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Journal articles on the topic 'Understanding language'

Author: Grafiati
Published: 25 May 2024

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1

Stowe, Laurie A., and Marco Haverkort. "Understanding language." Brain and Language 86, no. 1 (July 2003): 1–8. http://dx.doi.org/10.1016/s0093-934x(02)00591-6.

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2

Hammadou, Joann, G. Brown, K. Malmkjaer, A. Pollitt, and J. Williams. "Language and Understanding." Modern Language Journal 80, no. 2 (1996): 233. http://dx.doi.org/10.2307/328641.

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3

Barr, Avron. "Natural Language Understanding." AI Magazine 1, no. 1 (July 1, 2017): 5. http://dx.doi.org/10.1609/aimag.v1i1.85.

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This is an excerpt from the Handbook of Artificial Intelligence, a compendium of hundreds of articles about AI ideas, techniques, and programs being prepared at Stanford University by AI researchers and students from across the country. In addition to articles describing the specifics of various AI programming methods, the Handbook contains dozens of overview articles like this one, which attempt to give historical and scientific perspective to work in the different areas of AI research. This article is from the Handbook chapter on natural language understanding. Cross-references to other articles in the handbook have been removed-terms discussed in more detail elsewhere are italicized. Many people have contributed to this chapter, including especially Anne Gardner, James Davidson, and Terry Winograd. Avron Barr and Edward A. Feigenbaum are the Handbook's general editors.
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4

Francis, W. N., and April M. S. McMahon. "Understanding Language Change." Language 71, no. 3 (September 1995): 600. http://dx.doi.org/10.2307/416231.

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5

Shute, Sara. "Understanding Language Acquisition." International Studies in Philosophy 29, no. 2 (1997): 125–26. http://dx.doi.org/10.5840/intstudphil199729251.

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6

Smith, Barry C. "VI—Understanding Language." Proceedings of the Aristotelian Society 92, no. 1 (June 1, 1992): 109–42. http://dx.doi.org/10.1093/aristotelian/92.1.109.

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Paul, Rhea. "Understanding Language Delay." American Journal of Speech-Language Pathology 6, no. 2 (May 1997): 40–49. http://dx.doi.org/10.1044/1058-0360.0602.40.

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Purnell, Larry. "Understanding cultural language." OR Nurse 3, no. 4 (July 2009): 49–52. http://dx.doi.org/10.1097/01.orn.0000357646.14680.fc.

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9

Musson, Gill, and Laurie Cohen. "Understanding Language Processes." Management Learning 30, no. 1 (March 1999): 27–42. http://dx.doi.org/10.1177/1350507699301003.

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10

Ye-Yi Wang, Li Deng, and A. Acero. "Spoken language understanding." IEEE Signal Processing Magazine 22, no. 5 (September 2005): 16–31. http://dx.doi.org/10.1109/msp.2005.1511821.

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De Mori, R., F. Bechet, D. Hakkani-Tur, M. McTear, G. Riccardi, and G. Tur. "Spoken language understanding." IEEE Signal Processing Magazine 25, no. 3 (May 2008): 50–58. http://dx.doi.org/10.1109/msp.2008.918413.

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12

Phillipps, S. A. "Understanding the language." Veterinary Record 175, no. 4 (July 24, 2014): 98. http://dx.doi.org/10.1136/vr.g4776.

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Kousta, Stavroula. "Understanding language change." Nature Human Behaviour 1, no. 11 (November 2017): 779. http://dx.doi.org/10.1038/s41562-017-0250-y.

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14

Slovenko, Ralph. "Understanding Body Language." Journal of Psychiatry & Law 26, no. 2 (June 1998): 291–305. http://dx.doi.org/10.1177/009318539802600212.

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15

Jurafsky, Dan. "Understanding natural language." Artificial Intelligence 38, no. 3 (April 1989): 367–77. http://dx.doi.org/10.1016/0004-3702(89)90038-6.

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16

Kanjevac, Slobodan. "Language and understanding." Napredak 4, no. 2 (2023): 67–78. http://dx.doi.org/10.5937/napredak4-44085.

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The presentation begins with an overview of the language dealt with by the ancient philosophers at the time of considering the matters of logos. A special contribution to the topic of the "language" is recorded by the appearance of Plato and Aristotle, as well as by the broader and more profound interventions observed through verbum theology, rationalist and empiricist understanding of the language, analytical philosophy of the language, phenomenology as a postulation of philosophical hermeneutics. By entering that area, the language is further ontologically thematized as the "house of the being" or "the being that can be understood".
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17

Kucer, Stephen B. "Understanding readers' differing understandings." Literacy 49, no. 3 (June 2, 2015): 132–39. http://dx.doi.org/10.1111/lit.12059.

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18

Alpatov, Vladimir. "Factors preventing understanding." Rodnoy Yazyk. Linguistic journal, no. 2 (December 2022): 158–63. http://dx.doi.org/10.37892/2313-5816-2022-2-158-163.

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Sometimes participants in the communicative process use a conscious strategy of hampering or preventing understanding. This strategy comes in two varieties. The speaker can speak in a way that keeps outsiders from understanding: secret languages. Besides this, speakers can use a language (or language variety) in any situation, regardless of whether or not the fellow interlocutor knows this language. Such a strategy is related to the need for identity. For instance, in Belorussia some nationalistically-minded people choose to speak only Belorussian even with monolingual Russian speakers. In doing this, they emphasize the prestige of Belorussian even though it increases the difficulty in communicating.
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Polinsky, Maria, and Gregory Scontras. "Understanding heritage languages." Bilingualism: Language and Cognition 23, no. 1 (June 14, 2019): 4–20. http://dx.doi.org/10.1017/s1366728919000245.

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AbstractWith a growing interest in heritage languages from researchers of bilingualism and linguistic theory, the field of heritage-language studies has begun to build on its empirical foundations, moving toward a deeper understanding of the nature of language competence under unbalanced bilingualism. In furtherance of this trend, the current work synthesizes pertinent empirical observations and theoretical claims about vulnerable and robust areas of heritage language competence into early steps toward a model of heritage-language grammar. We highlight two key triggers for deviation from the relevant baseline: the quantity and quality of the input from which the heritage grammar is acquired, and the economy of online resources when operating in a less dominant language. In response to these triggers, we identify three outcomes of deviation in the heritage grammar: an avoidance of ambiguity, a resistance to irregularity, and a shrinking of structure. While we are still a ways away from a level of understanding that allows us to predict those aspects of heritage grammar that will be robust and those that will deviate from the relevant baselines, our hope is that the current work will spur the continued development of a predictive model of heritage language competence.
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20

Dey, Manna. "BOOK REVIEW: UNDERSTANDING SECOND LANGUAGE ACQUISITION." LLT Journal: A Journal on Language and Language Teaching 26, no. 1 (April 26, 2023): 408–10. http://dx.doi.org/10.24071/llt.v26i1.5953.

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Lourdes Ortega's "Understanding Second Language Acquisition" was first published by Routledge in 2008. Lourdes Ortega is an internationally renowned scholar in the field of second language acquisition and applied linguistics. Her work has been instrumental in advancing our understanding of the learning and acquisition of second languages. Lourdes Ortega’s Understanding Second Language Acquisition is an excellent resource for anyone interested in the study of second language acquisition (SLA). The book provides an in-depth exploration of the key concepts of SLA and offers a comprehensive overview of current research, theories, and approaches. It is a valuable resource for both language educators and students alike.
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21

Oktavia, Diana. "UNDERSTANDING NEW LANGUAGE: MUTUAL INTELLIGIBILITY IN ROMANCE LANGUAGE PAIR." Journal Of Language Education and Development (JLed) 2, no. 1 (December 31, 2019): 180–87. http://dx.doi.org/10.52060/jled.v2i1.203.

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This paper concerns to the strategy applied by speakers of mutual intelligibilitity languages pairs in Europe, especially in Romance language pair, Portuegese and Spanish. Initial studies found a receptive multilingulism as a great strategy to break the gap of communication within these two languages. It is found that the speakers of both Portuegese and Spanish are able to communicate and understand each other even though they do not speak each other language. It happens because those two languages resemble each other and they have a large number of cognate words which makes them recognizable. However, it is also found that Portuegese speakers can understand Spanish easier than Spaniards understand Portuegese, because Portuegese is more complicated than spanish.
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22

Jackson, Philip. "Understanding understanding and ambiguity in natural language." Procedia Computer Science 169 (2020): 209–25. http://dx.doi.org/10.1016/j.procs.2020.02.138.

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23

Aktan-Erciyes, Aslı. "Understanding language acquisition: Neural theory of language." Journal of Language and Linguistic Studies 17, no. 2 (June 23, 2021): 697–705. http://dx.doi.org/10.52462/jlls.48.

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24

Paquette, Jerry, and Barbara Burnaby. "Canadian Native Languages and Second-Language Learning: Toward Understanding." Curriculum Inquiry 19, no. 1 (1989): 97. http://dx.doi.org/10.2307/1179470.

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25

Wang, Xinli. "Presuppositional Languages and the Failure of Cross-Language Understanding." Dialogue 42, no. 1 (2003): 53–78. http://dx.doi.org/10.1017/s0012217300004200.

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RésuméPourquoi la compréhension mutuelle entre deux vastes communautés linguistiques substantiellement différentes est-elle souvent problématique et même inaccessible? Pour répondre à cette question, j'introduis d'abord une notion de langages présuppositionnels. Sur la base de la structure sémantique d'un langage présuppositionnel, j'identifie une importante condition nécessaire pour la compréhension effective d'un langage : l'interprète est capable de comprendre effectivement un langage seulement si il ou elle est capable d'en reconnoitre et d'en comprendre les présuppositions métaphysiques. Ce rôle essentiel de la connaissance des présuppositions métaphysiques dans la compréhension est encore renforcé par le développement d'une théorie vériconditionnelle de la compréhension. Je conclus que si l'interprète aborde un langage étranger incompatible en adoptant le point de vue du langage de l'interprète lui-même et enprojetant les présuppositions métaphysiques de son proper langage sur le langage étranger, alors la compréhension mutuelle entre les deux communautés linguistiques est vouée à l'échec.
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26

Byrnes, Heidi, Mark Coulson, and Judith Greene. "Language Understanding: Current Issues." Modern Language Journal 80, no. 4 (1996): 534. http://dx.doi.org/10.2307/329735.

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27

Rapin, Isabelle. "Understanding childhood language disorders." Current Opinion in Pediatrics 10, no. 6 (December 1998): 561–66. http://dx.doi.org/10.1097/00008480-199810060-00004.

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28

Zenotz, Victoria. "Understanding Language through Humor." System 40, no. 4 (December 2012): 573–74. http://dx.doi.org/10.1016/j.system.2012.10.008.

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29

Mauws, Michael K., and Nelson Phillips. "Crossroads Understanding Language Games." Organization Science 6, no. 3 (June 1995): 322–34. http://dx.doi.org/10.1287/orsc.6.3.322.

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30

Digeser, Andreas. "Understanding second language acquisition." System 16, no. 2 (January 1988): 225–30. http://dx.doi.org/10.1016/0346-251x(88)90038-3.

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31

Gadamer, Hans-Georg. "Language and Understanding(1970)." Theory, Culture & Society 23, no. 1 (January 2006): 13–27. http://dx.doi.org/10.1177/0263276406063226.

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32

Davenport, Elisabeth. "Understanding Organizations through Language." Management Learning 38, no. 1 (February 2007): 126–29. http://dx.doi.org/10.1177/135050760703800110.

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33

Meini, Cristina, and Alfredo Paternoster. "Understanding language through vision." Artificial Intelligence Review 10, no. 1-2 (April 1996): 37–48. http://dx.doi.org/10.1007/bf00159214.

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34

Cho, Minkyung. "Discourse Knowledge in English Education: The Key to Understanding Academic Language and Decontextualized Language." SNU Journal of Education Research 32, no. 2 (June 30, 2023): 55–70. http://dx.doi.org/10.54346/sjer.2023.32.2.55.

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The ability to adjust one’s language according to discourse context is important for all English learners. Prior literature has operationalized two distinct types of language used in contexts: academic language and decontextualized language. Despite their similarities, academic language and decontextualized language have been studied in different strands of research. To bring together the discussion around language use in diverse contexts, this study investigated the commonalities between the two constructs by emphasizing the role of discourse knowledge. In doing this, the current study advanced the theoretical understanding of discourse knowledge by identifying its various aspects such as audience awareness (perspective taking), background knowledge, and genre awareness. Furthermore, pedagogical implications are made regarding how discourse knowledge should be explicitly taught to all learners of English, given its importance.
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35

Scrimgeour, Andrew. "Understanding the nature of performance." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 312–38. http://dx.doi.org/10.1075/aral.35.3.05scr.

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While Chinese language learning in Australian schools is characterised by predominantly second language programs for learners who have had no prior exposure to the target language, there is increasing participation by Australian-born children who speak Putonghua (Mandarin) or another dialect at home. Curriculum and assessment frameworks and syllabuses at senior secondary level have responded to the diversity in learner background through the provision of separate curricula and assessment schemes for different learner groups based on country of birth, prior educational experience and languages used at home. However the impact of learner background on learning and achievement as learners progress through Chinese language programs both in primary and secondary school remains under-researched. In particular, evidence of how the performance of second language learners differs from that of learners who a) speak the language at home and b) may have substantial community schooling experience beyond the school classroom, or c) were born and initially educated in Chinese, is very limited. This paper reports on the results of the Student Achievement in Asian Languages Education (SAALE) Project (Scarino et al., 2011; Scarino, this issue and Elder, Kim & Knoch, this issue) with regard to student achievement in Chinese. It focuses on the writing performance of Year 10 learners of Chinese and considers specifically the impact of language background by comparing performances between Australian-born students who do and do not speak Chinese at home. Scores assigned to students’ writing gathered on common test procedures confirms the expectation that background language learners perform at significantly higher levels and suggests that the two groups also differ in the nature of that performance. The implications of this data for the teaching, learning and assessment of Chinese in schools, and for the appropriate provision of programs for these different groups of learners is discussed.
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36

Ding, Yixu. "Understanding the Process of Second Language Acquisition." Review of Educational Theory 4, no. 4 (November 25, 2021): 29. http://dx.doi.org/10.30564/ret.v4i4.3510.

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As the world is becoming more and more connected, the education system needs to provide each learner with an equal opportunity for success. Measures should put in place to ensure that obtaining an education is made possible for all students, including foreign students, such as English speakers in China and Chinese speakers in the United Kingdom. The biggest obstacle to making this dream a reality is that very few educators are sufficiently equipped to understand the foundational knowledge with regards to teaching learners of speaking a different language from the regional language, raising the need for target language acquisition. This paper will look into the Acculturation model of second language acquisition and Stephen Krashen's theory of second language acquisition. Since educators are increasingly being forced to teach students speaking foreign languages understanding second language acquisition is very important. Understanding the process of second language acquisition may be important to educators and enable students in second language acquisition.
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37

Knowles, J. "The language of thought and natural language understanding." Analysis 58, no. 4 (October 1, 1998): 264–72. http://dx.doi.org/10.1093/analys/58.4.264.

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38

Hahn, Stefan, Marco Dinarelli, Christian Raymond, Fabrice Lefevre, Patrick Lehnen, Renato De Mori, Alessandro Moschitti, Hermann Ney, and Giuseppe Riccardi. "Comparing Stochastic Approaches to Spoken Language Understanding in Multiple Languages." IEEE Transactions on Audio, Speech, and Language Processing 19, no. 6 (August 2011): 1569–83. http://dx.doi.org/10.1109/tasl.2010.2093520.

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39

Khashabi, Daniel, Arman Cohan, Siamak Shakeri, Pedram Hosseini, Pouya Pezeshkpour, Malihe Alikhani, Moin Aminnaseri, et al. "ParsiNLU: A Suite of Language Understanding Challenges for Persian." Transactions of the Association for Computational Linguistics 9 (2021): 1147–62. http://dx.doi.org/10.1162/tacl_a_00419.

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Abstract Despite the progress made in recent years in addressing natural language understanding (NLU) challenges, the majority of this progress remains to be concentrated on resource-rich languages like English. This work focuses on Persian language, one of the widely spoken languages in the world, and yet there are few NLU datasets available for this language. The availability of high-quality evaluation datasets is a necessity for reliable assessment of the progress on different NLU tasks and domains. We introduce ParsiNLU, the first benchmark in Persian language that includes a range of language understanding tasks—reading comprehension, textual entailment, and so on. These datasets are collected in a multitude of ways, often involving manual annotations by native speakers. This results in over 14.5k new instances across 6 distinct NLU tasks. Additionally, we present the first results on state-of-the-art monolingual and multilingual pre-trained language models on this benchmark and compare them with human performance, which provides valuable insights into our ability to tackle natural language understanding challenges in Persian. We hope ParsiNLU fosters further research and advances in Persian language understanding.1
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40

Shohamy, Elana, and Cyril Weir. "Understanding & Developing Language Tests." Modern Language Journal 78, no. 3 (1994): 415. http://dx.doi.org/10.2307/330155.

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41

Mueller-Lust, Rachel A. G., and Georgia M. Green. "Pragmatics and Natural Language Understanding." American Journal of Psychology 103, no. 2 (1990): 281. http://dx.doi.org/10.2307/1423148.

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42

Shymko, Vitalii. "Natural Language Understanding: Methodological Conceptualization." PSYCHOLINGUISTICS 25, no. 1 (April 18, 2019): 431–43. http://dx.doi.org/10.31470/2309-1797-2019-25-1-431-443.

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This article contains the results of a theoretical analysis of the phenomenon of natural language understanding (NLU), as a methodological problem. The combination of structural-ontological and informational-psychological approaches provided an opportunity to describe the subject matter field of NLU, as a composite function of the mind, which systemically combines the verbal and discursive structural layers. In particular, the idea of NLU is presented, on the one hand, as the relation between the discourse of a specific speech message and the meta-discourse of a language, in turn, activated by the need-motivational factors. On the other hand, it is conceptualized as a process with a specific structure of information metabolism, the study of which implies the necessity to differentiate the affective (emotional) and need-motivational influences on the NLU, as well as to take into account their interaction. At the same time, the hypothesis about the influence of needs on NLU under the scenario similar to the pattern of Yerkes-Dodson is argued. And the theoretical conclusion that emotions fulfill the function of the operator of the structural features of the information metabolism of NLU is substantiated. Thus, depending on the modality of emotions in the process of NLU, it was proposed to distinguish two scenarios for the implementation of information metabolism - reduction and synthetic. The argument in favor of the conclusion about the productive and constitutive role of emotions in the process of NLU is also given.
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43

Di Carlo, Sergio. "Understanding Cognitive Language Learning Strategies." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 114. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.114.

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Over time, definitions and taxonomies of language learning strategies have been critically examined. This article defines and classifies cognitive language learning strategies on a more grounded basis. Language learning is a macro-process for which the general hypotheses of information processing are valid. Cognitive strategies are represented by the pillars underlying the encoding, storage and retrieval of information. In order to understand the processes taking place on these three dimensions, a functional model was elaborated from multiple theoretical contributions and previous models: the Smart Processing Model. This model operates with linguistic inputs as well as with any other kind of information. It helps to illustrate the stages, relations, modules and processes that occur during the flow of information. This theoretical advance is a core element to classify cognitive strategies. Contributions from cognitive neuroscience have also been considered to establish the proposed classification which consists of five categories. Each of these categories has a different predominant function: classification, preparation, association, elaboration and transfer-practice. This better founded taxonomy opens the doors to potential studies that would allow a better understanding of the interdisciplinary complexity of language learning. Pedagogical and methodological implications are also discussed.Keywords: cognitive processes, cognitive neuroscience, information processing, second and foreign language acquisition, Smart Processing Model
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44

Harlow, Linda L., and Georgia M. Green. "Pragmatics and Natural Language Understanding." Modern Language Journal 74, no. 4 (1990): 538. http://dx.doi.org/10.2307/328562.

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45

Manning, Christopher D. "Human Language Understanding & Reasoning." Daedalus 151, no. 2 (2022): 127–38. http://dx.doi.org/10.1162/daed_a_01905.

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Abstract The last decade has yielded dramatic and quite surprising breakthroughs in natural language processing through the use of simple artificial neural network computations, replicated on a very large scale and trained over exceedingly large amounts of data. The resulting pretrained language models, such as BERT and GPT-3, have provided a powerful universal language understanding and generation base, which can easily be adapted to many understanding, writing, and reasoning tasks. These models show the first inklings of a more general form of artificial intelligence, which may lead to powerful foundation models in domains of sensory experience beyond just language.
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46

Manning, Christopher D. "Human Language Understanding & Reasoning." Daedalus 151, no. 2 (2022): 127–38. http://dx.doi.org/10.1162/daed_a_01905.

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Abstract The last decade has yielded dramatic and quite surprising breakthroughs in natural language processing through the use of simple artificial neural network computations, replicated on a very large scale and trained over exceedingly large amounts of data. The resulting pretrained language models, such as BERT and GPT-3, have provided a powerful universal language understanding and generation base, which can easily be adapted to many understanding, writing, and reasoning tasks. These models show the first inklings of a more general form of artificial intelligence, which may lead to powerful foundation models in domains of sensory experience beyond just language.
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47

Vostrikova, Ekaterina V., and Petr S. Kusliy. "Understanding in philosophy of language." Epistemology & Philosophy of Science 54, no. 4 (2017): 62–67. http://dx.doi.org/10.5840/eps201754470.

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48

Bermúdez-Margaretto, Beatriz, Federico Gallo, Mikhail Pokhoday, Yury Shtyrov, Hamutal Kreiner, and Andriy Myachykov. "Understanding Language Attrition through Orthography." Languages 6, no. 4 (December 2, 2021): 199. http://dx.doi.org/10.3390/languages6040199.

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The decay in the proficiency of the native language (L1), known as first language attrition, is one of the least understood phenomena associated with the acquisition of a second language (L2). Indeed, the exact cause for the deterioration in L1 performance, be that either the interference from L2 acquisition or the less frequent use of L1, still remains elusive. In this opinion paper, we focus on one largely understudied aspect of L1 attrition—namely, the erosion of the L1 orthographic knowledge under the influence of L2 orthography. In particular, we propose to study differences in orthographic processing between mono- and bilingual populations as an approach, which, in turn, will allow to address both cognitive and neurophysiological mechanisms underlying L1 attrition. We discuss relevant experimental paradigms, variable manipulations and appropriate research methods that may help disentangle the largely debated question of L2 interference vs. L1 disuse, clarifying the nature of the L1 orthographic attrition.
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FERNANDEZ LEAL, Maria Carmen. "Understanding and Economy in Language." Cahiers de l'Institut de Linguistique de Louvain 22, no. 3 (August 1, 1996): 351–55. http://dx.doi.org/10.2143/cill.22.3.2002701.

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50

McKenzie, Karen. "Understanding and Using Spoken Language." Learning Disability Practice 8, no. 10 (December 1, 2005): 24. http://dx.doi.org/10.7748/ldp.8.10.24.s18.

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