Journal articles on the topic 'Pattern language. learning to program'
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1
Komalasari, Ratna Ayu, M. A. Rizka, and Wayan Tamba. "Pola Implementasi Program Kursus Bahasa Inggris Berbasis Masyarakat dalam Meningkatkan Kompetensi Warga Belajar." Jurnal Paedagogy 7, no. 4 (October 1, 2020): 322. http://dx.doi.org/10.33394/jp.v7i4.2860.
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This study aims to describe the pattern of implementing community-based English course programs in an effort to improve the competence of learning citizens at the FLI Rinjani Mataram institution. This research is a descriptive study with a qualitative approach. The subjects of this study were instructors, learning citizens, and administrators of the FLI Rinjani Mataram institution. Researcher is the main instrument which is assisted by observation guidelines, interview guidelines, and documentation guidelines. The technique analyzes the research data uses qualitative data analysis with interactive methods. The results showed that the implementation pattern of the English course program at FLI Rinjani Mataram was carried out with 20 meetings for 3 months held in the classroom and supported by the implementation outside the classroom. The English language course program manager organizes course activities through the stages of course program management and training such as planning, implementation, evaluation and follow-up. The result of the implementation of the English language course program is that learning citizens are able to acquire the desired skills in the field of English with the services and supporting media provided by the institution so that learning citizens are able to improve their English competency.
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Wu, Shaoqun, Liang Li, Ian Witten, and Alex Yu. "A Systematic Review of Using Discipline-Specific Corpora for Lexico-Grammatical Pattern Learning." International Journal of Computer-Assisted Language Learning and Teaching 8, no. 1 (January 2018): 31–49. http://dx.doi.org/10.4018/ijcallt.2018010103.
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This article reports on a language learning system and a program designed to help students with academic vocabulary in the New Zealand university computer science department. The system is a learner-friendly corpus-based tool that allows students to look up lexico-grammatical patterns of a given word in academic writing. The program, based on a data-driven learning approach, comprises tutorials, workshops, and follow-up exercises that help students learn useful formulaic patterns of academic words that are typical in computer science. The authors' results capture students' awareness of language patterns in academic text and their growing confidence in using academic words with the assistance of the tool. Not surprisingly, interpreting and transferring the corpus data into students' own writing requires training and practice. The effectiveness and limitations of the resources and tools used in this learning program are examined, and suggestions are made for further improvement and future research.
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HEGEDŰS, ROLAND, and KRISZTINA SEBESTYÉN. "Eine Fallstudie über die regionalen Unterschiede der ungarischen Schülerleistungen." Glottodidactica. An International Journal of Applied Linguistics 46, no. 2 (January 8, 2020): 56–74. http://dx.doi.org/10.14746/gl.2019.46.2.04.
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The sociocultural and socioeconomic background of pupils is a determinant for their learning process and it has an effect on their learning success and on how easily pupils are able to master the requirements set by school curricula and how they perform on different measuring tasks. This is the reason why we compare in our paper the reading and mathematics results of the National Competence Measurement 2013 with the English and German language results of the secondary school-leaving exams in foreign languages regarding the same pupils. We analyse the data using the SPSS program and we present the results using the MapInfo program. We examine the effects of pupils’ social background, the interactions of different subjects and their regional projections as well. The pupils’ achievements show the same pattern as the development patterns of different geographical areas in Hungary.
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Utari, Retno. "THE EFFECTIVENESS OF JAPANESE LANGUAGE VLOG MEDIA AGAINTS THE ABILITY OF SENTENCE PATTERNS SAKUBUN WRITING (ESSAY)." LINGUA : JURNAL ILMIAH 16, no. 2 (October 31, 2020): 59–74. http://dx.doi.org/10.35962/lingua.v16i2.40.
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This research is entitled "The Effectiveness of Japanese Language Vlog Media Against the Ability of Sentence Patterns in Sakubun Writing (Essays)". (Quantitative Approach in 3rd Semester Students of the Japanese Language Education Study Program FKIP UHAMKA Jakarta Academic Year 2019-2020). In this millennial era, everyone has the right to express his ideas through in various media. One of these media is a Japanese-language Vlog which contains learning in the field of Japanese Language Education, such as Jerome Polin with his channel named Nihon go Mantappu. There is also another channel called Belajar Bahasa Jepang, and WaGoMu. They all carry the theme of learning Japanese online. This research aims to determine whether or not there is an influence of the use of Japanese Language Vlog Media on the Ability of Sentence Patterns in Sakubun Writing (Essays) for 3rd Semester students in the Japanese Language Education Study Program FKIP UHAMKA. This research uses quasi-experimental methods. The sample and data source of this research were 20 students in 3rd Semester of Japanese Language Education Study Program FKIP UHAMKA, while the data source was the result of student essays. Based on calculations using the SPSS program, from the results of pre-test are obtained a range or distance between the smallest value and the largest value of 38, a minimum value of 50, a maximum value of 88, an average value of 75, and from the Post-test results obtained a range or distance value between the smallest value and the largest value of 30, a minimum value of 65, a maximum value of 95, an average value of 80.4. Based on the SPSS calculation results obtained a sig value of 0.058> 0.005, this means reject H0 or accept H1 which means there is a difference between learning before using vlog media with learning after using vlog media. It can be said that Japanese Language Vlog Media is effective in improving sentence pattern abilities in Sakubun learning. The results of the Questionnaire stated that Japanese Language Vlog Media is very interesting, enthusiastic and can improve the ability of Japanese Sentence Patterns in Sakubun Writing (Essays).
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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-205.
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The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.
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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-206.
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The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.
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Musthofa, Tulus, and Samirotul Azizah. "THE INTONATION PATTERN OF INTERROGATIVE SENTENCES AND ITS IMPLICATIONS ON THE LEARNING OF MAHĀRAH AL-KALĀM AMONG ARABIC LANGUAGE EDUCATION STUDENTS." Humanities & Social Sciences Reviews 8, no. 3 (June 19, 2020): 1004–10. http://dx.doi.org/10.18510/hssr.2020.83103.
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Purpose: Ideally, students as future educators of the Arabic language are required to possess competent language skills. However, it was discovered that the students were still lacking knowledge and skills in speaking with accurate intonation. Therefore, the researchers aimed to analyze the application of the intonation pattern to the students. This research examined the intonation pattern of interrogative sentences of Arabic Education students and its acceptance by native speakers as well as its implications on the learning of mahārah al-kalām.
Methodology: Data sources in this research consisted of primary data and secondary data. Documentation, interview, and observation methods were used for data collection. The data was processed digitally with the Praat version 6.1.01 program.
Main Findings: The results were that students could apply the intonation pattern of Arabic interrogative sentences and were accepted by native speakers with varied acceptance values.
Implications/Applications: The implications of the learning mahārah al-kalām demonstrated that students and lecturers could apply the principles and fulfil the components of Arabic in general.
Novelty/Originality of this study: Inaccuracy in concluding by listeners of messages delivered by speakers can occur due to misperceptions caused by the use of unsuitable intonation patterns. The inaccuracy in applying this intonation pattern also occurs in the speech of Arabic education students. However, currently, there is no research that further inquiries the results obtained in the realm of foreign language education, particularly on speaking skills. This study has investigated the application of the interrogative sentence intonation patterns spoken by students and their implications for learning speaking skills.
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Isbell, Daniel R., Paula Winke, and Susan M. Gass. "Using the ACTFL OPIc to assess proficiency and monitor progress in a tertiary foreign languages program." Language Testing 36, no. 3 (October 30, 2018): 439–65. http://dx.doi.org/10.1177/0265532218798139.
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Language tests are useful for many purposes, including monitoring language learning progress and evaluating language programs. This study investigated the interpretations and usefulness of the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview – Computer (OPIc) scores across four languages at a large US public university, focusing on (1) the influence of learner backgrounds on oral proficiency variation and growth and (2) patterns in growth across languages. Two years of OPIc score data from 814 students studying Chinese ( n = 143), French ( n = 251), Spanish ( n = 374), and Russian ( n = 46) were collected, together with survey data on language learning experiences and motivation. Each participant had two to four OPIc scores. A growth curve analysis using mixed-effect modeling revealed that language learning experience and motivation explained approximately 43% of variation in initial proficiency and 23% of variation in rates of change over time. The target language had no unique effects on initial proficiency or change over time. On average, learners gained roughly one-third of an ACTFL sublevel per semester of study (while controlling for differences in their backgrounds). Findings are informative for appropriate interpretations and uses of OPIc scores in tertiary educational settings, but also question individual growth-tracking suitability on a semester-by-semester basis.
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Daya, Ezra, Dan Roth, and Shuly Wintner. "Identifying Semitic Roots: Machine Learning with Linguistic Constraints." Computational Linguistics 34, no. 3 (September 2008): 429–48. http://dx.doi.org/10.1162/coli.2008.07-002-r1-06-30.
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Words in Semitic languages are formed by combining two morphemes: a root and a pattern. The root consists of consonants only, by default three, and the pattern is a combination of vowels and consonants, with non-consecutive “slots” into which the root consonants are inserted. Identifying the root of a given word is an important task, considered to be an essential part of the morphological analysis of Semitic languages, and information on roots is important for linguistics research as well as for practical applications. We present a machine learning approach, augmented by limited linguistic knowledge, to the problem of identifying the roots of Semitic words. Although programs exist which can extract the root of words in Arabic and Hebrew, they are all dependent on labor-intensive construction of large-scale lexicons which are components of full-scale morphological analyzers. The advantage of our method is an automation of this process, avoiding the bottleneck of having to laboriously list the root and pattern of each lexeme in the language. To the best of our knowledge, this is the first application of machine learning to this problem, and one of the few attempts to directly address non-concatenative morphology using machine learning. More generally, our results shed light on the problem of combining classifiers under (linguistically motivated) constraints.
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Long, Avizia Y., Megan Solon, and Silvina Bongiovanni. "Context of learning and second language development of Spanish vowels." Studies in Hispanic and Lusophone Linguistics 11, no. 1 (April 25, 2018): 59–87. http://dx.doi.org/10.1515/shll-2018-0003.
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Abstract The present study explored development in Spanish vowel production during a short-term study abroad program. The production patterns of a group of learners studying abroad in a 4-week program in the Dominican Republic were compared in terms of overall vowel quality, tendency to diphthongize /e/ and /o/, and vowel duration to those of a similar group of learners studying in the at-home context. Results revealed no significant changes or differences between groups in vowel quality or diphthongization, but a significant improvement (i.e., reduction) in vowel duration for /a/, /o/, and /u/ for the at-home group only. Findings are discussed in relation to previous research, and areas for future research are outlined.
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Khasawneh, Mohamad Ahmad Saleem. "The Relationship Between the Acquisition of Language Patterns and Oral Expression Skills Among Students with Learning Difficulties in the English Language During the Covid-19 Pandemic." FONDATIA 5, no. 2 (September 30, 2021): 140–52. http://dx.doi.org/10.36088/fondatia.v5i2.1130.
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This study aimed at identifying the relationship between the acquisition of language patterns and oral expression skills among students with learning difficulties in the English language during the Covid-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students divided into an experimental group (n = 42) and a control group ( n = 42). The instruments of the study consisted of the training program, a test of language patterns, and a test for the evaluation of oral expressive performance. The study found the existence of a statistically significant relationship between the acquisition of language patterns and oral expression skills among students with learning difficulties in the English language.
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Wang, Tianyi. "Classification of Chaotic Behaviors in Jerky Dynamical Systems." Complex Systems 30, no. 1 (February 15, 2021): 93–110. http://dx.doi.org/10.25088/complexsystems.30.1.93.
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Differential equations are widely used to model systems that change over time, some of which exhibit chaotic behaviors. This paper proposes two new methods to classify these behaviors that are utilized by a supervised machine learning algorithm. Dissipative chaotic systems, in contrast to conservative chaotic systems, seem to follow a certain visual pattern. Also, the machine learning program written in the Wolfram Language is utilized to classify chaotic behavior with an accuracy around 99.1±1.1%.
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Budiani, Dini, and Merri Silvia Basri. "PENERAPAN PROJECT WORK PADA MATA KULIAH KAIWA MAHASISWA BAHASA JEPANG FKIP UNRI." Jurnal Pendidikan 9, no. 1 (November 22, 2019): 31. http://dx.doi.org/10.31258/jp.9.1.31-42.
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This study aims to improve communication skills, in learning conversation(kaiwa) in Japanese language student of teacher training and education faculty Riau University.Many conversation exercises are only focused on practising sentence pattern and memorizing ofconversation examples contained in the textbook. Thus learning pattern causes learners not to beable to express what they want to convey in the real scope of communication in Japaneselanguage. This study tries to overcome the problem by implementing project work inconversation lectures. The purpose of this study is to see the involvement of learners in thelectures using project work and find out their opinions about the method. The data of this studywere 44 students of Japanese Language Education Study Program of Teacher Training andEducation Faculty Riau University. From the result of the study, it was seen that during theproject work implementation the learners were actively involved in learning even though theyexperience language barrier when communicating. From the result of the questionnaire thatasked about learners’ opinion, it was found that almost all learners had a positive impression ofthe project work on the Kaiwa 4 subject.
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Jain, Sanjay, and Arun Sharma. "The structure of intrinsic complexity of learning." Journal of Symbolic Logic 62, no. 4 (December 1997): 1187–201. http://dx.doi.org/10.2307/2275636.
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AbstractLimiting identification of r.e. indexes for r.e. languages (from a presentation of elements of the language) and limiting identification of programs for computable functions (from a graph of the function) have served as models for investigating the boundaries of learnability. Recently, a new approach to the study of “intrinsic” complexity of identification in the limit has been proposed. This approach, instead of dealing with the resource requirements of the learning algorithm, uses the notion of reducibility from recursion theory to compare and to capture the intuitive difficulty of learning various classes of concepts. Freivalds, Kinber, and Smith have studied this approach for function identification and Jain and Sharma have studied it for language identification.The present paper explores the structure of these reducibilities in the context of language identification. It is shown that there is an infinite hierarchy of language classes that represent learning problems of increasing difficulty. It is also shown that the language classes in this hierarchy are incomparable, under the reductions introduced, to the collection of pattern languages.Richness of the structure of intrinsic complexity is demonstrated by proving that any finite, acyclic, directed graph can be embedded in the reducibility structure. However, it is also established that this structure is not dense. The question of embedding any infinite, acyclic, directed graph is open.
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Zainal Abidin, Maulizan, Aceng Rahmat, and Zuriyati. "ENGLISH LEARNING MODEL: AN ETHNOGRAPHY STUDY." Getsempena English Education Journal 7, no. 1 (May 29, 2020): 183–99. http://dx.doi.org/10.46244/geej.v7i1.1059.
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The learning model is included in the civilization process of the School. It is as a culture aiming at academic achievement, cultivates attitudes, knowledge and skills of students. The habituation learning model of the pesantren style (Islamic Boarding school) applied by MAS (Islamic Senior High School) Jeumala Amal has successfully increase the school's achievements. Based on the aforementioned data, the researcher needs to do more in-depth research in obtaining detailed information reagarding the model applied so that it is applicable for other schools. This study aims to gain a deeper understanding of the English learning model at MAS Jeumala Amal which applies a qualitative ethnographic method. The data obtained were observation, interviews, field notes and document analysis. The Study revealed that the form of English language learning is designed through a careful planning which integrates two proficiencies, namely functional and communication skills; the former are taught through classroom activities while the latter are trained more in pesantren programs. The student learning models in MAS Jeumala Amal adheres to a behavioristic pattern which emphasizes habituation in language skills through an army method pattern that restrain students based on reward and punishment pattern.
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Ali, Mohammed. "The Human Intelligence vs. Artificial Intelligence: Issues and Challenges in Computer Assisted Language Learning." International Journal of English Linguistics 8, no. 5 (June 21, 2018): 259. http://dx.doi.org/10.5539/ijel.v8n5p259.
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In this study, the researcher has advocated the importance of human intelligence in language learning since software or any Learning Management System (LMS) cannot be programmed to understand the human context as well as all the linguistic structures contextually. This study examined the extent to which language learning is perilous to machine learning and its programs such as Artificial Intelligence (AI), Pattern Recognition, and Image Analysis used in much assistive learning techniques such as voice detection, face detection and recognition, personalized assistants, besides language learning programs. The researchers argue that language learning is closely associated with human intelligence, human neural networks and no computers or software can claim to replace or replicate those functions of human brain. This study thus posed a challenge to natural language processing (NLP) techniques that claimed having taught a computer how to understand the way humans learn, to understand text without any clue or calculation, to realize the ambiguity in human languages in terms of the juxtaposition between the context and the meaning, and also to automate the language learning process between computers and humans. The study cites evidence of deficiencies in such machine learning software and gadgets to prove that in spite of all technological advancements there remain areas of human brain and human intelligence where a computer or its software cannot enter. These deficiencies highlight the limitations of AI and super intelligence systems of machines to prove that human intelligence would always remain superior.
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Shawar, Bayan Abu, and Eric Steven Atwell. "Using corpora in machine-learning chatbot systems." International Journal of Corpus Linguistics 10, no. 4 (November 7, 2005): 489–516. http://dx.doi.org/10.1075/ijcl.10.4.06sha.
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A chatbot is a machine conversation system which interacts with human users via natural conversational language. Software to machine-learn conversational patterns from a transcribed dialogue corpus has been used to generate a range of chatbots speaking various languages and sublanguages including varieties of English, as well as French, Arabic and Afrikaans. This paper presents a program to learn from spoken transcripts of the Dialogue Diversity Corpus of English, the Minnesota French Corpus, the Corpus of Spoken Afrikaans, the Qur'an Arabic-English parallel corpus, and the British National Corpus of English; we discuss the problems which arose during learning and testing. Two main goals were achieved from the automation process. One was the ability to generate different versions of the chatbot in different languages, bringing chatbot technology to languages with few if any NLP resources: the corpus-based learning techniques transferred straightforwardly to develop chatbots for Afrikaans and Qur'anic Arabic. The second achievement was the ability to learn a very large number of categories within a short time, saving effort and errors in doing such work manually: we generated more than one million AIML categories or conversation-rules from the BNC corpus, 20 times the size of existing AIML rule-sets, and probably the biggest AI Knowledge-Base ever.
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Chen, Xiuwen, Ke Zhao, and Jian Tao. "Language Learning as Investment or Consumption? A Case Study of Chinese University Students’ Beliefs about the Learning of Languages Other than English." Sustainability 12, no. 6 (March 11, 2020): 2156. http://dx.doi.org/10.3390/su12062156.
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This study draws on the notions of investment and consumption to interpret beliefs about learning languages other than English (LOTEs) among learners in Chinese universities. By interviewing 23 Chinese university students learning French or Spanish in a master’s program, we found that most participants questioned the usefulness of LOTEs for their professional career and viewed learning LOTEs as part of leisure and consumption rather than investment. Only a small number of participants related their language skill development to career aspirations and were motivated to continue learning LOTEs after the end of their LOTE classes. To further explain the different language beliefs about LOTE learning, we examined the identities of these LOTE learners. The analysis identified four patterns of ‘imagined identity’, indicating that the difficulty experienced by individual learners in anticipating the usefulness of LOTEs in their ‘imagined identity’ in the future, especially in their professional career, led to their belief about LOTEs as consumption and leisure rather than investment. This paper concludes with some implications for language policy planners in sustaining multilingual learning in Chinese higher education.
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Meniado, Joel C. "Second Language Acquisition: The Case of Filipino Migrant Workers." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 47. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.47.
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Many Filipino migrant workers (overseas Filipino workers) in their status as adult learners struggle in learning the local language of their host countries to native-like proficiency level. With the aim of establishing a second language (L2) acquisition pattern that may be useful in designing responsive adult training and welfare programs, this study examines how these workers acquire their L2s and what factors influence their rate and success in L2 learning. Utilizing mixed methods research design with 15 overseas Filipino workers as samples who learned various local languages in 10 different host countries, this study reveals that immersion and actual use of the target language in authentic communicative situations can make language acquisition easier. Findings of this study also confirm that instrumental and integrative motivation coupled with strong target language (TL) community support can make L2 learning faster, while old age and non-necessity of the L2 at work can make the whole process slower. In terms of communication strategies, findings show that syntactic avoidance is the most common communication strategy used, followed by direct appeal to authority (native speakers) and use of gestures, facial expressions, and translation tools. As foreign workers, their motivational orientations in learning their L2 are for employment, cultural understanding, and cultural integration. Implications of these findings are discussed in relation to second language teaching among adult language learners and overseas workers.
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Long, Steven H., and Lesley B. Olswang. "Readiness and Patterns of Growth in Children With SELI." American Journal of Speech-Language Pathology 5, no. 1 (February 1996): 79–85. http://dx.doi.org/10.1044/1058-0360.0501.79.
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Readiness for language change is a concept that underlies parents' and clinicians' views about how to manage children with language impairments. Various notions exist about how to determine when a child is ready to learn a particular language behavior, but none are well substantiated. The purpose of this study was to determine whether a child's state of readiness to learn a language behavior, as measured by a dynamic assessment (stimulability) task, would predict the pattern of learning. Participants in the study were 21 children, ages 31–36 months, who showed a specific impairment of expressive language. They took part in a 9-week program. Seventeen children participated in an intensive 3-week treatment, organized in a baseline-intervention-withdrawal design. Weekly language samples were taken from all children, and growth patterns were identified by fitting logarithmic and linear curves to plots of MLU scores. The results indicated little relationship between the children's readiness, as measured by dynamic assessment, and their patterns of growth, despite a strong correlation between measured readiness and amount of growth. This finding is discussed in relation to individual differences, procedures for dynamic assessment, and the need for greater attention to the issue of readiness by researchers and clinicians alike.
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Peterson, Jeff. "A Japanese pitch accent practice program and L1 influence on pitch accent acquisition." Proceedings of the Linguistic Society of America 3, no. 1 (March 3, 2018): 1. http://dx.doi.org/10.3765/plsa.v3i1.4276.
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Recent research has demonstrated that learners of Japanese struggle producing correct Japanese pitch accent. The goal of the present study was to investigate the effect learners’ first language (L1) may have on accent acquisition following the introduction and use of a digital Japanese Pitch Accent Learning and Practice (PALP) program in two Japanese courses. The PALP program visually and aurally presents learners with pitch patterns and requires learners to select the correct pitch accent pattern for new vocabulary. Participants’ pitch accent abilities were assessed at the beginning and end of their courses. A mixed design ANOVA was conducted to analyze the effect of learners’ L1 on pitch accent acquisition. Results evince a significant interaction effect between participant group (treatment/control) and L1 (Chinese/English), F(1, 24) = 10.09, p < .01 (η2 = .30). Specifically, English L1 participants in the treatment group considerably outperformed the control group English L1 participants. However, the Chinese L1 participants in both groups performed at approximately equal levels. These results suggest the existence of an L1 influence on pitch accent acquisition.
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Ding, Yan, and Hui-zhong Shen. "English Language MOOCs in China: Learners’ Perspective." EuroCALL Review 28, no. 2 (September 30, 2020): 13. http://dx.doi.org/10.4995/eurocall.2020.13090.
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<p>In the wake of rapid development of Language MOOCs (LMOOCs), numerous studies have proposed principles and guidelines to inform curriculum design. Very few of them have, however, reported on learners’ views. This study aims to contribute to this line of research by bringing in a learners’ perspective. It is based on a content analysis of 3,510 learner reviews on 41 English LMOOCs offered by a national MOOC provider in China. It focuses on Chinese EFL learners’ views of LMOOCs. The results indicate that their views pertain mainly to seven categories: (1) content design of course videos, (2) presentation design of course videos, (3) MOOC program instructors, (4) assessments and assignments, (5) course settings, (6) forum discussions, and (7) technological environment, of which the first three are of the most importance to the learners. It is argued that Chinese EFL learners’ perception of English LMOOCs might be rooted in their engagement pattern with the courses, their perceptions of the role of teachers, the design of existing English LMOOCs, and a preference for the traditional way of foreign language teaching and learning they are acquainted with before engaging with the LMOOCs. The context-specific evidence could be used as an empirical base to guide future design of LMOOCs for foreign language learning in China.</p>
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Murray, Stephen O. "The first quarter century of the Linguistic Society of America, 19240–1949." Historiographia Linguistica 18, no. 1 (January 1, 1991): 1–48. http://dx.doi.org/10.1075/hl.18.1.03mur.
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Summary The Linguistic Society of America was founded in 1925 by scholars trained in traditional philological methods but more interested in building a science of linguistics than in literary studies. Language, the official journal of the new society became an organ for structural descriptions of sound systems of diverse languages. The Linguistic Institute, a summer training program, speeded diffusion of the new structuralist methods. Focus on native speech rather than on literary texts was a hallmark of the ‘application’ of structuralist linguistics to the teaching of languages in military intensive language programs during the Second World War, and in some academic programs (notably at Cornell University) after the war. After the war Language expanded, and a number of other linguistics journals began publishing. The extent to which these other journals were complements and the extent to which they were rivals remains controversial. Patterns of publications follow lines of theoretical divergence within what is sometimes mistakenly regarded as a neo-Bloomfieldian monolith. It is argued that the self-annuling prestige of the linguistic analyst in the process of language learning contributed to the difficulty of establishing a profession based on ‘the science of language’ in the late 1940s and through the 1950s. The analytical role of native speakers in the Bloomfieldian tradition is contrasted with that in the Sapirian tradition.
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Hidayah, Taufik. "PREFERENCE IN LANGUAGE LEARNING STRATEGIES (LLS) OF THE STUDENTS IN THE ENGLISH LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH JEMBER." ELP (Journal of English Language Pedagogy) 5, no. 1 (January 13, 2020): 61–72. http://dx.doi.org/10.36665/elp.v5i1.238.
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The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their own strengths and weaknesses in skills and content courses and self-regulate learning so as to make progress with teachers’ assistance.
Keywords: language learning strategies (LLS); Strategy Inventory of Language Learning (SILL); memory strategies; cognitive strategies; metacognitive strategies; socio-affective strategies; compensation strategies.
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Botö, Kerstin, Annika Lantz-Andersson, and Cecilia Wallerstedt. "Lärares lek och barns arbete." Educare - vetenskapliga skrifter, no. 2 (October 17, 2018): 69–89. http://dx.doi.org/10.24834/educare.2018.2.4.
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The study emanates from the practice at the inter-section between subject-oriented activities and play in a preschool class. The focus on children’s early literacy development is grounded in two views: the bottom-up or phonics perspective (reading and writing primarily as a skill) and the top-down or whole language perspective (communicative function and meaning of written language). The aim is to explore how literacy activities are performed in a preschool class, specifically, how teachers and children interact in a literary activity where an educational TV-program is used as a teaching tool. Theoretically, the study is underpinned by a socio-cultural perspective on learning, and the data is comprised of video recordings of the classroom activities. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities, but becomes transformed into an interaction pattern akin to schooling, in which the phonicstradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the TV-program, while the children’s work develops into accomplishing a task.
Keywords: preschool class, early literacy development, educational television program, teacher-child interaction, play
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Gorsuch, Greta. "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers." JALT Journal 24, no. 1 (May 1, 2002): 5. http://dx.doi.org/10.37546/jaltjj24.1-1.
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For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.
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Roviin, Roviin. "MANAJEMEN PROGRAM KURSUS INTENSIF BAHASA ARAB: STUDI PADA METODE MUSTAQILLI." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 4, no. 2 (September 28, 2020): 118–28. http://dx.doi.org/10.33650/al-tanzim.v4i2.1237.
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This study is to analyze the management of Mustaqilli intensive Arabic language course program held in Jakarta and online. The interview, observation, and documentation are used to collect primary data, while data analysis is based on descriptive qualitative techniques with three processes namely data reduction, data display, and verification. This study figures out that Mustaqilli intensive Arabic course management program has been well implemented with the fulfillment of management functions, i.e. planning, organizing, actuating, and controlling, related to the components of Arabic intensive course program management. The Mustaqilli learning Arabic method focused on student’s active participation through the formulation of Arabic sentence patterns in terms of language skills. By using the book al-‘Arabiyah li ghairi al ‘Arab and Audhahu al Manahij, this program is initiated to reach the whole targeted skills of learning Arabic. Although some deficiencies of this program need to be refined, especially related to user and time management, the Mustaqilli Arabic intensive course method is a good program as a reference to the management of Arabic intensive courses in all levels.
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ELDaou, Badrie, and Farah Jalloul. "The effect of training individuals with mild intellectual disability in scaffolding strategies and computer software on their generalization skills." World Journal on Educational Technology: Current Issues 8, no. 3 (July 28, 2017): 277. http://dx.doi.org/10.18844/wjet.v8i3.2036.
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Abstract
Objective: The study aimed at investigating the effect of scaffolding strategies as thinking out loud and verbalization of instructions strategies on the generalization skills of language-related concepts in mildly intellectual disabled students.
Method: Twenty-seven subjects in three treatments were trained in solving a pattern of the Thurston letter series task. Group1 students received language concepts through training in verbal instructions and thinking out loud strategy.
Group 2 students received language concepts training through computers. Group 3 students received training in language concepts through thinking out loud, verbal instructions and computer software. Pre-training measures to subjects’ chronological age, Verbal Analogies Test and training trials were collected. Training measures pertaining to acquisition, maintenance and generalization of pattern completion tasks were collected. Mean scores and standard deviations were obtained for each dependent measure.
Results: The treatment effect was studied by a series of one way ANOVAS and a tukey post hoc test, which revealed that there was a significant difference between group1 and group 2, since the difference between the means (m1- m3) = -2.556 and p= 0.000. Also, the difference is shown between group 2 and group 3 since the difference between the means (m2- m3) = -2.333 and p= 0.000 and in both cases p is less than 0.05. Moreover, group 3 had a higher mean (M= 3.89) than group2 (M= 1.56) and group1 (M= 1.33).
Conclusion: Group 3 had the ability to become self –regulated by solving the untrained letter patterns. Thus, we can conclude that training in scaffolding strategies, such as thinking out loud and verbalization of instruction
strategies, helped individuals with an intellectual disability to acquire metacognitive strategies. This enabled them to generalize the learning experience and become self-regulated and better problem solvers. Also, using a computer program promoted the use of metacognitive strategies. Once students internalize target strategies, they can transfer these to second language patterns; therefore, it enhances the generalization of learning individuals with an intellectual disability. Recommendations for further research were discussed.
Keywords: Metacognitive strategies, intellectual disability, language related- concepts, thinking out loud; computer training, verbal instructions, scaffolding strategy.
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Muhammad, Ismail, and Safrina Ariani. "The Development of KKNI-Based Curriculum at the Arabic Language Education Programs in Indonesian Higher Education." Jurnal Ilmiah Peuradeun 8, no. 3 (September 30, 2020): 451. http://dx.doi.org/10.26811/peuradeun.v8i3.543.
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This study aimed to analyze the pattern of Indonesian National Qualifications Framework-based curriculum development carried out by 5 best Arabic Language Department (PBA) of undergraduate programs –accredited A- in Indonesia. The method used was qualitative research covering document analysis, interviews, and observations that were applied, and followed by data reduction, data display, and conclusion. The results showed that generally, the PBA departments had developed their curriculum by referring to the steps and rules in the KKNI standard. However, the determination of the courses was not carried out in-depth by developing learning outcomes and lesson materials independently, but only by referring to the CPL from the National Standards for Higher Education (SNPT) of the Minister of Education and Culture Regulation (MOEC) No. 49 of 2014, as well as by adjusting the CPL and the lesson materials to existing courses. This was because the PBA study program had difficulties in developing CPL independently. The curriculum structure developed by PBA was based on the serial model curriculum structure where the courses were arranged from the easiest in the first semester to the most difficult one last semester.
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Calhoon, Mary Beth, Stephanie Al Otaiba, David Cihak, Amber King, and Annalise Avalos. "Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms." Learning Disability Quarterly 30, no. 3 (August 2007): 169–84. http://dx.doi.org/10.2307/30035562.
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The purpose of this study was to examine the effect of a supplemental peer-mediated reading program on reading achievement of first graders ( N = 76) in a two-way bilingual immersion (TWBI) program. Nearly 80% of students were Hispanic; of these, 24 were identified as English language learners (ELLs). Classrooms were randomly assigned to peer-assisted learning strategies (PALS) or contrast condition. PALS students participated in a 30-hour peer-mediated early literacy intervention that was conducted three times a week. Results showed statistically significant differences, with large effect sizes favoring PALS on phoneme segmentation fluency, nonsense word fluency, and oral reading fluency. Additionally, disaggregated results analyzed by subgroups (ELLs and English proficient) revealed a differential pattern in response to intervention. Implications of findings in relation to research and practice are discussed.
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Ianos, Maria Adelina, Ester Caballé, Cristina Petreñas, and Ángel Huguet. "Language attitudes of young Romanians in Catalonia (Spain): The role of heritage language maintenance programs." Multilingua 38, no. 3 (May 27, 2019): 335–55. http://dx.doi.org/10.1515/multi-2018-0069.
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Abstract This article presents a mixed method analysis of the language attitudes held by secondary education students of Romanian origin, which are members of the second largest immigrant population living currently in Catalonia. The relevance of this data is based on the cardinal role played by attitudes in the success of any educational or linguistic policy (Lewis, E. Glyn. 1981. Bilingualism and bilingual education. Oxford, UK: Pergamon.) – a topic of special relevance in contexts with considerable migratory influxes, such as Catalonia, which aims to achieve social cohesiveness in a framework of interculturalism and multilingualism. The various initiatives implemented for this purpose include the heritage language maintenance programs, such as the “Romanian Language, Culture, and Civilization” (RLCC) program. The results showed that the young Romanians had the most favourable attitudes towards Spanish, followed closely by Romanian, and lastly Catalan, which was the least valued language. Furthermore, these attitudinal patterns were not determined by RLCC attendance. The insights provided by the in-depth interviews indicated various components and meanings associated with the attitudes towards the three languages. Namely, attitudes towards Spanish were primed by its international status and ease of learning, while attitudes towards Catalan were build on its integrative value and social status. Although esteemed for its emotional and symbolic bonds, Romanian seemed to be on a path towards invisibilization. Finally, the educational and social implications of these findings are discussed, emphasising the importance of involving and working with both the autochthonous and the Romanian immigrant population.
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Mali, Yustinus Calvin Gai. "ADULT LEARNERS’ EXPERIENCES IN LEARNING ENGLISH: A CASE STUDY OF TWO UNIVERSITY STUDENTS IN INDONESIA." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 2, no. 2 (April 17, 2017): 131. http://dx.doi.org/10.30957/ijoltl.v2i2.280.
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As a modified replication of Bellingham’s (2004) investigation, this case study primarily explores experiences of 30s Indonesian university students in learning English as a Foreign Language (EFL) at English Language Education Study Program, Masyarakat University Indonesia (ED-DU). The study specifically investigates cases of two ED-DU students who shared their experiences in learning EFL in their age. I recalled their experiences using an open-ended questionnaire and a semi-structured interview. I continued to collate and summarize the data into themes. Eventually, the present findings reveal six learning patterns of the students, confirm the existence of L2 acquisition for adult learners stated by Bellingham’s investigation, and provide some evidence that EFL learning acquisition is not limited by age.
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Subali, Bambang, and Pujiati Suyata. "STANDARDISASI PENILAIAN BERBASIS SEKOLAH." Jurnal Penelitian dan Evaluasi Pendidikan 17, no. 1 (June 5, 2013): 1–18. http://dx.doi.org/10.21831/pep.v17i1.1358.
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Penelitian ini bertujuan mengembangkan panduan acuan standardisasi penilaian hasil belajar berbasis sekolah, kasus pada mata pelajaran Biologi dan Bahasa Indonesia di SMA. Hasil yang dicapai yakni tersusunnya panduan standardisasi penilaian yang terdiri dari (a) learning continuum Biologi dan Bahasa Indonesia SMA yang telah ditelaah pakar terkait, (b) Panduan Penyusunan Butir Tes Pola Konvergen dan Divergen, dan (3) Panduan Analisis Data Pengukuran Pendidikan menggunakan Program Quest dengan menggunakan bahasa Indonesia sebagai bahasa pengantar. Ketiga-nya sudah divalidasi melalui kegiatan diseminasi kepada para guru Biologi dan Bahasa Indonesia di Provinsi Daerah Istimewa Yogyakarta, Kalimantan Barat, dan Nusa Tenggara Barat pada tahun kedua. Kemudian divalidasi lagi melalui kegiatan diseminasi kepada para widyaiswara di LPMP DI Yogyakarta, Jawa tengah, Bangka Belitung, Kalimantan Barat, Kalimantan Selatan, Sulawesi Selatan, dan Nusa Tenggara Barat pada tahun ketiga. Oleh karena itu, ketiga perangkat tersebut sudah dapat dijadikan pegangan bagi para praktisi di lapangan.Kata kunci: standardisasi penilaian, learning continuum hasil belajar, CTT dan IRT______________________________________________________________ THE STANDARDIZATION OF SCHOOL BASED ASSESSMENTAbstract This study aims to develop the guidance of the standardization on the achievement assessment based on school, cases on Biology and Indonesian Language subjects in senior high schools. The study resulted standardization guidance consisting of (a) learning continuum of achievement on Biology and Indonesia Language at Senior High Schools; (b) the guidance of writing the instrument to measure convergent and divergent pattern of learning achievement on Biology and Indonesia Language at Senior High Schools; and (c) the guidance to analyse data of educational measurement by using Quest Program. Those have been validated through dessimination to Bilolgi and Indonesian teachers in DIY, Kalbar, and NTB Provinces in the second year, and again by the instructors of LPMP in DIY, Jateng, Ba-Bel, Kalbar, Kalsel, Sulsel, and NTB Provinces at the third year. Thereby all of that guidance can be used by the practitioners in the fields.Keywords: standardization of sssessment, learning continuum result of learning, CTT and IRT
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Syakira, Sitti. "English as Medium of Instruction at Physics International Class Program: A Study of Students’ Perception." Indonesian TESOL Journal 2, no. 1 (April 6, 2020): 15–28. http://dx.doi.org/10.24256/itj.v2i1.1068.
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The specific focus of this paper is to uncover the students’ perception on English language use as the medium of instruction (EMI) in the teaching and learning at Physics International Class Program (ICP), State University of Makassar. The paper describes the students’ reason and expectation choosing ICP rather than regular one, their difficulties, as well as their language achievement. The data was collected using semi-structured interview to nine of third-year physical students in the program. The interviews were conducted in the language that the participant felt comfortable using (Indonesian) and recorded about seven to nine minutes each students. The analysis follows the qualitative content analysis described by Miles and Huberman, (1994): that is, themes were coded and categorized into the needs of the research, and patterns in the themes were identified and during this process, interpretations of these arrangements were made. The result of this study indicates that EMI in ICP helps some students to improve their English especially in writing, reading and vocabularies although some others are still experiencing difficulties in the teaching and learning process. Therefore, program development is still necessarily required in ICP in order to maintain its quality. Furthermore, the result of this study is expected to be a consideration for the continuity program in the future for a better service of its all aspects and to be a positive contribution for the next researcher who wants to conduct deeper research related to this topic.The specific focus of this paper is to uncover the students’ perception on English language use as the medium of instruction (EMI) in the teaching and learning at Physics International Class Program (ICP), State University of Makassar. The paper describes the students’ reason and expectation choosing ICP rather than regular one, their difficulties, as well as their language achievement. The data was collected using semi-structured interview to nine of third-year physical students in the program. The interviews were conducted in the language that the participant felt comfortable using (Indonesian) and recorded about seven to nine minutes each students. The analysis follows the qualitative content analysis described by Miles and Huberman, (1994): that is, themes were coded and categorized into the needs of the research, and patterns in the themes were identified and during this process, interpretations of these arrangements were made. The result of this study indicates that EMI in ICP helps some students to improve their English especially in writing, reading and vocabularies although some others are still experiencing difficulties in the teaching and learning process. Therefore, program development is still necessarily required in ICP in order to maintain its quality. Furthermore, the result of this study is expected to be a consideration for the continuity program in the future for a better service of its all aspects and to be a positive contribution for the next researcher who wants to conduct deeper research related to this topic.
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Mart, Çağrı Tuğrul. "Integrating Form and Content within Classroom Discussion of Literature: A Discernible Advantage in Language Learning." Theory and Practice of Second Language Acquisition 7, no. 1 (January 29, 2021): 51–74. http://dx.doi.org/10.31261/tapsla.8667.
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As both form-focused (FFI) and content-based (CBI) instructions have advantages and disadvantages in language teaching, the integration of FFI and CBI into literature-based classrooms provides an ideal context to attend to form and meaning and some of the strongest rationales for language acquisition as the disadvantages of one approach will be compensated by the advantages of the other. When FFI and CBI are integrated in conjunction with literature-based approach, learners easily perceive language patterns in the meaningful context, foster content learning and initiate production of the meaningful discourse. Simply put, the advancement of grammatical accuracy and content unveils improvements in language proficiency. The present study aimed to create a favorable condition for language learning through employing FFI and CBI incorporated in a literature-based program. Quasi-experimental approach was adopted and the participants were 60 students majoring in English Language Teaching at a university. It was found that this integrative pedagogy can be used as a springboard for language proficiency development because learners are at advantage to maximize their grammar and vocabulary knowledge.
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McKeough, Anne, Lynn Davis, Nicole Forgeron, Anthony Marini, and Tak Fung. "Improving story complexity and cohesion." Narrative Inquiry 15, no. 2 (December 22, 2005): 241–66. http://dx.doi.org/10.1075/ni.15.2.04mck.
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The aim of the present study was to analyze the relative effectiveness of two first grade instruction programs: a developmental program that focused on the structural and social-psychological components of stories and their cohesion and a process oriented approach. A total of 43 children participated in daily sessions over 3 months (experimental group N = 22, comparison group N = 21). Measures of conceptual language and oral narrative were obtained and participants' protocols were analyzed for plot and coherence. Statistical analyses showed that the developmental method was more effective than the process approach in advancing the complexity and cohesion of children's narratives. To explore the interactions between instruction and learning, a time series analysis was conducted with seven randomly selected experimental group participants. These results showed that gains did not follow a linear pattern and that performance was shaped by the cognitive complexity of task demands. Implications for the development of narrative thought and classroom instruction are discussed. (Narrative, Instruction, Development)
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Lindayani, Lilik Rita. "STUDI GEOGRAFI IMAGINATIF DALAM PROSES PEMBELAJARAN BIPA." Jurnal Pendidikan Bahasa dan Sastra Indonesia 9, no. 1 (May 11, 2020): 26–31. http://dx.doi.org/10.15294/jpbsi.v9i1.38557.
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Abstrak
Hubungan ideologis pada proses pembelajaran bahasa Indonesia untuk penutur asing (BIPA) tidak dapat dielakkan, karena program BIPA adalah sebuah program yang berelasi dengan banyak pembauran budaya di dalamnya. Bentuk bahasa (kata, kalimat, dan variasi bahasa) adalah bagian dari faktor keberhasilan pengetahuan bagi pembelajarnya sebagai penerima konvensi. Bahasa tanpa karakteristik budaya sama artinya dengan mempelajari bentuk gramatikal semata tanpa memperhatikan makna. Sementara, inti dari berbahasa ialah apabila komunikasi yang terjalin dipahami karena adanya makna dari bahasa itu sendiri. Artikel ini menjelaskan kemungkinan pola belajar dari titik geografi imajinatif untuk menyoroti dan membangun identitas bahasa Indonesia yang dipelajari melalui pendekatan Orientalisme Edward Said. Persepsi persoalan bahasa yang dipelajari dan konstuksi identitas penutur yang mempelajarinya menjadi sebuah fenomena, hingga peran geografi imajinatif menjadi penting. Ide dasar dalam artikel ini adalah mendesposisikan pengalaman belajar dan mengajar menjadi strategi yang terpolakan sebagai langkah awal dalam memahami karakteristik pembelajaran BIPA melalui dasar-dasar pengenalan dan pengetahuan geografi imajinatif dalam prosesnya. Dalam hal ini, ide belajar bahasa biasanya mempertimbangkan kekuatan kelas serta tingkat kebutuhan terhadap bahasa yang dipelajari. Studi tentang otoritas kelinguistikan dibahas dengan menggunakan metode referensial, di dalamnya pembelajar bahasa asing menghadapi genre teks budaya secara umum. Dua instrumen metodologis digunakan untuk menelaah lebih jauh, yaitu memperhatikan karakateristik pembelajar BIPA dengan menggunakan perangkat formasi strategis dan posisi strategis.
Kata Kunci: Geografi imajinatif, Pembelajaran BIPA, Metode Formasi Strategis, Metode Posisi Strategis
Abstract
The ideological relationship in the Indonesian language learning process for foreign learning (BIPA) is inevitable, because the BIPA program is a program related to much cultural assimilation there. The form of language (sentences, sentences, and variations of language) is part of the success factors of knowledge for students as convention recipients. Language without cultural characteristics is synonymous with grammatical form features only without regard to meaning. Meanwhile, the core of the conversation about communication is intertwined because of the meaning of the language itself. This article explains about learning patterns from the point of imaginative geography to discuss and build Indonesian language identity which is learned through the discussion of Edward Said's Orientalism. The perspective of the language learned and the construction of the identity of the speakers who study it become a phenomenon, so the role of imaginative geography becomes important. The basic idea in this article exposes the experience of learning and teaching into a strategy that is thought of as a first step in understanding the characteristics of BIPA through the basics of knowledge and knowledge imaginative geography in the process. In this case, the idea of learning a language usually considers class and the level of need for the language being studied. The study of linguistics authority is discussed using referential methods, in which language expenditures translate cultural texts in general. Two methodological instruments are used to explore further, namely paying attention to the characteristics of BIPA spending using strategic formation and strategic positions tools.
Keywords: Imaginative Geography, BIPA Learning, Strategic Formation Methods, Strategic Position Methods
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Razorenova, A. M., V. V. Skavronskaya, N. B. Tyulenev, A. M. Rytikova, and B. V. Chernyshev. "Can learning new words in auditory modality lead to rapid cortical plasticity in adults." Современная зарубежная психология 9, no. 2 (2020): 46–56. http://dx.doi.org/10.17759/jmfp.2020090204.
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A stable relation between words and referent objects or events underlies human language. One of the most fundamental questions is how brain processes new words in order to form new lexical items. The answer to such questions will bring significant breakthrough in multiple fields, ranging from methods of language teaching and speech correction programs for children with late development to clinical rehabilitation of patients with speech impairments and neurophysiological functional tests of language network. This review presents the current state of Russian and foreign studies dedicated to new words learning in auditory modality. We tried to consider all varieties of techniques and paradigms in the field. Equal attention is paid both to studies of the phonological processing of a word (recognition of a phonetic pattern), and to works which consider the ways in which word acquire semantics. We discuss experiments carried out with an aid of such neuroimaging methods as fMRI, EEG / MEG, etc.
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Friel-Patti, Sandy, Kim DesBarres, and Linda Thibodeau. "Case Studies of Children Using Fast ForWord." American Journal of Speech-Language Pathology 10, no. 3 (August 2001): 203–15. http://dx.doi.org/10.1044/1058-0360(2001/019).
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We report five case studies in which the children were enrolled in Fast ForWord (FFW). The purpose of the case studies was twofold: (a) to obtain independent objective data with the commercially available computer-based language intervention program, FFW; and (b) to identify patterns of performance with FFW related to the children's pre-intervention language profiles. Five children (3 boys, 2 girls) between the ages of 5;10 and 9;2 (years; months) enrolled in a private school for children with language-learning difficulties participated. Outcome measures included both standard scores from general tests of language and measures taken from language-sample analyses. There were modest changes in standardized measures of language after experience with FFW for 3 of the 5 children using the criterion of 95 % confidence interval. There were no clinically significant changes in language sample measures. Several interesting patterns of response to FFW intervention are discussed.
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Abdul Hakim, Muhammad Kamal bin. "Multimedia and Critical Thinking on Arabic Guided Writing Learning." Dinamika Ilmu 19, no. 2 (December 15, 2019): 211–23. http://dx.doi.org/10.21093/di.v19i2.1568.
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The aims of study was to determine the effect of multimedia through film and digital games with pictorial stories in groups of students who have high and low critical thinking patterns on guided writing learning activities in the Arabic Language Education Study Program, Jakarta State University. The study was conducted on the third semester students of the 2018/2019 school year with a total sample of 44 students, which were divided into two groups: 22 students for the experimental group and 22 students for the control group. The research approach uses quantitative research with a 2x2 factorial experimental method. Data collecting technique used tests for writing instruments and critical thinking instruments. The data analysis technique used two-way ANOVA. The results of two-way analysis are known that there are significant effects of multimedia and critical thinking patterns on learning activities of Arabic workshop writing.
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Modi, Rohan. "Transcript Anatomization with Multi-Linguistic and Speech Synthesis Features." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (June 20, 2021): 1755–58. http://dx.doi.org/10.22214/ijraset.2021.35371.
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Handwriting Detection is a process or potential of a computer program to collect and analyze comprehensible input that is written by hand from various types of media such as photographs, newspapers, paper reports etc. Handwritten Text Recognition is a sub-discipline of Pattern Recognition. Pattern Recognition is refers to the classification of datasets or objects into various categories or classes. Handwriting Recognition is the process of transforming a handwritten text in a specific language into its digitally expressible script represented by a set of icons known as letters or characters. Speech synthesis is the artificial production of human speech using Machine Learning based software and audio output based computer hardware. While there are many systems which convert normal language text in to speech, the aim of this paper is to study Optical Character Recognition with speech synthesis technology and to develop a cost effective user friendly image based offline text to speech conversion system using CRNN neural networks model and Hidden Markov Model. The automated interpretation of text that has been written by hand can be very useful in various instances where processing of great amounts of handwritten data is required, such as signature verification, analysis of various types of documents and recognition of amounts written on bank cheques by hand.
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Geraldi, Camila de Vasconcelos, Sara Escorsi-Rosset, Pamela Thompson, Ana C. Gargaro Silva, and Américo Ceiki Sakamoto. "Potential role of a cognitive rehabilitation program following left temporal lobe epilepsy surgery." Arquivos de Neuro-Psiquiatria 75, no. 6 (June 2017): 359–65. http://dx.doi.org/10.1590/0004-282x20170050.
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ABSTRACT Research into memory and epilepsy has focused on measuring problems and exploring causes with limited attention directed at the role of neuropsychological rehabilitation in alleviating post-operative memory difficulties. Objectives To assess the effects of a memory rehabilitation program in patients with left temporal lobe epilepsy following surgery. Methods Twenty-four patients agreed to participate and 18 completed the study; nine received memory rehabilitation while nine had no input and were designated as controls. Verbal learning efficiency, naming abilities, memory subjective ratings, ecological activity measures and a language fMRI paradigm were used as outcome measures. Results Improved verbal learning and naming test performance, increase in memory strategy use and improved self-perception were observed following the rehabilitation. Changes in fMRI activation patterns were seen in the rehabilitation group over the long term. Conclusion The findings support the potential role of a cognitive rehabilitation program following left temporal lobe surgery.
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Huang, Chung-Chi, and Xin-Pu Lin. "Study on Machine Learning Based Intelligent Defect Detection System." MATEC Web of Conferences 201 (2018): 01010. http://dx.doi.org/10.1051/matecconf/201820101010.
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In the paper, it is proposed to develop a machine learning based intelligent defect detection system for metal products. The common machine vision system has the surface (stain, shallow pit, shallow tumor, scratches, Edge defects, pattern defects) detection, or for the processing of the size, diameter, diameter, eccentricity, height, thickness and other parts of the non-contact numerical parameters of detection. Considering the quality of the work piece and the defects of the standard, so for the quality of customized testing requirements, the study is the development of machine vision and machine learning metal products defect detection system, mainly composed of three procedures: Image preprocessing, training procedures and testing procedures. The system architecture consists of three parts: (1) Image preprocessing: we first use the machine vision. OPENCV to carry out the image pre-processing part of the product before the detection. (2) Training procedures: The algorithm of the machine learning includes the convolution neural network (CNN), chunk-max pooling is used to train the program, and the generative adversarial network (GAN) based architecture is used to solve the problem of small datasets for surface defects. (3) Testing procedures：The Python language is used to write the program and implement the testing procedures with the GPU-Based embedded hardware In industries, collecting training dataset is usually costly and related methods are highly dataset-dependent. So most companies cannot provide Big-data to be analyzed or applied. By the experimental results, the recognition accuracy can be obviously improved as increasing data augmentation by GAN-Based samples maker. Manual inspection is labor intensive, costly and less in efficiency. Therefore, this study will contribute to technological innovation, industry, national development and other applications. (1) The use of intelligent machine learning technology will make the industry 4.0 technology more sophisticated. (2) It will make the development of equipment industry be better by the machine learning applications. (3) It will increase the economics and productivity of countries for the aging of the population by machine learning.
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Saragih, Satya Monique, and Listyani Listyani. "ENGLISH LANGUAGE EDUCATION PROGRAM SECOND-YEAR STUDENTS’ SPEAKING DIFFICULTIES IN AN ACADEMIC SPEAKING CLASS." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (July 21, 2021): 73–88. http://dx.doi.org/10.21460/saga.2021.22.77.
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Academic Speaking class is the last speaking class that students at an English Language Education Program (ELEP) have to take. However, to pass this class is not very easy because the students had to be able to speak in an academic context. Seeing this phenomenon, the researchers tried to identify the second-year students’ difficulties in the Academic Speaking class, in a private university in Central Java. There are three research questions in this research, “What are ELEP second-year students’ speaking difficulties in Academic Speaking class?”, “What factors contribute to the speaking difficulties in Academic Speaking class?’, and What strategies do the Academic Speaking students employ to overcome the difficulties?”. This research used both qualitative and quantitative approaches that took place at an ELEP and involved 38 participants from three Academic Speaking classes. The data were taken using questionnaires and interviews. This study acknowledged 8 difficulties in speaking English, difficulties in dealing with anxiety, over-using mother tongue, giving a spontaneous response, learning unfamiliar and strange accents, expressing ideas, finding the right lexicon, ordering the right grammatical patterns, and dealing with a competitive environment. Subsequently, the factors which contributed to the difficulties were students’ lack of confidence and lack of vocabulary. The findings of the study are hoped to be advantageous for both students and teachers in the Academic Speaking class.
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Tong, Fuhui, Rafael Lara-Alecio, Beverly Irby, Patricia Mathes, and Oi-man Kwok. "Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs." American Educational Research Journal 45, no. 4 (December 2008): 1011–44. http://dx.doi.org/10.3102/0002831208320790.
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The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four programs (treatment TBE, control TBE, treatment SEI, and control SEI) improved significantly ( p < .05) in a linear pattern over 2 years, and students receiving the intervention developed at a faster rate than those receiving typical instruction ( p < .05, effect sizes >0.46). The authors concluded that (a) first-language instruction did not impede the learning of a second language, and (b) enhancements and best practices in TBE and SEI programs are needed to accelerate oral English acquisition to remove the initial disadvantage of low levels of English proficiency.
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Crosthwaite, Peter, Lillian L. C. Wong, and Joyce Cheung. "Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning." ReCALL 31, no. 3 (June 19, 2019): 255–75. http://dx.doi.org/10.1017/s0958344019000077.
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AbstractData-driven learning (DDL; Johns, 1991), involving students’ hands-on use of corpora for self-guided language learning, is a methodology now increasingly used in many tertiary contexts to enhance the teaching of disciplinary postgraduate thesis writing. However, there are still few studies tracking students’ actual engagement with corpora for DDL. This mixed-methods study reports on the tracking of students’ corpus use via a purpose-built corpus query and data visualisation platform integrated into a large postgraduate disciplinary thesis writing program at a university in Hong Kong. Data on corpus usage history (e.g. times of access, duration of use), query syntax (e.g. query lexis/phraseology and use of wildcards and part-of-speech tags), query function (e.g. frequency lists/distribution, concordance sorting and collocation) and query filters (e.g. searches by faculty, discipline, or thesis section) were collected from 327 students spanning over 11,000 individual corpus queries. The results show significant interdisciplinary and inter-/intra-user trends and variation in the use of particular corpus functions and query syntax adopted by corpus users. Students varied in the type of knowledge (e.g. domain-specific, language-specific) they were accessing, and frequently went beyond the exemplars of the DDL course materials to generate unique queries under their own initiative. Qualitative case study data from three corpus users’ activity logs also show distinctive individual corpus engagement by query frequency and function. These data provide a clearer insight into what students actually do during DDL and the different directions and trajectories that individual users take as a result of DDL. All accompanying DDL tasks are also included as supplementary materials.
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Tercanlioglu, Leyla. "Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation." TESL Canada Journal 21, no. 2 (June 12, 2004): 34. http://dx.doi.org/10.18806/tesl.v21i2.173.
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It has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achievement behaviors. A total of 135 third-year (n = 54 male; n = 81 female) students in a preservice English teacher education program participated in this study of goal orientation. The proposed goal orientations were measured by adapting the Goal Orientation Scale developed by Skaaalvik (1997) for the L2 learning domain, and students' language achievement was measured by a TOEFL test. Results indicated that students placed most emphasis on task mastery goals and that this was related to language achievement. Task mastery goals are negatively correlated with work-avoidance. Self-defeating ego orientation is positively correlated with both work-avoidance and self-enhancing ego orientation. The analysis also suggested that male students had a stronger tendency to avoid work.
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Tong, Jiahong, Zhigang Wu, Qi Liu, Liang Du, Liangde Xu, and Jingxing Yu. "Application of natural language understanding in Chinese power dispatching centre." E3S Web of Conferences 182 (2020): 02002. http://dx.doi.org/10.1051/e3sconf/202018202002.
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It is difficult for computer to understand the texts in unstructured Chinese language, which becomes an obstacle for further application of artificial intelligence in the power dispatch center. Understanding of the orders from human dispatchers is the premise for the collaboration of machine and human being in power system operation. Towards understanding of dispatching texts, this paper proposes a textual semantic analysis framework with active learning of the semantic structure knowledge. Firstly, the words are vectorized by the Skip-gram models. And the hierarchical clustering algorithm is designed to detect the sentence patterns. Then the knowledge base is set up by converting the sentence structure to their regular expressions. In application, define a proprietary semantic framework to extract important device information and to parse the semantic slot using dependency syntax. Application shows that the Chinese texts describing the operation mode switching process can be understood accurately by the computer program.
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Calisto-Miranda, Sebastián, and Mabel Ortiz-Navarrete. "Chilean Graders’ Behaviors and Perceptions of a Foreign Language Reschooling Program Towards Verbal Feedback on Pronunciation." Revista Electrónica Educare 23, no. 3 (May 23, 2019): 1–18. http://dx.doi.org/10.15359/ree.23-3.5.
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This research study aims to provide graders of an EFL reschooling program with individual verbal feedback and analyze their behaviors and perceptions towards the intervention. This study follows an action research design conducted during three sessions in which 28 secondary school students had a dialogue with the teacher who commented on their pronunciation issues and provided with strategies in order to help them deal successfully with pronunciation issues. A field note and a semi-structured interview were used to collect data. The field note was used during the dialogue to observe students’ behavior towards the feedback; the semi-structured interview was implemented after the intervention in order to describe their perceptions towards the methodology and its effect on their learning process. Thematic analysis was used to identify certain patterns of meanings; the analysis showed findings leading to the conclusion that students felt more comfortable when facing speaking activities because of the practice and repetition during the individual verbal feedback stage. Future studies could include peer feedback, because this verbal feedback may be enhanced if students work in pairs. This type of strategy may favor discussion and clarification of doubts.
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Mutmainah, Siti. "Nilai Islam dan Nilai Kebangsaan dalam Pembelajaran Bahasa Indonesia." FALASIFA : Jurnal Studi Keislaman 9, no. 1 (March 1, 2018): 69–84. http://dx.doi.org/10.36835/falasifa.v9i1.100.
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ABSTRACT
There are three basic patterns that can be developed in coaching imtaq and national values in school. First, imtak guidance through religious education and nationality through Civics education, as we have seen so far. Programs like this certainly have many weaknesses, because religious teachers and PK teachers are only independent. Second, integrating the values of Islam and nationality in each subject, while still making the teacher of religion and PK as central to the formation of imtaq and nationality. Third, is to empower all potential teachers to jointly develop the values of imtaq and nationality through the learning process in each field of study. This pattern has many advantages, because every teacher in the field of study has the same vision and mission. Keywords:IslamicValue, National Value, Indonesian Language