Bibliographies thématiques / Learn languages

Littérature scientifique sur le sujet « Learn languages »

Auteur : Grafiati
Publié le 26 juillet 2024

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Articles de revues sur le sujet "Learn languages"

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Kubon, David, et Frantisek Mráz. « How to Learn Picture Languages ». Research in Computing Science 148, no 11 (31 décembre 2019) : 115–26. http://dx.doi.org/10.13053/rcs-148-11-9.

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Kann, Katharina, Samuel R. Bowman et Kyunghyun Cho. « Learning to Learn Morphological Inflection for Resource-Poor Languages ». Proceedings of the AAAI Conference on Artificial Intelligence 34, no 05 (3 avril 2020) : 8058–65. http://dx.doi.org/10.1609/aaai.v34i05.6316.

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We propose to cast the task of morphological inflection—mapping a lemma to an indicated inflected form—for resource-poor languages as a meta-learning problem. Treating each language as a separate task, we use data from high-resource source languages to learn a set of model parameters that can serve as a strong initialization point for fine-tuning on a resource-poor target language. Experiments with two model architectures on 29 target languages from 3 families show that our suggested approach outperforms all baselines. In particular, it obtains a 31.7% higher absolute accuracy than a previously proposed cross-lingual transfer model and outperforms the previous state of the art by 1.7% absolute accuracy on average over languages.
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Ayer, Vidya M., Sheila Miguez et Brian H. Toby. « Why scientists should learn to program in Python ». Powder Diffraction 29, S2 (décembre 2014) : S48—S64. http://dx.doi.org/10.1017/s0885715614000931.

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The importance of software continues to grow for all areas of scientific research, no less for powder diffraction. Knowing how to program a computer is a basic and useful skill for scientists. This paper explains the three approaches for programming languages and why scripting languages are preferred for non-expert programmers. The Python-scripting language is extremely efficient for science and its use by scientists is growing. Python is also one of the easiest languages to learn. The language is introduced, as well as a few of the many add-on packages available that extend its capabilities, for example, for numerical computations, scientific graphics, and graphical user interface programming. Resources for learning Python are also provided.
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Mardiana, Rizdika. « Foreign language learning strategies of three Indonesian multilinguals : A narrative inquiry study ». Lililacs Journal : English Literature, Language, and Cultural Studies Journal 3, no 2 (27 juillet 2023) : 13–23. http://dx.doi.org/10.21009/lililacs.032.02.

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Foreign language learners usually learn a foreign language using their first language. There has been limited report on study discussing the ability of foreign language learners to learn a foreign language using their learned foreign language. This study employed an autobiographical narrative inquiry based on the experience of three multilinguals. This study aimed to find out their strategies in learning foreign languages and the factors affecting in learning foreign languages. This study found that there were two Indonesian multilinguals that learn Japanese using their limited ability in English. The other multilingual learn English at school and learned Dutch at a language course. The results proved that there are factors such as learner characteristics, linguistic factors, learning processes, age and acquisition, instructional variables, context, purpose, motivation, attention, attitude, study habit, self-concept, and student aptitude affecting learners in learning foreign languages. This study gives little contribution to our understanding on the strategies that might been applied by a foreign language learner to learn a new foreign language.
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Árva, Valéria, et Éva Trentinné Benkő. « Celebrating languages and cultures : ». Gyermeknevelés 10, no 2–3 (5 mai 2022) : 27–46. http://dx.doi.org/10.31074/gyntf.2022.2.27.46.

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This article gives an account of the development of an event designed to motivate teacher trainee students to learn languages. The event was planned and organised by the Department of Foreign Languages and Literature at the Faculty of Primary and Pre-school Education, Eötvös Loránd University (ELTE TÓK). The department’s intention was to play a proactive role in enhancing students’ language education by crossing the boundaries of formal foreign language courses. The initial concept was to hold a language fair like a pop-up event that would be easily noticeable throughout the building, flexible for participants and cater to the students’ individual needs. Entitled ‘Drop everything and learn/teach languages’, this event was held on September 26th, the European Day of Languages, as introduced by the Committee of Ministers of the Council of Europe in 2001, the Year of European Languages (Council of Europe, 2001). The European Day of Languages aims to draw attention to the importance of language learning, promote the rich linguistic and cultural diversity of Europe, and encourage lifelong language learning in and out of school. The title of ‘Drop everything and learn/teach languages’ was additionally inspired by the ‘Drop Everything and Read’ programme initiated to promote sustained silent reading.
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Wu, Zhaofeng, William Merrill, Hao Peng, Iz Beltagy et Noah A. Smith. « Transparency Helps Reveal When Language Models Learn Meaning ». Transactions of the Association for Computational Linguistics 11 (2023) : 617–34. http://dx.doi.org/10.1162/tacl_a_00565.

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Abstract Many current NLP systems are built from language models trained to optimize unsupervised objectives on large amounts of raw text. Under what conditions might such a procedure acquire meaning? Our systematic experiments with synthetic data reveal that, with languages where all expressions have context-independent denotations (i.e., languages with strong transparency), both autoregressive and masked language models successfully learn to emulate semantic relations between expressions. However, when denotations are changed to be context-dependent with the language otherwise unmodified, this ability degrades. Turning to natural language, our experiments with a specific phenomenon—referential opacity—add to the growing body of evidence that current language models do not represent natural language semantics well. We show this failure relates to the context-dependent nature of natural language form-meaning mappings.
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Rashid, Abdul Wakil. « Bilingualism and its effect on children learning ». International Journal of Innovative Research and Scientific Studies 4, no 1 (3 mars 2021) : 37–42. http://dx.doi.org/10.53894/ijirss.v4i1.54.

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Bilingual mean that we should be able to speak in two languages. The discussion of bilingual is the very important matter today, lots of studies and viewpoints have done on this issue; because there are many kids in the same time, they speak in two languages, they learn one language as their mother language and the second language they could learn from their other family members or sometimes even they learn third language in the area where they live and grow up. Children can learn the language since their born till they enter to the society or in the educational areas like; preschool, schools and so on. They can also learn language naturally or learn it official. In different countries lots of studies have done on bilingual and results of those investigations show that the children who are bilingual have high intelligence, and speaking in two languages causes children grants a lot of potential thinking, the child grows smarter and more talented; but despite in Afghanistan more children are bilingual, less research has done on this issue. The aim of this review was to evaluate the role of bilingualism on learning of bilingual children. The results of this study indicated that children who are bilingual have high intelligence and speaking in two languages makes children keener their potential thinking, and this kind of children are more talented and able than the other children who are monolingual. As much children start speaking in two languages since their born, their brains' actions grow more.
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Kazimova, Nafisakhon Minovarovna, et Muzifabonu Abbaskhon Kizi Odiljonova. « Learning Foreign Languages with Teaching Analytical Chemistry ». International Journal of Multicultural and Multireligious Understanding 8, no 12 (27 décembre 2021) : 604. http://dx.doi.org/10.18415/ijmmu.v8i12.3377.

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One of the most interesting disciplines of chemistry is analytical chemistry, which describes the modern methods of teaching science, the use of foreign languages in some terms, as well as the study of science. The current demand is to learn foreign languages from the reader, for the educated in general. In this sense, a student who is learning at least a little bit, at the same time learns the language to a certain extent.
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SIROMONEY, RANI, LISA MATHEW, K. G. SUBRAMANIAN et V. R. DARE. « LEARNING OF RECOGNIZABLE PICTURE LANGUAGES ». International Journal of Pattern Recognition and Artificial Intelligence 08, no 02 (avril 1994) : 627–39. http://dx.doi.org/10.1142/s0218001494000334.

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Learning of certain classes of two-dimensional picture languages is considered in this paper. Linear time algorithms that learn in the limit, from positive data the classes of local picture languages and locally testable picture languages are presented. A crucial step for obtaining the learning algorithm for local picture languages is an explicit construction of a two-dimensional on-line tessellation acceptor for a given local picture language. A polynomial time algorithm that learns the class of recognizable picture languages from positive data and restricted subset queries, is presented in contrast to the fact that this class is not learnable in the limit from positive data alone.
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Qizi, Sobirova Nigina Jamshed. « Different Ways and Reasons for Learning Foreign Languages ». International Journal for Research in Applied Science and Engineering Technology 9, no 10 (31 octobre 2021) : 1738–39. http://dx.doi.org/10.22214/ijraset.2021.38703.

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Abstract: humans are living in an age that all of them are familiar with learning languages other than native language. Learning foreign languages is not only the main desire but also it is considered to be the demand of today’s. In terms of above this article informs about the principal ways to learn foreign languages. Besides, the reasons are given why the foreign languages should be studied. Also, some suggestions are implemented which help to learn foreign languages easily. Keywords: foreign languages, reasons, ways, learning, interactive methods.
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Thèses sur le sujet "Learn languages"

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Odryna, Andrii. « Programming languages a successful software developer should learn ». Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13107.

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Hanna, Atheer H. « Students' Preferences for Mobile Technology to Learn Foreign Languages ». Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707358/.

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The current study was conducted with foreign language students enrolled in the summer course at Middlebury Institute of International Studies (MIIS), an intense foreign language program. The study measured and analyzed students' preferences toward mobile applications for learning a foreign language. Survey questionnaires were used to collect data on students' preferences of mobile delivery modes for learning a foreign language. The research design deployed was single-case design at two points-in-time, called repeated measures design in the t-test statistics, where effects-over-time of treatment (i.e., using a technological device) were tracked. The effects-over-time of using a mobile device for learning foreign language skills were significant and the magnitude of differences in students' attitudes between Weeks 2 and 8 was also significant. Students must have felt that their performance had changed at Week 8 and that using a smartphone could have been the difference. The structure and the research methodology of having null hypotheses that are tested statistically are both clear enough to provide a template for a replication of the study with a different sample. The statistical tests used by this study can be replicated with different research problems or a different audience.
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Chuk, Yim-ping Joanne. « Learning to teach, teaching to learn a longitudinal study of student teachers' autonomous development / ». Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4401417X.

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Pulfer, Charles E. « A comparison of the ability of novices and experienced third generation language programmers to learn fourth generation languages ». Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26111.

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This thesis describes research which was carried out to determine whether novices could program in fourth generation languages as well as experienced third generation programmers. It was thought that experience with a third generation language could be transferred to a fourth generation environment. This hypothesis was tested using a completely randomized block design lab experiment consisting of two factors and a block. The two factors were experience with third generation languages, and complexity of the task. The block was the educational institution where the lab sessions were conducted. Each of the factors and the block had two levels. The specific hypotheses tested were: 1. Experienced third generation language programmers will record higher mean scores on both simple and complex tests of fourth generation languages. 2. The difference in test scores, between simple and complex fourth generation language tasks, will be greater for novices than for experienced third generation language programmers. 3. Experience with other software tools, especially report writers, query languages, and other fourth generation languages will affect the subjects' performance on the fourth generation language tests. Using FOCUS as the fourth generation language, lab sessions were run for fifty-seven subjects. The results indicate that experience with third generation languages affects a subject's performance on simple tests of fourth generation languages. The results also indicate that the experience has no effect on complex tests of fourth generation languages. Because of a lack of data, no meaningful conclusions could be reached for hypothesis number three. We feel experienced third generation language programmers scored higher than novices on simple 4GL reporting tests because experienced 3GL programmers had skills which were very similar to the skills needed in a simple 4GL reporting application. There are several possible ways of explaining why experienced programmers could do no better than novices on complex 4GL reporting tests. One possible explanation follows; because complex 4GL reporting commands are so different from third generation language commands, third generation language programmers had no advantage over novices. A second explanation might be that the complex test was too difficult, or too long. As a result of this difficulty, no one was able to perform very well. We conclude that experienced programmers should be preferred over novices when applications involve simple 4GL commands. More research is necessary to determine if in fact novices can perform as well as experienced third generation language programmers on complex 4GL tasks.
Business, Sauder School of
Graduate
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Chuk, Yim-ping Joanne, et 祝艷萍. « Learning to teach, teaching to learn : a longitudinal study of student teachers' autonomous development ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4401417X.

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Velykozhon, V. A. « Learn languages in the fastest, easiest and most fun way : by listening to podcasts ». Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12975.

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Pickett, Martin Douglas. « In a situation where enormous numbers learn English for international communication, what are the motivations for English mother-tongue speakers to learn other languages ? » Thesis, University of Portsmouth, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523585.

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In the UK foreign language learning at school and university is in decline. There is general agreement that there exists a widespread perception that foreign languages are neither useful nor profitable for English mother-tongue speakers. However, the European Union and the UK Government promote the idea of multilingualism and linguistic diversity in an attempt to maintain the capacity in the population. Nevertheless, one has to be motivated to expend effort for an outcome which generally is poorly rewarded. It is interesting, therefore, to know why certain adults learn or improve their competence in a foreign language when Europeans are increasingly learning English as a lingua franca. What is the motivation of such learners? The research investigates the motivation of 1,000 English mother-tongue speakers who are enthusiastic learners of various European languages. The study seeks to discriminate between the micro-level (i.e. individual learning), meso-level (i.e., educational infrastructure) and the macro-level (i.e., the influence of Europe and globalisation). The data acquired reveals the very complex reasons for this learning. Drawing from previous studies of motivation in industry, educational research and other psychological investigations, the inquiry takes a fresh look at diverse variables suggesting that certain factors and trends are evident which will be of use to language policy makers in the European Union, Canada and the United States as they attempt to maintain diversity within the foreign language curriculum. What are the reasons for language learning and are there certain profiles of language learners?.
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Kohler, D. Brian. « Learning to Learn : the Training of Missionaries in Language Learning Strategies at the Missionary Training Center ». Diss., CLICK HERE for online access, 1998. http://patriot.lib.byu.edu/u?/MTGM,19192.

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Maby, Mark. « How non-native speakers learn polysemous words : a study of the equivalence of prototypicality across languages ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83122.

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This study investigated whether English second language learners learn the senses of polysemous vocabulary items in an order from a core sense to more extended senses. Polysemous words have one form but many interrelated meanings. It was hypothesised that such an order could be explained by way of the theory of prototypicality.
48 ESL learners from three language groups, French, Japanese and Chinese, took part in the study. The participants translated into their first language 29 English sentences using different senses of the word over. Translations were coded for correct translations of the sense of over and for variation in the correct translations. A MANOVA analysis showed that core senses were translated significantly more correctly than extended senses. A negative correlation was shown between variation in translation and correctness of translation. Following Krzeszowski, T. (1990), the study confirms that the theory of prototypicality offers an effective way of explaining language transfer.
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Lundström, Anna. « Processbarhet i ett läromedel : Why don’t learners learn what teachers teach ? » Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34410.

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Den här studien undersöker processbarhetsprogressionen i ett läromedel i svenska för nybör­jare. Analysen tar sin utgångspunkt i den processbarhetshierarki som utarbetats av Pienemann & Håkansson (1999:404). Studien belyser i vilken utsträckning läromedlet följer process­bar­hetsprogression, hur stort utrymme de fem PT-nivåerna får i läromedlet och hur dessa nivåer tränas i läromedlets övningsuppgifter. Undersökningen visar att grammatiska strukturer från de flesta PT-nivåerna förekommer redan i läromedlets tidigaste texter. Boken följer processbarhetsprogression på en mor­fo­logisk nivå, men inte på en syntaktisk. De lägsta nivåerna (1 och 2) är de vanligaste nivåerna och den högsta nivån (5) är den minst förekommande. De grammatiska strukturerna tränas genom både styrda och fria övningar där förutsättningar finns för ett inflöde strax över in­lärarens nivå (Krashen, 1981:126-127). Läromedlet innehåller också rikliga tillfällen till auto­matisering av de grammatiska strukturerna.
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Livres sur le sujet "Learn languages"

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Ádám, Szegi, DeKorne Kornelia et Alkire Scott, dir. Polyglot : How I learn languages. Berkeley : TESL-EJ, 2008.

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Tabors, Patton O. Helping your child learn two languages. Washington, D.C : Teaching Strategies, 2011.

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Flinders, Steve. How to learn languages for international business. 2e éd. Petaling Jaya : Falcon Press, 2000.

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Easttom, Chuck. Learn VB.net. Plano, Tex : Wordware, 2002.

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Abolrous, Sam A. Learn Pascal. Plano, Tex : Wordware Pub., 2000.

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Zaraysky, Susanna. Language is music : Over 70 fun & easy tips to learn foreign languages. Cupertino, CA : Kaleidomundi, 2009.

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E, Fuller Graham. How to learn a foreign language. Friday Harbor, WA : Storm King Press, 1987.

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E, Fuller Graham. How to learn a foreign language. Friday Harbor, WA : Storm King Press, 1987.

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Watson, Carol, 1949 December 30-, Moyle Philippa, Woolley Kim et Foster Teresa, dir. Let's learn French. Hurstpierpoint : Zigzag, 1994.

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Charlotte, Stannard, et Goldin Mark, dir. Yes ! you can learn a foreign language. Lincolnwood, Ill., USA : Passport Books, 1989.

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Chapitres de livres sur le sujet "Learn languages"

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Tonkin, Humphrey. « Why learn foreign languages ? » Dans Studies in World Language Problems, 145–55. Amsterdam : John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/wlp.1.12ton.

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Turner, Marianne. « Opportunities to Learn (Through) Languages ». Dans Multilingualism as a Resource and a Goal, 79–107. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21591-0_4.

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Ngo, Mai Tuyet. « How Do We Learn Languages ? » Dans Exploring Language in Global Contexts, 13–28. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003240099-2.

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Borges, Larissa Dantas Rodrigues, et Walkyria Magno e Silva. « Learning to learn foreign languages ». Dans Pedagogies for Autonomy in Language Teacher Education, 169–84. London : Routledge, 2024. http://dx.doi.org/10.4324/9781003412021-11.

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Zuckarelli, Joachim L. « Which Programming Languages Should You Learn ? » Dans Learn coding with Python and JavaScript, 35–39. Wiesbaden : Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42912-6_5.

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Mendel, Yonatan. « Who Really Wants to Learn Arabic ? » Dans The Palgrave Handbook of Languages and Conflict, 461–78. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04825-9_21.

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Zuckarelli, Joachim L. « Why Are There So Many Programming Languages ? » Dans Learn coding with Python and JavaScript, 29–33. Wiesbaden : Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42912-6_4.

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McLelland, Nicola. « Which languages do English speakers want to learn ? » Dans Teaching and Learning Foreign Languages, 5–38. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] : Routledge, 2017. http://dx.doi.org/10.4324/9781315624853-2.

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Libert, Alan Reed. « What can Pragmaticists Learn from Studying Artificial Languages ? » Dans Perspectives in Pragmatics, Philosophy & ; Psychology, 397–432. Cham : Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01014-4_16.

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Zeng, Dajun, et Katia Sycara. « How can an agent learn to negotiate ? » Dans Intelligent Agents III Agent Theories, Architectures, and Languages, 233–44. Berlin, Heidelberg : Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/bfb0013589.

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Actes de conférences sur le sujet "Learn languages"

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Sorrentino, Fabio, Lucio Davide Spano et Riccardo Scateni. « Speaky Notes Learn languages with augmented reality ». Dans 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2015. http://dx.doi.org/10.1109/imctl.2015.7359574.

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Ermanov, Davron, et Munisa Saydullayeva. « USING BODY LANGUAGE IN LANGUAGE TEACHING ». Dans Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/psld8751.

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This course paper studies what body language is, its importance in the classroom and why teachers should use it while teaching students. Especially when teaching foreign languages, the teacher's teaching body language has a great impact on the effectiveness of the lesson and understanding the lessons topic. In classroom, using body language can help the lesson to be interesting and interactive and students can easily learn and understand the basic meaning of the topic. It is an important method for teachers to learn about the students by noticing the students’ body language. Teachers can figure out whether students understand all that a teacher said and explained or not by watching the students’ expressions in their eyes, on their faces and noticing their actions. In this research, experiment was done with schoolchildren and the importance of body language was analyzed with questionnaire This study searches that foreign languages should be taught with using body language and it is one of the most significant aspects during teaching foreign languages and it was considered while experiment. It is effective for learners to understand and easily learn languages. In this course paper we are going to analyze and reveal the importance of body language and it is helpful in teaching methods that teachers use during the lesson, especially impact on progress of students and some points about using body language to EFL/ESL learners.
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Rosati, Domenic. « Learning to Pronounce as Measuring Cross-Lingual Joint Orthography-Phonology Complexity ». Dans 9th International Conference on Artificial Intelligence and Applications (AIAPP 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.120908.

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Machine learning models allow us to compare languages by showing how hard a task in each language might be to learn and perform well on. Following this line of investigation, we explore what makes a language “hard to pronounce” by modelling the task of grapheme-to-phoneme (g2p) transliteration. By training a character-level transformer model on this task across 22 languages and measuring the model’s proficiency against its grapheme and phoneme inventories, we show that certain characteristics emerge that separate easier and harder languages with respect to learning to pronounce. Namely the complexity of a language's pronunciation from its orthography is due to the expressive or simplicity of its grapheme-tophoneme mapping. Further discussion illustrates how future studies should consider relative data sparsity per language to design fairer cross-lingual comparison tasks.
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Serrano-Laguna, Angel, Javier Torrente, Borja Manero et Baltasar Fernandez-Manjon. « A game engine to learn computer science languages ». Dans 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044112.

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Chen, Zhenpeng, Sheng Shen, Ziniu Hu, Xuan Lu, Qiaozhu Mei et Xuanzhe Liu. « Emoji-Powered Representation Learning for Cross-Lingual Sentiment Classification (Extended Abstract) ». Dans Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California : International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/649.

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Sentiment classification typically relies on a large amount of labeled data. In practice, the availability of labels is highly imbalanced among different languages. To tackle this problem, cross-lingual sentiment classification approaches aim to transfer knowledge learned from one language that has abundant labeled examples (i.e., the source language, usually English) to another language with fewer labels (i.e., the target language). The source and the target languages are usually bridged through off-the-shelf machine translation tools. Through such a channel, cross-language sentiment patterns can be successfully learned from English and transferred into the target languages. This approach, however, often fails to capture sentiment knowledge specific to the target language. In this paper, we employ emojis, which are widely available in many languages, as a new channel to learn both the cross-language and the language-specific sentiment patterns. We propose a novel representation learning method that uses emoji prediction as an instrument to learn respective sentiment-aware representations for each language. The learned representations are then integrated to facilitate cross-lingual sentiment classification.
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Wang, Shunjie, et Shane Steinert-Threlkeld. « Evaluating Transformer’s Ability to Learn Mildly Context-Sensitive Languages ». Dans Proceedings of the 6th BlackboxNLP Workshop : Analyzing and Interpreting Neural Networks for NLP. Stroudsburg, PA, USA : Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.blackboxnlp-1.21.

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Xu, Linli, Wenjun Ouyang, Xiaoying Ren, Yang Wang et Liang Jiang. « Enhancing Semantic Representations of Bilingual Word Embeddings with Syntactic Dependencies ». Dans Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California : International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/628.

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Cross-lingual representation is a technique that can both represent different languages in the same latent vector space and enable the knowledge transfer across languages. To learn such representations, most of existing works require parallel sentences with word-level alignments and assume that aligned words have similar Bag-of-Words (BoW) contexts. However, due to differences in grammar structures among different languages, the contexts of aligned words in different languages may appear at different positions of the sentence. To address this issue of different syntactics across different languages, we propose a model of bilingual word embeddings integrating syntactic dependencies (DepBiWE) by producing dependency parse-trees which encode the accurate relative positions for the contexts of aligned words. In addition, a new method is proposed to learn bilingual word embeddings from dependency-based contexts and BoW contexts jointly. Extensive experimental results on a real world dataset clearly validate the superiority of the proposed model DepBiWE on various natural language processing (NLP) tasks.
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Wang, Shengyi, et Christopher Muller. « An Interactive and Helpful Program to Help Foreign Language Learners Learn New Languages through Videos ». Dans 5th International Conference on Advanced Natural Language Processing. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.141001.

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ForeignLanguagePro is a foreign language learning app targeted at beginner to intermediate level language learners to help them learn a new language while watching videos they enjoy [1]. This app is created in hopes of solving the problem of not having an enjoyable time learning a foreign language without engaging or interesting activities to look at while learning [2]. In the program of the app, AI is heavily used in order to automatically transcribe the videos, tokenize or select certain types of words in the transcript and generate multiple choice questions from the selected words. Firebase is used as an iCloud database for the program. Challenges such as tokenization not selecting the right words and ChatGPT needing a membership to authenticate the user are fixed by understanding how to use these functions correctly [3]. My application works with basically everyone who wants to watch a video while learning a new language. The most important result that I found is that you can make an effective and simple app that can be expanded extensively in terms of the diversity of videos users can choose from while attempting to learn a new language. I think my idea is very helpful to everyone who wants to learn a new language at the moment and also does not want to bore themselves out from constantly doing repetitive practice to learn that language and ultimately make language learning an enjoyable time rather than a tedious one.
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Ming Lim, Tong, et Lee Sai Peck. « Extended Object Languages for The Extolware Persistent Framework ». Dans InSITE 2004 : Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2832.

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Users interact with a database system through a set of database languages and this makes designing database languages a very challenging task to a computer software engineer. A set of well-defined database languages must be easy to learn, easy to understand and powerful enough to capture semantic of a problem domain. This paper discusses design issues of a proposed database language, namely Extended Object Language or EOL for short, for an Extolware Persistent Object framework (Lim & Lee, 1997, 1998, 1999, 2001, 2002a, 2002b, 2002c) that provide wrapping services for relational database systems and multidimensional database systems (DataPro, 1996; IBM Corp., 2001; Informix Software Inc., 2001a, 2001b). This research examines SQL3 (Fortier, 1999) and ODL/OQL (Cattell & Barry, 1999) with an overview of their language constructs and operators that support object-oriented requirements as stated in Object Data Management Group (ODMG) object model. Next, a discussion on the Extended Object Language (EOL) and its language constructs are examined. This is followed by a close examination of new database operators and constructs introduced into EOL. A design overview and evaluation of these database languages are examined. A summary on these languages is presented at the end of the paper with conclusion and further research plans.
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Brauckmann, Alexander, Andres Goens et Jeronimo Castrillon. « ComPy-Learn : A toolbox for exploring machine learning representations for compilers ». Dans 2020 Forum for Specification and Design Languages (FDL). IEEE, 2020. http://dx.doi.org/10.1109/fdl50818.2020.9232946.

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Rapports d'organisations sur le sujet "Learn languages"

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Demeure, Isabelle M., et Leon J. Osterweil. What We Learn About Process Specification Languages from Studying Recipes. Fort Belvoir, VA : Defense Technical Information Center, août 1987. http://dx.doi.org/10.21236/ada631494.

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Davies, Sharyn. Why Australian students need to learn about Southeast Asia – and its languages. Sous la direction de Grace Jennings-Edquist. Monash University, mars 2024. http://dx.doi.org/10.54377/1257-40e1.

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Gärkman, Heidi, Katija Aladin et Christopher Petrie. Spotlight on Bilingual Education. HundrED, septembre 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and approaches in bilingual education that excite, inspire, enable, create and support bilingual teaching and learning, language awareness and confidence, mother tongue education, bilingualism and multilingualism, cultural exchange, inclusion and diversity.
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Lee, Jamie, et Lasse Leponiemi. Journeys in Vocational Student Wellbeing. HundrED, décembre 2023. http://dx.doi.org/10.58261/xbfc8265.

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Finland is a bilingual country with two official languages, Finnish and Swedish. Finland’s constitution states that every Finnish citizen has the right to communicate with authorities in either Swedish or Finnish – including access to education. All Finnish-speaking students are required to learn Swedish from fifth or sixth grade and all Swedish-speaking Finns are required to learn Finnish from first or third grade. Swedish-language education is available from the daycare level up to the university level. This Tailor-Made process focusing on wellbeing innovations was done together with four Swedish-speaking vocational institutions. These institutions are located in bilingual or Swedish-speaking municipalities, and all of them are offering vocational education and training to over 1000 students.
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Zhu, Minjie, et Michael Scott. Fluid-Structure Interaction and Python-Scripting Capabilities in OpenSees. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, août 2019. http://dx.doi.org/10.55461/vdix3057.

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Building upon recent advances in OpenSees, the goals of this project are to expand the framework’s Python scripting capabilities and to further develop its fluid–structure interaction (FSI) simulation capabilities, which are based on the particle finite-element method (PFEM). At its inception, the FSI modules in OpenSees were based on Python scripting. To accomplish FSI simulations in OpenSees, Python commands have been added for a limited number of pre-existing element and material commands, e.g., linear-elastic triangle elements and beam–column elements with Concrete01/Steel01 fiber sections. Incorporation of hundreds of constitutive models and element formulations under the Python umbrella for FSI and general OpenSees use remain to be done. Although the original scripting language, Tcl, in OpenSees is string based, powerful, and easy to learn, it is not suitable for mathematical computations. Recent trends in scripting languages for engineering applications have embraced more general, scientific languages such as Python, which has evolved to a large community with numerous libraries for numerical computing, data analysis, scientific visualization, and web development. These libraries can be utilized with the FSI simulation for tsunami analysis. Extending OpenSees to Python will help OpenSees keep pace with new scripting developments from the scientific computing community and make the framework more accessible to graduate students, who likely have learned Python as undergraduates.
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Chorna, Olha V., Vita A. Hamaniuk et Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], septembre 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha et Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Sayers, Dave, Rui Sousa-Silva, Sviatlana Höhn, Lule Ahmedi, Kais Allkivi-Metsoja, Dimitra Anastasiou, Štefan Beňuš et al. The Dawn of the Human-Machine Era : A forecast of new and emerging language technologies. Open Science Centre, University of Jyväskylä, mai 2021. http://dx.doi.org/10.17011/jyx/reports/20210518/1.

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New language technologies are coming, thanks to the huge and competing private investment fuelling rapid progress; we can either understand and foresee their effects, or be taken by surprise and spend our time trying to catch up. This report scketches out some transformative new technologies that are likely to fundamentally change our use of language. Some of these may feel unrealistically futuristic or far-fetched, but a central purpose of this report - and the wider LITHME network - is to illustrate that these are mostly just the logical development and maturation of technologies currently in prototype. But will everyone benefit from all these shiny new gadgets? Throughout this report we emphasise a range of groups who will be disadvantaged and issues of inequality. Important issues of security and privacy will accompany new language technologies. A further caution is to re-emphasise the current limitations of AI. Looking ahead, we see many intriguing opportunities and new capabilities, but a range of other uncertainties and inequalities. New devices will enable new ways to talk, to translate, to remember, and to learn. But advances in technology will reproduce existing inequalities among those who cannot afford these devices, among the world’s smaller languages, and especially for sign language. Debates over privacy and security will flare and crackle with every new immersive gadget. We will move together into this curious new world with a mix of excitement and apprehension - reacting, debating, sharing and disagreeing as we always do. Plug in, as the human-machine era dawns.
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Siri Ming, Siri Ming. Can children with autism learn more flexible language patterns ? Experiment, juillet 2014. http://dx.doi.org/10.18258/2920.

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Kircher, Ruth, et Mirjam Vellinga. ECMI Minorities Blog. From Acquisition to Activation : How Language Planning Can Promote New Speakers’ Minority Language Us. European Centre for Minority Issues, octobre 2023. http://dx.doi.org/10.53779/cmlh2988.

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New speakers (individuals acquiring minority languages outside the home, typically later on in life) can make important contributions to minority language revitalisation. However, this can only happen if they become active and frequent users of the minority languages they have learnt. In many contexts, this is not the case. Taking Frisian in Fryslân as a case study, this blog post examines new speakers’ activation (the process by which they become active and habitual minority language users) – focusing specifically on how this is affected by traditional minority language speakers’ behaviours. The findings highlight how the complex dynamics between traditional and new speakers can hinder the latter’s activation. The blog post discusses the implications of these findings, concluding that there is a need for prestige planning to ameliorate intergroup relations – and thereby foster new speakers’ activation and promote minority language revitalisation.
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