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Journal articles on the topic 'Learn languages'

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Author: Grafiati
Published: 26 July 2024

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1

Kubon, David, and Frantisek Mráz. "How to Learn Picture Languages." Research in Computing Science 148, no. 11 (December 31, 2019): 115–26. http://dx.doi.org/10.13053/rcs-148-11-9.

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2

Kann, Katharina, Samuel R. Bowman, and Kyunghyun Cho. "Learning to Learn Morphological Inflection for Resource-Poor Languages." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 8058–65. http://dx.doi.org/10.1609/aaai.v34i05.6316.

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We propose to cast the task of morphological inflection—mapping a lemma to an indicated inflected form—for resource-poor languages as a meta-learning problem. Treating each language as a separate task, we use data from high-resource source languages to learn a set of model parameters that can serve as a strong initialization point for fine-tuning on a resource-poor target language. Experiments with two model architectures on 29 target languages from 3 families show that our suggested approach outperforms all baselines. In particular, it obtains a 31.7% higher absolute accuracy than a previously proposed cross-lingual transfer model and outperforms the previous state of the art by 1.7% absolute accuracy on average over languages.
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Ayer, Vidya M., Sheila Miguez, and Brian H. Toby. "Why scientists should learn to program in Python." Powder Diffraction 29, S2 (December 2014): S48—S64. http://dx.doi.org/10.1017/s0885715614000931.

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The importance of software continues to grow for all areas of scientific research, no less for powder diffraction. Knowing how to program a computer is a basic and useful skill for scientists. This paper explains the three approaches for programming languages and why scripting languages are preferred for non-expert programmers. The Python-scripting language is extremely efficient for science and its use by scientists is growing. Python is also one of the easiest languages to learn. The language is introduced, as well as a few of the many add-on packages available that extend its capabilities, for example, for numerical computations, scientific graphics, and graphical user interface programming. Resources for learning Python are also provided.
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4

Mardiana, Rizdika. "Foreign language learning strategies of three Indonesian multilinguals: A narrative inquiry study." Lililacs Journal : English Literature, Language, and Cultural Studies Journal 3, no. 2 (July 27, 2023): 13–23. http://dx.doi.org/10.21009/lililacs.032.02.

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Foreign language learners usually learn a foreign language using their first language. There has been limited report on study discussing the ability of foreign language learners to learn a foreign language using their learned foreign language. This study employed an autobiographical narrative inquiry based on the experience of three multilinguals. This study aimed to find out their strategies in learning foreign languages and the factors affecting in learning foreign languages. This study found that there were two Indonesian multilinguals that learn Japanese using their limited ability in English. The other multilingual learn English at school and learned Dutch at a language course. The results proved that there are factors such as learner characteristics, linguistic factors, learning processes, age and acquisition, instructional variables, context, purpose, motivation, attention, attitude, study habit, self-concept, and student aptitude affecting learners in learning foreign languages. This study gives little contribution to our understanding on the strategies that might been applied by a foreign language learner to learn a new foreign language.
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Árva, Valéria, and Éva Trentinné Benkő. "Celebrating languages and cultures:." Gyermeknevelés 10, no. 2–3 (May 5, 2022): 27–46. http://dx.doi.org/10.31074/gyntf.2022.2.27.46.

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This article gives an account of the development of an event designed to motivate teacher trainee students to learn languages. The event was planned and organised by the Department of Foreign Languages and Literature at the Faculty of Primary and Pre-school Education, Eötvös Loránd University (ELTE TÓK). The department’s intention was to play a proactive role in enhancing students’ language education by crossing the boundaries of formal foreign language courses. The initial concept was to hold a language fair like a pop-up event that would be easily noticeable throughout the building, flexible for participants and cater to the students’ individual needs. Entitled ‘Drop everything and learn/teach languages’, this event was held on September 26th, the European Day of Languages, as introduced by the Committee of Ministers of the Council of Europe in 2001, the Year of European Languages (Council of Europe, 2001). The European Day of Languages aims to draw attention to the importance of language learning, promote the rich linguistic and cultural diversity of Europe, and encourage lifelong language learning in and out of school. The title of ‘Drop everything and learn/teach languages’ was additionally inspired by the ‘Drop Everything and Read’ programme initiated to promote sustained silent reading.
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Wu, Zhaofeng, William Merrill, Hao Peng, Iz Beltagy, and Noah A. Smith. "Transparency Helps Reveal When Language Models Learn Meaning." Transactions of the Association for Computational Linguistics 11 (2023): 617–34. http://dx.doi.org/10.1162/tacl_a_00565.

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Abstract Many current NLP systems are built from language models trained to optimize unsupervised objectives on large amounts of raw text. Under what conditions might such a procedure acquire meaning? Our systematic experiments with synthetic data reveal that, with languages where all expressions have context-independent denotations (i.e., languages with strong transparency), both autoregressive and masked language models successfully learn to emulate semantic relations between expressions. However, when denotations are changed to be context-dependent with the language otherwise unmodified, this ability degrades. Turning to natural language, our experiments with a specific phenomenon—referential opacity—add to the growing body of evidence that current language models do not represent natural language semantics well. We show this failure relates to the context-dependent nature of natural language form-meaning mappings.
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7

Rashid, Abdul Wakil. "Bilingualism and its effect on children learning." International Journal of Innovative Research and Scientific Studies 4, no. 1 (March 3, 2021): 37–42. http://dx.doi.org/10.53894/ijirss.v4i1.54.

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Bilingual mean that we should be able to speak in two languages. The discussion of bilingual is the very important matter today, lots of studies and viewpoints have done on this issue; because there are many kids in the same time, they speak in two languages, they learn one language as their mother language and the second language they could learn from their other family members or sometimes even they learn third language in the area where they live and grow up. Children can learn the language since their born till they enter to the society or in the educational areas like; preschool, schools and so on. They can also learn language naturally or learn it official. In different countries lots of studies have done on bilingual and results of those investigations show that the children who are bilingual have high intelligence, and speaking in two languages causes children grants a lot of potential thinking, the child grows smarter and more talented; but despite in Afghanistan more children are bilingual, less research has done on this issue. The aim of this review was to evaluate the role of bilingualism on learning of bilingual children. The results of this study indicated that children who are bilingual have high intelligence and speaking in two languages makes children keener their potential thinking, and this kind of children are more talented and able than the other children who are monolingual. As much children start speaking in two languages since their born, their brains' actions grow more.
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Kazimova, Nafisakhon Minovarovna, and Muzifabonu Abbaskhon Kizi Odiljonova. "Learning Foreign Languages with Teaching Analytical Chemistry." International Journal of Multicultural and Multireligious Understanding 8, no. 12 (December 27, 2021): 604. http://dx.doi.org/10.18415/ijmmu.v8i12.3377.

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One of the most interesting disciplines of chemistry is analytical chemistry, which describes the modern methods of teaching science, the use of foreign languages in some terms, as well as the study of science. The current demand is to learn foreign languages from the reader, for the educated in general. In this sense, a student who is learning at least a little bit, at the same time learns the language to a certain extent.
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9

SIROMONEY, RANI, LISA MATHEW, K. G. SUBRAMANIAN, and V. R. DARE. "LEARNING OF RECOGNIZABLE PICTURE LANGUAGES." International Journal of Pattern Recognition and Artificial Intelligence 08, no. 02 (April 1994): 627–39. http://dx.doi.org/10.1142/s0218001494000334.

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Learning of certain classes of two-dimensional picture languages is considered in this paper. Linear time algorithms that learn in the limit, from positive data the classes of local picture languages and locally testable picture languages are presented. A crucial step for obtaining the learning algorithm for local picture languages is an explicit construction of a two-dimensional on-line tessellation acceptor for a given local picture language. A polynomial time algorithm that learns the class of recognizable picture languages from positive data and restricted subset queries, is presented in contrast to the fact that this class is not learnable in the limit from positive data alone.
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10

Qizi, Sobirova Nigina Jamshed. "Different Ways and Reasons for Learning Foreign Languages." International Journal for Research in Applied Science and Engineering Technology 9, no. 10 (October 31, 2021): 1738–39. http://dx.doi.org/10.22214/ijraset.2021.38703.

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Abstract: humans are living in an age that all of them are familiar with learning languages other than native language. Learning foreign languages is not only the main desire but also it is considered to be the demand of today’s. In terms of above this article informs about the principal ways to learn foreign languages. Besides, the reasons are given why the foreign languages should be studied. Also, some suggestions are implemented which help to learn foreign languages easily. Keywords: foreign languages, reasons, ways, learning, interactive methods.
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11

Birbrair, Alexander. "Learn new languages to get ahead." Nature Biotechnology 34, no. 10 (October 2016): 1073–74. http://dx.doi.org/10.1038/nbt.3698.

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12

Hodson, Hal. "Robot storytellers help preschoolers learn languages." New Scientist 222, no. 2969 (May 2014): 20. http://dx.doi.org/10.1016/s0262-4079(14)60956-8.

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13

Sadath K., Asfar. "How Children Learn to Speak." SMART MOVES JOURNAL IJELLH 8, no. 5 (May 28, 2020): 162. http://dx.doi.org/10.24113/ijellh.v8i5.10598.

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Children acquire language spontaneously without being explicitly taught how. Their mastery of sounds passes through stages determined by a progression from unmarked (ontologically primary) to more marked sounds, unmarked ones also being those most commonly found in languages and least likely to erode over time, as discovered by founding linguist Roman Jakobson. Their mastery of other aspects of grammar proceeds along with their ability to master rules rather than simply memorize.
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14

Furman, Anatolii, Anastasiia Bessarab, Iryna Leshchenko, Anastasiia Turubarova, Andriy Hirnyak, and Olha Furman. "Psychological Tools Affecting Increasing Motivation to Learn Two Foreign Languages." Journal of Curriculum and Teaching 11, no. 1 (January 17, 2022): 255. http://dx.doi.org/10.5430/jct.v11n1p255.

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The problem of the formation and development of motivation to learn occupies one of the central places in educational institutions. Its relevance is due to the priority areas of development and modernization of education. In the article, the authors analyzed the motivation for learning a foreign language, the factors that affect it. Analysis of the literature revealed two main factors that can increase students' motivation to learn a second foreign language. The authors examined the maximum effectiveness of increasing student motivation to learn a second foreign language as a synergy of three components: the teacher's personality, which can create a safe motivating environment, focusing on other people's culture and the connection between two foreign languages. The authors proposed psychological and methodological tools to increase the motivation of students to learn two foreign languages. A distinctive feature is the synergy of 3 components (personality of the teacher, safe motivating environment and connection between two foreign languages). This toolkit was tested in 2 stages during 2019-2021 and showed its effectiveness.
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15

Szmit, Marek, Paweł Wojtaszko, and Grzegorz Kozieł. "An assessment of portal to learn foreign languages." Journal of Computer Sciences Institute 14 (March 30, 2020): 14–18. http://dx.doi.org/10.35784/jcsi.1567.

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Foreign languages learning is becoming more and more popular. A lot of people decides to start learning but in many cases some barriers exist. In small towns or villages there are no qualified teachers. This problem can be solved by remote teaching. Last time it is a popular method to make language lessons via voice communicators. Such a method should be supported by another tool to send tasks to do to students or to examine them. A portal to support learning foreign languages and to ensure communication between teacher and students was created by authors. The goal of the paper is to present its capabilities and to verify its usefulness.
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16

BIANCO, JOSEPH LO. "Uncle Sam and Mr Unz." English Today 20, no. 3 (July 2004): 16–22. http://dx.doi.org/10.1017/s0266078404003037.

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In the United States today, two developments – concern for national security and the concerns of private citizens – have catapulted languages onto the national policy agenda. The first requires more Americans to learn foreign languages while the second seeks to ban bilingual education. ‘Uncle Sam wants you to learn a foreign language!’
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17

Chukwudumebi Obiora, Sandra, and Dr Nothando Moyo. "Language Proficiency Capabilities among International Students in an International University Setting." International Journal of Management Science and Business Administration 2, no. 4 (2015): 49–56. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.24.1005.

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In this current day and age, language proficiency and enthusiasm to learn new languages have risen because of several reasons entailing like study, work and business. This phenomenon is even more obvious in international universities where more than half the population of students schooling in that country is foreigners. In many cases, like in the case used for this study; North Cyprus universities, the language used to teach and learn is English language. This therefore entails that on average, almost all students already speak at least 2 languages wherein they speak their own dialects, or cultural languages, while using English language proficiently to communicate with others, learn, study, and write examinations. Thus, in researching this, the aim is to see the extent to which the students are bilingual, or multilingual. Our findings confirm that individual must live, or should have lived in a country in order to proficiently speak that country’s language and second, third, or fourth languages are learned during teenage years rather than in one’s childhood.
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18

Chaulagain, Prem Prasad. "Contrastive analyses of the Nepali and Newari languages." Adhyayan Journal 10, no. 10 (August 8, 2023): 86–97. http://dx.doi.org/10.3126/aj.v10i10.57400.

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This article concentrates on analyzing the differences between Nepali and Newari using the method of contrastive analysis. Consequently, the conclusion reached by analyzing the differences between the phonological, grammatical, and semantic aspects of the Nepali and Newari languages is presented in this article using the comparative and analytic methods provided by the difference analysis method. When it is difficult for a native speaker to learn a second language, the difference between the two languages is greater, and when it is smaller, it is simpler for him to learn the difference. Based on this supposition, it appears difficult for a native Newari speaker to learn Nepali and a native Nepali speaker to learn Newari, as there are more differences than similarities between these two languages. By identifying the phonological, grammatical, and semantic differences between these two languages and by identifying the errors caused by these differences, as well as by implementing measures to correct the errors, it is very simple for Newari native speakers to learn Nepali and for Nepali native speakers to learn Newari.
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19

McArthur, Tom. "Learning world languages." English Today 20, no. 4 (September 24, 2004): 2. http://dx.doi.org/10.1017/s0266078404004018.

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For most of us languages aren't all that easy to use, or learn – whether we have been born into one or several languages, or have to learn one or more ‘alien’ languages, with alien writing systems. This may just be part of the general hurly-burly of life, and is certainly the usual way of things in, say, India, Nigeria and the Philippines, or it may happen in the comparative calm of classroom and library (nowadays widely regarded as the ‘proper’ way to learn languages, even if it is not always the most effective). The first of these is, as it were, the ‘marketplace’ tradition (learning as you go), the second the ‘monastery’ tradition (classrooms, timetables, exams, and accreditation).
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Allegra, Stefania. "Management Education – The Semitic and Indo-European Languages: Arabic, Russian, Spanish languages." International Journal of Scientific Research and Management 8, no. 09 (September 4, 2020): 1634–42. http://dx.doi.org/10.18535/ijsrm/v8i09.el02.

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The ability to work in more tasks in every field life it’s hard goal to achieve. I can affirm with proof that you need to train constantly for it. It means that you have to train the mind and the action through the same direction. I’ve been trained myself in this task as personal experience of life. Since I was twenty I’ve held many important and hard tasks that have changed my mind results. It’s the same in the field of learning, studying and teaching foreign languages. If you don’t train quite every day your memorization, it’s quite impossible to learn a foreign language. A professional professor in foreign languages is normally used to teach one, two languages or sometimes more, and it’s difficult in any case. According to my experience I got the special training to teach in contemporary more languages, I mean at the same time, to switch more languages, so it happens that I teach more languages in the same day and even in the same hour, without any difficulty. It’s possible only because my mind is always well trained. It’s for example, when you change language, you must remember all skills, in contemporary with other languages, it’s so when I teach English, German, French, Russian, Arabic, Italian, etc.. It’s not easy to train the mind in this way, but you can succeed if you do the right training. It’s important to be conscious about the power of the mind, when we want to learn a foreign language. It’s not easy but you must focus in hard training to get true results. The mistake is to think to learn a language without passion just for a duty, in this way you will never learn it; it’s the first step in helping the memorization. Then you will find the next step to follow the training of memorization.
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García Jiménez, Sandra Pamela. "Learning Strategies Used by Japanese Native Students to Learn Spanish." Open Journal for Psychological Research 7, no. 1 (July 9, 2023): 25–34. http://dx.doi.org/10.32591/coas.ojpr.0701.04025g.

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Language learning strategies are used for a better organization of information and acquisition of a language. Spanish has become one of the most spoken languages nowadays thanks to globalization. As well, the relationship between Japan and Mexico has grown over the years thanks to the development of Japanese companies located in Mexico. Therefore, it is of interest how two languages so different from each other can be learned. This research seeks to find the most used learning strategies to reduce the complications of studying Spanish as a native Japanese learner.
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Yasynska, Tetiana, and Viktoriia Grytsenko. "Activation of students’ motivation to learn a foreign language." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2022, no. 1 (141) (December 29, 2022): 19–26. http://dx.doi.org/10.24195/2617-6688-2022-4-3.

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This study deals with the problems related to students’ motivation for learning foreign languages. The purpose of the article is to identify the main enrollees’ goals that encourage them to entry universities for studying foreign languages, to define the concept "motivation" and determine internal and external motives for learning a foreign language in order to organize educational and methodological work. Efficiency of training depends on the motivation and internal attitudes of the one who is trained, so the motivational sphere has great importance in the organization of effective training. The relevance of the study is caused by the need to identify value directions and motivation for studying of foreign language in the context of training effective competent professionals – philologists of foreign languages and translators. The methodological bases for writing the article were the works of many scientists in the field of psychology and pedagogy, in general (I. Bondar, O. Kolot, S. Shapiro, V. Shinkarenko, V. Aseev, L. Bozhovich, D. Bruner, V. Vilyunas, M. Matyukhina, E. Thorndike, G. Shchukina et al.), as well as directly in the study of foreign languages (N. Aristova, E. Luzik, Yu. Passova, O. Pylypiv, I. Prokopenko et al.). The main method of empirical research is a survey of the first-year-students according to the method of S. Paulina and S. Ketko. The main external and internal motives for entering a philological faculty alongside the essence and content of motivation to learn a foreign language in the psychological and pedagogical context were revealed as a result. Some effective teaching/learning methods were singled out: team work, educational discussions, use of the Internet resources, etc. Their implementation into the educational process ensures the activation of motivation and students’ stable positive attitude to learning a foreign language. The paper suggests theoretical and practical perspectives and directions for future research.
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Cancino, Rita. "EL MOSAICO DE LAS LENGUAS DE BOLIVIA." Diálogos Latinoamericanos 9, no. 13 (January 1, 2008): 20. http://dx.doi.org/10.7146/dl.v9i13.113608.

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In Bolivia, the Spanish language as the language of the conquererswas the only official language for centuries while the nativelanguages almost disappeared. The purpose of the new presidentin Bolivia since 2006, Evo Morales, is to create a nation by usinga language policy in which the original languages, Quechua,Aymará y Guaraní are also official languages, together with morethan 30 other native languages. The new Bolivian state will bebilingual as all Bolivians have to speak two languages: TheSpanish speaking groups have to learn a native language, and thenative groups have to learn Spanish. This is done in order to createa common identity among the many different people and culturesrepresented in Bolivia, but in his intent to give back their identityto the original people by recognizing the native language,Morales has met serious problems from the other social groups.
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Stein-Smith, Kathleen. "The Independent Self-Directed Language Learner and the Role of the Language Educator — Expanding Access and Opportunity." Journal of Language Teaching and Research 14, no. 2 (March 2, 2023): 269–77. http://dx.doi.org/10.17507/jltr.1402.01.

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There is a foreign language deficit in the US – not only do Americans tend to speak only English, but US students do not always have the opportunity to learn additional languages, including heritage or family languages. On the other hand, most Americans have a heritage language in their background, and 70M in the US speak another language in the home. Independent learning is an important element in effectively addressing the foreign language deficit both in terms of Anglophone Americans learning additional languages and of heritage language speakers maintaining and re-acquiring their heritage language(s). This article examines how, in the classroom and beyond, language educators can play a valuable role in empowering and supporting independent self-directed learners to learn another language and in developing sustainable environments for language use in the home, community, and workplace. In addition, it is necessary to work to increase the accessibility and affordability of language learning so that those who are not in the educational system, especially adult learners, have access to learning new languages, including heritage languages. It is equally – and perhaps even more – important that parents and communities are supported in their efforts to maintain their family language and ensure that their children have an opportunity to learn and use their family language. Language educators can also work to develop materials for language learning freely accessible to all as well as opportunities for the use of different languages in their institutions and communities, as well as in the workplace.
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Kalėdienė, Laima. "Evaluation of language policy in Lithuania." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (June 17, 2011): 69–85. http://dx.doi.org/10.12697/jeful.2011.2.2.04.

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In order to assess whether the language policy implemented in Lithuania corresponds to the expectations of the language users, they were asked to provide their opinion as part of the sociolinguistic survey Cities and Languages. The total reluctance to learn languages was rather surprising: only one in five residents of cities expressed a desire to learn various languages. The fact that 14% of very young people consider themselves first and foremost citizens of the world and Europeans can only be seen as a manifestation of globalisation. The most surprising result of this survey is that half of all respondents would like their children to attend bilingual i.e. Lithuanian/English schools. Separate language policies are developed for the languages used in Lithuania. A common integrated programme which contains a forecast of the prospects of all languages more actively used in Lithuania and a vision on an integral language policy is required.
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Smith, Kenny. "How Language Learning and Language Use Create Linguistic Structure." Current Directions in Psychological Science 31, no. 2 (April 2022): 177–86. http://dx.doi.org/10.1177/09637214211068127.

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Languages persist through a cycle of learning and use: You learn a language through immersion in the language used in your linguistic community, and in using language to communicate, you produce further linguistic data, which other people might learn from in turn. Languages change over historical time as a result of errors and innovations in these processes of learning and use; this article reviews experimental and computational methods that have been developed to test the hypothesis that those same processes of learning and use are responsible for creating the fundamental structural properties shared by all human languages, including some of the design features that make language such a powerful tool for communication.
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Mitrovic, Andjelka. "WHICH VARIETIES OF ARABIC TO LEARN?" Journal Human Research in Rehabilitation 10, no. 1 (April 2020): 82–87. http://dx.doi.org/10.21554/hrr.042009.

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Teaching Arabic as a foreign language is very specific for different reasons. The main obstacle in searching for the optimal and effective teaching model for the Arabic language is the pronounced diglossia, a situation in which two languages or two forms of a language are used simultaneously under different conditions, formal and functional in a community, that is to say “higher“ literary/standard Arabic and a “lower one“ which encompasses numerous regional dialects. As a foreign language, Arabic has been taught all over the world, primarily at the university level, but the priority has always been given to a “higher language“. It is also dominant in teaching nowadays but in creating curricula for teaching Arabic, more attention has been paid to relating the opposites of diglossia with the main speech dialects.
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Skowronek, Barbara. "AUCH GEHÖRLOSE LERNER KÖNNEN FREMDSPRACHEN LERNEN." Scripta Neophilologica Posnaniensia 19 (December 15, 2019): 171–89. http://dx.doi.org/10.14746/snp.2019.19.13.

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How do the deaf people learn to communicate? Can the deaf people learn the phonic language (sound language, germ. lautsprachlich kommunizieren); can they learn foreign languages? What conditions should be met for this? What support should they expect from the family, from teachers, from hearing people? The answer to this will be a description of Sarah Neef’s learning the sound language.
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Rodriguez, Paul. "Simple Recurrent Networks Learn Context-Free and Context-Sensitive Languages by Counting." Neural Computation 13, no. 9 (September 1, 2001): 2093–118. http://dx.doi.org/10.1162/089976601750399326.

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It has been shown that if a recurrent neural network (RNN) learns to process a regular language, one can extract a finite-state machine (FSM) by treating regions of phase-space as FSM states. However, it has also been shown that one can construct an RNN to implement Turing machines by using RNN dynamics as counters. But how does a network learn languages that require counting? Rodriguez, Wiles, and Elman (1999) showed that a simple recurrent network (SRN) can learn to process a simple context-free language (CFL) by counting up and down. This article extends that to show a range of language tasks in which an SRN develops solutions that not only count but also copy and store counting information. In one case, the network stores information like an explicit storage mechanism. In other cases, the network stores information more indirectly in trajectories that are sensitive to slight displacements that depend on context. In this sense, an SRN can learn analog computation as a set of interdependent counters. This demonstrates how SRNs may be an alternative psychological model of language or sequence processing.
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Ge, Ling, Chunming Hu, Guanghui Ma, Hong Zhang, and Jihong Liu. "ProKD: An Unsupervised Prototypical Knowledge Distillation Network for Zero-Resource Cross-Lingual Named Entity Recognition." Proceedings of the AAAI Conference on Artificial Intelligence 37, no. 11 (June 26, 2023): 12818–26. http://dx.doi.org/10.1609/aaai.v37i11.26507.

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For named entity recognition (NER) in zero-resource languages, utilizing knowledge distillation methods to transfer language-independent knowledge from the rich-resource source languages to zero-resource languages is an effective means. Typically, these approaches adopt a teacher-student architecture, where the teacher network is trained in the source language, and the student network seeks to learn knowledge from the teacher network and is expected to perform well in the target language. Despite the impressive performance achieved by these methods, we argue that they have two limitations. Firstly, the teacher network fails to effectively learn language-independent knowledge shared across languages due to the differences in the feature distribution between the source and target languages. Secondly, the student network acquires all of its knowledge from the teacher network and ignores the learning of target language-specific knowledge. Undesirably, these limitations would hinder the model's performance in the target language. This paper proposes an unsupervised prototype knowledge distillation network (ProKD) to address these issues. Specifically, ProKD presents a contrastive learning-based prototype alignment method to achieve class feature alignment by adjusting the prototypes' distance from the source and target languages, boosting the teacher network's capacity to acquire language-independent knowledge. In addition, ProKD introduces a prototype self-training method to learn the intrinsic structure of the language by retraining the student network on the target data using samples' distance information from prototypes, thereby enhancing the student network's ability to acquire language-specific knowledge. Extensive experiments on three benchmark cross-lingual NER datasets demonstrate the effectiveness of our approach.
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Corcoll López, Cristina. "Plurilingualism and using languages to learn languages: a sequential approach to deal effectively with language diversity." Innovation in Language Learning and Teaching 15, no. 1 (September 6, 2019): 42–51. http://dx.doi.org/10.1080/17501229.2019.1662423.

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Kargaeva, Tamara A., and Ada G. Gagloeva. "Comparative study of a noun in Russian and Ossetian languages as an important aspect of forecasting and overcoming interference." Vestnik of North-Ossetian State University, no. 2(2021) (June 25, 2021): 121–29. http://dx.doi.org/10.29025/1994-7720-2021-2-121-129.

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Comparison helps to understand the grammatical systems of the compared languages, to learn their features. This is very important both in theoretical and practical aspects. Comparison makes it possible to determine similar and distinctive facts in the grammatical systems of the compared languages. When it comes to learning Russian, we need to identify what skills students have gained in the process of mastering their native language and what skills they need to master in order to learn a second language. The object of this analysis are inflected Russian language and an agglutinative language, the Ossetian language, the analysis is performed on a specific linguistic material. It should be noted that the Russian and Ossetian languages solve the same problem of forming communicative competence. The penetration of grammatical features of one language system into another is an inevitable process. The practical significance is to use the results of analyses in order to identify similarities and differences in the compared languages, which helps to predict and overcome language interference. This is important for improving communication skills,as well as for teaching languages and translating. Native and Russian languages as academic subjects solve the common task of forming and expanding communication capabilities, solving General educational problems of the school. Given the huge role of comparative language learning, we understand that this method is relevant for use in a research laboratory. Keep in mind that it is important to learn the practice of speech communication, not the theory of language. It should be noted that the intensification of methods of teaching a second language depends on the results of comparative research and the availability of the necessary linguistic base.
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Rosell-Melé, Antoni. "Languages: Catalan speakers learn a wider range." Nature 455, no. 7209 (September 2008): 26. http://dx.doi.org/10.1038/455026b.

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Leighton, David. "‘Why can't we learn foreign languages better?’." Language Learning Journal 3, no. 1 (March 1991): 51–52. http://dx.doi.org/10.1080/09571739185200161.

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Milkova, A. A., and A. N. Tarasova. "IDENTIFYING EFFECTIVE WAYS TO LEARN FOREIGN LANGUAGES." Science and Practice in Education: Electronic Scientific Journal 4, no. 2 (2023): 81–87. http://dx.doi.org/10.54158/27132838_2023_4_2_81.

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Syafrony, Andre, and Vica Ananta Kusuma. "Universal Language Translator: Is This the Future or the Doom of Language Learning?" HUMAYA Jurnal Hukum Humaniora Masyarakat dan Budaya 2, no. 2 (December 11, 2022): 92–100. http://dx.doi.org/10.33830/humayafhisip.v2i2.4107.

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Artificial Intelligence-based universal language translation system allows users in the Metaverse to better communicate with each other. Meta points to construct an all-inclusive dialect interpretation framework to permit clients to relate to others within the Metaverse without stressing almost dialect obstructions. Zuckerberg uncovered that Meta is working on building an AI-powered "all-inclusive discourse interpreter" for the Metaverse that will work for everybody within the advanced world. This venture points to streamline clients intelligent who speak distinctive dialects within the computerised universe with the assistance of AI. This paper will consider how virtual realities can affect and affect language learning. On the one hand, virtual realities could benefit people trying to learn second languages by providing virtual experiences that we could share with people who speak other languages. We could learn from other people, and they could learn from us, by "total immersion" in such shared experiences. On the other hand, virtual realities could remove the motivation from many people to learn second languages at all by providing nearly simultaneous. These two views will be argued further.
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DAYAN, Serdar. "Problems Encountered in Teaching Turkish to Arabs: the Case of Baghdad." Journal of Research in Turkic Languages 2, no. 2 (November 15, 2020): 139–46. http://dx.doi.org/10.34099/jrtl.224.

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Many nationsfused withone anotherin history and felt the need to learn each other’s languages due tothis fusion. Turks and Arabs have lived together for centuries and united under the roofs of the same states due to their intersection in many common aspects. Their mutual efforts to learn each other’s languages as a result of developing relations and common grounds havepersevered till the present. In addition to Turks’ efforts to learn Arabic, there have been intense efforts of Arabas to learn Turkish. The endeavors to learn and teach Turkish, which rose with Divan-u Lugati’t-Turk in the past, are now carried out in an abundance of resources in modern areas through technological tools.Although Arabs and Turks lived together for many years, they have had difficulties and problems in learning each other’s languages as their language come from different language families. This study focused on problems encountered in teaching Turkish to Arab students. Data on the problemsexperienced by Turkishlanguage teachers who teach in schools and training centers in Baghdad were collected through interviews. Exam papers, homework, and other works of the students were examined. A survey for teachers was conducted in this regard. The study focused on the problems identified as 14 items in line with the examinations.Keywords: Foreign language, Teaching Turkish, Teaching Turkish in Baghdad.IntroductionOur world is developing rapidly in every aspect. Interactions on matters such as social, economic, education, etc., among nations are at a high level. These interactions have created the need to learn foreign languages. The need for foreign language increased the importance of foreign language education. There have always been problems in teaching language to foreigners. In general, students experience difficulties in differences between their language and the foreign language they try to learn. The problems in this study usually consisted of such problems. Comparison between the foreign language to be learned,and the native language will make it easier to determine the will arise later. Comparisons allow the teacherand the learner to anticipate the difficulty,make preparations,and carry out studies accordingly(Bölükbaş, 2001).Teaching Turkish to the Arabs beganwith the Divan-ü Lügati't-Türk,written by Kasgarli Mahmut. Turks and Arabs felt the need to learn each other's languages because they have lived together for many years.Among the reasons for long life and fusion, there were reasons such as common religion, common land, trade, common goals, cultural affinity, and social life similarity. Both languages have affected each other with the impact of living together. The influence of Turkish on Arabic is seen in the dialects of Arabic rather than the academic Arabic called “Fusha.”The abundance and still intense use of Turkish words in Iraqi dialect among the public revealed the influence of Turkish. As it is known, there were more expeditions to the eastern countries during the reign of Yavuz Sultan Selim,and the Arab population in the Ottoman State increased as a result of these campaigns. However, the most important event of this period was thatthe
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Kim, Donghyun, Kuniaki Saito, Kate Saenko, Stan Sclaroff, and Bryan Plummer. "MULE: Multimodal Universal Language Embedding." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 07 (April 3, 2020): 11254–61. http://dx.doi.org/10.1609/aaai.v34i07.6785.

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Existing vision-language methods typically support two languages at a time at most. In this paper, we present a modular approach which can easily be incorporated into existing vision-language methods in order to support many languages. We accomplish this by learning a single shared Multimodal Universal Language Embedding (MULE) which has been visually-semantically aligned across all languages. Then we learn to relate MULE to visual data as if it were a single language. Our method is not architecture specific, unlike prior work which typically learned separate branches for each language, enabling our approach to easily be adapted to many vision-language methods and tasks. Since MULE learns a single language branch in the multimodal model, we can also scale to support many languages, and languages with fewer annotations can take advantage of the good representation learned from other (more abundant) language data. We demonstrate the effectiveness of our embeddings on the bidirectional image-sentence retrieval task, supporting up to four languages in a single model. In addition, we show that Machine Translation can be used for data augmentation in multilingual learning, which, combined with MULE, improves mean recall by up to 20.2% on a single language compared to prior work, with the most significant gains seen on languages with relatively few annotations. Our code is publicly available1.
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Myles, Florence. "The development of theories of second language acquisition." Language Teaching 43, no. 3 (June 10, 2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.

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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.
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Irsara, Martina. "Cross-linguistic awareness in an English L4 education setting: Discovering language-specific phenomena in unrelated languages." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 107–23. http://dx.doi.org/10.14746/gl.2022.49.1.07.

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This article shows how deixis and motion events prove to be ideal topics in the stimulation of reflection and enhancement of cross-linguistic awareness among South-Tyrolean speakers of Ladin, who learn English as a fourth language after Italian and German. The initial part of the article illustrates how a translation task that was focused on locative adverbials led students at upper-secondary school to recognise the extreme complexity of their own Ladin L1 adverbial system as compared to the more straightforward binary deictic system of English. The subsequent section shows how secondary-school and university students realised their difficulties in lexicalising motion events in English, arguably due to the different typological tendencies of other languages they learn or have learnt. The video clips that the study participants were asked to describe were subsequently integrated into multilingual and multimodal awareness-raising classes at primary school and in teacher education, where awareness-raising activities are fundamental.
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TELLES, João A. "Learning foreign languages in teletandem: Resources and strategies." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 31, no. 3 (December 2015): 603–32. http://dx.doi.org/10.1590/0102-4450226475643730772.

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ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype) to help each other learn their native language (or language of proficiency). This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.
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Auger, Nathalie. "The Language Diamond: An Intercultural Model to Teach and Learn (through) Languages." Education Sciences 13, no. 5 (May 20, 2023): 520. http://dx.doi.org/10.3390/educsci13050520.

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The starting point (1) of our proposal is the observation of the lack of intercultural practices in schools in France, even in the crucial context of teaching French to migrant children (2). Thanks to previous studies, we, therefore, develop theoretical anchors (3) about learning territories, the ways to recycle language, and cultural experiences that can encompass all the context parameters (a pan-language approach) to elaborate an intercultural model for learning and teaching. The aim is to propose, methodological reflections to offer a model which could help change the representations and practices of the educational community regarding multilingualism so that students’ language and cultural experiences could become an asset to achieve academic success (4). It leads to a discussion about leads to the creation of the intercultural language diamond model to teach and learn (through) languages (5). Projects based on the language model give the opportunity to discuss this proposal (5): interests and possible limitations (6). The conclusion (7) pledges the use of the language diamond to counterbalance the ideology which considers diversity as an issue, and therefore adopt a holistic, maximalist point of view: a pan-language and pan-cultural approach to encompass the complexity of education challenges today.
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Fekete, Adrienn. "The Impact of Language Socialization on the Linguacultural and Motivational Profiles of Multilingual Learners." Linguo Didáctica 2 (December 1, 2023): 70–88. http://dx.doi.org/10.33776/linguodidactica.v2.7905.

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The study discusses how different language socialization (Ochs & Schieffelin, 2017) experiences and processes result in learners’ different linguistic and cultural backgrounds affecting their attitudes toward language learning, their self-perception as language learners, and ultimately their motivation to learn languages. Data were collected via linguistic autobiographies written by 14 students who came from five different countries in a multicultural classroom at a Hungarian university. The content analysis of the rich textual data pointed out a sharp contrast between the socialization of Hungarian and international students resulting in two distinct linguacultural and language learning motivational profiles. Exposure to multiple linguacultures (Risager, 2005) during socialization in the contexts of home, ethnic/multicultural communities, or sojourn generates positive attitudes toward language learning and favorable self-images as language learners. This makes learners more likely to take up additional languages in their spare time in addition to languages learned at school and enables them to move smoothly between different cultures and use their languages in authentic cultural contexts with ease. The results corroborated the inherent connection between choice, autonomy, motivation, and identity in second language acquisition (SLA). Learner testimonies pinpointed the changed status of English and German in Europe and in the world resulting in increased motivation to learn English for various reasons at the expense of German learning. In short, the findings revealed that the linguacultural vitality of a language as an environmental factor and learners’ choice to learn a language along with their desire to fulfil themselves via the chosen language as learner-internal factors greatly impact the success of SLA.
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Mugane, John M. "Learning How to Learn Languages: The Teaching & Learning of African Languages." Language and Linguistics Compass 4, no. 2 (February 2010): 64–79. http://dx.doi.org/10.1111/j.1749-818x.2009.00178.x.

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Omeri, Arti. "Teaching Foreign Languages Through Culture." European Journal of Multidisciplinary Studies 1, no. 2 (April 30, 2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.

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The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there any connection between language and culture? Do they influence one another? Can someone learn a language without knowing the culture and vice versa? In order to answers such questions there was revised the most modern literature on this topic. After revising the literature, a survey was also conducted to the lecturers and students of foreign languages faculty at “Aleksander Xhuvani” University in Elbasan. The purpose was to approach the topic from both perspectives and get the results and opinions from different point of views. The number of students participating in the survey was higher than lecturers, so percentages are given separately for both categories. Then the results were analyzed and compared with one another
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Martiningsih, Widiana, and Fransiscus Xaverius Mukarto. "A POLYGLOT’S STRATEGIES IN LEARNING FOREIGN LANGUAGES: A CASE STUDY." LLT Journal: A Journal on Language and Language Teaching 27, no. 1 (April 8, 2024): 1–18. http://dx.doi.org/10.24071/llt.v27i1.7086.

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Polyglots typically have specific learning strategies to learn new languages. This study aims to tap into the learning strategies employed by a female Indonesian who speaks six languages, namely Javanese, Minang, Malay, Indonesian, English, and Russian, and is currently learning three additional languages, namely French, Spanish, and Arabic. This case study used an interview to gain a deeper understanding of the learning strategies. The interview revealed that the participant used direct and indirect strategies in a balanced proportion. Further discussion also revealed that she used cognitive strategy and social strategy most frequently, i.e. in the form of practice and social interaction, respectively. The case study is expected to serve as a reference for language learners seeking to learn new languages.
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Ammar, Waleed, George Mulcaire, Miguel Ballesteros, Chris Dyer, and Noah A. Smith. "Many Languages, One Parser." Transactions of the Association for Computational Linguistics 4 (December 2016): 431–44. http://dx.doi.org/10.1162/tacl_a_00109.

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We train one multilingual model for dependency parsing and use it to parse sentences in several languages. The parsing model uses (i) multilingual word clusters and embeddings; (ii) token-level language information; and (iii) language-specific features (fine-grained POS tags). This input representation enables the parser not only to parse effectively in multiple languages, but also to generalize across languages based on linguistic universals and typological similarities, making it more effective to learn from limited annotations. Our parser’s performance compares favorably to strong baselines in a range of data scenarios, including when the target language has a large treebank, a small treebank, or no treebank for training.
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Winans, Michael D. "Busuu: A Social Network Application to Learn Languages." CALICO Journal 37, no. 1 (November 10, 2019): 117–26. http://dx.doi.org/10.1558/cj.37781.

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Hall, Joan Kelly. "Toward an understanding of how we learn languages." Linguistics and Education 16, no. 1 (March 2005): 124–26. http://dx.doi.org/10.1016/j.linged.2005.11.006.

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Zagaievschi, Corina, and Beatrice-Ionela Enache. "Current trends and orientations in learning foreign languages." Akademos, no. 2(61) (September 2021): 150–53. http://dx.doi.org/10.52673/18570461.21.2-61.15.

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This article deals with the problem of effective learning of modern languages. We aim to point out the current, progressive guidelines on language learning followed by their actual use in various cultural contexts. Spontaneous, instinctive and natural learning, through simple exposure to the target language, is a current trend in learning modern languages, because a language is easier to learn in real, concrete contexts, hearing, speaking, participating.
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