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Добірка наукової літератури з теми "Grammar tasks"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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Статті в журналах з теми "Grammar tasks"

Ellis, Rod. "Interpretation Tasks for Grammar Teaching." TESOL Quarterly 29, no. 1 (1995): 87. http://dx.doi.org/10.2307/3587806.

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Lago, Sol, Anna Stutter Garcia, and Claudia Felser. "The role of native and non-native grammars in the comprehension of possessive pronouns." Second Language Research 35, no. 3 (May 15, 2018): 319–49. http://dx.doi.org/10.1177/0267658318770491.

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Previous studies have shown that multilingual speakers are influenced by their native (L1) and non-native (L2) grammars when learning a new language. But, so far, these studies have mostly used untimed metalinguistic tasks. Here we examine whether multilinguals’ prior grammars also affect their sensitivity to morphosyntactic constraints during processing. We use speeded judgment and self-paced reading tasks to examine the comprehension of German possessive pronouns. To investigate whether native and non-native grammars differentially affect participants’ performance, we compare two groups of non-native German speakers with inverse L1–L2 distributions: a group with L1 Spanish – L2 English, and a group with L1 English – L2 Spanish. We show that the reading profiles of both groups are modulated by their L1 grammar, with L2 proficiency selectively affecting participants’ judgment accuracy but not their reading times. We propose that reading comprehension is mainly influenced by multilinguals’ native grammar, but that knowledge of an L2 grammar can further increase sensitivity to morphosyntactic violations in an additional language.

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Lioutikov, Rudolf, Guilherme Maeda, Filipe Veiga, Kristian Kersting, and Jan Peters. "Learning attribute grammars for movement primitive sequencing." International Journal of Robotics Research 39, no. 1 (November 17, 2019): 21–38. http://dx.doi.org/10.1177/0278364919868279.

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Movement primitives are a well studied and widely applied concept in modern robotics. However, composing primitives out of an existing library has shown to be a challenging problem. We propose the use of probabilistic context-free grammars to sequence a series of primitives to generate complex robot policies from a given library of primitives. The rule-based nature of formal grammars allows an intuitive encoding of hierarchically structured tasks. This hierarchical concept strongly connects with the way robot policies can be learned, organized, and re-used. However, the induction of context-free grammars has proven to be a complicated and yet unsolved challenge. We exploit the physical nature of robot movement primitives to restrict and efficiently search the grammar space. The grammar is learned by applying a Markov chain Monte Carlo optimization over the posteriors of the grammars given the observations. The proposal distribution is defined as a mixture over the probabilities of the operators connecting the search space. Moreover, we present an approach for the categorization of probabilistic movement primitives and discuss how the connectibility of two primitives can be determined. These characteristics in combination with restrictions to the operators guarantee continuous sequences while reducing the grammar space. In addition, a set of attributes and conditions is introduced that augments probabilistic context-free grammars in order to solve primitive sequencing tasks with the capability to adapt single primitives within the sequence. The method was validated on tasks that require the generation of complex sequences consisting of simple movement primitives using a seven-degree-of-freedom lightweight robotic arm.

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Gerken, LouAnn, Elena Plante, and Lisa Goffman. "Not All Procedural Learning Tasks Are Difficult for Adults With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 64, no. 3 (March 17, 2021): 922–34. http://dx.doi.org/10.1044/2020_jslhr-20-00548.

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Purpose The experiment reported here compared two hypotheses for the poor statistical and artificial grammar learning often seen in children and adults with developmental language disorder (DLD; also known as specific language impairment). The procedural learning deficit hypothesis states that implicit learning of rule-based input is impaired, whereas the sequential pattern learning deficit hypothesis states that poor performance is only seen when learners must implicitly compute sequential dependencies. The current experiment tested learning of an artificial grammar that could be learned via feature activation, as observed in an associatively organized lexicon, without computing sequential dependencies and should therefore be learnable on the sequential pattern learning deficit hypothesis, but not on the procedural learning deficit hypothesis. Method Adults with DLD and adults with typical language development (TD) listened to consonant–vowel–consonant–vowel familiarization words from one of two artificial phonological grammars: Family Resemblance (two out of three features) and a control (exclusive OR, in which both consonants are voiced OR both consonants are voiceless) grammar in which no learning was predicted for either group. At test, all participants rated 32 test words as to whether or not they conformed to the pattern in the familiarization words. Results Adults with DLD and adults with TD showed equal and robust learning of the Family Resemblance grammar, accepting significantly more conforming than nonconforming test items. Both groups who were familiarized with the Family Resemblance grammar also outperformed those who were familiarized with the OR grammar, which, as predicted, was learned by neither group. Conclusion Although adults and children with DLD often underperform, compared to their peers with TD, on statistical and artificial grammar learning tasks, poor performance appears to be tied to the implicit computation of sequential dependencies, as predicted by the sequential pattern learning deficit hypothesis.

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Bondaruk, Yana. "CONTEXT OF FORMING STUDENTS’GRAMMAR SKILLS THROUGH TASKS IN MANUALS OF PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 30–38. http://dx.doi.org/10.31499/2307-4906.3.2021.241560.

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The article deals with the analysis of the basic ways of developing grammar skills of future EFL teachers. It presents the most used set of exercises and tasks oriented to enhance foreign grammar skills and presented in educators’ manuals of Pavlo Tychyna Uman State Pedagogical University. It presents common and different characteristics of teaching books and educators’ manuals of the University. The article analyzes the popular modern approach to teaching grammar “present, then practise”. It proves that tasks in manuals aim to help teach grammar theory through practice of some lexical items and idioms, discourse and different styles of English as well.The aim of the article is to analyze the context of forming students’ grammar skills through tasks in manuals of Pavlo Tychyna Uman State Pedagogical University; to find the common and different characteristics of teaching books and manuals.The article indicates the main ideal of manuals that is as following: to supplement or partly substitute the main teaching book; it contains the set of tasks to form chief students’ language skills; it has some recommendations for individual studying, refers to students’ syllabus and reflects the teaching needs of the faculty or university. It is proved that the approach “present, then practice” for teaching grammar should be organized in several steps that are clearly presented in educators’ manuals: 1) tasks to guess, compare the grammatical structure; 2) tasks to use the grammatical structure in students’ prepared speech; 3) writing tasks to practise grammatical structure; 4) tasks to practise grammatical structure on the spot.The conducted research indicates the importance of teaching grammar for understanding its meaning, finding grammar in discourse and choosing grammatical structures for forming different language styles. Keywords: foreign education; grammar skills; manuals; teaching books; students; set of language tasks; teaching grammar; future EFL teacher.

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Li, Andrew I.-kang. "A whole-grammar implementation of shape grammars for designers." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 32, no. 2 (May 2018): 200–207. http://dx.doi.org/10.1017/s0890060417000336.

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AbstractI present an implementation of shape grammars that is aimed at supporting designers. It has two parts: a grammar editor and a stand-alone interpreter. The editor is the modeling application Rhinoceros3d using Python scripts. The interpreter is general, is three-dimensional, and supports subshape detection. A grammar is a Rhinoceros3d model; thus users can manipulate all its parts directly and immediately. That is, they can modify any shape without selecting or invoking an editor, and they can lay out the parts of the grammar in any way they find meaningful. Using this approach, which I call a whole-grammar approach, users are shielded from most subdomain tasks, like typing text files or specifying transformations. Informal observations suggest that users of this implementation can work effectively.

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Geambaşu, Andreea, Laura Toron, Andrea Ravignani, and Clara C. Levelt. "Rhythmic Recursion? Human Sensitivity to a Lindenmayer Grammar with Self-similar Structure in a Musical Task." Music & Science 3 (January 1, 2020): 205920432094661. http://dx.doi.org/10.1177/2059204320946615.

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Processing of recursion has been proposed as the foundation of human linguistic ability. Yet this ability may be shared with other domains, such as the musical or rhythmic domain. Lindenmayer grammars (L-systems) have been proposed as a recursive grammar for use in artificial grammar experiments to test recursive processing abilities, and previous work had shown that participants are able to learn such a grammar using linguistic stimuli (syllables). In the present work, we used two experimental paradigms (a yes/no task and a two-alternative forced choice) to test whether adult participants are able to learn a recursive Lindenmayer grammar composed of drum sounds. After a brief exposure phase, we found that participants at the group level were sensitive to the exposure grammar and capable of distinguishing the grammatical and ungrammatical test strings above chance level in both tasks. While we found evidence of participants’ sensitivity to a very complex L-system grammar in a non-linguistic, potentially musical domain, the results were not robust. We discuss the discrepancy within our results and with the previous literature using L-systems in the linguistic domain. Furthermore, we propose directions for future music cognition research using L-system grammars.

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Håkansson, Gisela, and Catrin Elisabeth Norrby. "Grammar and pragmatics." EUROSLA Yearbook 5 (August 2, 2005): 137–61. http://dx.doi.org/10.1075/eurosla.5.08hak.

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This paper compares grammatical and pragmatic development in foreign language learners of Swedish. For the analysis of grammatical proficiency, data from translation tasks and essays were tested against the stage model proposed in Processability Theory, which identifies five stages of morpho-syntactic development for Swedish (Pienemann 1998, Pienemann and Håkansson 1999). For the pragmatic analysis a gap-fill task was used, inspired by the discourse completion task (Blum-Kulka 1982, Kasper and Roever 2005), but taking into consideration sequential aspects of the interaction. All tasks were piloted with a control group of Swedish native speakers. The results indicate a relationship between native-like pragmatic command and a high level of morpho-syntactic processability. The findings suggest that students whose grammatical processing capacity is restricted to lower levels find it difficult to contextualise their utterances in a pragmatically appropriate way.

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Yarian, Marley, Karla N. Washington, Caroline E. Spencer, Jennifer Vannest, and Kathryn Crowe. "Exploring Predictors of Expressive Grammar Across Different Assessment Tasks in Preschoolers With or Without DLD." Communication Disorders Quarterly 42, no. 2 (August 23, 2019): 111–21. http://dx.doi.org/10.1177/1525740119868238.

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Predictors of expressive grammar were compared in formal and naturalistic assessment tasks for children with typically developing (TD) language and with Developmental Langauge Disorder (DLD). Standardized expressive language assessments were administered to 110 preschoolers. The parents of these children reported whether or not they were concerned about their child’s speech and language development. Stepwise regression analyses revealed receptive language as the only significant predictor of expressive grammar across assessment tasks. For TD preschoolers, receptive vocabulary and grammar accounted for expressive grammar performance in the formal task; however, only receptive grammar accounted for performance in the naturalistic task. For DLD preschoolers, only receptive vocabulary accounted for expressive grammar performance across both tasks. Nonverbal IQ and parent concern did not predict expressive grammar performance in either task. Implications for treatment of preschool DLD using relative strengths in vocabulary are discussed.

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Fotos, Sandra S. "Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks." TESOL Quarterly 28, no. 2 (1994): 323. http://dx.doi.org/10.2307/3587436.

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Дисертації з теми "Grammar tasks"

Wuttipornpong, Tikamporn, and n/a. "Thai students' opinions on adding communicative tasks to grammar- based English classes." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.172231.

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This study explores opinions of university Thai EFL students, who have been subject to a conventional teaching approach for years, on adding communicative tasks in grammarbased classes drawing from relevant literature and previous studies. The results of the study suggest that Thai students want to have communicative tasks in grammar learning, but only with formal instruction prior to the tasks. The study also shows how communicative tasks may be integrated into conventional language pedagogy from Thai students in the study's perspectives and relevant literature. As expected, the results indicated that Thai students were reluctant to complete tasks in English because of shyness, particularly when conversing with peers, a lack of competence in language skills, and fear over losing face. The interviews conducted with students revealed instructional techniques that they themselves believed would be beneficial in encouraging greater participation in tasks without inhibitions. Finally, the study concludes that Thai EFL students are ready to be trained in communicative tasks and that instruction in Thai EFL classes should shift from substantially form-based to more communication-based instruction.

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Шленёва, Марина Геннадиевна. "Place of the grammar tasks in system of study Ukrainian as foreign language." Thesis, Харківський національний університет будівництва та архітектури, 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/33731.

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The feature of grammatical material is that its assimilation doesn't remain at the level of perception. It requires realization in the corresponding skills which are reached by trainings. The didactic essence of methods is that the teacher directs foreign students to development language skills by means of special tasks.

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Juzek, Thomas Stephan. "Acceptability judgement tasks and grammatical theory." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:b276ec98-5f65-468b-b481-f3d9356d86a2.

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This thesis considers various questions about acceptability judgement tasks (AJTs). In Chapter 1, we compare the prevalent informal method of syntactic enquiry, researcher introspection, to formal judgement tasks. We randomly sample 200 sentences from Linguistic Inquiry and then compare the original author judgements to online AJT ratings. Sprouse et al., 2013, provided a similar comparison, but they limited their analysis to the comparison of sentence pairs and to extreme cases. We think a comparison at large, i.e. involving all items, is more sensible. We find only a moderate match between informal author judgements and formal online ratings and argue that the formal judgements are more reliable than the informal judgements. Further, the fact that many syntactic theories rely on questionable informal data calls the adequacy of those theories into question. In Chapter 2, we test whether ratings for constructions from spoken language and constructions from written language differ if presented as speech vs as text and if presented informally vs formally. We analyse the results with an LME model and find that neither mode of presentation nor formality are significant factors. Our results suggest that a speaker's grammatical intuition is fairly robust. In Chapter 3, we quantitatively compare regular AJT data to their Z-scores and ranked data. For our analysis, we test resampled data for significant differences in statistical power. We find that Z-scores and ranked data are more powerful than raw data across most common measurement methods. Chapter 4 examines issues surrounding a common similarity test, the TOST. It has long been unclear how to set its controlling parameter d. Based on data simulations, we outline a way to objectively set d. Further results suggest that our guidelines hold for any kind of data. The thesis concludes with an appendix on non-cooperative participants in AJTs.

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Chan, Shiu-yip Simon, and 陳肇業. "Consciousness-raising tasks for second language grammar instruction: effects on average ability secondarystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B47967626.

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Within the framework of task-based language teaching, various types of tasks have been proposed, yet in English as foreign language classroom contexts where learners’ exposure to target language input is often limited, the adoption of form-focused tasks seems to receive much credit. Although the potential academic gains brought forth by such tasks have been studied in some previous quantitative research, the call for investigations into those tasks from a learner perspective remains warranted. In this study I investigated the use of grammatical consciousness-raising (C-R) tasks as an inductive approach to grammar pedagogy in an EFL classroom from a learner perspective. While performing such tasks the informants, who were a class of secondary level English as foreign language learners, made discoveries about the targeted grammar items based on contextualized examples provided. In the study I first examined the extent to which adopting C-R tasks impacted on the informants’ learning of English grammar through pretests and posttests. Second, I elicited their perceptions of C-R tasks through a questionnaire and two semi-structured interviews. Third, with the think-aloud protocols method I studied the informants’ engagement with the grammar items presented through either C-R tasks or deductive explanation. The findings revealed that the majority of the informants were able to develop grammatical understanding through performing C-R tasks. They tended to respond positively to and show deep engagement with the grammar items presented though such tasks as well. To enhance the perceived effectiveness of such tasks and thus to maximize the effect of grammar teaching, I concluded by suggesting the need for teachers to make the learners fully aware of the nature of and rationale behind C-R tasks and to investigate whether and how such tasks can be integrated with other methodological options in realizing effective grammar instruction in their own contexts.
published_or_final_version
Education
Doctoral
Doctor of Education

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麥雅儀 and Ah-yee Lena Mak. "Cantonese-speaking children's use of the aspect markers 'jo' and 'gan'in three experimental tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211768.

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Tang, Ka-Man, and 鄧嘉敏. "Integration of tasks into the 'presentation-practice-production' modelof grammar teaching in a primary context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177072.

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This action research explores ways of adapting Task-based language teaching for teaching grammar to Primary six Hong Kong students while maintaining the structural Presentation-Practice-Production approach. It integrates two kinds of focused tasks into the intervention. They are Consciousness-raising tasks and Practice-based tasks. It investigates learners‘perceptions of those two tasks on English grammar learning by collecting questionnaires and conducting interviews. After the first cycle of the intervention, the researcher analyzed the data, students‘performance and works in order to make adjustments for the second cycle. Qualitative and quantitative techniques were employed to collect data from high, average and low-achieving students. It was found that students were positive towards Consciousness-raising tasks, Practice-based tasks and the intervention. They were generally satisfied with the chances provided for individual and group learning, teacher‘s PowerPoint presentation, teacher support and task sequencing. Implications for future research encompass investigation on the intervention‘s emphasis on a sequence of focused tasks to learn the form, meaning and use of target structures for leading learners to attain accuracy, fluency and complexity in second language acquisition. Most importantly, it suggests that teachers have to be flexible and design suitable tasks according to the target structures, students‘ability and learning style as well as available resources.
published_or_final_version
Education
Master
Master of Education

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Rogers, Elizabeth Rachel. "The effect of a change in percepual verbs on intellectual realism errors in appearance-reality tasks." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28275.

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Pillow & Flavell (1985) argue that the phrase 'look like' increases the tendency of young children to commit intellectual realism errors. The present study followed their procedures with the Block Arrays (which includes the Hidden Block task) and, in addition, included the identity task from a previous appearance-reality study by Flavell, Flavell & Green (1983). Forty-two three- and four-year-old preschoolers were presented with a variety of block arrays (Block Arrays task) and realistic-looking fake objects (Identity task) to observe. The subjects were tested on all of the stimulus items in one task before being tested on the second one. Half the subjects received the Block Arrays task first, half received the Identity task first. After the presentation of each array or object, the subject was asked a test question about its appearance while looking at it through a viewing tube. In the Look Like Condition, the test question included the words 'look like' and in the See Condition, the verb 'see' was used instead of 'look like'. If the subjects made any errors in the first condition (Look Like), they then received the second condition (See). No difference was found in the childrens' performance in the Hidden Block task but there was a difference in their performance in the Identity task. However, this difference cannot be attributed solely to the two wordings but rather to some interaction of task type and condition. Further analysis of the Look Like Condition revealed an Age-by-Task interaction in which the threes and fours performed differently in each task. A significant main effect for each of Task and Gender was also found in the Look Like Condition.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Torrie, Heather Colleen. "A Web-based Tool for Oral Practice and Assessment of Grammatical Structures." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1972.pdf.

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Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授高橋幸, 教授谷口一美, 教授 STEWART Timothy William, 准教授笹尾洋介, 教授田地野彰
学位規則第4条第1項該当

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Kapatsinski, Vsevolod M. "The architecture of grammar in artificial grammar learning formal biases in the acquisition of morphophonology and the nature of the learning task /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3358981.

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Thesis (Ph.D.)--Indiana University, Dept. of Linguistics, 2009.
Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Advisers: David B. Pisoni; Kenneth J. de Jong.

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Книги з теми "Grammar tasks"

Dzhioeva, Alesya. Theoretical course of the English language. Grammar. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/935896.

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The purpose of the textbook is to give students an idea of the theoretical grammar of the English language and the issues that it solves. The basics of the general grammatical theory and theoretical grammar of the modern English language are described. The sections of grammar — morphology and syntax, their correlation in different languages are considered. The most important grammatical concepts are analyzed: a word, a phrase, a sentence. The idea of the theory of parts of speech, as well as parts of speech in the English language is given. The textbook includes eight chapters, a bibliographic list and appendices containing additional material. Each chapter is devoted to a specific question of theoretical grammar. At the end of each chapter, conclusions are given — a summary of its essence, a list of references, questions and tasks that help to assimilate the material are given. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is recommended for students of philological faculties of universities studying the theory of grammar and theoretical grammar of the English language.

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Before brass tacks: Basic grammar. Scarborough, ON: Prentice Hall Allyn & Bacon Canada, 1999.

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Gaetz, Lynne. Brass tacks grammar / $ c Lynne Gaetz. Scarborough, Ont: Prentice-Hall Allyn and Bacon, 1996.

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Brennan, Caitriona. Task-based learning in an Arab grammar classroom. [S.l: The Author], 2002.

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Ingonga, Lilian Indira. A task based language awareness approach to teaching English grammar in Kenyan grammar schools: An exploratory study. Birmingham: University of Birmingham, 2001.

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Werner, Abraham, and Meij Sjaak de, eds. Topic, focus, and configurationality: Papers from the 6th Groningen Grammar Talks, Groningen, 1984. Amsterdam: J. Benjamins Pub. Co., 1986.

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Rezaei, Saeed. Corrective feedback in task-based grammar instruction: A case of recast vs.metalinguistic feedback. Saarbru cken, Germany: LAP Lambert, 2011.

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Tierney, Roderick. A task group approach to the introduction of records of achievement in a grammar school. [s.l: The author], 1989.

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Taboada, María Teresa. Building coherence and cohesion: Task-oriented dialogue in English and Spanish. Philadelphia: John Benjamins Pub. Co., 2004.

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Taboada, María Teresa. Building coherence and cohesion: Task-oriented dialogue in English and Spanish. Amsterdam: J. Benjamins, 2004.

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Частини книг з теми "Grammar tasks"

Sudharshana, N. P. "From Cognitive Grammar to Pedagogic Grammar: Macrostrategies for Designing Form-Focused Tasks." In Task-Based Language Teaching and Assessment, 163–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4226-5_9.

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Loumpourdi, Lamprini. "Developing from PPP to TBL: A Focused Grammar Task." In Teachers Exploring Tasks in English Language Teaching, 33–39. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522961_3.

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Qin, Jing, and Guoyong Liu. "Effects of Output Tasks on Students’ Perceptions Concerning Grammar Learning." In Frontiers in Computer Education, 157–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27552-4_25.

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Glock, Hans-Johann. "The Bounds of Sense and the Rules of Grammar: On Wittgenstein’s Later Conception of Philosophy." In The Tasks of Contemporary Philosophy / Die Aufgaben der Philosophie in der Gegenwart, 516–18. Munich: J.F. Bergmann-Verlag, 1986. http://dx.doi.org/10.1007/978-3-662-30341-2_96.

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Lima, Pedro U., and George N. Saridis. "Using stochastic grammars to learn robotic tasks." In Progress in Artificial Intelligence, 335–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60428-6_28.

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Lavid, Julia. "Global and local attention in task-oriented conversation." In Functional Perspectives on Grammar and Discourse, 313–26. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/slcs.85.17lav.

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Brazdil, Pavel, Jan N. van Rijn, Carlos Soares, and Joaquin Vanschoren. "Automating Workflow/Pipeline Design." In Metalearning, 123–40. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-67024-5_7.

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SummaryThis chapter discusses the design of workflows (or pipelines), which represent solutions that involve more than one algorithm. This is motivated by the fact that many tasks require such solutions. This problem is non-trivial, as the number of possible workflows (and their configurations) can be rather large. This chapter discusses various methods that can be used to restrict the design options and thus reduce the size of the configuration space. These include, for instance, ontologies and context-free grammars. Each of these formalisms has its merits and shortcomings. Many platforms have resorted to planning systems that use operators. These can be designed to be in accordance with the given ontologies or grammars. As the search space may be rather large, it is important to leverage prior experience. This topic is addressed in one of the sections, which discusses rankings of plans that have proved to be useful in the past. The workflows/pipelines that have proved successful in the past can be retrieved and used as plans in future tasks. Thus, it is possible to exploit both planning and metalearning.

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Colantoni, Laura, Alejandro Cuza, and Natalia Mazzaro. "Task-related effects in the prosody of Spanish heritage speakers and long-term immigrants." In Intonational Grammar in Ibero-Romance, 1–24. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/ihll.6.01col.

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Calzada, Asier, and María del Pilar García Mayo. "Chapter 1. Child EFL grammar learning through a collaborative writing task." In Language Learning & Language Teaching, 20–39. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lllt.55.01cal.

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Wylie, Ruth, Kenneth Koedinger, and Teruko Mitamura. "Analogies, Explanations, and Practice: Examining How Task Types Affect Second Language Grammar Learning." In Intelligent Tutoring Systems, 214–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13388-6_26.

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Тези доповідей конференцій з теми "Grammar tasks"

de Souza, Sydelle, Alina Villalva, and Carina Pinto. "The grammar behind word association tasks." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0021/000436.

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Most word association tasks (WATs) focus on semantic representations but can also illuminate other linguistic phenomena (Van Rensbergen et al., 2015). This study reports a WAT comprising 152 Portuguese verbs and their corresponding compositional deverbal action nouns ending in -ção, that aims to test whether the morphological nature of the stimulus conditions the response. The results suggest that (i) the morphological structure of the stimuli does condition the response; (ii) associations can be constrained by grammatical factors other than semantics; and (iii) L1 Portuguese speakers are more likely to respond with a word belonging to the same word family if the stimulus is a complex word.

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van Diepen, Merel, and Kristina Shea. "A Spatial Grammar Method for the Computational Design Synthesis of Virtual Soft Robots." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85896.

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Soft robots are intrinsically compliant, which makes them suitable for interaction with delicate objects and living beings. The vast design space and the complex dynamic behavior of the elastic body of the robots make designing them by hand challenging, often requiring a large number of iterations. It is thus advantageous to design soft robots using a computational design approach that integrates simulation feedback. Since locomotion is an essential component in many robotic tasks, this paper presents the computational design synthesis of soft, virtual, locomotion robots. Methods used in previous work give little insight into and control over the computational design synthesis process. The generated solutions are also highly irregular and very different to hand-designed solutions. Also, the problem requirements are solely modeled in the objective function. Here, designs are generated using a spatial grammar with a rule set that is deduced from known locomotion principles. Spatial grammars make it possible to define the type of morphologies that are generated. The aim is to generate gaits based on different locomotion principles, e.g. walking, hopping and crawling. By combining a spatial grammar with simulated annealing, the solution space is searched for locomotive designs. The designs are simulated using a mass-spring model with stable self-collision so that all generated designs can be evaluated. The resulting virtual designs exhibit a large variety of expected and unexpected gaits. The grammar is analyzed to understand the generation process and assess the performance. The main contribution of this research is modeling of some of the results in the spatial grammar rather than the objective function. Thus, the process is guided towards a class of designs with extremities for locomotion, without having to define the class explicitly. Further, the simulation approach is new and results in a stable method that accounts for self-collision.

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Břížďala, Jan, and Eva Urválková. "Úspěšnost žáků při řešení matematicky zaměřených chemických úloh." In DidSci+ 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9876-2021-2.

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When solving certain problems in chemistry, it is necessary for pupils to master not only the basic curriculum of this subject, but also to have mathematical skills. In the Czech curriculum documents for grammar schools (called gymnázium), mathematics is divided into the topics of argumentation and verification, number and variable, working with data, combinatorics, probability, dependence and functional relations, and geometry. Knowledge from these areas is then also used in solving chemical tasks, such as calculations in chemistry, determining the geometry of molecules or analysing data from tables and graphs. It can be assumed that mathematical literacy is key to successfully solving selected tasks in chemistry. This assumption was verified in a controlled interview with 5 grammar school graduates who achieved different learning outcomes in chemistry and mathematics. The students solved four constructed chemistry tasks using mathematical literacy, while think aloud method was used.

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Chen, Gang, and Zhaodan Kong. "Correct-by-Construction Approach for Self-Evolvable Robots." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68049.

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The paper presents a new formal way of modeling and designing reconfigurable robots, in which case the robots are allowed to reconfigure not only structurally but also functionally. We call such kind of robots “self-evolvable”, which have the potential to be more flexible to be used in a wider range of tasks, in a wider range of environments, and with a wider range of users. To accommodate such a concept, i.e., allowing a self-evovable robot to be configured and reconfigured, we present a series of formal constructs, e.g., structural reconfigurable grammar and functional reconfigurable grammar. Furthermore, we present a correct-by-construction strategy, which, given the description of a workspace, the formula specifying a task, and a set of available modules, is capable of constructing during the design phase a robot that is guaranteed to perform the task satisfactorily. We use a planar multi-link manipulator as an example throughout the paper to demonstrate the proposed modeling and designing procedures.

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Chembrammel, Pramod, and Thenkurussi Kesavadas. "Gesture Based Training of Robots for Manufacturing Tasks." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68206.

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We report our work-in-progress on a new method to train an industrial robot that can learn from the demonstrations of manufacturing tasks by a skilled worker (trainer). A parametrized learning engine is trained based on identifiable features of the trainer’s body and objects. To achieve this, we collected a large number of depth data. Different objects in the scene are clustered using Gaussian mixture model and are manually labelled. Features are engineered to train random decision forest. Feature engineering is required since the number of dimensions (number of depth points) of samples vary because of variations in depth capture. Depth samples are transformed to a lower dimension space of 96 dimensions defined by means and covariance of data distribution. This method has a classification accuracy of 80.72%. Using these features, the robot can identify parts in real-time, tag as well as track them as the trainer moves them during the demonstration. Our ongoing work is on semantic classification of the tracked data into high level actions which will be combined using a set of rules called action-grammar.

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Zyuzkova, N. A. "GRAMMAR TASKS ON DIALECTOLOGY FOR A FOREIGN AUDIENCE (ON THE MATERIAL OF THE TOMSK DIALECT CORPUS)." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-81.

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Königseder, Corinna, and Kristina Shea. "Strategies for Topologic and Parametric Rule Application in Automated Design Synthesis Using Graph Grammars." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34691.

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Computational Design Synthesis (CDS) is used to enable the computer to generate valid and even creative solutions for an engineering task. Graph grammars are a CDS approach in which engineering knowledge is formalized using graphs to represent designs and rules that describe possible graph transformations, i.e. changes of designs. For most engineering tasks two different kinds of rules are required: rules that change the topology and rules that change parameters of a design. One of the main challenges in CDS using both topologic and parametric rules is to decide a priori which type of rule to apply in which stage of the synthesis process. The research presented in this paper describes different strategies for the combination of topologic and parametric rules during automated design synthesis. A graph grammar for the design of gearboxes is investigated in which topologic rules change the structure, i.e. the number and connections of gears and shafts, whereas parametric rules change the layout and sizing, i.e. the dimensions and positions of gears and shafts, in the gearbox. For the generation of new designs, two simple multi-objective stochastic search algorithms are used and compared. Four different strategies are presented that determine in different ways which type of rule (topologic or parametric) to apply in which stage of the synthesis process. The presented strategies are compared considering the quantity of the generated designs, i.e. the number of topologically different designs, and their quality, i.e. their objective function values. Results show a significant influence of the chosen strategy only in an early stage of the synthesis process. The discussion examines the adaptability of the proposed strategies to other engineering tasks.

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Diniz, Jessica Barbosa, Filipe R. Cordeiro, Pericles B. C. Miranda, and Laura A. Tomaz Da Silva. "A Grammar-based Genetic Programming Approach to Optimize Convolutional Neural Network Architectures." In XV Encontro Nacional de Inteligência Artificial e Computacional. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/eniac.2018.4406.

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Deep Learning is a research area under the spotlight in recent years due to its successful application to many domains, such as computer vision and image recognition. The most prominent technique derived from Deep Learning is Convolutional Neural Network, which allows the network to automatically learn representations needed for detection or classification tasks. However, Convolutional Neural Networks have some limitations, as designing these networks are not easy to master and require expertise and insight. In this work, we present the use of Genetic Algorithm associated to Grammar-based Genetic Programming to optimize Convolution Neural Network architectures. To evaluate our proposed approach, we adopted CIFAR-10 dataset to validate the evolution of the generated architectures, using the metric of accuracy to evaluate its classification performance in the test dataset. The results demonstrate that our method using Grammar-based Genetic Programming can easily produce optimized CNN architectures that are competitive and achieve high accuracy results.

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Sabiiti Bamutura, David. "Ry/Rk-Lex: A Computational Lexicon for Runyankore and Rukiga Languages." In Eighth Swedish Language Technology Conference (SLTC-2020), 25-27 November 2020. Linköping University Electronic Press, 2021. http://dx.doi.org/10.3384/ecp184169.

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Current research in computational linguistics and NLP requires the existence of language resources. Whereas these resources are available for only a few well-resourced languages, there are many languages that have been neglected. Among the neglected and / or under-resourced languages are Runyankore and Rukiga (henceforth referred to as Ry/Rk). In this paper, we report on Ry/Rk-Lex, a moderately large computational lexicon for Ry/Rk that we constructed from various existing data sources. Ry/Rk are two under-resourced Bantu languages with virtually no computational resources. About 9,400 lemmata have been entered so far. Ry/Rk-Lex has been enriched with syntactic and lexical semantic features, with the intent of providing a reference computational lexicon for Ry/Rk in other NLP (1) tasks such as: morphological analysis and generation; part of speech (POS) tagging; named entity recognition (NER); and (2) applications such as: spell and grammar checking; and cross-lingual information retrieval (CLIR). We have used Ry/Rk-Lex to dramatically increase the lexical coverage of previously developed computational resource grammars for Ry/Rk.

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Shiota, Kazuko. "Effectiveness of Collaborative Learning for Improving False Beginners’ Grammar Skills and Self-efficacy." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.004.

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Abstract: Prior studies indicate that many Japanese college students remain at the beginner level even after studying English for six years. Also, their self-efficacy is low, which hinders their improvement. Generally, grammar classes are taught in a traditional way, that is, one-way teacher centered, and students are supposed to copy what is written on a blackboard while listening to teachers’ instruction and memorizing grammar rules. In such grammar classes, false beginners have had little successful experience. Traditional teaching methods are intended to provide remedial education in many colleges but might result in poor outcomes and even be counterproductive. According to Bandura (1977), self-efficacy drives actions that are necessary to achieve desired results, and he classified the concepts of self-efficacy into the following four categories: (1) performance accomplishment, (2) vicarious learning, (3) verbal encouragement, and (4) emotional state. For improving false beginners’ English skills, self-efficacy matters. So, for college students still at the beginner level, what would be the ideal method of learning English grammar? How should teachers help them? What if collaborative learning is introduced? In collaborative learning, two or more people learn together. In contrast to individual learners, collaborative learners gain advantages from one another’s resources and skills (e.g., asking one another for information, evaluating one another's ideas, monitoring one another’s work). Under such a circumstance, learners can make it easier to accomplish tasks by encouraging each other. They see a successful peer as a future ideal self, and then they can sense possibilities for themselves, i.e., self-efficacy. In fact, beginners’ low meta-cognitive skills (Sakai, 2011) prevent them from improving their English skills. However, because collaborative learning might be a solution effective than individual learning in achieving critical thinking (Oxford, 1997). More so than in other subjects, collaborative learning is actively conducted in English classes, e.g., conversation practice in pairs, peer feedback on writings, presentations, and group discussions, but there are few pedagogical reports on collaborative learning from grammar classes. In this small poster presentation for the 16th Education and Development Conference, (1) the effectiveness of collaborative activities in Japan for learning grammar will be overviewed, and (2) other options that could improve false beginners’ self-efficacy in learning English grammar are discussed to provide directions for further research. Keywords: Collaborative/Cooperative Learning, False-beginner, grammar, self-efficacy, meta-cognitive skills

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