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.
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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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Patriani, Yenni. "الألفاظ العربية المقترضة في اللغة الإندونيسية." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 1, no. 1 (June 5, 2017): 79. http://dx.doi.org/10.29300/im.v1i1.1251.
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The Assimilation of Arabic Words into Bahasa Indonesia. The Arabic language has been really popular with its beauty. The present paper, theoretically, is aimed at describing the assimilation two languages, Arabic and Bahasa Indonesia. To learn Arabic language means to learn and to master this language comprehensively in any linguistic sides. For Indonesian people, learning Arabic language is not so easy and simple process. It is because there are many different linguistic systems between Bahasa Indonesia and the Arabic language including their phoneme, word order, structure of sentence, and also their meaning. On the other hand, the linguistic assimilation of both languages has done when the process occurs naturally. In any situation, many Indonesian speakers unconsciously use and adopt the Arabic vocabularies with Indonesian speech based on its spelling and linguistic system
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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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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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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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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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van den Bogaerde, Beppie. "De Nederlandse Gebarentaal En Taalonderwijs." TTW: De nieuwe generatie 39 (January 1, 1991): 75–82. http://dx.doi.org/10.1075/ttwia.39.07bog.
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Sign Language of the Netherlands (SLN) is considered to be the native language of many prelingually deaf people in the Netherlands. Although research has provided evidence that sign languages are fully fletched natural languages, many misconceptions still abound about sign languages and deaf people. The low status of sign languages all over the world and the attitude of hearing people towards deaf people and their languages, and the resulting attitude of the deaf towards their own languages, restricted the development of these languages until recently. Due to the poor results of deaf education and the dissatisfaction amongst educators of the deaf, parents of deaf children and deaf people themselves, a change of attitude towards the function of sign language in the interaction with deaf people can be observed; many hearing people dealing with deaf people one way or the other wish to learn the sign language of the deaf community of their country. Many hearing parents of deaf children, teachers of the deaf, student-interpreters and linguists are interested in sign language and want to follow a course to improve their signing ability. In order to develop sign language courses, sign language teachers and teaching materials are needed. And precisely these are missing. This is caused by several factors. First, deaf people in general do not receive the same education as hearing people, due to their inability to learn the spoken language of their environment to such an extent, that they have access to the full eduational program. This prohibits them a.o. to become teachers in elementary and secondary schools, or to become sign language teachers. Althought they are fluent "signers", they lack the competence in the spoken language of their country to obtain a teacher's degree in their sign language. A second problem is caused by the fact, that sign languages are visual languages: no adequate system has yet been found to write down a sign language. So until now hardly any teaching materials were available. Sign language courses should be developed with the help of native signers who should be educated to become language-teachers; with their help and with the help of video-material and computer-software, it will be possible in future to teach sign languages as any other language. But in order to reach this goal, it is imperative that deaf children get a better education so that they can contribute to the emancipation of their language.
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Hansson, Johan. "Samernas folkhögskola och de samiska språken 1942–1990." Nordic Journal of Educational History 3, no. 1 (May 24, 2016): 95–119. http://dx.doi.org/10.36368/njedh.v3i1.69.
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The Sami folk high school and the Sami languages 1942–1990The Swedish Mission Society – SMS (Svenska missionssällskapet – SMS), wanted to improve the opportunities’ for Sami youth in Sweden and therefore they started a folk high school (folkhögskola) for the Sami in 1942. One of the aims of SMS was to help the Sámi to preserve and develop the Sami culture and languages. Over time Sami themes, the languages being one, became more prominent at the school. However some of the problems regarding the language teaching remained: the students wanted to learn different Sami languages, their linguistic skills varied a lot, and there was not that many students who wanted to learn Sami. Despite these problems, the teaching improved over the years and the Sami folk high school remained important for the Sami people during the researched period.
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SHYKUN, Alla. "MOBILITY AND LANGUAGE LEARNING: USING ONLINE PLATFORMS FOR LEARNING FOREIGN LANGUAGES." Human Studies Series of Pedagogy, no. 48 (July 7, 2023): 224–28. http://dx.doi.org/10.24919/2413-2039.16/48.33.
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Mobility can have a significant impact on language learning, as it exposes learners to new linguistic and cultural environments. Immersion is one of the most effective ways to learn a language. When learners are surrounded by a language they are trying to learn, they are forced to use it and to adapt to new ways of communication. Mobility provides opportunities for learners to immerse themselves in the language by traveling to a foreign country or living with a host family. Online platforms have become increasingly popular for learning English in recent years. There are several benefits to using online platforms for language learning, including convenience, flexibility, and the ability to connect with native speakers. One of the most significant advantages of online language learning is that it allows learners to study at their own pace and on their own schedule. This is particularly useful for those who have busy schedules or limited access to language schools or tutors. Online platforms also offer a wide range of resources and materials, including videos, interactive exercises, and practice tests, which can help learners improve their language skills quickly and efficiently. The way foreign languages are learned has changed with the help of mobile technology. the concept of mobile students (MLs) appeared. That is, these are students who use modern innovations in the field of mobile communication to learn the language. Mobile technologies have allowed the use of a modern form of foreign language learning such as an online platform. It is an educational environment that creates a kind of virtual world and provides many opportunities, including multimodal, mobile, and social (Jones and Hafner, 2012; Richards, 2015). The researches show that there are many advantages of using online platforms and mobile technologies in language learning and teaching. Moreover, mobile learners may come from different cultural and linguistic backgrounds, however, they use online language learning platforms equally successfully (Ho, 2018). The article examines the possibilities and advantages of learning foreign languages using online platforms.
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Abdurahman Ehmed, Mizgin, and Hevin Kamal Abduljabar. "Learning the third language and its facilities and difficulties or challenges – the centers of languages in the city of Erbil as an example." Journal of University of Raparin 11, no. 2 (July 9, 2024): 380–402. http://dx.doi.org/10.26750/vol(11).no(2).paper14.
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We can learn the first language (mother tongue) and the second language easily and whatever the way is, but learning the third language depends on the situation, the age, time, sex, how you think and whether you want to get a job or any other reasons. Learning the third language may be easy to us or hard, this is quite different from one person to another; some people can acquire it in an easy way and some may not acquire it in an easy way or should try hard to get it, this research is entitled (Learning the third language and its facilities and difficulties or challenges – the centers of languages in the city of Erbil as an example): are attempts to clarify the aspects that may make obstacles to learn the third language. Of course the main problem is the language, and learning the third language is the same as the first and second languages you might face the same obstacles. In this research we try to focus on the motivations that make you learn the third language in the simplest way, or vice versa. This is worth a lot of discussions and exchanging ideas and that led the linguists to be divided into two different groups, each has many evidences to approve that. This matter is clarified and being focused on depending on a referendum held in four centers of languages in the city of Erbil.
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Razi, Astri Delia, Mawardi Siregar, and Zulkarnain Zulkarnain. "CHILDREN IMITATION ON DAILY LANGUAGES FAMILY COUNSELING PERSPECTIVE." ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) 1, no. 2 (December 10, 2018): 139–49. http://dx.doi.org/10.32505/enlighten.v1i2.774.
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Humans learn differently. One way humans learn is to imitate (imitation). A child will imitate both parents and learn their habits and behavior patterns. Humans will learn many behaviors and habits in the early phases of his life by imitating his parents, older brothers, brothers and relatives around him. The position of the family in the development of the child's personality is very dominant. The family is a "Training Center" for the cultivation of values. Therefore, the family as a model to be imitated by the child has a very important role, both in language and behavior. This study discusses the imitation of children against everyday language in the family in Gampong Teungoh Langsa City, Aceh. The purpose of this research is to examine; The process of imitation of children against everyday language in the family in Gampong Teungoh and Parents efforts in overcoming the negative daily language imitation in the family.
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Rustandi, Yuyus, and Sasongko S. Putro. "ANALISIS PEMBELAJARAN BAHASA SUNDA PADA SISWA KELAS V SDN KENCANA 3 KOTA BOGOR." Media Bahasa, Sastra, dan Budaya Wahana 24, no. 2 (July 1, 2018): 81–102. http://dx.doi.org/10.33751/wahana.v24i2.947.
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Abstract Communicating for the international level, the most commonly used language is English, for national level communication is Indonesian, and for communication at the regional level the regulators generally use the local language. Sundanese is the same as other regional languages, is at the third level of world language use, so many students consider local language subjects in West Java to be less interesting to learn. In the level of education, efforts to change these assumptions, Sundanese language teachers should be able to get around so that students can become interested in local languages by making adequate learning strategies.Keywords: Analysis of Primary School Language Learning
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Fibla, Laia, Jessica E. Kosie, Ruth Kircher, Casey Lew-Williams, and Krista Byers-Heinlein. "Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families?" Policy Insights from the Behavioral and Brain Sciences 9, no. 1 (February 23, 2022): 35–43. http://dx.doi.org/10.1177/23727322211069312.
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Many infants and children around the world grow up exposed to two or more languages. Their success in learning each of their languages is a direct consequence of the quantity and quality of their everyday language experience, including at home, in daycare and preschools, and in the broader community context. Here, we discuss how research on early language learning can inform policies that promote successful bilingual development across the varied contexts in which infants and children live and learn. Throughout our discussions, we highlight that each individual child's experience is unique. In fact, it seems that there are as many ways to grow up bilingual as there are bilingual children. To promote successful bilingual development, we need policies that acknowledge this variability and support frequent exposure to high-quality experience in each of a child's languages.
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Kadhum, Asmaa. "L’apprentissage précoce des langues étrangères APLE." Kufa Journal of Arts 1, no. 46 (August 8, 2021): 765–74. http://dx.doi.org/10.36317/kaj/2021/v1.i46.676.
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Foreign language acquisition from early childhood creates good learning and memorization skills. The earlier a child starts, the better he will learn. Man was born and he is able to acquire many knowledge. He sends and repeats a wide range of sounds that have no meaning in his mother tongue. It is not enough to start learning the language early, but the learning process must continue throughout one's life. If we want to make the child bilingual or trilingual, we have to introduce him to foreign languages, as it does not constitute an additional burden because the matter does not mean adding new supplementary materials, but only Programming content to be taught in a foreign language. Recently, some countries restrict the teaching of foreign languages to literary subjects, while others give priority to science subjects. What is the ideal age to learn a foreign language? Is there a golden period for learning? After that period, does learning become ineffective?
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Xiao, Yubei, Ke Gong, Pan Zhou, Guolin Zheng, Xiaodan Liang, and Liang Lin. "Adversarial Meta Sampling for Multilingual Low-Resource Speech Recognition." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 16 (May 18, 2021): 14112–20. http://dx.doi.org/10.1609/aaai.v35i16.17661.
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Low-resource automatic speech recognition (ASR) is challenging, as the low-resource target language data cannot well train an ASR model. To solve this issue, meta-learning formulates ASR for each source language into many small ASR tasks and meta-learns a model initialization on all tasks from different source languages to access fast adaptation on unseen target languages. However, for different source languages, the quantity and difficulty vary greatly because of their different data scales and diverse phonological systems, which leads to task-quantity and task-difficulty imbalance issues and thus a failure of multilingual meta-learning ASR (MML-ASR). In this work, we solve this problem by developing a novel adversarial meta sampling (AMS) approach to improve MML-ASR. When sampling tasks in MML-ASR, AMS adaptively determines the task sampling probability for each source language. Specifically, for each source language, if the query loss is large, it means that its tasks are not well sampled to train ASR model in terms of its quantity and difficulty and thus should be sampled more frequently for extra learning. Inspired by this fact, we feed the historical task query loss of all source language domain into a network to learn a task sampling policy for adversarially increasing the current query loss of MML-ASR. Thus, the learnt task sampling policy can master the learning situation of each language and thus predicts good task sampling probability for each language for more effective learning. Finally, experiment results on two multilingual datasets show significant performance improvement when applying our AMS on MML-ASR, and also demonstrate the applicability of AMS to other low-resource speech tasks and transfer learning ASR approaches.
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Utomo, Aries. "Heritage Languages Acquired, Learned, and Used among Kalimantan University Students, Indonesia: A Perception." JALL (Journal of Applied Linguistics and Literacy) 7, no. 1 (February 15, 2023): 14. http://dx.doi.org/10.25157/jall.v7i1.9284.
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Heritage language is a language taught and learned from parents. It was integrated from generation to generation. In Kalimantan, heritage languages are very various and has developed due to many influences from internal and external factors. This research aims (1) to describe how students perceive the languages(s) they acquired, learned, and used and (2) to describe their use and perceptions on heritage languages maintenance. This research was a qualitative statistic. In collecting data, the researcher employed interview, questionnaire, and observation. In analyzing data, the researcher relied on Miles and Huberman model for qualitative data and statistic formulas for quantitative data. Based on the findings, it was found that (1) students perceive the languages they acquired, learned, and used in specific ways from the three languages mastered, such as involving in a language community, communicating with family members, friends, including learning from TV or film, and (2) students feel happy to use their HL to communicate with people with different backgrounds and show their identities. Therefore, it can be concluded that students acquire, learn, and use their languages into various ways, while maintaining those languages, they tend to involve in a language community and family members. Indeed, students from various ethnic backgrounds can make the learning process meaningful by knowing many local languages and cultures in a classroom.
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Reali, Florencia, Nick Chater, and Morten H. Christiansen. "Simpler grammar, larger vocabulary: How population size affects language." Proceedings of the Royal Society B: Biological Sciences 285, no. 1871 (January 24, 2018): 20172586. http://dx.doi.org/10.1098/rspb.2017.2586.
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Languages with many speakers tend to be structurally simple while small communities sometimes develop languages with great structural complexity. Paradoxically, the opposite pattern appears to be observed for non-structural properties of language such as vocabulary size. These apparently opposite patterns pose a challenge for theories of language change and evolution. We use computational simulations to show that this inverse pattern can depend on a single factor: ease of diffusion through the population. A population of interacting agents was arranged on a network, passing linguistic conventions to one another along network links. Agents can invent new conventions, or replicate conventions that they have previously generated themselves or learned from other agents. Linguistic conventions are either Easy or Hard to diffuse, depending on how many times an agent needs to encounter a convention to learn it. In large groups, only linguistic conventions that are easy to learn, such as words, tend to proliferate, whereas small groups where everyone talks to everyone else allow for more complex conventions, like grammatical regularities, to be maintained. Our simulations thus suggest that language, and possibly other aspects of culture, may become simpler at the structural level as our world becomes increasingly interconnected.
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Shavkatovna, Oysha Choriyeva. "IMPORTANCE OF WIDE IMPLEMENTATION OF THE STUDY OF FOREIGN LANGUAGES AMONG WOMEN." International Journal Of Literature And Languages 3, no. 10 (October 1, 2023): 52–56. http://dx.doi.org/10.37547/ijll/volume03issue10-09.
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The study of foreign languages among women is a topic that is relevant for many people in today's world. The study of foreign languages is one of the aspects of great importance for the development of human relations in the global environment, obtaining legal and economic benefits, education and reading systems.The fact that we spread the mastery of foreign languages in our country more between women and girls is equivalent to the fact that we spread among the population of our entire country. Because every girl who knows a foreign language, a woman in the future will certainly bring up a child who has mastered some foreign language in his family as his native language.In this article, I will explain why it is important for every woman and girl to learn foreign languages.
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Xhaferi, Brikena, Uskana Smajlaj, and Jeta Hamzai. "Teachers’ Beliefs About Multilingualism at Universities in North Macedonia." SEEU Review 18, no. 1 (June 1, 2023): 75–91. http://dx.doi.org/10.2478/seeur-2023-0018.
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Abstract The purpose of this study was to explore teachers’ beliefs about multilingualism at universities in North Macedonia. Multilingualism as a concept is related to an individual’s ability to speak three or more languages. Given the educational and cultural globalization, multilingualism is crucial in many countries in the world. North Macedonia is an excellent example of multilingualism where different cultures live together and learn the languages of each other. At Universities across the country, teachers face different challenges while teaching multilingual classes. Linguistic competence in many local languages allows students to learn foreign languages easily and thus raises students’ global awareness and deepens knowledge about their future teaching career. The study analysed data collected from thirty EFL teachers from four different universities, Southeast European University, University of Tetova, Mother Teresa University and International Balkan University in North Macedonia. The research instrument used was the teacher survey which contained five domains: Teachers’ perspective on multilingualism; Students’ language learning knowledge; Language teacher collaboration; Learning materials, and other topics related to L2 learning and teaching. The study results revealed that teachers view multilingualism as a positive asset for the students, and they expressed that they have developed an approach which helps multilinguals to achieve their learning goals. One area which needs improvement is teacher collaboration, as they tend to collaborate regarding materials and textbooks, however, not willing to share their experience on teaching methods/strategies and challenges faced.
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Comrie, Bernard. "Areal Typology of Mainland Southeast Asia: What We Learn from the Wals Maps." MANUSYA 10, no. 3 (2007): 18–47. http://dx.doi.org/10.1163/26659077-01003002.
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Mainland Southeast Asia has long been recognized as a classic example of a linguistic area, but earlier characterizations of this language area have typically been intuitive, for instance providing seemingly impressive lists of features known to be shared by Mainland Southeast Asian languages but without considering a list of features on which these languages differ, without explicitly considering the extent to which the features in question are common or rare across the world as a whole. By using the maps in the World Atlas of Language Structures, it is possible to build up a more structured assessment of the extent to which Mainland Southeast Asia constitutes a linguistic area. Many maps show a clear delimitation between Mainland Southeast Asia and the rest of Eurasia, although the precise boundary varies from map to map, as does the presence and location of intermediate zones. The dividing line between Mainland Southeast Asia and Insular Southeast Asia is much less clear-cut, thus providing some evidence for a more general Southeast Asian linguistic area.
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Zhang, Yudong, Wenhao Zheng, and Ming Li. "Learning Uniform Semantic Features for Natural Language and Programming Language Globally, Locally and Sequentially." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 5845–52. http://dx.doi.org/10.1609/aaai.v33i01.33015845.
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Semantic feature learning for natural language and programming language is a preliminary step in addressing many software mining tasks. Many existing methods leverage information in lexicon and syntax to learn features for textual data. However, such information is inadequate to represent the entire semantics in either text sentence or code snippet. This motivates us to propose a new approach to learn semantic features for both languages, through extracting three levels of information, namely global, local and sequential information, from textual data. For tasks involving both modalities, we project the data of both types into a uniform feature space so that the complementary knowledge in between can be utilized in their representation. In this paper, we build a novel and general-purpose feature learning framework called UniEmbed, to uniformly learn comprehensive semantic representation for both natural language and programming language. Experimental results on three real-world software mining tasks show that UniEmbed outperforms state-of-the-art models in feature learning and prove the capacity and effectiveness of our model.
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Solak, Ekrem. "Revolutionizing Language Learning: How ChatGPT and AI are changing the Way We Learn Languages." International Journal of Technology in Education 7, no. 2 (April 1, 2024): 353–72. http://dx.doi.org/10.46328/ijte.732.
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Artificial Intelligence (AI) has relatively become a part of our lives in many fields including education. As a recent AI tool generated by OpenAI, ChatGPT offers numerous opportunities and challenges for language learners and teachers. Therefore, the purpose of this study was to investigate the experiences of language learners and teachers in the use of ChatGPT during the language learning and teaching process. Phenomenological design, which is a type of qualitative research, was used in this study. Participants in the study were 8 English language learners with a background in English language learning and 3 English Language teachers with teaching experience at different levels. The participants were voluntarily selected through a purposive sampling and the interview technique was used as the data collection instrument. The findings of the study revealed that ChatGPT and AI were considered to be useful tools for language learning and teaching, although they presented some challenges that can be overcome with the advancement of technology. It is believed that students and teachers will be more involved in ChatGPT and AI in the future with its introduction into the language teaching curriculum, pre-service and in-service teachers’ curriculum and the improvement of teachers’ technological and pedagogical content knowledge.
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Chaffee, Kathryn Everhart, Nigel Mantou Lou, Kimberly A. Noels, and Joshua W. Katz. "Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation." Group Processes & Intergroup Relations 23, no. 2 (April 24, 2019): 301–18. http://dx.doi.org/10.1177/1368430219835025.
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Large gender disparities in participation still exist across many university subjects and career fields, but few studies have examined factors that account for gender gaps in female-dominated disciplines. We examine one possible cause: threatened masculinity among men who hold traditional gender ideologies. Past research has linked endorsement of traditional gender ideologies to gender-stereotypical occupational choices, and threats to masculinity can lead men to distance themselves from femininity. After confirming that 1,672 undergraduates stereotyped language learning as feminine, we applied a masculinity threat manipulation to investigate 182 men’s disinterest in studying foreign languages, a female-dominated university subject. Men with traditional masculinity ideologies reported less interest in foreign language study and less positive attitudes towards foreign languages following masculinity threat, compared to men whose masculinity was affirmed or who held less traditional masculinity beliefs. Traditional masculine gender roles may lead some men to avoid feminine-typed domains, such as foreign language learning.
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Kasimova, Malika. "Comparative Study Of Bilingual And Monolingual Children In Acquiring Grammar Strategies." American Journal of Applied sciences 03, no. 01 (January 31, 2021): 128–47. http://dx.doi.org/10.37547/tajas/volume03issue01-19.
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Foreign languages have been taught worldwide starting from elementary schools. While some children learn English as a second language, there are many bilinguals who study English as the third language. This small scale study aims to illustrate the dissimilarities between bilingual and monolingual students in learning the English language, specifically, acquiring English Grammar strategies. Two 3rd grade primary school pupils attended in this study. The research compiled three stages and data analysis revealed accordingly.
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Huda, Moh Choirul, Nugrananda Janattaka, and Novan Aditya Prayoga. "EXPLORING THE USE OF ONLINE RESOURCES FOR ENGLISH LANGUAGE LEARNING: STUDENTS' PERSPECTIVES." English Journal Literacy Utama 8, no. 1 (September 29, 2023): 794–802. http://dx.doi.org/10.33197/ejlutama.v8i1.231.
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The use of digital technology and the internet has changed how language education works. It gives learners many tools to get better at languages. Teachers and researchers need to understand what online language resources are available to help learners efficiently. This research's main goal is to look into the online resources that students use to learn English and see what students think about them. The data we collected shows that most students like using Language Learning Websites (LLW) to learn English. This shows that interactive websites are important for teaching languages in modern times. The finding that Language Learning Websites are the preferred choice among students aligns with the current trend of a diverse range of LLWs available. Dealing with the students’ perception, the findings shows that the students generally have a positive view of online resources for learning English. However, there are still some challenges to work on to make these online platforms better. Researchers and educators need to keep up with these changes to help language learners in the digital age
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Mishra, Dr Rudra Prasad. "Transliteration: A Magnetic Analysis." International Journal for Research in Applied Science and Engineering Technology 9, no. 11 (November 30, 2021): 85–86. http://dx.doi.org/10.22214/ijraset.2021.38742.
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Abstract: Machine transliteration is an important problem in an increasingly multilingual world as it plays a critical role in many downstream applications such as machine translation or cross-lingual information retrieval systems. There is now a vast amount of information accessible via the Internet where a lot of regional and cultural information is put on the World Wide Web in different languages and scripts. There are more that six thousand living languages in the world. Adding to the diversity is the fact that some languages are written in different scripts in different regions of the world. The multitude of foreign languages and mutually incomprehensible scripts of the same language pose a barrier to information exchange as we cannot all learn every language or script in use worldwide. Therefore, if we can get around the language barrier or at least the script barrier, we can access much more of the world's culture and can explore its abundant richness. Keywords: Transliteration, Translation. Cross-lingual, Multilingual, Language, Script
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Hao, Jiangang, and Tin Kam Ho. "Machine Learning Made Easy: A Review of Scikit-learn Package in Python Programming Language." Journal of Educational and Behavioral Statistics 44, no. 3 (February 20, 2019): 348–61. http://dx.doi.org/10.3102/1076998619832248.
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Machine learning is a popular topic in data analysis and modeling. Many different machine learning algorithms have been developed and implemented in a variety of programming languages over the past 20 years. In this article, we first provide an overview of machine learning and clarify its difference from statistical inference. Then, we review Scikit-learn, a machine learning package in the Python programming language that is widely used in data science. The Scikit-learn package includes implementations of a comprehensive list of machine learning methods under unified data and modeling procedure conventions, making it a convenient toolkit for educational and behavior statisticians.
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Moreau, Jean-Luc, Tamara Ivanovna Zelenina, and Irina Aleksandrovna Fedorova. "JOURNEY TO MULTILINGUALISM, OR ABOUT THE LIFE OF PEOPLE AND LANGUAGES: YESTERDAY, TODAY AND TOMORROW." Russian Journal of Multilingualism and Education 13 (December 28, 2021): 126–42. http://dx.doi.org/10.35634/2500-0748-2021-126-142.
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With rapid globalization, local languages give way to English as the only international language. Despite the principles of multilingualism and multiculturalism declared by all members of the European Union, the number of people speaking minority languages is decreasing. National languages also become affected. This applies fully to what is happening in Russia, including Udmurtia. The section of the paper “Journey to multilingualism (from the Udmurt language to multilingual education at Udmurt State University)” describes how research in network interaction associated with the promotion of multilingualism in the education system developed. Long practical experience shows that a serious problem for teaching native and foreign languages is the lack of integration, which serves as the basis for multilingual education. With integration, it takes less time to learn a new language compared to the previous one. Researchers believe linguistics to be the weakest link in the resource provision of multilingual education (co-learning of languages and related cultures). To resolve this issue, Udmurt State University conducts innovative practice- oriented typological studies of multi-system languages: local (Udmurt, Tatar and Russian) and foreign (English, German, French, Spanish, Italian, Finnish, Hungarian, Chinese, Serbian, Polish and Czech). The research resulted in theses and monographs investigating ancient and modern languages, as well as multilingual dictionaries and textbooks focused on multilingualism, which are used to teach languages and cultures. Journey to multilingualism involves reflection about the life of people and languages in different eras. What does „mother tongue‟ mean? Which language to choose? Why learn languages? Should we purify languages? And so on. Many questions do not have the right answer. Nowadays, it is especially important to be aware of the rapidly changing language situation in the world. Not only the future of minority languages in Russia, but also the future of the Russian language itself, the language that unites both different ethnic groups living the country and the peoples of the neighboring states is giving serious cause for concern. One thing is definitely clear: the diversity of languages and cultures is the only way for the intellectual and emotional development of humanity.
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Montrul, Silvina. "Current Issues in Heritage Language Acquisition." Annual Review of Applied Linguistics 30 (March 2010): 3–23. http://dx.doi.org/10.1017/s0267190510000103.
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An increasing trend in many postsecondary foreign language classes in North America is the presence of heritage language learners. Heritage language learners are speakers of ethnolinguistically minority languages who were exposed to the language in the family since childhood and as adults wish to learn, relearn, or improve their current level of linguistic proficiency in their family language. This article discusses the development of the linguistic and grammatical knowledge of heritage language speakers from childhood to adulthood and the conditions under which language learning does or does not occur. Placing heritage language acquisition within current and viable cognitive and linguistic theories of acquisition, I discuss what most recent basic research has so far uncovered about heritage speakers of different languages and their language learning process. I conclude with directions for future research.
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Pulat, Gündüz. "Teaching Turkish in Afghanistan and the Turks of Afghanistan." TSBS Bildiriler Dergisi, no. 1 (August 21, 2021): 45–48. http://dx.doi.org/10.55709/tsbsbildirilerdergisi.1.48.
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The modern power of the new world is cultural strength. This cultural power is necessary to create and maintain a cultural sphere of influence. The stronger states can keep the cultural impact circle, the less they are affected by environmental factors. Language Teaching is also an essential component of Cultural Diplomacy called soft power. The experience of teaching Turkish as a foreign language does not have a long history. In the last two decades, efforts to teach Turkish as a foreign language have increased with many institutions in many countries worldwide. The Islamic Republic of Afghanistan is also one of the countries where these studies have been shown. There is a very significant target audience in Afghanistan who are eager to learn Turkish. In this study, we tried to present the teaching of Turkish in a foreign language with our field observations on the example of Afghanistan. We tried to portray the ethnocultural structure of Afghanistan, the effects on the Afghan people, the desire to learn foreign languages, and the importance of Turkish in these foreign languages. In this study, we discussed briefly yesterday, today, and tomorrow the Turkish teaching in Afghanistan. We analyzed the outlook of Turkish education across the country, the status of Turkish education in universities, courses, private and public schools. We also researched the answer to why the Afghan people want to learn the language of Turkish. We tried to express our observations based on what factors of Turkish learning are done outside of educational environments. We tried to reflect the ethnic structure of Afghanistan and the Turkish nobles’ social, cultural, economic, political, and educational situation within this structure by adding our field observations.
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Lavanya, S., and R. Elangovan. "Factors Influencing the Teaching & Learning Outcomes of Tamil Language." Shanlax International Journal of Tamil Research 8, no. 1 (July 1, 2023): 35–41. http://dx.doi.org/10.34293/tamil.v8i1.6626.
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Language has been a primary communication tool for mankind for years. There are more than 6000 languages being spoken around the world. Only very few languages like Tamil have the history of centuries and are still renewing themselves to survive in the world. Tamil Nadu is the prominent place where the Tamil speaking community lives. Other than that there are few countries like Sri Lanka where Tamil is one of the national languages. But nowadays, due to so many factors like globalization, global village and international trading,etc. People move all around the world leaving their native places. Despite their different livelihood, people want to learn their mother tongue Tamil either as a second language or as a third language. Language learning is an inevitable part of the teaching& learning process. There are some important factors besides individual intelligence which influence the teaching & learning outcomes of Tamil language. This article anlayses those factors in detail.
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G., Gerelmaa. "Ой тогтоолтын арга, түүний түүхэн хөгжил ба төрлүүд." Mongolian Journal of Foreign Languages and Culture 24, no. 528 (February 14, 2023): 130–39. http://dx.doi.org/10.22353/mjflc.v24i528.1964.
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Today we live in the age of the Internet, the development of information and technology. In this case, the individual urgently needs to learn how to receive and process a large amount of information in a short time. Our natural memory, which receives and sets the information, is not enough to satisfy this constantly growing need. This is the basis for the need for learning techniques. Precisely because of the basic requirements of adult education today to learn as many foreign languages as possible, the use of the centuries-old "Mnemotechnics" way of thinking combined with the achievements of modern psychology has shown great importance for the fast and successful learning of a foreign language. The education and research into the use of memory techniques in foreign language learning was developed relatively later or since the late of 20th century. Today, foreign language teachers and students in many countries around the world are using them. In our country, however, this is only in the beginning.
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Çetinkaya, Dildar, and Doğan Yücel. "Yabancı Dil Türkçe Dilbilgisi Öğretiminde 6. Sınıf Öğrencilerinin Yaşadıkları Bazı Güçlükler: Irak Örneği." International Journal of Social Sciences 6, no. 24 (February 25, 2022): 274–92. http://dx.doi.org/10.52096/usbd.6.24.16.
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With the existence of human beings on earth, certain needs have emerged. In addition to basic needs such as nutrition and shelter, communication has become one of the biggest needs. People living in different geographies communicated with each other for many reasons and started to learn each other's languages in order for this communication to be healthy and understandable. Thus, the number of foreign language learners has increased day by day. In fact, factors related to the structural and socio-cultural differences between languages make learning difficult at the stages of foreign language learning. It has been observed that students whose mother tongue is Kurdish also experience problems in learning Turkish as a foreign language. The aim of the study is to investigate the reasons for the difficulties experienced by these students, to compare the structural features between languages and to determine where the students have difficulties while learning Turkish as a foreign language. The evaluation was prepared with a descriptive method as a result of a holistic literature review and the findings. As a result of this method applied, the population of the research is Irak Duhok Stirling Primary School students who learn Turkish as a foreign language. The sample group was determined as 72 students in the 6th grade of Stirling School. An open-ended exam was administered to the students. Exam results of the students prove that they have difficulties in grammar. Keywords: Turkish, Kurdish, foreign language, grammar, learning difficulities.
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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.
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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.
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Gorokhova, Mariya E. "THE PROBLEM OF ADAPTATION OF THE RUSSIAN EMIGRANTS OF THE FIRST WAVE IN CZECHOSLOVAKIA: THE LANGUAGE ASPECT." RSUH/RGGU Bulletin. Series Political Sciences. History. International Relations, no. 4 (2020): 110–21. http://dx.doi.org/10.28995/2073-6339-2020-4-110-121.
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Nowadays there exist many works dedicated to the Russian Abroad and its multifaceted cultural heritage. The Russian documentary historical and cultural legacy brought by Russian emigrants is the most striking evidence of the spirituality of the Russian emigration; it also demonstrates its significance in preserving the national unity in the emigrant community. Moreover, by reviewing those sources, we can evaluate the role of the Russian emigration in maintaining the historical traditions of the Russian Diaspora. This article will analyze the data connected with the language adaptation of the Russian emigrants of the first wave in the First Republic of Czechoslovakia; it is this aspect that can allow us a deeper look at all the aspects of emigration, as well as provide a possibility to learn about the everyday life of our compatriots in a foreign land. The aim of the research is to study the linguistic adaptation of the Russian emigrants in Czechoslovakia in the interwar period, to reveal their attitude towards the necessity to learn the Czech and Slovak languages and to analyze the methods of mastering those languages. As a result of the study, the author comes to the conclusion that not all emigrants wanted to learn the Czech and Slovak languages; they did not see any need for that, since they were confident they would return to their motherland. However, over time and with no hope of returning, the emigrants who had remained in Czechoslovakia started displaying a growing interest in learning the language and culture of the host country that was to become their second motherland.
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Fiorensera, Rika, and Nurma Dhona Handayani. "CODE SWITCHING USED BY PUBLIC FIGURES IN DEDDY CORBUZIER'S PODCAST: SOCIOLINGUISTICS APPROACH." JURNAL BASIS 8, no. 1 (April 20, 2021): 31. http://dx.doi.org/10.33884/basisupb.v8i1.2769.
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Sociolinguistics is a joint scientific discipline between sociology and linguistics which means the relationship between society and language. In this case, sociolinguistics is the relationship and mutual influence between language behavior and social behavior. A language is an object of study of the social structures in society as means of communication and group identity. The ability of each human being in the language is different. Some people use two languages in their daily life which is called bilingual. most people like to switch languages with their interlocutors as needed. In sociolinguistics, there is code-switching which is related to bilingualism. Code-switching refers to a kind of code to switch between two languages of the same language at the same time. Code-switching here is a necessary ability to build in an ever-evolving multicultural environment. From social media, people can learn many languages and explore various languages used by others. Almost everyone uses social media. One famous artist who has a YouTube channel with many subscribers is Deddy Corbuzier. In Deddy Corbuzier's podcast, Deddy Corbuzier tends to switch Indonesian English with the other public figures. Therefore, this research aims to describe the types of code-switching using in Deddy Corbuzier podcast. There are three types such as tag switching, intersentential switching, and intrasentential switching. The data was analyzed by using Stockwell (2002) theory. The researchers used descriptive qualitative research methods to research by using (Sudaryanto, 2015). The results of this research, researchers found 3 data for tag switching, 1 data for intersentential switching, and 5 data for intrasentential switching.
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Chu, Samuel Kai Wah, Runbin Xie, and Yanshu Wang. "Cross-Language Fake News Detection." Data and Information Management 5, no. 1 (November 20, 2020): 100–109. http://dx.doi.org/10.2478/dim-2020-0025.
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AbstractWith increasing globalization, news from different countries, and even in different languages, has become readily available and has become a way for many people to learn about other cultures. As people around the world become more reliant on social media, the impact of fake news on public society also increases. However, most of the fake news detection research focuses only on English. In this work, we compared the difference between textual features of different languages (Chinese and English) and their effect on detecting fake news. We also explored the cross-language transmissibility of fake news detection models. We found that Chinese textual features in fake news are more complex compared with English textual features. Our results also illustrated that the bidirectional encoder representations from transformers (BERT) model outperformed other algorithms for within-language data sets. As for detection in cross-language data sets, our findings demonstrated that fake news monitoring across languages is potentially feasible, while models trained with data from a more inclusive language would perform better in cross-language detection.
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Pratama, Muhammad Adhitya Dhita, Yudhi Raymond Ramadhan, and Teguh Iman Hermanto. "Rancangan UI/UX Design Aplikasi Pembelajaran Bahasa Jepang Pada Sekolah Menengah Atas Menggunakan Metode Design Thinking." JURIKOM (Jurnal Riset Komputer) 9, no. 4 (August 30, 2022): 980. http://dx.doi.org/10.30865/jurikom.v9i4.4442.
Full textAbstract:
In the world of education that has developed, of course, we are indirectly required to be able to understand or master the use of foreign languages. SMA Negeri 1 Cikarang Pusat is one of the schools that learn Japanese. The students who study Japanese at the school have various kinds of great motivation, but also not a few of the students who can understand and even have difficulty in learning Japanese. Given that there are many innovations in the world of education in this era that involve technology to carry out the learning process. There are many ways to learn Japanese, for example by learning through learning media that utilize technology such as smartphones. Supported by increasingly advanced technological innovations and new interaction patterns, the role of the User Interface (UI) and User Experience (UX) is important to the needs of users in solving problems. This research was conducted to find out how we can meet and know user needs by using design thinking. With this Japanese language learning media, it is hoped that it can help students learn Japanese easily.
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Lange, Anja, and Dagny Wolf. "Advanced training course on the use of Chat GPT – presentation of the teaching concept and cross-sectional study conducted in Kyrgyzstan." Germanistik in der ukraine, no. 18 (June 19, 2024): 24. http://dx.doi.org/10.32589/2408-9885.2023.18.304860.
Full textAbstract:
The article is about Chat GPT and other modern artificial intelligence tools. First, a study is presented that was carried out in Central Asia with students and teachers. In this study, students and teachers were surveyed about their use of Chat GPT. The students are very good at using Chat GPT and also use the tool to learn languages in their free time. The teachers are less good at it. Teachers have less interest in Chat GPT and also less knowledge about the tool. Many wrote that they would like to know how to use this tool, but don't know how.In addition, exercises that can be done with Chat GPT in language lessons will be presented. These exercises are presented in this article using the example of German lessons. However, they can also be used for any other foreign language. The exercises are about using Chat GPT in class and how to show students how to learn languages more effectively. For example, there is the possibility of having an authentic conversation with Chat GPT.Chat GPT can also correct errors in a text.The students can work with the prompt entered; for example, they can guess what it was.