Dissertations / Theses on the topic 'Cross-language learning'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Cross-language learning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Hjelm, Hans. "Cross-language Ontology Learning : Incorporating and Exploiting Cross-language Data in the Ontology Learning Process." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8414.
Full textFör att köpa boken skicka en beställning till exp@ling.su.se/ To order the book send an e-mail to exp@ling.su.se
Woldemariam, Yonas Demeke. "Natural language processing in cross-media analysis." Licentiate thesis, Umeå universitet, Institutionen för datavetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-147640.
Full textMau, Pui-sze Priscilla. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.
Full textMau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.
Full textMogofe, Romulus Asaph. "Integrating language literacy skills in teaching physical sciences in Riba Cross District, South Africa." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1590.
Full textPoor performance, by English Language Learners (ELLs), in Science examinations remains a thorny issue in countries where English is not the home language. Research around the world and the Department of Basic Education in South Africa have long recommended the integration of Language Literacy skills in the teaching of Physical Sciences in order to solve this issue. Despite that, learners’ poor performance in Physical Sciences examinations has been found to be positively related to low language literacy skills. The questions are: Do Physical Sciences teachers integrate language literacy skills in teaching the subject?; If yes, to what extent is the integration of language literacy skills practiced in Physical Sciences classroom? In an attempt to answer the above questions, a quantitative survey was carried out in Riba Cross District of Sekhukhune Region of Limpopo Province in South Africa. 211 learners and five teachers from selected nine schools took part in the study and questionnaires were used to collect data. Data were analysed using descriptive and inferential statistics and the Statistical Package for the Social Sciences (SPSS) version 22 was used. The results indicate that Language Literacy skills are integrated into the teaching of Physical Sciences in Riba Cross District, despite concerns raised by the teachers. The areas of concern include letting learners to argue using evidences and writing reports. Furthermore, schools with large classes have challenges in integrating Language Literacy Skills in the teaching of Physical Sciences. Therefore, further studies are recommended which should integrate both qualitative and quantitative approaches in school contexts.
Lennane, B. Michael. "Cross-cultural influences on corrective feedback preferences in English language instruction." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112502.
Full textGupta, Parth Alokkumar. "Cross-view Embeddings for Information Retrieval." Doctoral thesis, Universitat Politècnica de València, 2017. http://hdl.handle.net/10251/78457.
Full textEn esta disertación estudiamos problemas de vistas-múltiples relacionados con la recuperación de información utilizando técnicas de representación en espacios de baja dimensionalidad. Estudiamos las técnicas existentes y proponemos nuevas técnicas para solventar algunas de las limitaciones existentes. Presentamos formalmente el concepto de recuperación de información con escritura mixta, el cual trata las dificultades de los sistemas de recuperación de información cuando los textos contienen escrituras en distintos alfabetos debido a razones tecnológicas y socioculturales. Las palabras en escritura mixta son representadas en un espacio de características finito y reducido, compuesto por n-gramas de caracteres. Proponemos los auto-codificadores de vistas-múltiples (CAE, por sus siglas en inglés) para modelar dichas palabras en un espacio abstracto, y esta técnica produce resultados de vanguardia. En este sentido, estudiamos varios modelos para la recuperación de información entre lenguas diferentes (CLIR, por sus siglas en inglés) y proponemos un modelo basado en redes neuronales composicionales (XCNN, por sus siglas en inglés), el cual supera las limitaciones de los métodos existentes. El método de XCNN propuesto produce mejores resultados en diferentes tareas de CLIR tales como la recuperación de información ad-hoc, la identificación de oraciones equivalentes en lenguas distintas y la detección de plagio entre lenguas diferentes. Para tal efecto, realizamos pruebas experimentales para dichas tareas sobre conjuntos de datos disponibles públicamente, presentando los resultados y análisis correspondientes. En esta disertación, también exploramos un método eficiente para utilizar similitud semántica de contextos en el proceso de selección léxica en traducción automática. Específicamente, proponemos características extraídas de los contextos disponibles en las oraciones fuentes mediante el uso de auto-codificadores. El uso de las características propuestas demuestra mejoras estadísticamente significativas sobre sistemas de traducción robustos para las tareas de traducción entre inglés y español, e inglés e hindú. Finalmente, exploramos métodos para evaluar la calidad de las representaciones de datos de texto generadas por los auto-codificadores, a la vez que analizamos las propiedades de sus arquitecturas. Como resultado, proponemos dos nuevas métricas para cuantificar la calidad de las reconstrucciones generadas por los auto-codificadores: el índice de preservación de estructura (SPI, por sus siglas en inglés) y el índice de acumulación de similitud (SAI, por sus siglas en inglés). También presentamos el concepto de dimensión crítica de cuello de botella (CBD, por sus siglas en inglés), por debajo de la cual la información estructural se deteriora. Mostramos que, interesantemente, la CBD está relacionada con la perplejidad de la lengua.
En aquesta dissertació estudiem els problemes de vistes-múltiples relacionats amb la recuperació d'informació utilitzant tècniques de representació en espais de baixa dimensionalitat. Estudiem les tècniques existents i en proposem unes de noves per solucionar algunes de les limitacions existents. Presentem formalment el concepte de recuperació d'informació amb escriptura mixta, el qual tracta les dificultats dels sistemes de recuperació d'informació quan els textos contenen escriptures en diferents alfabets per motius tecnològics i socioculturals. Les paraules en escriptura mixta són representades en un espai de característiques finit i reduït, composat per n-grames de caràcters. Proposem els auto-codificadors de vistes-múltiples (CAE, per les seves sigles en anglès) per modelar aquestes paraules en un espai abstracte, i aquesta tècnica produeix resultats d'avantguarda. En aquest sentit, estudiem diversos models per a la recuperació d'informació entre llengües diferents (CLIR , per les sevas sigles en anglès) i proposem un model basat en xarxes neuronals composicionals (XCNN, per les sevas sigles en anglès), el qual supera les limitacions dels mètodes existents. El mètode de XCNN proposat produeix millors resultats en diferents tasques de CLIR com ara la recuperació d'informació ad-hoc, la identificació d'oracions equivalents en llengües diferents, i la detecció de plagi entre llengües diferents. Per a tal efecte, realitzem proves experimentals per aquestes tasques sobre conjunts de dades disponibles públicament, presentant els resultats i anàlisis corresponents. En aquesta dissertació, també explorem un mètode eficient per utilitzar similitud semàntica de contextos en el procés de selecció lèxica en traducció automàtica. Específicament, proposem característiques extretes dels contextos disponibles a les oracions fonts mitjançant l'ús d'auto-codificadors. L'ús de les característiques proposades demostra millores estadísticament significatives sobre sistemes de traducció robustos per a les tasques de traducció entre anglès i espanyol, i anglès i hindú. Finalment, explorem mètodes per avaluar la qualitat de les representacions de dades de text generades pels auto-codificadors, alhora que analitzem les propietats de les seves arquitectures. Com a resultat, proposem dues noves mètriques per quantificar la qualitat de les reconstruccions generades pels auto-codificadors: l'índex de preservació d'estructura (SCI, per les seves sigles en anglès) i l'índex d'acumulació de similitud (SAI, per les seves sigles en anglès). També presentem el concepte de dimensió crítica de coll d'ampolla (CBD, per les seves sigles en anglès), per sota de la qual la informació estructural es deteriora. Mostrem que, de manera interessant, la CBD està relacionada amb la perplexitat de la llengua.
Gupta, PA. (2017). Cross-view Embeddings for Information Retrieval [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/78457
TESIS
Conradie, Simone. "Verb movement parameters in Afrikaans : investigating the Full Transfer Full Access hypothesis." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85899.
Full textThree studies on the L2 acquisition of two verb movement parameters, the V2 parameter and the Split-IP parameter (SIP), are reported. The first study investigates 'full access', testing whether English-speaking learners of Afrikaans, who started acquiring the L2 in early childhood and are thus child L2 learners, can reset the two parameters. The second study investigates 'full transfer' and 'full access' by testing whether English-speaking and German-speaking learners start out with different settings of the two parameters and whether the English-speaking learners can reset the parameters. All participants in this study are adult L2 learners, which facilitates a comparison of child L2 acquisition (first study) with adult L2 acquisition. The third study investigates whether Afrikaans-speaking learners of French can acquire knowledge of the ungrammaticality of certain construction types that are allowed in their L1 but not in the L2 (although the languages share the same parameter setting), despite the fact that there seems to be no positive evidence to this effect in the L2 input. It is argued that, taken together, the studies provide evidence in support of the FTFA.
The original contribution of this thesis lies in (i) investigating both verb movement parameters (instead of only one), (ii) providing a thorough discussion of the relevant syntactic properties of Afrikaans, (iii) investigating the L2 acquisition of Afrikaans, and (iv) addressing the question of how learners go about acquiring a parameter setting ([+SIP]) in cases where both the L1 and the L2 share the parameter setting but the L1 exhibits a superset of the properties exhibited by the L2.
Christodoulopoulos, Christos. "Iterated learning framework for unsupervised part-of-speech induction." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8880.
Full textGürel, Ayşe. "Linguistic characteristics of second language acquisition and first language attrition : Turkish overt versus null pronouns." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38201.
Full textIn this thesis, I propose that the Subset Condition (Berwick, 1985; Manzini & Wexler, 1987) can account for transfer phenomena observed in both L2 acquisition and L1 attrition. I argue that the subset relation that holds between the L1 and the L2 can be a predictor for the extent and duration of cross-linguistic transfer in L2 acquisition and L1 attrition. In other words, whether or not a particular property will resist L2 acquisition and undergo L1 attrition can be determined by looking at the subset relationship between the L1 and the L2 with respect to that property.
The prediction is that in configurations where the 'influencing language' (L1 in L2 acquisition and L2 in L1 attrition) is the superset of the 'affected language' (L2 in L2 acquisition and L1 in L1 attrition), L1 transfer effect will persist in L2 acquisition and we will see more signs of L2 transfer into the L1 grammar, resulting in more attrition effects.
Pronominal binding is chosen to investigate such cross-linguistic transfer effects. English and Turkish differ with respect to governing domains and types of pronominals present in two languages. Turkish, being a pro-drop language, allows null subject pronouns in main and embedded clauses. It also has a special type of anaphoric pronominal, kendisi, for which English has no corresponding form.
Two experiments were conducted to test L2 acquisition and L1 attrition of binding properties of Turkish overt and null subject pronouns under the influence of English. Participants included native English-speakers living in Turkey (end-state L2 Turkish speakers) and native Turkish-speakers living in North America (end-state L2 English speakers). Overall, results obtained from the two studies reveal cross-linguistic transfer effects in the manner predicted. In particular, properties of English overt pronouns (e.g., him/her) are transferred onto the overt Turkish pronoun o in L2 acquisition and in attrition, whereas properties of the Turkish null pronoun and the anaphoric pronominal kendisi are unaffected by English.
Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.
Full textChild, Michael W. "Cross-Linguistic Influence in L3 Portuguese Acquisition: Language Learning Perceptions and the Knowledge and Transfer of Mood Distinctions by Three Groups of English-Spanish Bilinguals." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333340.
Full textPak, Samuel Sungchoon. "Incorporating crosscultural learning strategies to reduce English language learning stresses on Hong Kong's secondary students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1523.
Full textSun-Alperin, Marlene Kendra. "Cross-language transfer of phonological and orthographic processing skills in Spanish-speaking children learning to read and spell in English." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7684.
Full textThesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Wei-Tzou, Hsiou-Chi. "An investigation into mainland Chinese students' experience of a cross-cutural e-mail exchange project." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/87848.
Full textInagaki, Shunji. "Transfer and learnability in second language argument structure : motion verbs with locationaldirectional PPs in L2 English and Japanese." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38492.
Full textGoksun-Yoruk, Tilbe. "The 'Who' and 'Where' of Events: Infants' Processing of Figures and Grounds in Events." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/100828.
Full textPh.D.
Learning relational terms such as verbs and prepositions is fundamental to language development. To learn relational words, children must first dissect and process dynamic event components, and then uncover how the particular language they are learning encodes these constructs. Building on a new area of research, this dissertation investigated two event components, figure (i.e., the moving entity) and ground (i.e., the stationary setting) that are central to learning relational words. In particular, we examine how English- and Japanese-reared infants process figures and grounds in nonlinguistic events and how language learning interacts with their conceptualization of these constructs. Four studies were designed to probe our questions. Study 1 examined English-reared infants' ability to form nonnative ground categories encoded only in Japanese. For example, "crossing a road," which extends in a line and is bounded, is expressed differently than "crossing a field" that extends in a plane and is unbounded. We found that infants can detect the geometry of the ground and form a nonnative ground category. Study 2 indicated that the path of an action plays a role in construing these categorical ground distinctions such that without the bounded paths infants do not differentiate between grounds. Study 3 demonstrated that even though infants notice figures and grounds in static representations of the dynamic events (even earlier for the ground discrimination), the Japanese categorical ground differentiation no longer emerged. In the last set of studies, we showed that despite the sensitivity to the event structure and categorical ground distinctions in dynamic events by both English- and Japanese-reared infants (Study 4a), only Japanese toddlers retained these categorical distinctions (Study 4b). Overall, these results suggest that 1) infants distinguish between figures and grounds in events with differential attention to static and dynamic displays; 2) before learning much about their native language infants form nonnative event categories; and 3) the process of learning language appears to shift earlier formed categorical boundaries.
Temple University--Theses
Chuang, Min-Tun. "Cross-language transfer the strategic reading processes of eighth-grade Taiwanese readers in Chinese and english within a self-regulated learning framework /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7820.
Full textThesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Park, In-Ryang. "Encouraging motivation using songs and cooperative learning to improve intercultural understanding." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1754.
Full textHung, Hui-Lin. "Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students' academic challenges." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1226779218.
Full textTitle from PDF t.p. (viewed Jan. 25, 2010). Advisor: Eunsook Hyun. Keywords: International/multicultural education; cross-cultural cognition/metacognition; English for academic purposes; inclusive curriculum and pedagogy. Includes bibliographical references (p. 278-301).
Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.
Full textLin, Fangyi. "Faculty perceptions and experiences with Taiwanese graduate students at a university in the United States implication for cross cultural teaching and learning /." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1225416318.
Full textTitle from PDF t.p. (viewed Jan. 22, 2010). Advisor: Kenneth Cushner. Keywords: language; communication; cross cultural; teaching and learning; international students. Includes bibliographical references (p. 197-216).
Pergolini, Diego. "Differentiable Neural Computing: Studio e Sperimentazione nella Cross-Domain Sentiment Classification." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/14266/.
Full textNam, Jue Yeun. "Achieving English competence in Korea through computer-assisted language learning and crosscultural understanding." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1865.
Full textFeldman, Anna. "Portable language technology a resource-light approach to morpho-syntactic tagging /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1153344391.
Full textOu, Chun-Ming. "The Dynamics Among Non-English Speaking Online Learners' Language Proficiency, Coping Mechanisms,and Cultural Intelligence: Implications for Effective Practice for Online Cross-cultural Collaboration." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1338383346.
Full textMozafari, Marzieh. "Hate speech and offensive language detection using transfer learning approaches." Electronic Thesis or Diss., Institut polytechnique de Paris, 2021. http://www.theses.fr/2021IPPAS007.
Full textThe great promise of social media platforms (e.g., Twitter and Facebook) is to provide a safe place for users to communicate their opinions and share information. However, concerns are growing that they enable abusive behaviors, e.g., threatening or harassing other users, cyberbullying, hate speech, racial and sexual discrimination, as well. In this thesis, we focus on hate speech as one of the most concerning phenomenon in online social media.Given the high progression of online hate speech and its severe negative effects, institutions, social media platforms, and researchers have been trying to react as quickly as possible. The recent advancements in Natural Language Processing (NLP) and Machine Learning (ML) algorithms can be adapted to develop automatic methods for hate speech detection in this area.The aim of this thesis is to investigate the problem of hate speech and offensive language detection in social media, where we define hate speech as any communication criticizing a person or a group based on some characteristics, e.g., gender, sexual orientation, nationality, religion, race. We propose different approaches in which we adapt advanced Transfer Learning (TL) models and NLP techniques to detect hate speech and offensive content automatically, in a monolingual and multilingual fashion.In the first contribution, we only focus on English language. Firstly, we analyze user-generated textual content to gain a brief insight into the type of content by introducing a new framework being able to categorize contents in terms of topical similarity based on different features. Furthermore, using the Perspective API from Google, we measure and analyze the toxicity of the content. Secondly, we propose a TL approach for identification of hate speech by employing a combination of the unsupervised pre-trained model BERT (Bidirectional Encoder Representations from Transformers) and new supervised fine-tuning strategies. Finally, we investigate the effect of unintended bias in our pre-trained BERT based model and propose a new generalization mechanism in training data by reweighting samples and then changing the fine-tuning strategies in terms of the loss function to mitigate the racial bias propagated through the model. To evaluate the proposed models, we use two publicly available datasets from Twitter.In the second contribution, we consider a multilingual setting where we focus on low-resource languages in which there is no or few labeled data available. First, we present the first corpus of Persian offensive language consisting of 6k micro blog posts from Twitter to deal with offensive language detection in Persian as a low-resource language in this domain. After annotating the corpus, we perform extensive experiments to investigate the performance of transformer-based monolingual and multilingual pre-trained language models (e.g., ParsBERT, mBERT, XLM-R) in the downstream task. Furthermore, we propose an ensemble model to boost the performance of our model. Then, we expand our study into a cross-lingual few-shot learning problem, where we have a few labeled data in target language, and adapt a meta-learning based approach to address identification of hate speech and offensive language in low-resource languages
Henderson, Petra. ""Shaking Shakespeare": A case study of a cross-curricular project in year 9 which integrated content and English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28455.
Full textSagen, Markus. "Large-Context Question Answering with Cross-Lingual Transfer." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-440704.
Full textSamuelfolk, Hugues. "Swedish L2 Learners’ acquisition of grammatical morphemes : A cross-sectional study on how well Swedish Learners of English as a second language at upper secondary school use morphemes in their writing." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67959.
Full textSyftet med denna uppsats har varit att undersöka om svenska elever som studerar på gymnasieskolan kunde aktivt använda de engelska morfemen The progressive –ing, The irregular past och The irregular third person. Dessutom har uppsatsen också behandlat om det fanns morfemen som eleverna kunde använda sig bättre av. Den har även jämfört sitt resultat med vad andra forskare har hittat. Uppsatsen är bygd på essäer skrivna av elever på gymnasieskolan som finns att hämta i The Uppsala Learner English Corpus. Dessutom använder den sig av essäer skrivna av elever för det nationella provet i engelska 6. Under studiens gång var det viktigt att förklara vad The natural order är liksom vad forskare säger gällande denna teori. Följaktligen blir det viktigt att klargöra skillnaden mellan en tvärsnittsstudie och en longitudinell studie. Vid analysen av essäerna användes programmet Antconc. Det är ett gratis korpusanalysprogram som tillåter forskare att studera flera texter samtidigt. För att klargöra om eleverna hade förvärvat morfemen var det därefter viktigt att studera alla obligatoriska sammanhang där morfemen måste användas, vilket gjordes manuellt. Det som framgår är att eleverna som granskades i studien inte har förvärvat de tre morfemen. Eleverna kunde använda sig av vissa former av varje morfem, men även i dessa fall var den korrekta användningen i procent oftast inte mer än 85%. Detta resultat var ganska likt de studier som har granskat elever i högstadiet, vilket tyder på att elever i både högstadiet och gymnasiet inte förvärvar dessa morfem fullt ut. I de flesta fall kunde eleverna enbart använda olika former av morfemen.
Salii, Helena. "Teaching Kazuo Ishiguro’s The Remains of the Day : A Theoretical Essay Towards Cross-Curricular, DualCoded Historical Knowledge." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40764.
Full textBrock, Melanie. "Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231.
Full textBarbir, Monica. "The way we learn." Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEE019.
Full textTo learn is to extract and distill pertinent information from a set of evidence. Yet, the evidence a learner has, or could have, at hand may seem insufficient for what she is aiming to acquire. The insufficiency of the evidence is often evoked in respect to language acquisition: the word meanings and grammar that individuals know appear to require more evidence than that to which they have access in their environments. While the brunt of research has focused on identifying overlooked sources of evidence and widening the evidence set, here we switch gears and probe what exactly it is that the evidence set needs to support. We propose that the evidence a learner has may be insufficient to provide her with the knowledge competent language users think they have; however, the very same evidence may be sufficient to provide a learner with the information needed for cognitive processing of language. Very broadly, there may be a gap between what we think we acquire and what we really acquire. In the introductory section of this dissertation, we begin by presenting evidence of a gap between what we feel words mean and how meanings are processed in the mind. We frame this gap in the broader context of how minds, with finite access to evidence, make sense the external world. Then, in the first chapter, we investigate how comparably little evidence can fuel acquisition of grammar in an ecologically valid setting. Our results reveal that just a handful of words can spur a virtuous cycle of grammar and vocabulary acquisition in infants. Next, in the second chapter, we examine whether the same set of evidence gives rise to productive knowledge or generalization (i.e., the capacity to use prior knowledge to interpret novel situations) across development, from infancy into childhood and through to adulthood. Our data show that infants and adults generalize a novel grammatical context to new words, but pre-school children do not. We interpret our results within the extant literature, pointing to the live possibility that what counts as knowledge may depend on where an individual places her ‘knowledge threshold’ rather than an immutable ideal. Finally, in the third chapter, we probe whether evidence that reflects a knowledge state (e.g., explicitly hearing a direct translation: ‘Bamoule’ means ‘cat’) is inherently more informative, or merely more appealing, for a learner. Our results demonstrate that pre-packaged knowledge-state evidence boosts confidence, but has variable effects on performance. Across three chapters and ten experiments, we build up a set of fundamental features about what it is ‘to know’: (1) a little evidence can go a long way, (2) how much evidence is considered to be enough may depend on a modifiable threshold, and (3) the mind may crave certainty. We advance the conclusion that the set of evidence available to an individual can be sufficient to foster knowledge. It may just not be sufficient to foster the kind of knowledge we think we have. Therefore, to better understand the way we learn, we need to investigate what is ‘to know’ from the point of view of the learner
Tse, Siu-ching, and 謝兆政. "Cross linguistic influence in polyglots: encoding of the future by L3 learners of Swedish." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4842187X.
Full textpublished_or_final_version
Linguistics
Master
Master of Arts
Wei, Peipei. "Cross-Linguistic Perception and Learning of Mandarin Chinese Sounds by Japanese Adult Learners." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22279.
Full textBallinger, Susan Gail. "Towards a cross-linguistic pedagogy: biliteracy and reciprocal learning strategies in French immersion." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114147.
Full textCette dissertation s'appuie sur une intervention d'une durée de 7 semaines dans deux cours d'immersion en français (classes de 3e et 3e/ 4e années) au sein de deux écoles, situées près de Montréal, fréquentées par des élèves ayant comme langue dominante soit le français, soit l'anglais. L'intervention visait à créer une passerelle entre la langue maternelle et la langue seconde (L2) des élèves par le truchement d'un projet de « bilitéracie » liant la matière des cours de langue française et anglaise et de la mise en œuvre de stratégies d'apprentissage réciproque des langues conçues pour aider les élèves à établir des liens d'apprentissage linguistique avec d'autres élèves. Dans le cadre du projet de bilitéracie, les enseignants des cours de français et d'anglais lisaient aux élèves des extraits tirés des versions anglaise et française de trois livres d'images. Après chaque lecture, des paires d'élèves, composées d'un élève dont la langue dominante était l'anglais et un autre dont c'était le français, étaient appelées à réaliser des tâches de litéracie coopératives. De plus, les élèves suivaient huit cours de stratégie visant une meilleure sensibilisation à leur production en L2 et une plus grande exactitude linguistique, tout en rehaussant leur prise de conscience de leur rôle et de celui de leurs pairs en tant que ressources dans l'apprentissage des langues.La collecte de données s'est effectuée à partir d'entrevues d'enseignant et d'élèves et d'interactions filmées de 8 paires témoins (n = 16) alors qu'elles s'adonnaient à de tâches coopératives. Les transcriptions des données sur l'interaction ont d'abord fait l'objet d'une analyse quantitative en termes de (a) l'attention portée à la langue (opérationnalisées en tant qu'épisodes liés à la langue et de (b) l'utilisation des stratégies (opérationnalisées sous les rubriques « poser des questions » et « fournir de la rétroaction corrective ») par les élèves. Les schèmes mis au jour par l'analyse quantitatives ont contribué à orienter l'analyse qualitative subséquente. Les analyses ont révélé que toutes les paires d'élèves filmées ont eu recours à des stratégies de réciprocité et ont manifesté une collaboration poussée dans la réalisation des tâches. La dominance linguistique et le type de tâche ont tous deux influé, dans une certaine mesure, sur le comportement interactionnel des élèves, mais leur efficacité sur les plans de la réalisation des tâches et de la résolution des problèmes linguistiques était d'autant plus grande qu'ils recouraient à des initiatives interactionnelles additionnelles sollicitant et soutenant les contributions de leurs pairs. Par conséquent, une pédagogie qui montrera aux élèves comment collaborer de manière constructive s'avérera un élément clé pour contribuer au succès d'approches interlinguales similaires.
Shammas, Nafez Antonius. "Cross-cultural pragmatic failure : misunderstanding in verbal communication between speakers of Arabic & English." Thesis, Loughborough University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338756.
Full textShport, Irina A. 1975. "Cross-Linguistic Perception and Learning of Japanese Lexical Prosody by English Listeners." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12087.
Full textThe focus of this dissertation is on how language experience shapes perception of a non-native prosodic contrast. In Tokyo Japanese, fundamental frequency (F0) peak and fall are acoustic cues to lexically contrastive pitch patterns, in which a word may be accented on a particular syllable or unaccented (e.g., tsúru 'a crane', tsurú 'a vine', tsuru 'to fish'). In English, lexical stress is obligatory, and it may be reinforced by F0 in higher-level prosodic groupings. Here I investigate whether English listeners can attend to F0 peaks as well as falls in contrastive pitch patterns and whether training can facilitate the learning of prosodic categories. In a series of categorization and discrimination experiments, where F0 peak and fall were manipulated in one-word utterances, the judgments of prominence by naïve English listeners and native Japanese listeners were compared. The results indicated that while English listeners had phonetic sensitivity to F0 fall in a same-different discrimination task, they could not consistently use the F0 fall to categorize F0 patterns. The effects of F0 peak location and F0 fall on prominence judgments were always larger for Japanese listeners than for English listeners. Furthermore, the interaction between these acoustic cues affected perception of the contrast by Japanese, but not English, listeners. This result suggests that native, but not non-native, listeners have complex and integrated processing of these cues. The training experiment assessed improvement in categorization of Japanese pitch patterns with exposure and feedback. The results suggested that training improved identification of the accented patterns, which also generalized to new words and new contexts. Identification of the unaccented pattern, on the other hand, showed no improvement. Error analysis indicated that native English listeners did not learn to attend specifically to the lack of the F0 fall. To conclude, language experience influences perception of prosodic categories. Although there is some sensitivity to F0 fall in non-native listeners, they rely mostly on F0 peak location in language-like tasks such as categorization of pitch patterns. Learning of new prosodic categories is possible. However, not all categories are learned equally well, which suggests that first language attentional biases affect second language acquisition in the prosodic domain.
Committee in charge: Susan Guion Anderson, Chairperson; Melissa A. Redford, Member; Vsevolod Kapatsinki, Member; Kaori Idemaru, Outside Member
Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.
Full textNyberg, Selma. "Video Recommendation Based on Object Detection." Thesis, Uppsala universitet, Avdelningen för systemteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351122.
Full textGieser, Julianna Hawkins. "Academic stress and the transition from a national school to an English-speaking school." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Full textZhang, Zheng. "Explorations in Word Embeddings : graph-based word embedding learning and cross-lingual contextual word embedding learning." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS369/document.
Full textWord embeddings are a standard component of modern natural language processing architectures. Every time there is a breakthrough in word embedding learning, the vast majority of natural language processing tasks, such as POS-tagging, named entity recognition (NER), question answering, natural language inference, can benefit from it. This work addresses the question of how to improve the quality of monolingual word embeddings learned by prediction-based models and how to map contextual word embeddings generated by pretrained language representation models like ELMo or BERT across different languages.For monolingual word embedding learning, I take into account global, corpus-level information and generate a different noise distribution for negative sampling in word2vec. In this purpose I pre-compute word co-occurrence statistics with corpus2graph, an open-source NLP-application-oriented Python package that I developed: it efficiently generates a word co-occurrence network from a large corpus, and applies to it network algorithms such as random walks. For cross-lingual contextual word embedding mapping, I link contextual word embeddings to word sense embeddings. The improved anchor generation algorithm that I propose also expands the scope of word embedding mapping algorithms from context independent to contextual word embeddings
Chan, Carol Suk Oi. "A cross-sectional study of syntactic errors in English composition by ESL students in Hong Kong : aspects of negative transfer." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/501.
Full textLu, Yan. "Etude contrastive de la prosodie audio-visuelle des affects sociaux en chinois mandarin vs.français : vers une application pour l'apprentissage de la langue étrangère ou seconde." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAL001/document.
Full textIn human face-to-face interaction, social affects should be distinguished from emotional expressions, triggered by innate and involuntary controls of the speaker, by their nature of voluntary controls expressed within the audiovisual prosody and by their important role in the realization of speech acts. They also put into circulation between the interlocutors the social context and social relationship information. The prosody is a main vector of social affects and its cross-language variability is a challenge for language description as well as for foreign language teaching. Thus, cultural and linguistic specificities of the socio-affective prosody in oral communication could be a difficulty, even a risk of misunderstanding, for foreign language and second language learners. This thesis is dedicated to intra- and intercultural studies on perception of the prosody of 19 social affects in Mandarin Chinese and in French, on their cognitive representations, as well as on Chinese and French socio-affective prosody learning for foreign and second language learners. The first task of this thesis concerns the construction of a large audio-visual corpus of Chinese social affects. 152 sentences with the variation of length, tone location and syntactic structures of utterances, have been incorporated with 19 social affects. This corpus is served to examine the identification and perceptual confusion of these Chinese social affects by native and non-native listeners, as well as the tonal effect on non-native subjects' identification. Experimental results reveal that the majority of social affects are similarly perceived by native and non-native subjects, otherwise, some differences are also observed. Lexical tones lead to certain perceptual problems also for Vietnamese listeners (of a tonal language) and for French listeners (of a non-tonal language). In parallel, an acoustic analysis investigates the production side of prosodic socio-affects in Mandarin Chinese, and allows highlighting the more prominent patterns of acoustical variations as well as supporting the perceptual resultants obtained on the same expressions. Then, a study on conceptual and psycho-acoustic distances between social affects is carried out with Chinese and French subjects. The main results indicate that all subjects share to a very large extent the knowledge about these 19 social affects, regardless of their mother language, gender or how to present social affects (concept or acoustic realization). Finally, the last chapter of thesis is dedicated to the differences in the perception of 11 Chinese social affects expressed in different modalities (audio only, video only and audio-visual) for French learners and native subjects, as well as in the perception of the same French socio-affects for Chinese learners and native subjects. According to the results, the identification of affective expressions depends more on their affective values and on their presentation modality. Subject's learning level (beginner or intermediate) does not have a significant effect on their identification
Boonkwan, Prachya. "Scalable semi-supervised grammar induction using cross-linguistically parameterized syntactic prototypes." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9808.
Full textHarumi, Seiko. "The use of silence by Japanese learners of English in cross-cultural communication and its pedagogical implications." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006613/.
Full textTilley-Lubbs, Gresilda A. "Crossing the Border Through Service-Learning: The Power of Cross-Cultural Relationships." Diss., Virginia Tech, 2003. http://scholar.lib.vt.edu/theses/available/etd-07272003-010818.
Full textCarbutt, Ren S. "The Experiences of Hispanic International Students as Interviewees in a Cross-Cultural Interview Project." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3403.
Full textVraciu, Eleonora Alexandra. "Tense-Aspect Morphology in the Advanced English L2 Variety: Exploring Semantic, Discourse and Cross-linguistic Factors." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/96894.
Full textOur dissertation belongs to a recently initiated line of studies seeking to characterise the advanced English L2 variety. We present an integrated analysis of a series of semantic, discourse and cross-linguistic factors underlying the use of verb forms by advanced French and Catalan learners of English as a foreign language. On the basis of a corpus of oral picture book narratives produced by two populations of language specialists (i.e., English Studies graduates and professors at several French and Catalan universities), we explore the distribution of tense-aspect morphology in relation to the aspectual class of predicates (the Aspect Hypothesis) and the temporal information predicates encode in narrative discourse (the Discourse Hypothesis). Tense-aspect forms are also considered from the perspective of the so-called L2 rhetorical style, the systematic linguistic choices learners make in a given communicative task drawing both on their learnt repertoire of L2 devices and on information selection and organisation patterns unconsciously transferred from their L1. The availability of grammaticalised aspectual distinctions in the learners’ mother tongues does not ensure a nativelike use of aspectual marking in advanced English L2. Differences reside in the use of tense-aspect morphology with durative atelic predicates and in the functional-semantic scope verb forms have in discourse. Prototypical predicate/form coalitions in learner production were found to remain strong in the use of the progressive with durative atelic predicates and to lead to an across-the-board reliance on the progressive, often in tension with the plot-advancing role of the predicate. The degree of grammaticalisation of the progressive aspect in the learners’ L1 seems to interfere with the hypotheses of use concerning the progressive form in English L2, particularly in the case of the French L1 student group. Only the professor groups employ tense-aspect forms in a way which is genuinely liberated from the semantic congruence with the predicate, similar to what was observed in English L1. With these very advanced learners, the progressive has a discourse-specific function and becomes optional when viewpoint information can be retrieved from other elements in the context. English L2 form-function mappings in the domain of tense-aspect morphology were also found to be more limited or not to match the ones observed in English L1. A case in point is the non-progressive present or past form, strongly associated with plot-advancing contexts in the production of the student groups, whereas the non-progressive is a default form, encoding a variety of narrative material, in the production of the professor groups and the English native speakers. The cross-linguistic analysis of a specific type of narrative contexts, namely two episodes where the expression of simultaneity plays a central role, revealed the existence of a subtle L1 influence on the construction of a temporal perspective in English L2, even with the most proficient learners. These findings invite to a reflection on the margins of grammaticalised contrasts, where atypical coalitions arise, and how learners can grasp such peripheral uses in an instructional setting. They also indicate that L2 oral production at the advanced stages is bound to a linguistic and conceptualisation filter which is the legacy of learners’ L1.
Sajiki, Atsuko. "Intellectual empathy as a tool of cross-cultural learning United States students in study abroad program in Japan /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215207.
Full textSource: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1258. "Title from dissertation home page (viewed June 18, 2007)."