Academic literature on the topic 'Learn many languages'
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Journal articles on the topic "Learn many 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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Humphreys, Gillian, and Mary Spratt. "Many languages, many motivations: A study of Hong Kong students’ motivation to learn different target languages." System 36, no. 2 (June 2008): 313–35. http://dx.doi.org/10.1016/j.system.2007.09.010.
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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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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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Převrátilová, Silvie. "One Mind, Many Languages: Czech as an Additional Language in Plurilingual Repertoires." Sustainable Multilingualism 23, no. 1 (December 1, 2023): 91–120. http://dx.doi.org/10.2478/sm-2023-0014.
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Abstract Plurilingualism goes beyond the mere ability to use multiple languages; it emphasizes the interconnected nature of languages within an individual's linguistic competence. In line with the European language policy, university students are becoming users of several languages, and international university students in Czech universities often learn Czech as their fourth language or beyond (L4+). Understanding how their linguistic competencies interact can impact their language acquisition experience. Learners may perceive interactions among the languages within their linguistic repertoire. The concept of Perceived Positive Language Interaction (PPLI, Thompson, 2016) pertains to the perception that languages previously studied are interrelated in a positive way, ultimately enhancing a plurilingual's ability to acquire additional languages. This study explores the relationships between Czech as an additional language and the learners' prior languages. The research aims to answer three main questions: Do learners of Czech as L4+ perceive positive interactions among their learned languages? In what areas do these interactions manifest? How does Czech relate to their other languages? The study was conducted at a Czech university that provides optional introductory Czech courses (A1/A2), primarily to students in the Erasmus+ program. Fifty-four international students filled in an open-ended online questionnaire over two consecutive semesters. The analysis revealed that while students perceived positive interactions among some of the languages they had learned, especially within language families, interactions across typologically different languages occurred, particularly between Czech and German. The participants' mother tongue also emerged as a significant factor. While language instruction often follows a monolingual approach, where the target language is the primary mode of classroom interaction (Woll, 2020), learners may significantly benefit from their previous language learning experiences when learning an additional language. Despite the relatively limited research sample, this study suggests the didactic potential of positive language interaction in language teaching and learning and highlights further research opportunities.
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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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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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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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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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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.
Books on the topic "Learn many languages"
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Bartusch, Nancy. Learn and color sign numbers with Handy and Mandy. Los Alamitos, CA: Modern Signs Press, 1987.
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Abbott, Edwin Abbott. Flatland: A romance of many dimensions. New York: Signet Classics, 2005.
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Shakespeare, William. Five Great Tragedies: Romeo and Juliet, Hamlet, Othello, King Lear and Macbeth. Ware, Hertfordshire: Wordsworth Classics of World Literature, 1998.
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Shakespeare, William. Tragedias: Hamlet, Macbeth, El Rey Lear, Othello, Romeo y Julieta y Julio César. Barcelona: Planeta, 2006.
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Kindaichi, Haruhiko. The Japanese Language: Learn the Fascinating History and Evolution of the Language Along With Many Useful Japanese Grammar Points. Tuttle Publishing, 2017.
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Peckruhn, Heike. Language and Perception of Normalcy. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190280925.003.0005.
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Chapter 5 connects language, bodily experience, perception, and meaning-making via an exploration of normalcy. Disability and perceptions of bodily difference show how language interrelates to bodily experiences, supporting and challenging socio-cultural habits of perceiving what is normal, health, and human. It points out that language is a bodily and social experience that expresses and shapes our bodily perceptual orientation in the world. To learn a different language is to learn of different bodily social habits, of different ways of perceiving and extending into the world. To be forced to give up a native language, or operate dominantly in a colonizing language, is to be forced to change one’s being in the world, to be dominated by another group’s tacit knowledges which may not resonate with my own.
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Gebrian, Molly. Learn Faster, Perform Better. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197680063.001.0001.
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Abstract This book applies the science of learning and memory to practicing and performing, giving musicians the tools to learn music more effectively and experience greater confidence on stage. Researchers working in the fields of cognitive psychology and neuroscience have discovered many important principles about how the brain learns new information, how it retains this information both short- and long-term, and ways to make this learning reliable in high-pressure situations like performances. Musicians often choose practice strategies that don’t align well with the optimal ways in which the brain learns, leading to frustration while practicing and inconsistency in performance. This book is a practical guide, written using accessible language for nonscientists and nonacademics, to help musicians get more out of their practicing by applying this research. The book starts with general principles of learning and how the brain works, and then progresses through increasingly specific topics. Throughout the book, the science behind the various topics is explained in layman’s terms, accompanied by practical advice and examples of how to use this information while practicing.
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Dilevko, Juris, Keren Dali, and Glenda Garbutt. Contemporary World Fiction. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400631504.
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This much-needed guide to translated literature offers readers the opportunity to hear from, learn about, and perhaps better understand our shrinking world from the perspective of insiders from many cultures and traditions. In a globalized world, knowledge about non-North American societies and cultures is a must. Contemporary World Fiction: A Guide to Literature in Translation provides an overview of the tremendous range and scope of translated world fiction available in English. In so doing, it will help readers get a sense of the vast world beyond North America that is conveyed by fiction titles from dozens of countries and language traditions. Within the guide, approximately 1,000 contemporary non-English-language fiction titles are fully annotated and thousands of others are listed. Organization is primarily by language, as language often reflects cultural cohesion better than national borders or geographies, but also by country and culture. In addition to contemporary titles, each chapter features a brief overview of earlier translated fiction from the group. The guide also provides in-depth bibliographic essays for each chapter that will enable librarians and library users to further explore the literature of numerous languages and cultural traditions.
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Mathieu, Eric, and Robert Truswell, eds. Micro-change and Macro-change in Diachronic Syntax. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747840.001.0001.
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This volume contains sixteen chapters addressing the process of syntactic change at different granularities. The language-particular component of a grammar is now usually assumed to be nothing more than the specification of the grammatical properties of a set of lexical items. Accordingly, grammar change must reduce to lexical change. And yet these micro-changes can cumulatively alter the typological character of a language (a macro-change). A central puzzle in diachronic syntax is how to relate macro-changes to micro-changes. Several chapters in this volume describe specific micro-changes: changes in the syntactic properties of a particular lexical item or class of lexical items. Other chapters explore links between micro-change and macro-change, using devices such as grammar competition at the individual and population level, recurring diachronic pathways, and links between acquisition biases and diachronic processes. This book is therefore a great companion to the recent literature on micro- versus macro-approaches to parameters in synchronic syntax. One of its important contributions is the demonstration that we can learn a great deal about synchronic linguistics through the way languages change: the case studies included provide diachronic insight into many syntactic constructions that have been the target of extensive recent synchronic research, including tense, aspect, relative clauses, stylistic fronting, verb second, demonstratives, and negation. Languages discussed include several archaic and contemporary Romance and Germanic varieties, as well as Greek, Hungarian, and Chinese, among many others.
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Wright, John D. The Language of the Civil War. Greenwood Publishing Group, Inc., 2001. http://dx.doi.org/10.5040/9798400676581.
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America's language changed, along with its history, because of the Civil War. Nowhere is the point more riveting than in The Language of the Civil War. This is a unique compilation of slang, nicknames, military jargon and terminology, idioms, colloquialisms, and other words are expressions used (and often originating) during the American Civil War. Organized like a standard dictionary, this volume contains approximately 4,000 entries that focus primarily on everyday camp life, military hardware, and military organization. This one-of-a-kind reference work will make it easy for readers to learn the origin and meaning of such Civil War terms as Buttermilk Rangers, jackstraws, Nassau bacon, pumpkin slinger, and stand the gaff. Language of the Civil War contains words originating during the American Civil War. Besides explaining terms and phrases no longer in use, the entries also provide the origins of many common expressions or the original meanings of many familiar sayings that have since changed meaning or connotation. Although many of the terms arose from the nature and needs of life in the military camps, others were in common use in civilian society across both the North and the South. Illustrated with 50 photos and drawings, the volume is a unique resource for students, scholars, reference librarians, and Civil War enthusiasts and reenactors.
Book chapters on the topic "Learn many languages"
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Zuckarelli, Joachim L. "Why Are There So Many Programming Languages?" In Learn coding with Python and JavaScript, 29–33. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42912-6_4.
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Berkson, Kelly H., James C. Wamsley, Samson Lotven, Shobhana Chelliah, Kenneth Van Bik, Sara Champlin, Kimberly Sakhong, Sui Hnem Par, Alina Matthews, and Amanda Bohnert. "A Developing Community of Collaboration in Indiana." In Migration, Displacement, and Higher Education, 23–35. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_2.
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AbstractEverywhere humans interact, there is language: in schools and government offices, in songs and stories, in celebrations and mourning. Through language we learn, discuss, and move to address the social and global issues that affect us. This chapter is co-authored by faculty and students, many of whom have expertise in linguistics, the scientific study of human language. While some of our work is abstract, we also care deeply about the human context of language. We often engage with questions such as the following: Who decides which languages are used to create resources? How do forcibly displaced people find information about novel threats like Covid-19? And, crucially, how can we use our expertise to respond to the language-related needs of such a community?
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Kubaník, Pavel. "School, Languages and Power in Pretend Play of Romani Children." In Social and Economic Vulnerability of Roma People, 53–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_4.
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AbstractThis text explores different language ideologies and different ideologies of childhood and socialization among Romani parents and local teachers of Romani children. It also makes some notes on different modes of learning that the children can come across both inside and outside the school environment. All these features can be linked with the child-structured pretend play with school instruction as the main topic, as I observed it during my stays in one segregated Romani settlement in Eastern Slovakia. Among other functions, this play creates a natural niche of using Slovak, a language of instruction and the second language of children in Gav, which is not used in home environment of the children. I will show that, despite the teachers seeing the Romani settlement as a non-stimulating environment, the children learn many things in many different patterns. Nevertheless, the text presents the settlement and the school not as two different worlds, but as places naturally linked together through child agency.
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Waga, Masaki. "Active Learning of Deterministic Timed Automata with Myhill-Nerode Style Characterization." In Computer Aided Verification, 3–26. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37706-8_1.
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AbstractWe present an algorithm to learn a deterministic timed automaton (DTA) via membership and equivalence queries. Our algorithm is an extension of the L* algorithm with a Myhill-Nerode style characterization of recognizable timed languages, which is the class of timed languages recognizable by DTAs. We first characterize the recognizable timed languages with a Nerode-style congruence. Using it, we give an algorithm with a smart teacher answering symbolic membership queries in addition to membership and equivalence queries. With a symbolic membership query, one can ask the membership of a certain set of timed words at one time. We prove that for any recognizable timed language, our learning algorithm returns a DTA recognizing it. We show how to answer a symbolic membership query with finitely many membership queries. We also show that our learning algorithm requires a polynomial number of queries with a smart teacher and an exponential number of queries with a normal teacher. We applied our algorithm to various benchmarks and confirmed its effectiveness with a normal teacher.
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Constantin, Felicia, Anamaria-Mirabela Pop, and Monica-Ariana Sim. "Human Intelligence and Artificial Intelligence in Professional Translations — Redesigning the Translator Profession." In Strategic Innovative Marketing and Tourism, 239–47. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51038-0_27.
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AbstractHuman intelligence (HI) has used artificial intelligence (AI) in professional translations for many years. What has been so far a helpful tool for translators, turns out to be a formidable competitor. The article tackles the topic of the danger represented by the dramatic reconfiguration of a job, which risks losing much of its consistency, getting closer and closer to post-editing. HI and AI performances in the translator profession are approached from an economic perspective, setting as criteria for analysis the elements that define the price and survival on the market: source language, target language, type of document, content subject, delivery date, the volume of text to be translated, the competence of the translator, availability of the translator, capability to learn, costs, accuracy and risk of errors. The methodological analysis of a representative sample of different texts from the economic field translated into five foreign languages, reveals that the results provided by AI are fully acceptable and competitive with the versions generated by HI. In this context, the article warns about the need to rethink the training of translators and the sustainability of their activity in the economic market.
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Danielsson, Kristina, and Staffan Selander. "Language." In Multimodal Texts in Disciplinary Education, 95–102. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_9.
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AbstractIn Sweden, English is a language with high status, and digitization in particular has made English easily available so that many children learn English outside of school, what is called ‘extramural English’ (Sundqvist and Sylvén 2016), through commercials, music, and different digital media, including online games, YouTube clips, etc.
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Moura, Leonardo de, and Sebastian Ullrich. "The Lean 4 Theorem Prover and Programming Language." In Automated Deduction – CADE 28, 625–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79876-5_37.
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AbstractLean 4 is a reimplementation of the Lean interactive theorem prover (ITP) in Lean itself. It addresses many shortcomings of the previous versions and contains many new features. Lean 4 is fully extensible: users can modify and extend the parser, elaborator, tactics, decision procedures, pretty printer, and code generator. The new system has a hygienic macro system custom-built for ITPs. It contains a new typeclass resolution procedure based on tabled resolution, addressing significant performance problems reported by the growing user base. Lean 4 is also an efficient functional programming language based on a novel programming paradigm called functional but in-place. Efficient code generation is crucial for Lean users because many write custom proof automation procedures in Lean itself.
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Paaß, Gerhard, and Sven Giesselbach. "Improving Pre-trained Language Models." In Artificial Intelligence: Foundations, Theory, and Algorithms, 79–159. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23190-2_3.
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AbstractThis chapter describes a number of different approaches to improve the performance of Pre-trained Language Models (PLMs), i.e. variants of BERT, autoregressive language models similar to GPT, and sequence-to-sequence models like Transformers. First we may modify the pre-training tasks to learn as much as possible about the syntax and semantics of language. Then we can extend the length of the input sequence to be able to process longer inputs. Multilingual models are simultaneously trained with text in different languages. Most important is the inclusion of further knowledge into the PLM to produce better predictions. It turns out that by increasing the number of parameters, the size of the training data and the computing effort the performance of the models can always be increased. There are a number of different fine-tuning strategies which allow the model to be adapted to special tasks. In addition, models may be instructed by few-shot prompts to solve specific tasks. This is especially rewarding for larger PLMs, which therefore are called Foundation Models.
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Ginsburgh, Victor, and Shlomo Weber. "Individual Communicative Benefits." In How Many Languages Do We Need? Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691136899.003.0006.
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This chapter begins with a discussion of the incentives to learn foreign languages, ranging from an expected increase in earnings, to the pleasure it can provide through immersion in a different culture, and having the ability to speak, read, or at least understand the language. Section 1 covers the theoretical models of learning a foreign language. Section 2 gives an example of estimating the resulting demand equations for foreign languages. Section 3 is devoted to the private monetary benefits resulting from the use of the native language of a country to which one migrates to, or the use of foreign languages for those citizens who know the language of their native country. Most econometric results point to relatively large returns on knowing non-native languages in firms that employ these workers.
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Fox, Anthony. "Morphology." In The Structure of German, 102–58. Oxford University PressOxford, 2005. http://dx.doi.org/10.1093/oso/9780199254132.003.0003.
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Abstract One complaint often made by learners of German is that it has ‘a lot of grammar’. This is, of course, somewhat misleading, since all languages are complex and difficult for foreigners to learn, and there is no evidence that, taken as a whole, any language is significantly more or less complex than any other; all languages have ‘a lot of grammar’. What is usually meant by this remark is that German has a particularly complex word structure, and in this respect certainly it may be said to be rather more complex than some other languages, including English. There are, of course, also many languages, especially outside the Indo-European family, that have more complex word structures than German.
Conference papers on the topic "Learn many languages"
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Chen, Zhenpeng, Sheng Shen, Ziniu Hu, Xuan Lu, Qiaozhu Mei, and Xuanzhe Liu. "Emoji-Powered Representation Learning for Cross-Lingual Sentiment Classification (Extended Abstract)." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/649.
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Sentiment classification typically relies on a large amount of labeled data. In practice, the availability of labels is highly imbalanced among different languages. To tackle this problem, cross-lingual sentiment classification approaches aim to transfer knowledge learned from one language that has abundant labeled examples (i.e., the source language, usually English) to another language with fewer labels (i.e., the target language). The source and the target languages are usually bridged through off-the-shelf machine translation tools. Through such a channel, cross-language sentiment patterns can be successfully learned from English and transferred into the target languages. This approach, however, often fails to capture sentiment knowledge specific to the target language. In this paper, we employ emojis, which are widely available in many languages, as a new channel to learn both the cross-language and the language-specific sentiment patterns. We propose a novel representation learning method that uses emoji prediction as an instrument to learn respective sentiment-aware representations for each language. The learned representations are then integrated to facilitate cross-lingual sentiment classification.
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Liu, Yichen, Jonathan Sahagun, and Yu Sun. "An Adaptive and Interactive Educational Game Platform for English Learning Enhancement using AI and Chatbot Techniques." In 10th International Conference on Natural Language Processing (NLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.112308.
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As our world becomes more globalized, learning new languages will be an essential skill to communicate across countries and cultures and as a means to create better opportunities for oneself [4]. This holds especially true for the English language [5]. Since the rise of smartphones, there have been many apps created to teach new languages such as Babbel and Duolingo that have made learning new languages cheap and approachable by allowing users to practice briefly whenever they have a free moment for. This is where we believe those apps fail. These apps do not capture the interest or attention of the user’s for long enough for them to meaningfully learn. Our approach is to make a video game that immerses our player in a world where they get to practice English verbally with NPCs and engage with them in scenarios they may encounter in the real world [6]. Our approach will include using chatbot AI to engage our users in realistic natural conversation while using speech to text technology such that our user will practice speaking English [7].
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Akbayeva, Gulden, and Saida Саиможа. "EFFECTIVE FOREIGN AND DOMESTIC STANDARD PROGRAMS USED IN TEACHING ENGLISH." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(1).
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In the modern world, the study of foreign languages is very relevant. Because thanks to this, a person acquires many opportunities and a chance to succeed. This is especially true for English language skills. Which is not only one of the necessities for a modern, successful person, but also one of the factors of competitiveness and the quality of education of the whole country. Therefore, at the present stage, special attention is paid to teaching English. And as practice shows, one of the most effective ways to learn a foreign language is the use of various standard programs in teaching English which were analyzed. At the same time the results of experimental and practical work were presented
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Camacho, Alberto, Rodrigo Toro Icarte, Toryn Q. Klassen, Richard Valenzano, and Sheila A. McIlraith. "LTL and Beyond: Formal Languages for Reward Function Specification in Reinforcement Learning." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/840.
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In Reinforcement Learning (RL), an agent is guided by the rewards it receives from the reward function. Unfortunately, it may take many interactions with the environment to learn from sparse rewards, and it can be challenging to specify reward functions that reflect complex reward-worthy behavior. We propose using reward machines (RMs), which are automata-based representations that expose reward function structure, as a normal form representation for reward functions. We show how specifications of reward in various formal languages, including LTL and other regular languages, can be automatically translated into RMs, easing the burden of complex reward function specification. We then show how the exposed structure of the reward function can be exploited by tailored q-learning algorithms and automated reward shaping techniques in order to improve the sample efficiency of reinforcement learning methods. Experiments show that these RM-tailored techniques significantly outperform state-of-the-art (deep) RL algorithms, solving problems that otherwise cannot reasonably be solved by existing approaches.
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Alexe, Maria, and Loredana Miclea. "DEVELOPING PROFESSIONAL ENGLISH VOCABULARY THROUGH COMPUTER BASED SIMULTED SITUATIONS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-254.
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Studding foreign languages at academic level, in technical universities means not just improving your students' vocabulary. The main target should be to develop all their language skills, but from the perspective of their future professional life. This is quite a difficult task because foreign languages, in Technical University of Civil Engineering, are part of the first two years curricula, a period when students are not familiar with their future profession and as a consequence they are not mastering professional vocabulary in their native language. . As many pedagogical approaches are underlining an adequate context through which new words are introduced is always of great help. That statement leads to the question of creating that context and here I may say virtual reality that can be imagined on the digital support is of great help The research main question refers to the advantages of using virtual reality, simulation if necessary, to improve students' language abilities, to help them to learn faster and easier. Secondary research questions refer to the efficiency of this pedagogical approach and to the time management (can it be improved? Is it a time consuming method?). As this type of research refers to different case studies, the methodological approach, generally used for such research was implemented. This paper presents the results of suggested experiment which has been developed for two academic years (2009-2011) at the Faculty of Technological Equipment and Building Equipment (TUCE) and was extended to other foreign languages such as German and Spanish. Although they are not distance learning students, best practices of that type of learning methodology are often used. Its efficiency was measured through different types of tests.
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Shiobara, Frances Jane, Kym Jolley, and Mark Donnellan. "Attitudes of part-time Japanese university teachers on technology use after emergency remote teaching." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16922.
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With the onset of the COVID-19 pandemic in 2020, many Japanese universities made the decision to stop on-campus classes. This generally meant teaching remotely, either synchronously or asynchronously. Online courses are usually planned in advance with a curriculum and materials designed for that mode of teaching. The situation in 2020 was different, most teachers had only a few weeks to adapt their teaching materials and methods for Emergency Remote Teaching (ERT). The aim of this research was to investigate the experiences of university teachers during and after the period of ERT and to investigate how we can learn from this experience to avoid what Vegas (2022) refers to as a ‘missed opportunity’. This was achieved through an initial pilot survey and five semi-structured follow-up interviews conducted in 2023. The results indicated that despite some reporting high levels of initial anxiety, most teachers adapted, learning new skills and developing their technical expertise, which is now being used in face-to-face classes. As most teachers reported support in the period of ERT as having been uncoordinated – being provided by colleagues rather than through official workshops organized by institutions - this is an area that could be developed in the future.
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Marchisio, Marina, Alice Barana, Francesco Floris, Carla Marello, Marta Pulvirenti, Sergio Rabellino, and Matteo Sacchet. "ADAPTING STEM AUTOMATED ASSESSMENT SYSTEM TO ENHANCE LANGUAGE SKILLS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-126.
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Enhancing language skills is a duty for many institutions, schools and universities; Information and Communications Technology is nowadays supporting language teaching, heading also to the integration of foreigners. According to previous studies, the use of a Technology Enhanced Learning Environment can foster language competences through online tests. The goal of this paper is to show and discuss different typologies of automatically evaluated questions useful to learn languages and designed with an Automatic Assessment System, already successfully used for teaching STEM disciplines: Science, Technology, Engineering and Mathematics. This work has been carried out thanks to the collaboration between the Department of Mathematics and the Department of Foreign Languages. Five different typologies of questions are analysed: "Combining sentence elements" asks to combine given elements to form at least three correct and meaningful sentences; "Find the mistake" asks whether a sentence is grammatically correct and to explain why; "The Target puzzle" asks to join words together using precise links; "Scrambled text" asks the student the correct sequence of sentences in a scrambled text; "The Encrypted Crossword puzzle" is a crossword puzzle without definition clues. Linguists consider these question types effective to develop language competences and have already used them profitably in traditional teaching and language learning. To engage the learner and increase motivation, we will develop an implementation where the questions are self-evaluated, always available, with immediate and interactive feedback. These tools could be used in online language courses and in all those teaching activities that are carried out remotely by the student alone. All questions are outlined with the explanation of the grading code and a triplet of descriptors; they describe the Performance, Requirements and Objectives of each question and allow further studies on automatic detection of the relatedness between different language learning objects, in order to construct adaptive language tests.
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Do Thi, Hien. "Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.13-2.
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Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.
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Stevanović, Vesna, Mališa Stevanović, Igor Petrović, and Marija Jović. "ICT assisted English learning in preschool education." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.391s.
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Society development and globalization, nowadays, imposes the need to master foreign languages. An increasing number of parents insist for their children in kindergarten to have the opportunity to learn English. It is well known that preschool children mostly learn and adopt new concepts by playing. Playing is an integral part of a child’s upbringing and for that reason it is used in kindergartens, i.e. in preschool education. Computers and information and communication technology (ICT) have got a dominant role in many aspects of our lives, and the most numerous population of new technology’s users are children and young people. Using of ICT can greatly facilitate the achievement of teaching goals and learning outcomes in the process of implementing the preschool program. ICT is recognized as suitable for use in the learning process, so they can be used effectively for the purpose of learning English in kindergarten. Lecturers and educators can easily and simply use or create content that will be interesting to children and that will encourage their desire to learn. The successful application of ICT in the realization of the educational process with preschool children requires the appropriate IT expertise of preschool teachers.
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Phuong, Le Thi Minh. "Identity Negotiation of International Students When Studying in A Non-Speaking English Country." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.17.
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Today, with the trend of internationalization, a growing number of universities and institutions worldwide are encouraging their students to take part in abroad programs or vocational training schemes in a foreign country. It is easy to find out that not only are English-speaking countries ideal destinations for education overseas, but many other countries where English is not the first language also attract millions of students worldwide. Studying in these countries, students will have to use English for academic purposes and at the same time learn the local languages to adapt to the host environment. Firsthand exposure to the native speech community coupled with formal classroom learning is said to create the optimal environment for learning an additional language and culture, thus, at the same time, would inevitably cause some effects on students’ identities. Based on the interviews with a focus group of international students studying at a university in Haiphong, the types of negotiated identities, the ways they alternate their behaviors, emotions, and cognitions to adapt to the new environment will be revealed. With these findings, some implications for curriculum and pedagogy which optimize opportunities for international students to develop their knowledge, openness, and adaptability are also suggested.
Reports on the topic "Learn many languages"
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Sayers, Dave, Rui Sousa-Silva, Sviatlana Höhn, Lule Ahmedi, Kais Allkivi-Metsoja, Dimitra Anastasiou, Štefan Beňuš, et al. The Dawn of the Human-Machine Era: A forecast of new and emerging language technologies. Open Science Centre, University of Jyväskylä, May 2021. http://dx.doi.org/10.17011/jyx/reports/20210518/1.
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New language technologies are coming, thanks to the huge and competing private investment fuelling rapid progress; we can either understand and foresee their effects, or be taken by surprise and spend our time trying to catch up. This report scketches out some transformative new technologies that are likely to fundamentally change our use of language. Some of these may feel unrealistically futuristic or far-fetched, but a central purpose of this report - and the wider LITHME network - is to illustrate that these are mostly just the logical development and maturation of technologies currently in prototype. But will everyone benefit from all these shiny new gadgets? Throughout this report we emphasise a range of groups who will be disadvantaged and issues of inequality. Important issues of security and privacy will accompany new language technologies. A further caution is to re-emphasise the current limitations of AI. Looking ahead, we see many intriguing opportunities and new capabilities, but a range of other uncertainties and inequalities. New devices will enable new ways to talk, to translate, to remember, and to learn. But advances in technology will reproduce existing inequalities among those who cannot afford these devices, among the world’s smaller languages, and especially for sign language. Debates over privacy and security will flare and crackle with every new immersive gadget. We will move together into this curious new world with a mix of excitement and apprehension - reacting, debating, sharing and disagreeing as we always do. Plug in, as the human-machine era dawns.
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Williams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.
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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. The Cell Survival Game has been adapted for both home use and for use in the classroom, and is accompanied by a series of videos. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work).
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Williams, Thomas, Caroline Erolin, and Muireann McMahon. Cell Survival Deluxe: School Version. University of Dundee, July 2023. http://dx.doi.org/10.20933/100001284.
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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. This Cell Survival Game has been adapted for use in the classroom and contains new and improved artwork. Accompanying videos and activity sheets complete the learning experience. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work). Accompanying videos and activity sheets (available at https://dx.doi.org/10.20933/100001270) complete the learning experience.
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Kircher, Ruth, and Mirjam Vellinga. ECMI Minorities Blog. From Acquisition to Activation: How Language Planning Can Promote New Speakers’ Minority Language Us. European Centre for Minority Issues, October 2023. http://dx.doi.org/10.53779/cmlh2988.
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New speakers (individuals acquiring minority languages outside the home, typically later on in life) can make important contributions to minority language revitalisation. However, this can only happen if they become active and frequent users of the minority languages they have learnt. In many contexts, this is not the case. Taking Frisian in Fryslân as a case study, this blog post examines new speakers’ activation (the process by which they become active and habitual minority language users) – focusing specifically on how this is affected by traditional minority language speakers’ behaviours. The findings highlight how the complex dynamics between traditional and new speakers can hinder the latter’s activation. The blog post discusses the implications of these findings, concluding that there is a need for prestige planning to ameliorate intergroup relations – and thereby foster new speakers’ activation and promote minority language revitalisation.
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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, July 2014. http://dx.doi.org/10.18235/0011651.
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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.
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Bray, Jonathan, Ross Boulanger, Misko Cubrinovski, Kohji Tokimatsu, Steven Kramer, Thomas O'Rourke, Ellen Rathje, Russell Green, Peter Robertson, and Christine Beyzaei. U.S.—New Zealand— Japan International Workshop, Liquefaction-Induced Ground Movement Effects, University of California, Berkeley, California, 2-4 November 2016. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, March 2017. http://dx.doi.org/10.55461/gzzx9906.
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There is much to learn from the recent New Zealand and Japan earthquakes. These earthquakes produced differing levels of liquefaction-induced ground movements that damaged buildings, bridges, and buried utilities. Along with the often spectacular observations of infrastructure damage, there were many cases where well-built facilities located in areas of liquefaction-induced ground failure were not damaged. Researchers are working on characterizing and learning from these observations of both poor and good performance. The “Liquefaction-Induced Ground Movements Effects” workshop provided an opportunity to take advantage of recent research investments following these earthquake events to develop a path forward for an integrated understanding of how infrastructure performs with various levels of liquefaction. Fifty-five researchers in the field, two-thirds from the U.S. and one-third from New Zealand and Japan, convened in Berkeley, California, in November 2016. The objective of the workshop was to identify research thrusts offering the greatest potential for advancing our capabilities for understanding, evaluating, and mitigating the effects of liquefaction-induced ground movements on structures and lifelines. The workshop also advanced the development of younger researchers by identifying promising research opportunities and approaches, and promoting future collaborations among participants. During the workshop, participants identified five cross-cutting research priorities that need to be addressed to advance our scientific understanding of and engineering procedures for soil liquefaction effects during earthquakes. Accordingly, this report was organized to address five research themes: (1) case history data; (2) integrated site characterization; (3) numerical analysis; (4) challenging soils; and (5) effects and mitigation of liquefaction in the built environment and communities. These research themes provide an integrated approach toward transformative advances in addressing liquefaction hazards worldwide. The archival documentation of liquefaction case history datasets in electronic data repositories for use by the broader research community is critical to accelerating advances in liquefaction research. Many of the available liquefaction case history datasets are not fully documented, published, or shared. Developing and sharing well-documented liquefaction datasets reflect significant research efforts. Therefore, datasets should be published with a permanent DOI, with appropriate citation language for proper acknowledgment in publications that use the data. Integrated site characterization procedures that incorporate qualitative geologic information about the soil deposits at a site and the quantitative information from in situ and laboratory engineering tests of these soils are essential for quantifying and minimizing the uncertainties associated site characterization. Such information is vitally important to help identify potential failure modes and guide in situ testing. At the site scale, one potential way to do this is to use proxies for depositional environments. At the fabric and microstructure scale, the use of multiple in situ tests that induce different levels of strain should be used to characterize soil properties. The development of new in situ testing tools and methods that are more sensitive to soil fabric and microstructure should be continued. The development of robust, validated analytical procedures for evaluating the effects of liquefaction on civil infrastructure persists as a critical research topic. Robust validated analytical procedures would translate into more reliable evaluations of critical civil infrastructure iv performance, support the development of mechanics-based, practice-oriented engineering models, help eliminate suspected biases in our current engineering practices, and facilitate greater integration with structural, hydraulic, and wind engineering analysis capabilities for addressing multi-hazard problems. Effective collaboration across countries and disciplines is essential for developing analytical procedures that are robust across the full spectrum of geologic, infrastructure, and natural hazard loading conditions encountered in practice There are soils that are challenging to characterize, to model, and to evaluate, because their responses differ significantly from those of clean sands: they cannot be sampled and tested effectively using existing procedures, their properties cannot be estimated confidently using existing in situ testing methods, or constitutive models to describe their responses have not yet been developed or validated. Challenging soils include but are not limited to: interbedded soil deposits, intermediate (silty) soils, mine tailings, gravelly soils, crushable soils, aged soils, and cemented soils. New field and laboratory test procedures are required to characterize the responses of these materials to earthquake loadings, physical experiments are required to explore mechanisms, and new soil constitutive models tailored to describe the behavior of such soils are required. Well-documented case histories involving challenging soils where both the poor and good performance of engineered systems are documented are also of high priority. Characterizing and mitigating the effects of liquefaction on the built environment requires understanding its components and interactions as a system, including residential housing, commercial and industrial buildings, public buildings and facilities, and spatially distributed infrastructure, such as electric power, gas and liquid fuel, telecommunication, transportation, water supply, wastewater conveyance/treatment, and flood protection systems. Research to improve the characterization and mitigation of liquefaction effects on the built environment is essential for achieving resiliency. For example, the complex mechanisms of ground deformation caused by liquefaction and building response need to be clarified and the potential bias and dispersion in practice-oriented procedures for quantifying building response to liquefaction need to be quantified. Component-focused and system-performance research on lifeline response to liquefaction is required. Research on component behavior can be advanced by numerical simulations in combination with centrifuge and large-scale soil–structure interaction testing. System response requires advanced network analysis that accounts for the propagation of uncertainty in assessing the effects of liquefaction on large, geographically distributed systems. Lastly, research on liquefaction mitigation strategies, including aspects of ground improvement, structural modification, system health monitoring, and rapid recovery planning, is needed to identify the most effective, cost-efficient, and sustainable measures to improve the response and resiliency of the built environment.