Gotowe bibliografie tematyczne / Language learning

Gotowa bibliografia na temat „Language learning”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 sierpnia 2024

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Artykuły w czasopismach na temat "Language learning"

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Tambile, Rajendra K. "Language Laboratory and English Language Learning". Indian Journal of Applied Research 3, nr 6 (1.10.2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

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Axatovna, Safina Farida. "LANGUAGE LEARNING AND LANGUAGE TEACHING APPROACHES". American Journal of Philological Sciences 4, nr 3 (1.03.2024): 43–45. http://dx.doi.org/10.37547/ajps/volume04issue03-08.

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The evolution of modern language teaching and learning can be traced back to the 20th century, a time when travel by land, sea, and air became more accessible to a larger portion of the population. Initially limited to Europe and North America, travel eventually expanded globally,allowing people from all continents to explore foreign lands. This accessibility marked a departure from the exclusive domain of pilgrims, explorers, and the wealthy, making foreign travel achievable for the majority in developed nations. Additionally, advancements such as the discovery of electricity and wireless communication facilitated global contact, irrespective of geographical location or occupation. In this article, will look at early language learning and language teaching approaches.
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WRIGHT, BARBARA D. "Learning Languages and the Language of Learning". Modern Language Journal 90, nr 4 (grudzień 2006): 593–97. http://dx.doi.org/10.1111/j.1540-4781.2006.00466_7.x.

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Shimi, G., C. Jerin Mahibha i Durairaj Thenmozhi. "An Empirical Analysis of Language Detection in Dravidian Languages". Indian Journal Of Science And Technology 17, nr 15 (16.04.2024): 1515–26. http://dx.doi.org/10.17485/ijst/v17i15.765.

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Objectives: Language detection is the process of identifying a language associated with a text. The proposed system aims to detect the Dravidian language that is associated with the given text using different machine learning and deep learning algorithms. The paper presents an empirical analysis of the results obtained using the different models. It also aims to evaluate the performance of a language agnostic model for the purpose of language detection. Method: An empirical analysis of Dravidian language identification in social media text using machine learning and deep learning approaches with k-fold cross validation has been implemented. The identification of Dravidian languages, including Tamil, Malayalam, Tamil Code Mix, and Malayalam Code Mix, is performed using both machine learning (ML) and deep learning algorithms. The machine learning algorithms used for language detection are Naive Bayes (NB), Multinomial Logistic Regression (MLR), Support Vector Machine (SVM), and Random Forest (RF). The supervised Deep Learning (DL) models used include BERT, mBERT and language agnostic models. Findings: The language agnostic model outperform all other models considering the task of language detection in Dravidian languages. The results of both the ML and DL models are analyzed empirically with performance measures like accuracy, precision, recall, and f1-score. The accuracy associated with different machine learning algorithms varies from 85% to 89%. It is evident from the experimental result that the deep learning model outperformed with an accuracy of 98%. Novelty: The proposed system emphasizes on the use of the language agnostic model to implement the process of detecting Dravidian languages associated with the given text which provides a promising result of 98% accuracy which is higher than the existing methodologies. Keywords: Language, Machine learning, Deep learning, Transformer model, Encoder, Decoder
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Zanuy, Eva. "Language Learning Generators — From Traditional Language Learning Methodologies to Future Computer Assisted Technologies". International Journal of Computer and Communication Engineering 5, nr 2 (2016): 158–64. http://dx.doi.org/10.17706/ijcce.2016.5.2.158-164.

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Čebron, Neva, i Lara Sorgo. "FROM TRADITIONAL LANGUAGE LEARNING TO LANGUAGE LEARNING ON MOBILE APPS". Folia linguistica et litteraria XIII, nr 44 (31.01.2023): 69–88. http://dx.doi.org/10.31902/fll.44.2023.4.

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The pervasive presence of ICT (information and communication technology) in everyday life and the appeal these technologies have for our students, forces teachers of foreign languages to consider how language teaching might be adapted to include these new tools in teaching practice. During the various stages of the Covid pandemic, the surge in the development of ICT supported language-learning devices, especially language learning mobile apps, and a wealth of research focusing on the exploration of the new means of eLearning, indicate new options for the delivery and acquisition of foreign languages as a life-long learning practice, which the LanGuide project seeks to exploit and advance. The paper reports on a survey carried out among respondents (students, academic and administrative staff) at 6 institutions of higher education in Slovenia, Romania, Croatia, Spain and Sweden. The purpose of the research was to examine the views, practices and attitudes of the respondents with regard to using ICT for foreign language acquisition, in order to help the international partnership to establish clear goals and objectives for developing learning materials in the languages of the partnership of the LanGuide project (KA2-HE/19), co-funded by the European Commission. Mobile language learning has altered the approach to language acquisition and our respondents proved well aware of the options available to them. The mobility, portability, and ubiquity of mobile apps seem to motivate them to make plans for more language learning. This manner of language acquisition, one that provides a sense of freedom and self-management, seems to suit and motivate self-learners. However, in the future, particular attention should be devoted to the further investigation of learning strategies and learning styles compatible with the use of mobile technology. Such knowledge could have a crucial impact on both language instructors and learners of foreign languages, as well as help materials writers and software developers. We can conclude that mobile language learning has changed the approach to language acquisition, while a number of issues still need to be addressed and analysed in order to provide a meaningful, productive user experience on language learning apps.
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R. D. Gomathi, R. D. Gomathi, i P. Kiruthika P. Kiruthika. "Activity Based Language Learning – an Effective Learning Method". Indian Journal of Applied Research 3, nr 11 (1.10.2011): 254–55. http://dx.doi.org/10.15373/2249555x/nov2013/82.

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Dmitrenko, Violetta. "Language learning strategies of multilingual adults learning additional languages". International Journal of Multilingualism 14, nr 1 (2.01.2017): 6–22. http://dx.doi.org/10.1080/14790718.2017.1258978.

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Lin, Jia. "Language learning strategy and language learning achievement". Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, nr 2 (10.11.2017): 148–71. http://dx.doi.org/10.1075/csl.52.2.03lin.

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Abstract This study investigates the relationship between language learning achievement and the use of language learning strategy among intermediate Chinese as a second language (L2) learners. A total of 62 students from an intermediate Chinese course participated in this study. Strategy Inventory for Language Learning (SILL) (Oxford, 1989) was used to assess participants’ strategy use frequency. Correlation, one-way ANOVA, and ANOVA post hoc tests were performed for data analysis. Key findings suggest that: (1) initiative, communicative orientation, and risk taking are good behavioral predictors of Chinese L2 achievement; (2) medium-achieving learners are more active in using strategies, especially cognitive and memory strategies. These investigations of strategy use within and across achievement groups revealed both Chinese L2 learners’ characteristics in strategy use, and also the problems and challenges that learners with different achievement levels encounter. Multiple pedagogical implications are provided at the end of this article.
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Seker, Emrullah. "Multiple language learning". Global Journal of Foreign Language Teaching 6, nr 4 (11.11.2016): 196–205. http://dx.doi.org/10.18844/gjflt.v6i4.1670.

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English is no longer seen as an extra qualification and it has become a sine qua non basic skill rather than a foreign language, resulting in the slogan English is not enough not only for second language speakers of English but also for the L1 speakers. Accordingly, in this paper, we review studies on multilingualism and simultaneous or successive learning of multiple languages and describe the languages involved in terms of their qualitative or quantitative properties by referring to accessibility, universal grammar and initial state theories, finally aiming to dissipate the terminological ambiguity in the field. In this context, based on the current theories of Universal Grammar on lexical and grammatical learning and theoretical and applied studies on multilingualism and multilingual individuals, we put forth approaches and strategies suggested for simultaneous or successive learning of multiple languages. The results obtained from the study not only contribute to the terminology but also understanding of the simultaneous and successive learning of multiple languages. Keywords: languages, learning, strategies, multilingualism.
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Rozprawy doktorskie na temat "Language learning"

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Walsh, B. "My language, our language : Expression and learning in learning". Thesis, University of Sheffield, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379524.

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Öhlander, Andersson Lina. "English Language Learning : Student's Perception on Their Own Language Learning". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14371.

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This is a qualitative study, which aims at looking closer into how eight students look upon their own English perceiving skills. A qualitative interview method was used to interview eight students in upper secondary school. The participants were four girls and four boys. The result from the interviews have been presented under three different headings, which are as follows: Motivation, Classroom and Acquisition. A lot of studies have been done on the subject of language learning and it has resulted in many theories, and the ones that seemed relevant for this study have been brought up and connected to the answers the students gave. Most of the students felt motivated to learn English and the main reason was their future job plans. In the classroom, the participants thought that the teacher's behaviour and attitude towards the English subject was the most important factor to motivate them. The interview results showed that the student's thought that the best way to learn English was through media, foremost by speaking and writing with their friends on the computer. Those answers can be connected to something that the Russian psychologist Lev S. Vygotskij presents with the socio-cultural theory, were he promotes the idea that the best way to learn a new language is to interact with other people.
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McGarry, Theresa. "Language Ideology and Second Language Learning". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6144.

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Onnis, Luca. "Statistical language learning". Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/54811/.

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Theoretical arguments based on the "poverty of the stimulus" have denied a priori the possibility that abstract linguistic representations can be learned inductively from exposure to the environment, given that the linguistic input available to the child is both underdetermined and degenerate. I reassess such learnability arguments by exploring a) the type and amount of statistical information implicitly available in the input in the form of distributional and phonological cues; b) psychologically plausible inductive mechanisms for constraining the search space; c) the nature of linguistic representations, algebraic or statistical. To do so I use three methodologies: experimental procedures, linguistic analyses based on large corpora of naturally occurring speech and text, and computational models implemented in computer simulations. In Chapters 1,2, and 5, I argue that long-distance structural dependencies - traditionally hard to explain with simple distributional analyses based on ngram statistics - can indeed be learned associatively provided the amount of intervening material is highly variable or invariant (the Variability effect). In Chapter 3, I show that simple associative mechanisms instantiated in Simple Recurrent Networks can replicate the experimental findings under the same conditions of variability. Chapter 4 presents successes and limits of such results across perceptual modalities (visual vs. auditory) and perceptual presentation (temporal vs. sequential), as well as the impact of long and short training procedures. In Chapter 5, I show that generalisation to abstract categories from stimuli framed in non-adjacent dependencies is also modulated by the Variability effect. In Chapter 6, I show that the putative separation of algebraic and statistical styles of computation based on successful speech segmentation versus unsuccessful generalisation experiments (as published in a recent Science paper) is premature and is the effect of a preference for phonological properties of the input. In chapter 7 computer simulations of learning irregular constructions suggest that it is possible to learn from positive evidence alone, despite Gold's celebrated arguments on the unlearnability of natural languages. Evolutionary simulations in Chapter 8 show that irregularities in natural languages can emerge from full regularity and remain stable across generations of simulated agents. In Chapter 9 I conclude that the brain may endowed with a powerful statistical device for detecting structure, generalising, segmenting speech, and recovering from overgeneralisations. The experimental and computational evidence gathered here suggests that statistical language learning is more powerful than heretofore acknowledged by the current literature.
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Service, Elisabet. "Phonological coding in working memory and foreign-language learning". Helsinki : Dept. of Psychology, University of Helsinki, 1989. http://catalog.hathitrust.org/api/volumes/oclc/24617470.html.

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Yik, Ping-chui. "Learning styles and language learning outcomes". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.

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Yik, Ping-chui, i 易平璀. "Learning styles and language learning outcomes". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38598073.

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Schneider, Allison Frances. "NATIVE LANGUAGE IMPACT ON IMPLICIT LANGUAGE LEARNING". Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/192981.

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Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.

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Manning, Patricia. "Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning". n.p, 1994. http://ethos.bl.uk/.

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Książki na temat "Language learning"

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Ruqaiya, Hasan, Martin J. R i Halliday, M. A. K. 1925-, red. Language development: Learning language, learning culture. Norwood, N.J: Ablex Pub. Corp., 1989.

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Gass, Susan M., i Larry Selinker, red. Language Transfer in Language Learning. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/lald.5.

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M, Gass Susan, i Selinker Larry 1937-, red. Language transfer in language learning. Amsterdam: J. Benjamins Pub. Co., 1994.

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M, Gass Susan, i Selinker Larry 1937-, red. Language transfer in language learning. Amsterdam: J. Benjamins Pub. Co., 1992.

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Enever, Janet, i Eva Lindgren, red. Early Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323.

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Naremore, Rita C. Children learning language. Wyd. 3. New York: Harper & Row, 1990.

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Lan, Yu-Ju, i Scott Grant, red. Contextual Language Learning. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3416-1.

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Mann, Laurence, Jieun Kiaer i Emine Çakır. Online Language Learning. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91418-9.

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Britton, James N. Language and learning. London: Penguin Books, 1992.

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Open University. SD226 Course Team. Learning and language. Wyd. 2. Milton Keynes: Open University Press, 2006.

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Części książek na temat "Language learning"

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Klein, Philip W. "Language Learning". W Spanish Grammar Companion for Teachers, 1–22. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84111-9_0.

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Fowler, Roger. "Learning language". W Understanding Language, 189–211. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267836-9.

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Volkmann, Laurenz. "Language Learning". W English and American Studies, 480–87. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_36.

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Dijk, Gerald van. "Learning Language, Learning Technology". W Positioning Technology Education in the Curriculum, 165–78. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_13.

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Premack, David. "Language, Nonhuman". W Learning and Memory, 77–78. Boston, MA: Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6778-7_29.

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Jürgens, Uwe. "Language Evolution". W Learning and Memory, 79–80. Boston, MA: Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6778-7_30.

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Capstick, Tony. "Language learning and intercultural learning". W Language and Migration, 106–44. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351207713-4.

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Leamnson, Robert. "Language". W Thinking About Teaching and Learning, 23–31. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448174-3.

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Shaul, David Leedom. "Language Acquisition vs. Language Learning". W Linguistic Ideologies of Native American Language Revitalization, 23–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05293-9_3.

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Pierce, Lara, i Fred Genesee. "Language input and language learning". W Input and Experience in Bilingual Development, 59–76. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.13.04pie.

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Streszczenia konferencji na temat "Language learning"

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Lane, Paul, Ernesto Salazar i Norling Solis. "THE LANGUAGE BATTLE: INDIGENOUS LANGUAGES VS. THE NATIONAL LANGUAGE". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0760.

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Rosati, Domenic. "Learning to Pronounce as Measuring Cross-Lingual Joint Orthography-Phonology Complexity". W 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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Abounegm, Abdelrahman, Nursultan Askarbekuly, Magomed Magomedov i Manuel Mazzara. "Crowdsourcing for Second Language Learning". W 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003773.

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This work implements language acquisition and crowdsourcing techniques in a unique combination to aid with second language learning. It allows users to contribute linguistic assets, while other users vote on the quality of the assets. The system’s goal is to provide a social platform for learning and contributing to underrepresented languages. The authors establish quality attributes for the system, namely: usability, scalability, security, and portability. The resulting system is tested against these quality attributes using quality scenarios and usability testing. The implemented system is shown to possess the quality of security, scalability, and portability. Usability testing highlights the importance of user interface for crowdsourcing systems and shows possible interface improvements.
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Sargeant, Helen, Angela Molinari i Alison Carminke. "ICT BASED LANGUAGE LEARNING THROUGH EUROPEAN PROJECTS". W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-241.

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The University of Wolverhampton is involved in a number of European projects which focus on ICT for Language Learning and these will be referenced in the paper. These include a KA2 project, ISPY, which developed an online learning platform for general and vocational language skills; a Transfer of Innovation project, Going Places with Languages in Europe, which developed an interactive DVD game to learn vocational business based language for employability and a current KA2 project, Languages in the Media, which focuses on the development of media based online resources for language learning by migrant groups. These projects have involved Europe wide consortiums including partners from the UK, Germany, Italy, Poland, Romania, Spain and The Netherlands. Each project has involved a research and contextualization phase which has included a focus on ICT and language learning in the relevant partner countries and piloting and testing of the ICT based resources. The paper and presentation will present the key findings from the research and contextualization; drawing on findings from the UK and partner countries and examining commonalities and differences. It will also present relevant findings from the piloting and testing of the resources which has been undertaken by teachers, learners, language professionals and other stakeholders. Piloting and testing aimed to gain feedback from end users, and other stakeholders, in relation to elements such as content, ease of use, functionality, effect on attainment and enjoyment levels, potential for use, design, storyline and technical issues. Potential new ICT based learning projects will also be presented and discussed.
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Alonzo, Paola, i Rosalba Roccolini. "EVOLUTION, STRUCTURE AND LEARNING OF HUMAN LANGUAGE". W 10th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscah.2023/fs11.20.

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The conceptual basis of the article includes descriptions, characteristics and relationships between all aspects of reflection. The aim of the work is to present the evolution, structure and learning of language since the evolution of the human species, already of a genetic order, then became cultural, therefore teachable. Culture, through the changes offered by education to intentional learning, is the engine of man's changes and evolution. From language as a biological moment of adaptation we have moved on to an intentional and specific form of language, the structure of which is to be placed in relation to language learning and behaviour. The relationship between language and its physiological bases has been indicated with the support of psycholinguistics: mental, linguistic processes, human cognitive abilities, involved in the conception, elaboration, description and definition of narratives. The investigation of language learning has been referred to classical theories such as the magic number 7 theory (Miller), the universal language theory (Chomsky) and the cognitivist theory (Piaget). The results of the study led to hypothesize and formulate a new teaching/learning model for languages in suitable laboratories and inserted in educational environments. The laboratory is stimulating and is the one generated as CLIL (Content and Language Integrated Learning), to respond to the connotation of multiculturalism and plurilingualism.
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Ozfidan, Burhan. "Using Technology in Language Learning: Computer-Assisted Language Learning". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1879095.

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Colibaba, Luciacintia, Anca cristina Colibaba, Jan Pawlowski i Stefan Colibaba. "E-LEARNING IN ICT AND AGRICULTURE". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-106.

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Encouragement of European labor mobility is one of the key challenges in the 21st century. The article “E-learning in ICT and Agriculture” has as main objective the description of the results obtained in the LaProf project and the processes that lead to their development. LaProf (www.laprof.eu) project has responded to this challenge by developing computer-mediated multilingual language learning exercises for specific purposes and the overall concept of migration process. LaProf was a multiliteral project that aimed at promoting language awareness to immigrating workforces in two particular sectors, ICT and agriculture. The main goal was to provide free access to language learning resources that would help candidate immigrants get more familiarized with the terminology and cultural issues in their sectors, through developing and disseminating a number of language learning exercises. The main idea of the project was to encourage ICT teachers living in Estonia (and Baltics in general) to learn Finnish and give them assistance in an overall immigration process to Finland by increasing their knowledge about working environment and culture of the target country. Accordingly, LaProf aimed to teach Greek and cultural issues to agricultural specialists living in Romania, who want to move and work in Greece. Significant attention was given to encouraging the learning of under-representing European languages (Finnish and Greek) as foreign languages in order to help European citizens from Estonia and Romania to understand better the working environment and culture of the targeted countries (i.e. Finland and Greece). This objective is in accordance with one of the European Label national priorities: foreign languages as preparation for the work market, language skills increasing the possibility of obtaining a better job, at national and even international level. In addition, the instructions of LaProf language learning exercises are translated into widely spoken EU languages (English and French) as well as into Hungarian, Romanian, Estonian and Russian, which are notably less widely used and taught languages in Europe. To reinforce the acquisition of language and cultural competencies by its targeted user groups, as well as to raise awareness for the targeted languages, LaProf developed and promoted language learning methodologies and resources that motivate the particular categories of language learners, in order to enhance their capacity for language learning. As the main output 656 interactive language learning exercises were developed for its clearly defined user groups. A series of piloting tests were applied to a specified target group, the final outputs being thus optimized to the maximum. The targeted learning resources are focused on language learning of the targeted languages, but also reflect the embedded cultural context of the destination countries and sectors. The following key results were achieved: • A language learning framework outlining the background, topics, working culture, and relevant terminology of the targeted sectors and destination countries; • A variety of multilingual language learning exercises (translated and adapted in English, French, Romanian, Hungarian, Estonian, and Russian) are publicly available and accessible online; • Additional learning resources such as Learner’s Guide, Teacher’s Guide, Manual of Tools, WebQuest containing the background knowledge that learners should have before taking the language learning exercises, culture-aware resources that will facilitate their preparation for immigration in the destination countries, as well as pedagogical and technical guidelines for the language teachers; • Two online platforms: (1) the LaProf Web portal and (2) the LaProf Wiki page through which interested users are able to easily search, identify, retrieve and use language learning exercises in a digital format. These platforms contain also an online tool through which all producers of digital resources on language learning for the targeted communities are able to upload their resources, describe them with appropriate metadata in English and in their languages, and to make them publicly available via the LaProf Web portal for all interested users to find.
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Scheuerman, Morgan Klaus, William Easley, Ali Abdolrahmani, Amy Hurst i Stacy Branham. "Learning the Language". W CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027063.3053260.

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Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)". W Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.
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Kanayama, Hiroshi, Youngja Park, Yuta Tsuboi i Dongmook Yi. "Learning from a Neighbor: Adapting a Japanese Parser for Korean Through Feature Transfer Learning". W Proceedings of the EMNLP'2014 Workshop on Language Technology for Closely Related Languages and Language Variants. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-4202.

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Raporty organizacyjne na temat "Language learning"

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Kemp, Emily, Jonathan Compton i Darrien McKenzie. Active Learning for Language Modeling. Office of Scientific and Technical Information (OSTI), wrzesień 2022. http://dx.doi.org/10.2172/1890039.

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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, luty 2020. http://dx.doi.org/10.32370/iaj.2280.

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SWA CONSULTING INC RALEIGH NC. Evaluating Predictors of Foreign Language Learning. Fort Belvoir, VA: Defense Technical Information Center, grudzień 2011. http://dx.doi.org/10.21236/ada585074.

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Wei, Xin, Amanda Wortman, Cristina Heffernan, Li Cheng, Neil Heffernan, April Murphy, Cristina Zepeda, Ben Motz, Harmony Jankowski i Jeremy Roschelle. Language and Mathematics Learning: A Comparative Study of Digital Learning Platforms. SEERNet, Digital Promise, marzec 2024. http://dx.doi.org/10.51388/20.500.12265/206.

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This paper presents a conceptual exploration of how Digital Learning Platforms (DLPs) can be utilized to investigate the impact of language clarity, precision, engagement, and contextual relevance on mathematics learning from word problems. Focusing on three distinct DLPs—ASSISTments/E-TRIALS, MATHia/UpGrade, and Canvas/Terracotta—we propose hypothetical studies aimed at uncovering how nuanced language modifications can enhance mathematical understanding and engagement. While these studies are illustrative in nature, they provide a blueprint for researchers interested in leveraging DLPs for empirical investigation so that future investigators gain a better understanding of the emerging infrastructure for research in DLPs and the opportunities provided by them. In highlighting three distinct implementations of the same core research question, we reveal both commonalities as well as differences in how different educational technologies might build evidence, offering a unique opportunity to advance the field of math education and other education research fields.
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DeJong, Gerald. Robotics with Natural Language Comprehension and Learning Abilities. Fort Belvoir, VA: Defense Technical Information Center, styczeń 1985. http://dx.doi.org/10.21236/ada190551.

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Ozawa, Michiyo. Japanese Students' Perception of Their Language Learning Strategies. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7036.

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach i Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Семеріков, Сергій Олексійович, Світлана Миколаївна Амеліна i Ростислав Олександрович Тарасенко. Enhancing foreign language learning with cloud-based mind mapping techniques. Криворізький державний педагогічний університет, listopad 2023. http://dx.doi.org/10.31812/123456789/8484.

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This paper explores the potential of using cloud-based mind maps as a tool for learning foreign languages. It is concluded that their use is suitable for both language classes and students’ independent work. Criteria have been developed for evaluating cloud services in terms of their effectiveness in the educational process of creating mind maps. The paper characterises the conditions for accessing free versions of 16 cloud services for creating mind maps. Based on an experimental study, five cloud services are compared: Ayoa, Mindomo, Miro, Smartdraw, and Xmind. The paper demonstrates examples of using mind maps based on these cloud services’ templates for various types of language learning activities, including studying grammar topics, learning or repeating vocabulary, and writing essays. The paper identifies several advantages of using mind maps, such as visualising lexical material, structuring terminology by sector, enabling control and self-control in checking listening and reading comprehension, and serving as support for writing essays and composing oral stories.
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SWA CONSULTING INC RALEIGH NC. Evaluating DLAB as a Predictor of Foreign Language Learning. Fort Belvoir, VA: Defense Technical Information Center, maj 2012. http://dx.doi.org/10.21236/ada585073.

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Swartz, Merryanna L. Development of a Hypermedia Foreign Language Vocabulary Learning Environment. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 1990. http://dx.doi.org/10.21236/ada227280.

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