Relevant bibliographies by topics / Language classes

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language classes'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Language classes"

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Weibert, Anne, Max Krüger, Konstantin Aal, Setareh Sadat Salehee, Renad Khatib, Dave Randall, and Volker Wulf. "Finding Language Classes." Proceedings of the ACM on Human-Computer Interaction 3, CSCW (November 7, 2019): 1–23. http://dx.doi.org/10.1145/3359218.

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Bilak, M. V. "Teaching lexical material during foreign language classes." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 2(10) (2019): 172–74. http://dx.doi.org/10.31339/2413-3329-2019-2(10)-172-174.

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Schwager, Waldemar, and Ulrike Zeshan. "Word classes in sign languages." Parts of Speech: Descriptive tools, theoretical constructs 32, no. 3 (September 3, 2008): 509–45. http://dx.doi.org/10.1075/sl.32.3.03sch.

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The topic of word classes remains curiously under-represented in the sign language literature due to many theoretical and methodological problems in sign linguistics. This article focuses on language-specific classifications of signs into word classes in two different sign languages: German Sign Language and Kata Kolok, the sign language of a village community in Bali. The article discusses semantic and structural criteria for identifying word classes in the target sign languages. On the basis of a data set of signs, these criteria are systematically tested out as a first step towards an inductive classification of signs. Approaches and analyses relating to the problem of word classes in linguistic typology are used for shedding new light on the issue of word class distinctions in sign languages.
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Machu, Muniroh. "PERBANDINGAN KELAS KATA BAHASA INDONESIA DENGAN BAHASA MELAYU THAILAND SELATAN." EDU-KATA 7, no. 1 (February 28, 2021): 39–48. http://dx.doi.org/10.52166/kata.v6i1.1768.

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Comparison of Indonesian word classes with Southern Thai Malay language is a problem, namely how to compare Indonesian word classes with Southern Thai and Malay languages ​​so that there will be no errors in the use of said classes. The purpose of this study is to describe the similarities, differences and comparisons of Indonesian word classes with Southern Thai Malay. The type of research used in this study is a qualitative descriptive study. The results of the study are a comparison of Indonesian word classes with Southern Thai Malay language can be expressed in the same class of words, namely three word classes: Indonesian verbs with verbs Southern Thai Malay, Indonesian adjectives with the adjectives of South Thai Malay language and Indonesian verbs with language Southern Thai Malay. The difference between Indonesian words and Southern Thai Malay can be distinguished as noun, Pronomina and Numeralia words, adverb words can be found in Indonesian only, while South Thai Malay words can be classed as names.
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Lehmann, Christian. "Roots, stems and word classes." Parts of Speech: Descriptive tools, theoretical constructs 32, no. 3 (September 3, 2008): 546–67. http://dx.doi.org/10.1075/sl.32.3.04leh.

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The assignment of a linguistic sign to a word class is an operation that must be seen as part of the overall transformation of extralinguistic substance into linguistic form. In this, it is comparable to such processes as the transitivization of a verbal base, which further specifies a relatively rough categorization. Languages differ both in the extent to which they structure the material by purely grammatical criteria and in the level at which they do this. The root and the stem are the lowest levels at which a linguistic sign can be categorized in terms of language-specific structure. Further categorization is then achieved at the level of the syntagm. An empirical investigation comparing the categorization of roots and stems in a sample of six languages (English, German, Latin, Spanish, Yucatec Maya, Mandarin Chinese) turns up far-reaching differences. These differences in the amount of categorization that languages apply to linguistic signs at the most basic levels throw into doubt any thesis claiming universal categoriality or acategoriality for roots. Such a static view must be replaced by a dynamic one which asks for the role of categorization in linguistic activity. At the same time, these differences raise the issue of the amount of structure — or of grammar — that is necessary for a human language.1
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Palenzuela Pérez, M. del M., and O. Murashkina. "Teaching strategies in language classes." Cuadernos Iberoamericanos, no. 2 (June 28, 2015): 55–62. http://dx.doi.org/10.46272/2409-3416-2015-2-55-62.

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Because of the diversity in the classroom, the teacher should develop a series of strategies that allow you to transmit knowledge effectively. Teaching is difficult, even more, in second language classroom, where in addition to the student´s individual differences, such as cognitive styles, motivation and self-esteem, are added others, such as nationality, age or mother tongue.This paper describes the role of the teacher in the classroom and the teaching strategies implemented in the classroom in a context of formal education. Strategies have been developed from the precepts postulated by the theory of multiple intelligences.
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Hassankiadeh, Mozhgan Alsadat Ghaffarzadeh. "Smart Boards in Language Classes." International Journal of Language and Linguistics 1, no. 4 (2013): 48. http://dx.doi.org/10.11648/j.ijll.s.20130101.18.

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Derakhshan, Kobra. "Revitalizing Language Classes through Humor." Procedia - Social and Behavioral Sciences 232 (October 2016): 18–23. http://dx.doi.org/10.1016/j.sbspro.2016.10.005.

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Domaratzki, Michael. "Bond-free DNA language classes." Natural Computing 6, no. 4 (October 26, 2006): 371–402. http://dx.doi.org/10.1007/s11047-006-9022-8.

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Polio, Charlene. "Keeping the language in second language writing classes." Journal of Second Language Writing 46 (December 2019): 100675. http://dx.doi.org/10.1016/j.jslw.2019.100675.

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Dissertations / Theses on the topic "Language classes"

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Mrowa, Colette. "Communication, discourse, interaction in language classes. /." Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.
Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).
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Macioti, Paola Gioia. "Language classes as acts of citizenship." Thesis, Open University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664519.

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This thesis is about the possibility of political transformation from the margins through language and language classes in the context of citizenship management, migration controls and exclusionary language policies in the European Union. To enquire into this argument, the thesis analyses the work of three different language classes projects in the UK, Germany and Spain, which, amongst other practices, teach the language to undocumented migrants and foster political mobilisation for their rights. By means of challenging exclusionary logics and dualisms, and pursuing a dialogic analysis of la~guage and politics from the margins through understanding citizenship as enactment, this thesis reworks the relationship between language, agency, and political transformation in the context of restrictive use of language tests and classes, making it possible to understand the transformative capacity of the practice of language classes. This work argues that language functions as site in which citizenship as exclusionary can be reproduced (e.g. through language tests for accessing citizenship), but also as a site for dialogue, interaction and political organising for claiming one's rights, and for the transformation of citizenship as we know it. The possibility of engendering new political sUbjectivities and transformation from the margins through enhancing dialogue makes of any language class, official or not, a potential site of transformative citizenship. The work of the projects analysed demonstrates how, through language and language classes, migrants who are excluded from citizenship and the realm of the political actually may engage in enacting, disrupting and transforming citizenship. Whilst it recogmses the unpredictability of language and its possible oppressive effects, this thesis ultimately reads these language classes and some of their practices and actions as fragile but nevertheless transformative 'acts of citizenship' from the margins.
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McGarry, Theresa, and J. Mwinyelle. "Inductive Language Teaching in Large Classes." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6165.

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Gunnell, Sarah. "Integration of Nutrition Education Classes Into English As Second Language Classes For Refugees." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1211.

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Recently resettled refugees are at high risk for food insecurity and its health consequences. This observational study evaluated the effectiveness of integrating nutrition lessons into English as a Second Language (ESL) classes at a work-site training center for refugees. The lessons focused on making healthy choices with a limited budget. Through the assistance of ESL teachers, nutrition educator assistants (NEAs) from the Supplemental Nutrition Assistance Program (SNAP) taught nutrition lessons to 98 refugees from 17 different countries for 12 weeks. Food frequency questionnaires (FFQ) for 49 participants were matched pre and post 12 weeks of class. A Wilcoxon test was used to determine differences in intake of fruits, vegetables, meats, whole grains, refined grains, dairy, sugar, fat, and alcohol. No significant difference was found between median intake for fruit, vegetables, whole grains, refined grains, sugar, and alcohol. The median intake of meat (2.5 to 1 servings per day, p=0.006), dairy (2.5 to 1 servings per day, p=0.013), and fat (1 to 0.7 servings per day, p=0.01) significantly decreased. Food purchase receipts were gathered to evaluate feasibility of assessing food expenditures in this population. Fifty percent (49/98) of the refugees completed all 12 lessons. Receipts were collected from 59 different participants and 93% (55/59) of the participants had receipts that used SNAP funds. Receipts reflected food purchased from supermarkets and ethnic food stores by 92% (54/59) and 59% (35/59) of the participants. The model of delivering nutrition education through ESL classes addressed barriers refugees face. Further research is needed to develop culturally sensitive nutrition education and validated assessment tools for refugees.
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Manasse, Eunice. "Teaching reading in multilingual classes." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8609_1318508550.

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This qualitative study investigated the teaching of reading in Grade 3 multilingual classes in one school in the Western Cape. It focused on the teaching strategies employed by teachers in teaching reading, the challenges teachers encountered in teaching reading to multilingual classrooms and the resources available to enhance reading in these classes. Data were collected by means of classroom observations and interviews with teachers. The findings of the study show that teachers experience problems with regard to the teaching of reading in Grade 3 classes. Firstly, learners have no competence in English which is the main language of learning and teaching and this has a negative impact on their reading abilities. Secondly, while code switching is one of the popular strategies in facilitating teaching and learning, it may be problematic in multilingual classrooms in that it may exclude other learners from the content explained in a different language. Thirdly, print rich environments enhance learners’ reading skills, but many underprivileged schools lack multilingual materials. The study concludes that teacher development is essential for the development of literacy in schools.
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Mohamed, Ayman Ahmed Abdelsamie Larson-Hall Jenifer. "Investigating incidental vocabulary acquisition in ESL conversation classes." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12165.

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Wallace, Ray B. Brosnahan Irene. "English for specific purposes in ESL undergraduate composition classes rationale /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514787.

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Thesis (D.A.)--Illinois State University, 1985.
Title from title page screen, viewed June 22, 2005. Dissertation Committee: Irene Brosnahan (chair), Russell Rutter, William Piland, Ronald Fortune, Maurice Scharton. Includes bibliographical references (leaves 92-96) and abstract. Also available in print.
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Sjons, Johan. "Automatic Induction of Word Classes in Swedish Sign Language." Thesis, Stockholms universitet, Avdelningen för datorlingvistik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-90824.

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Identifying word classes is an important part of describing a language. Research about sign languages often lack distinctions crucial for identifying word classes, e.g. the difference between sign and gesture. Additionally, sign languages typically lack written form, something that often constrains quantitative research on sign language to the use of glosses translated to the spoken language in the area. In this thesis, such glosses have been extracted from The Swedish Sign Language Corpus. The glosses were mapped to utterances based on Swedish translations in the corpus, and these utterances served as input data to a word space model, producing a co-occurence matrix. This matrix was clustered with the K-means algorithm. The extracted utterances were also clustered with the Brown algorithm. By using V-measure, the clusters were compared to a gold standard annotated manually with word classes. The Brown algorithm performs significantly better in inducing word classes than a random baseline. This work shows that utilizing unsupervised learning is a feasible approach for doing research on word classes in Swedish Sign Language. However, future studies of this kind should employ a deeper linguistic analysis of the language as a part of choosing the algorithms.
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Morris, John Garrett. "Type Classes and Instance Chains: A Relational Approach." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1010.

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Type classes, first proposed during the design of the Haskell programming language, extend standard type systems to support overloaded functions. Since their introduction, type classes have been used to address a range of problems, from typing ordering and arithmetic operators to describing heterogeneous lists and limited subtyping. However, while type class programming is useful for a variety of practical problems, its wider use is limited by the inexpressiveness and hidden complexity of current mechanisms. We propose two improvements to existing class systems. First, we introduce several novel language features, instance chains and explicit failure, that increase the expressiveness of type classes while providing more direct expression of current idioms. To validate these features, we have built an implementation of these features, demonstrating their use in a practical setting and their integration with type reconstruction for a Hindley-Milner type system. Second, we define a set-based semantics for type classes that provides a sound basis for reasoning about type class systems, their implementations, and the meanings of programs that use them.
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Stiefvater, Andrea L. "Language Socialization in ESL Writing Classes: A Systemic Functional Analysis." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1226983324.

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Thesis (Dr. of Education)--University of Cincinnati, 2008.
Advisor: Gulbahar Beckett. Title from electronic thesis title page (viewed Feb.16, 2009). Includes abstract. Keywords: 2nd Language Writing; TESL; EAP; SFL. Includes bibliographical references.
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Books on the topic "Language classes"

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Lewis, Marilyn. Giving feedback in language classes. Singapore: SEAMEO Regional Language Centre, 2002.

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Lewis, Marilyn. Giving feedback in language classes. Singapore: SEAMEO Regional Language Centre, 2002.

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Atkinson, David. Teaching monolingual classes. London: Longman, 1993.

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Sabandar, Jacob. Language learning in large classes in Indonesia. Leeds: Lancaster-Leeds Language Learning in Large Classes Research Project, 1989.

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Woodruff-Wieding, Margaret S. Favorite games for FL-ESL classes. Los Gatos, CA: Sky Oaks Productions, 1989.

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Grand, Mark. Java fundamental classes reference. Sebastopol, Calif: O'Reilly, 1997.

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Woodruff-Wielding, Margaret S. Favorite games for FL-ESL classes. Los Gatos, Calif: Sky Oakes Productions, 1989.

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Dubois, Jean. Grammaire française: Toutes classes. [Montréal]: Larousse, 1986.

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Teaching large multilevel classes. Cambridge, UK: Cambridge University Press, 2001.

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Coleman, Hywel. The study of large classes. Leeds: Lancaster-Leeds LanguageLearning in Large Classes Research Project, 1989.

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Book chapters on the topic "Language classes"

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Sharan, Kishori. "Inner Classes." In Java Language Features, 57–96. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3348-1_2.

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Wagner, Klaus W. "Leaf Language Classes." In Lecture Notes in Computer Science, 60–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-31834-7_5.

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Sharan, Kishori. "Inner Classes." In Beginning Java 8 Language Features, 41–74. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6659-4_2.

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Csirmaz, Anikó, and Éva Dékány. "Hungarian is a classifier language." In Word Classes, 141–60. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/cilt.332.08csi.

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Daneš, František. "Sentence patterns and predicate classes." In Language Topics, 3. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.lt1.05dan.

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Daneš, František. "Sentence patterns and predicate classes." In Language Topics, 3. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.lt2.06dan.

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Durieux, Gert, and Steven Gillis. "Predicting Grammatical Classes from Phonological Cues." In Language Acquisition and Language Disorders, 189–229. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/lald.23.13dur.

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Lasagabaster, David. "“I always speak English in my classes”." In Language Learning & Language Teaching, 251–67. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.15las.

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Evans, Nicholas. "Head Classes and Agreement Classes in the Mayali Dialect Chain." In Studies in Language Companion Series, 105. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/slcs.37.08eva.

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Katayama, Akiko. "Two Classes, Two Pronunciations." In Foreign Language Education in Japan, 119–32. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-325-4_8.

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Conference papers on the topic "Language classes"

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Fulop, Sean A., and David Kephart. "Topology of Language Classes." In Proceedings of the 14th Meeting on the Mathematics of Language (MoL 2015). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/w15-2303.

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Naumenko, Larisa. "LIVENING UP BUSINESS ENGLISH LANGUAGE CLASSES." In NORDSCI Conference on Social Sciences. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/12.

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Kuromatsu, Mari. "STUDENT VIEWS ON LANGUAGE EXCHANGE CLASSES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1719.

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Markova, Ekaterina Nikolaevna. "Project methodology in Russian language classes." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-463237.

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Naka, Laura. "TEACHERS CODE-SWITCHING IN FIRST LANGUAGE IN ENGLISH LANGUAGE CLASSES." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.111.

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Fang, Zhixi, and Jitender S. Deogun. "Closure properties of certain classes of languages under bi-language form." In the 1986 ACM fourteenth annual conference. New York, New York, USA: ACM Press, 1986. http://dx.doi.org/10.1145/324634.325252.

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Bo¨hnke, Daniel, Axel Reichwein, and Stephan Rudolph. "Design Language for Airplane Geometries Using the Unified Modeling Language." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87368.

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The design language allows the construction of a variety of airplan designs. The syntax of the design language relies on the standardized Unified Modeling Language (UML) and consists of an object-oriented vocabulary (i.e. points, lines, profiles, wings, etc.) comparable to building blocks, and design rules (i.e. building laws) which represent the building knowledge used. In the terminology of graph-based design languages, the building blocks are the information objects which represent the static aspects of the design because they represent indivisible design entities. They are represented as UML classes and instances and their interrelation forms an object-oriented class hierarchy. The design rules represent the dynamic aspects of the design and express the building knowledge as stepwise activities. Finally, a production system (i.e. a specific rule set) is able to create an airplane geometry and generates design variants through manual modifications of the production system.
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Tyburski, Jan. "Managing work of specialist technical language classes." In International Conference on Economics and Management Innovations (ICEMI). Volkson Press, 2017. http://dx.doi.org/10.26480/icemi.01.2017.206.207.

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Vasserman, Lucy, Ben Haynor, and Petar Aleksic. "Contextual language model adaptation using dynamic classes." In 2016 IEEE Spoken Language Technology Workshop (SLT). IEEE, 2016. http://dx.doi.org/10.1109/slt.2016.7846301.

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Crnkovic, K. Starki. "Use of iPads in foreign language classes." In 2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2014. http://dx.doi.org/10.1109/mipro.2014.6859702.

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Reports on the topic "Language classes"

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League, Christopher, Zhong Shao, and Valery Trifonov. Representing Java Classes in a Typed Intermediate Language. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ada436495.

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Shaw, Mary. Procedure Calls are the Assembly Language of Software Interconnection: Connectors Deserve First-Class Status. Fort Belvoir, VA: Defense Technical Information Center, January 1994. http://dx.doi.org/10.21236/ada281026.

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Diaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6856.

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Loureiro, Miguel, Maheen Pracha, Affaf Ahmed, Danyal Khan, and Mudabbir Ali. Accountability Bargains in Pakistan. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/ids.2021.046.

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Poor and marginalised citizens rarely engage directly with the state to solve their governance issues in fragile, conflict and violence-affected settings, as these settings are characterised by the confrontational nature of state–citizen relations. Instead, citizens engage with, and make claims to, intermediaries some of them public authorities in their own right. What are these intermediaries’ roles, and which strategies and practices do they use to broker state–citizen engagement? We argue that in Pakistan intermediaries make themselves essential by: (1) being able to speak the language of public authorities; (2) constantly creating and sustaining networks outside their communities; and (3) building collectivising power by maintaining reciprocity relations with their communities. In doing so, households and intermediaries engage in what we are calling ‘accountability bargains’: strategies and practices intermediaries and poor and marginalised households employ in order to gain a greater degree of security and autonomy within the bounds of class, religious, and ethnic oppression.
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Humanities Part 1: Literature Group Classics, Literature and Languages. Academy of Science of South Africa (ASSAf), 2015. http://dx.doi.org/10.17159/assaf/0021.

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Journal articles Dissertations / Theses Books
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