Bibliografías temáticas / Chinese language – computer-assisted instruction for english speakers

Literatura académica sobre el tema "Chinese language – computer-assisted instruction for english speakers"

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Publicado: 25 de julio de 2024

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Artículos de revistas sobre el tema "Chinese language – computer-assisted instruction for english speakers"

Molholt, Garry. "Computer-Assisted Instruction in Pronunciation for Chinese Speakers of American English". TESOL Quarterly 22, n.º 1 (marzo de 1988): 91. http://dx.doi.org/10.2307/3587063.

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Deng, Fei y Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment". ACM Transactions on Asian and Low-Resource Language Information Processing 20, n.º 5 (23 de junio de 2021): 1–16. http://dx.doi.org/10.1145/3457987.

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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.

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Zhang, Ying. "The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability". Chinese Journal of Applied Linguistics 45, n.º 2 (1 de mayo de 2022): 243–53. http://dx.doi.org/10.1515/cjal-2022-0206.

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Abstract In the area of computer-assisted language learning (CALL), although a number of studies have adopted various CALL-based devices (e. g., blogs, gaming, and synthetic environments) to foster second language (L2) acquisition, the vital component of instruction has received little attention. The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’ L2 pragmatic development. Sixty-two EFL students from a university in China were recruited for the current research. The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses, while the control group interacted with a native English speaker via Skype without having the teaching intervention. Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group (p < . 001). Moreover, a significant difference (p < . 001) was found for the experimental group between the pre-intervention and delayed post-intervention mean scores, suggesting that CALL coupled with teaching intervention had a long-term impact on learners’ L2 pragmatic development. These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’ pragmatic development. In addition, pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.

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Zhang, Ying. "A Mixed-Methods Study of Computer-Mediated Communication Paired With Instruction on EFL Learner Pragmatic Competence". International Journal of Computer-Assisted Language Learning and Teaching 12, n.º 1 (enero de 2022): 1–14. http://dx.doi.org/10.4018/ijcallt.291113.

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The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.

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Liu, Min y W. Michael Reed. "The Effect of Hypermedia Assisted Instruction on Second Language Learning". Journal of Educational Computing Research 12, n.º 2 (marzo de 1995): 159–75. http://dx.doi.org/10.2190/3161-m47f-gvam-b38k.

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Literature on hypermedia has been growing. Although its potentials and educational implications are being explored, not much empirical research has been done to substantiate its rich theoretical assumptions and verify its promises. The purpose of this study was to provide some results on the practical application of the technology. It intended to investigate the effect of hypermedia technology on enhancing vocabulary learning among non-native English speakers.

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He, Jian y Hui Huang. "Learning Chinese Characters with Animated Etymology". International Journal of Computer-Assisted Language Learning and Teaching 4, n.º 2 (abril de 2014): 64–82. http://dx.doi.org/10.4018/ijcallt.2014040105.

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The study was an attempt to investigate the effect of animated etymology on English speakers' learning of Chinese characters. Twenty-one Chinese language beginners at an Australian university were randomly assigned into three groups using three different types of instructional materials to learn Chinese characters: a) paper-based plain text material with only English meanings; b) paper-based material with English meanings, pictures and static etymological information; and c) CALL material with English meanings, pictures and animated etymological information. The effects of three materials were tested under two task conditions: a) picture-enhanced tasks and b) non-picture-enhanced tasks. Through both within-group and cross-group comparisons, the statistical results indicate that the group using computer-based materials involving animated etymology significantly outperformed those using the paper-based materials with and without illustrated etymological information in both tasks and the advantages of paper-based illustrated etymological information over the paper-based group without such information are limited to the tasks involving pictures.

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Saranya, T. y M. Saranya. "USAGE OF ICT IN ENGLISH LANGUAGE TEACHING & LEARNING". Journal of English Language and Literature 09, n.º 03 (2022): 33–36. http://dx.doi.org/10.54513/joell.2022.9304.

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Technology's role and use as a tool for teaching the English language is growing as educators recognize its ability to create both independent and collaborative learning environments in which students can learn English with ease. In our country, various approaches and methods are used to teach English and develop English language skills. However, the majority of them are traditional, less interesting, ineffective, and less motivating. As a result, it is necessary to employ modern approaches and ICT (Information and Communication Technology) tools to improve understanding and acquisition of fundamental skills, i.e. Students' LSRW (Listening, Speaking, Reading, and Writing) of the English language at the school level. ICT has a lot to offer both teachers and students in terms of expanding their vocabulary and improving their English language skills. Nowadays, ICT tools and approaches are widely used due to their convenience, omnipresence, effectiveness, and low cost. CAL (Computer Assisted Learning), CALA (Computer Assisted Language Assessment), CALI (Computer Assisted Language Instruction), CALL (Computer Assisted Language Learning), Blogs, Wiki, e-mail facility, Digital libraries, multimedia, mobile learning, MOOCs, Virtual classrooms, and so on are some of these approaches, facilities, and tools. These facilities have paved the way for individualized learning and given learners the freedom to learn whenever and wherever they want, according to their needs and convenience. Technology has become a tool for making learners innovative as well as a source of motivation for learners to learn. To compete with these native English speakers.

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Pang, Jixian y Fang Chen. "Evaluation in English earnings conference calls: a corpus-assisted contrastive study". Text & Talk 38, n.º 4 (26 de junio de 2018): 411–33. http://dx.doi.org/10.1515/text-2018-0008.

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Abstract An earnings conference call is a hybrid genre of reporting and promotional discourses in which evaluation plays an important role. Using data from two self-built corpora, this study aims to explore the frequency and functions of evaluation in English earnings conference calls issued by Chinese companies and international companies. Using the computer software package Wmatrix, we carried out a key semantic domains analysis and keywords analysis of the data. The major findings of the analyses are as follows: First, the four parameters of evaluation receive different degrees of importance in earnings conference calls. Second, in earnings conference calls evaluation performs three inter-related functions: as an image promotion strategy, as a speaker identity indexing strategy, and as metadiscourse. Third, although there are similarities, speakers of Chinese companies deviate from their international counterparts in using evaluative language during the calls in aspects of parameters and word choice. Possible reasons for these similarities and differences are discussed with reference to the functions of evaluation in the call as a hybrid genre, genre awareness, and cultural influences.

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Dai, Yuhua. "An Automatic Pronunciation Error Detection and Correction Mechanism in English Teaching Based on an Improved Random Forest Model". Journal of Electrical and Computer Engineering 2022 (29 de mayo de 2022): 1–9. http://dx.doi.org/10.1155/2022/6011993.

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Teachers in traditional English classes focus more on writing and grammar instruction, while oral language instruction is neglected. In exam-oriented education, most Chinese students can master English written test skills, but only a few students can communicate effectively in English daily. People are progressively realizing that language is a tool for communication and communication in recent years, as the frequency of international exchanges has increased and that language learning should focus on oral language education. However, there are numerous issues with teaching oral English. When students perform individual oral practice after class, for example, they are unable to determine whether their pronunciation is correct. As a result, a computer-assisted study into automatic pronunciation of spoken English has become a viable solution to these issues. However, the present spoken English pronunciation mistake correction model’s accuracy and stability have not yet reached an optimal level. Based on this background, this work provides an enhanced random forest model and uses it to detect and correct automatic pronunciation errors in English classes. The improved random forest (RF) algorithm is used to classify and detect whether the learner’s pronunciation is correct. Mel cepstral coefficient (MFCC) is used for feature extraction, and principal component analysis (PCA) is used for dimensionality reduction of feature data. The experimental structure demonstrates that by using a combination classification framework based on MFCC, PCA, and RF, the learner’s pronunciation difficulty may be resolved. This allows for different error categories to receive feedback corrections.

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Yanghong Wu. "Language Dissemination Paths and Modes Aided by Computer Technology". Journal of Electrical Systems 20, n.º 7s (16 de mayo de 2024): 1534–44. http://dx.doi.org/10.52783/jes.3732.

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The expansion of technology and computer science, as well as advancements in language instruction and learning methodologies, has enabled computer-assisted language learning technologies to tackle this challenge. In the field of Chinese learning, a few language learning computerized systems in the country and abroad concentrate mainly on language, grammar acquisition only have one or two assessment indicators as basis of evaluation, that definite functional flaws provide a general assessment to learners' pronunciation. In this manuscript, Language Dissemination Paths and Modes Aided by Computer Technology (LDPM-QICCNN-KOA) are proposed. The input data are collected from Chinese Corpus dataset. Then the data is given into unscented trainable kalman filter for preprocessing the input data. Then the preprocessed data are provided to QICCNN for Language Dissemination. In general, the based Quantum-inspired Complex Convolutional Neural Network doesn’t express adapting optimization approaches to determine optimal parameters to ensure exact identification. Hence, KOA utilized to enhance Quantum-inspired Complex Convolutional Neural Network, which accurately done the Language Dissemination Paths and Modes. The proposed LDPM-QICCNN-KOA method is executed on python. Then performance of proposed technique is analyzed with other existing methods. The proposed technique attains 26.36%, 20.69% and 35.29% higher accuracy; 19.23%, 23.56%, and 33.96% higher F1-Score; 26.28%, 31.26%, and 19.66% higher precision when comparing with the existing methods such as research on network oral English teaching system depend on machine learning (LDPM-DBN), nonlinear network speech recognition structure in deep learning algorithm (LDPM-DNN), research on open oral English scoring system depend on neural network (LDPM-BPNN).

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Tesis sobre el tema "Chinese language – computer-assisted instruction for english speakers"

Chan, Cheng Cheng. "The influence of computer-mediated communication on English learning motivation". Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456361.

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Yu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.

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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.

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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.

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Sun, Lixia. "Reviewing computer-assisted language learning (CALL) in a vocational school in China". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5543_1178702325.

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In recent years, advances in computer technology have motivated Chinese teachers to reassess computer use and consider it as a valuable part of daily foreign language learning and teaching. Software programmes, USB (Universal Serial Bus) technology, and computer networks are providing teachers with new methods of incorporating culture, grammar, and real language use in the classroom. Students gain access to audio, visual and textual information about the language through the use of computers. The aim of this study was to investigate vocational school English students and teachers concerns and behaviours about integrating information technology into English instruction.

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Yang, Wan Chi (Ada Yang). "The enlightened Chinese characters : a cognitive approach of computer assisted Chinese character learning". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2428.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2006.
With continuing advances in technology, computer-assisted instruction provides opportunities for individualized, interactive learning. In the research paper, I employed the theoretical framework of CALL and the philosophy of cognitive psychhology to promote learner autonomy in the second language aquisition of Chinese...

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Moon, Chanmi. "Computer-assisted project-based learning in English for specific purposes". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1868.

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The aim of this project is to address the need for effective English learning and develop an English curriculum which practically meets learners' needs. The project is for students who study business English in Korean community college. This project presents effectiveness of English learning in the content concerning with English for specific purposes, project-based learning, cooperative learning, computer-assisted language learning, and technological literacy. These ideas are incorporated into the project to develop the unit, Creating a Company, which consists of six lesson plans.

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David, Lynn Denise. "Computer assisted language activities: Are they all the same?" CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1578.

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This study examines English language learners working in pairs on two different types of computer programs to determine whether the quantity and quality of discourse varies with the type of software program. Also, to investigate how collaborative CALL activities can be designed to promote oral academic language proficiency.

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Atta, Takeshi. "Computer-based instruction in English as a foreign language for Japanese secondary students". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1447.

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Collett, Philip Godfrey. "Computer assisted language learning for academic development programmes : an appraisal of needs, resources and approaches". Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003338.

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A major objective of Academic Development Programmes is to support the student in acquiring a level of language competence which is sufficient to enable the student to cope with the linguistic demands of academic courses. Language teaching programmes in the Academic Development context in South Africa suffer from a number of constraints: staffing, time on task, relevance, and difficulty of integration with learning in other coUrses. A review of developments in the field of Computer Assisted Language Learning (CALL) shows that computers can be used to support language learning. CALL materials range from simple instructional programs to powerful linguistic research tools and need to be integrated into wider language programmes so as to support and enhance other teaching and learning activities. However, relatively little research has been done to investigate the feasibility and effectiveness of CALL in language development courses within Academic Development programmes in South Africa. The development of a system designed to enable students to practise proof-reading and editing is described and evaluated. Suggestions are made for using this system with other CALL materials within a computer assisted language development environment. It is argued that CALL can be used feasibly and effectively in this environment to enhance learning and to counteract constraints.

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Frew, Dorothy Jean. "An Improved English Article System for Japanese Speakers". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/5020.

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One aspect of the English language which has been overlooked by English-as-a-Second-Language educators is the article system, a, the, and 0. For students from articleless first languages such as Japanese, learning this complex system is a formidable challenge. Performance studies show an error rate among advanced Japanese students of approximately thirty percent. There may be several reasons for this high rate: 1) the differences between Japanese and English, 2) the unusually high degree of complexity/difficulty of the article system itself compared to other English morpheme systems and 3) inadequate treatments of the subject as revealed in this thesis' survey of forty ESL textbooks. Recent pragmatic discoveries about article function reveal subtle, contextual influences which have not been well integrated into traditional treatments. Definiteness may be dependent on sentential, discourse, and situational contexts, on whether referents are unique and manifest to the hearer, and on the nature of certain implicatures induced by the articles. Computerized, interactive tutorials are the best way to capture how these variables interact to constrain article choice. A prototype for a tutorial is submitted with this thesis. In addition to exhaustive explanations of contexts and implicatures in the form of actor's "asides," it features Japanese translations throughout, and, to show how uniqueness may be culture bound, utterances that take place within Japanese culture. Although the tutorial presented here needs enlargement, it is believed that an animated, computerized tutorial emphasizing subtle pragmatic features is more illustrative of actual article usage than have been traditional hard copy explanations.

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Libros sobre el tema "Chinese language – computer-assisted instruction for english speakers"

Kung, George. Read Chinese without knowing Chinese: A complete guide to computer-aided Chinese reading. [Massachusetts?]: G. Kung, 2008.

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Read Chinese without knowing Chinese: A complete guide to computer-aided Chinese reading. [Massachusetts?]: G. Kung, 2008.

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Easy Chinese: Basic text and workbook, Mandarin level 1 = Yi xue Zhong wen. Gaithersburg, Md: Emnes Systems, 2003.

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Yuwen, Xu, ed. iPad xue Ying wen: IPad x English = iPad Eigo gakushūhō. Taibei Shi: Tian xia za zhi gu fen you xian gong si, 2013.

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Xu, Debao. Meiguo ke ji yu Zhong wen jiao xue. 8^a ed. Beijing: Zhongguo she hui ke xue chu ban she, 2012.

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Bourgerie, Dana Scott. Colloquial Cantonese: The complete course for beginners. 2^a ed. New York: Routledge, 2010.

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T, Tong Keith S. y James Gregory, eds. Colloquial Cantonese: The complete course for beginners. 2^a ed. New York: Routledge, 2010.

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Lienhard, Legenhausen, Wolff Dieter y International Conference on Computer Assisted Language Learning (2nd : 1986 : Düsseldorf, Germany), eds. Computer assisted language learning and innovative EFL methodology. Augsburg: Universität Augsburg, 1987.

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Kitao, Kenji y Kazunori Nozawa. Konpyūta riyō no gaikokugo kyōiku: CAI no dōkō to jissen. Tōkyō: Eichōsha, 1993.

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Scott, Windeatt, ed. CALL. Oxford: Oxford University Press, 1989.

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Capítulos de libros sobre el tema "Chinese language – computer-assisted instruction for english speakers"

Wang, Hongmei, Hui Yuan y Shanshan Zhang. "Towards the Normalization of Web-Based Computer-Assisted Language Learning (CALL) in College English Instruction". En Computer-Assisted Language Learning, 1360–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch065.

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Since the turn of the 21st century, many Chinese higher institutions followed the trends of Web-based Computer-assisted Language Learning (CALL) in College English instruction. After one decade's development, the effectiveness of this west-originated approach remains to be investigated. This chapter analyses two cases from two Chinese higher institutions, examining to what extent Web-based computer-assisted language learning is integrated into College English teaching and how the instructors and students adapt to it. The findings in the two cases show that lack of training for both faculty and students, technological defects of online systems, hybrid levels of students' English proficiency within one class have presented great challenges to the implementation of the new mode of instruction. While defining these obstacles, the second case, in particular, explored ways to address some of these challenges by the innovative use of internet technology.

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Xing, Minjie, Bin Zou y Dongshuo Wang. "A Wiki Platform for Language and Intercultural Communication". En Computer-Assisted Foreign Language Teaching and Learning, 1–15. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch001.

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This chapter studies a wiki project that electronically links English students learning Business Chinese in the UK and Chinese students learning Business English in China. The focus is placed upon enhancing English/Chinese language skills and intercultural communication competence. Students’ messages on the wiki illustrate that cultural values and cultural competence are important parts of business communication. The results of a questionnaire survey and a focus group interview indicate that the interaction between language learners and native speakers not only helped students improve each other’s language, but also allowed them to understand the business norms and behaviours in another culture. The chapter concludes with a proposal that wikis can be a platform for enhancing language output and intercultural communication competence, if well designed and monitored.

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Wang, Hongmei, Hui Yuan y Shanshan Zhang. "Towards the Normalization of Web-Based Computer-Assisted Language Learning (CALL) in College English Instruction". En Advances in Educational Technologies and Instructional Design, 357–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch018.

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Since the turn of the 21st century, many Chinese higher institutions followed the trends of Web-based Computer-assisted Language Learning (CALL) in College English instruction. After one decade’s development, the effectiveness of this west-originated approach remains to be investigated. This chapter analyses two cases from two Chinese higher institutions, examining to what extent Web-based computer-assisted language learning is integrated into College English teaching and how the instructors and students adapt to it. The findings in the two cases show that lack of training for both faculty and students, technological defects of online systems, hybrid levels of students’ English proficiency within one class have presented great challenges to the implementation of the new mode of instruction. While defining these obstacles, the second case, in particular, explored ways to address some of these challenges by the innovative use of internet technology.

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