the strongest single predictor of foreign language proficiency. The study also established cut scores for using the DLAB for language assignment, however, cut scores may not always be feasible to execute, so a top-down assignment protocol based on DLAB scores was ultimately recommended.
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Keyword:
*APTITUDE TESTS; *ARMED SERVICES VOCATIONAL APTITUDE BATTERY; *ARMY PERSONNEL; *ARMY TRAINING; *DEFENSE LANGUAGE APTITUDE BATTERY; *FOREIGN LANGUAGE PROFICIENCY; *FOREIGN LANGUAGES; *ORAL PROFICIENCY INTERVIEW RATINGS; *PREDICTIONS; *PROFICIENCY; *SCORING; *WONDERLIC PERSONNEL TEST; FOREIGN LANGUAGE APTITUDE; FOREIGN LANGUAGE LEARNING; Humanities and History; INITIAL ACQUISITION TRAINING; LANGUAGE LEARNING APTITUDE; LEARNING; Linguistics; Military Forces and Organizations; Psychology; RATINGS; SCHOOLS; SPECIAL OPERATIONS FORCES
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URL: http://www.dtic.mil/docs/citations/ADA585074
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA585074
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| 15 |
Studies in Intelligence. Volume 54, Number 2, June 2010
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In: DTIC (2010)
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| 16 |
Deciphering the Rising Sun: Navy and Marine Corps Codebreakers, Translators, and Interpreters in the Pacific War
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In: DTIC (2010)
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| 17 |
Civilian Language Education in America: How the Air Force and Academia Can Thrive Together
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In: DTIC (2010)
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| 18 |
Teaching Intelligence Analysis with TIACRITIS
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In: DTIC (2010)
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| 19 |
Social Awareness and Leader Influence: Development of Classroom and Web-Based Learning Interventions
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In: DTIC (2009)
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| 20 |
Learning to Decode Nonverbal Cues in Cross-Cultural Interactions
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In: DTIC (2009)
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