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Готові списки джерел за темами / Language

Добірка наукової літератури з теми "Language"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 22 червня 2024

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Статті в журналах з теми "Language":

1

Weaire, Denis L. "Of Language and Languages." MRS Bulletin 19, no. 6 (June 1994): 72. http://dx.doi.org/10.1557/s0883769400036848.

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2

Giri, Ram Ashish. "Languages and language politics." Language Problems and Language Planning 35, no. 3 (December 31, 2011): 197–221. http://dx.doi.org/10.1075/lplp.35.3.01gir.

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One of the most linguistically and culturally diversified countries in the world, Nepal is in the midst of linguistic and cultural chaos. Linguistic and cultural diversity itself is at its centre. One explanation for the sad situation is that the ruling elites, who have held power since Nepal’s inception in the eighteenth century, have conducted an invisible politics of privileging languages and of deliberately ignoring issues related to minority and ethnic languages to promote the languages of their choice. While this invisible politics of ‘unplanning’ of languages has been responsible for the loss of scores of languages, it has helped the elites to achieve ‘planned’ linguistic edge over the speakers of other languages. In the changed political climate, the Nepalese people have embarked upon a debate about what language policy the country should have and what roles and statuses should be accorded to the local/regional, national and international languages. The socio-political and linguistic context of the current language policy debate and the lack of a clear and consistent language policy allow the ruling elites to adopt an approach which in the existing situation does more harm than good.

3

Haynes, K. "Milton's Languages, Milton's Language." Literary Imagination 2, no. 1 (January 1, 2000): 93–100. http://dx.doi.org/10.1093/litimag/2.1.93.

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4

Tonkin, Humphrey. "Language Planning and Planned Languages: How Can Planned Languages Inform Language Planning?" Interdisciplinary Description of Complex Systems 13, no. 2 (2015): 193–99. http://dx.doi.org/10.7906/indecs.13.2.1.

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5

Axatovna, Safina Farida, and Baymatov Abduaziz Abdujabbarovich. "WHY LATIN LANGUAGE IS FUNDAMENTAL IN STUDYING EUROPEAN LANGUAGES." American Journal of Philological Sciences 3, no. 12 (December 1, 2023): 97–103. http://dx.doi.org/10.37547/ajps/volume03issue12-16.

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The development of language is a fascinating study. The ancient Chinese and Egyptians used pictographic languages which took years for the priests and scholars to master. The common working citizen had no time for such study and so remained powerless and able to be exploited. About 1500BC the Phoenicians developed a phonetic alphabet which could be used by the common merchants to conduct their trading businesses. The Greeks learned it from them and further developed it by adding vowels. This phonetic alphabet made people think differently. It encouraged analysis and the developmentof awhole written language of interchangeable components.All the languages that developed from the Latin and Greek root vocabularies function like that. If we don’t teach the root meaning of those components, we burden ourselves with the task of learning thousands of individual English words as wholes. By studying Latin can master the components of many languages, including English.

6

Shimi, G., C. Jerin Mahibha, and Durairaj Thenmozhi. "An Empirical Analysis of Language Detection in Dravidian Languages." Indian Journal Of Science And Technology 17, no. 15 (April 16, 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

7

Moyo, Themba. "Language loss and language decay of Malawi's indigenous languages." Southern African Linguistics and Applied Language Studies 21, no. 3 (August 2003): 127–39. http://dx.doi.org/10.2989/16073610309486336.

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8

Cohn, Abigail C., and Maya Ravindranath. "LOCAL LANGUAGES IN INDONESIA: LANGUAGE MAINTENANCE OR LANGUAGE SHIFT?" Linguistik Indonesia 32, no. 2 (August 21, 2014): 131–48. http://dx.doi.org/10.26499/li.v32i2.22.

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The choice and subsequent development of Bahasa Indonesia as the national language following the founding of the Republic of Indonesia in 1945 is widely cited as a great success story in language planning. With the increased use of Indonesianâ€”both formal (bahasa resmi) and informal (bahasa sehari-hari)â€”in all facets of daily life, the question arises as to whether Indonesia will continue as a highly multilingual society or move toward monolingualism. We consider this issue from the perspectives of research on language policy, language endangerment, and language ideologies. As a case study, we consider current trends and shifts in the use of Javanese by younger speakers as influenced by the increased use of Indonesian. As Indonesian takes over in more and more domains of communication and intergenerational transmission of Javanese breaks down, we are led to conclude that even a language with over 80 million speakers can be at risk, a trend that has serious implications for all of the local languages of Indonesia.

9

Sugiyanta. "PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE." Dialectical Literature and Educational Journal 5, no. 1 (July 4, 2020): 43–52. http://dx.doi.org/10.51714/dlejpancasakti.v5i1.13.pp.43-52.

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This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.

10

Gholami, Saloumeh. "Endangered Iranian Languages: Language Contact and Language Islands in Iran." Iranian Studies 53, no. 3-4 (July 3, 2020): 347–51. http://dx.doi.org/10.1080/00210862.2020.1721997.

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Дисертації з теми "Language":

1

Maciá, Fábrega Josep. "Natural language and formal languages." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10348.

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2

Diallo, Ibrahima. "Language Planning, Language-In-Education Policy, and Attitudes Towards Languages in Senegal." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366175.

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This thesis describes language policy practices in Senegal, identifies the languages used by Senegalese people in various social, public, and institutional settings, and details the attitudes of Senegalese people towards their own mother tongues, Wolof, French, and English and these speech communities. It examines also the importance, place, and future of local languages and European languages in Senegal and analyses the issue of language(s) of education in Senegal. To conduct this research, a variety of sampling techniques were used to collect data from a wide range of population-categories including respondents from the general population, public administration, students, and the business sector. Throughout the period of this study, Senegal was undergoing a phenomenal linguistic experience characterised by the sudden arrival and strengthening of English in the country, increasing interest by Senegalese people in local languages, and a gradual decline of the domains of French language use in the country. Against this linguistic backdrop, a number of major findings have resulted from the research including the finding that home languages (in particular, the mother tongues) are dominant in most family and social settings while French is dominant only in public settings. However, the data show that both mother tongues and Wolof are being used increasingly in public institutions; domains that hitherto belonged to French. The language use with people indicates a similar pattern, i.e. local languages are mostly used with close family members and with people in the extended family circle while French is dominant only with people in public institutions. The home languages (mother tongues and Wolof) and, to a lesser extent English, are more popular in public settings, thus reducing the hegemony of the use of French with people in public institutions. The study based on the data collected from the overall sample found also that the attitudes of the Senegalese people towards French, English, and their mother tongues are high and positive but the attitudes towards Wolof show both positive and negative ratings. The results show that, according to Senegalese people, the local languages are not given due importance in the education system. Similarly, they believe that English is not regarded as important in the education system either. Therefore, they request more importance to be given to both languages in the education system. As for French, it is considered very important in the education system and therefore, there were no particular requests to increase its relative importance in education. Further, French is believed to have negative influences in Senegal while this is not the case for English. Regarding the language(s) of instruction, local languages are described as the most appropriate languages for education. However, when languages are analysed in parallel, French maintains its leadership. In general, the Senegalese people have positive attitudes towards the speech communities. However, the attitudes towards the Wolof and French speech communities are both positive and negative. Similarly, the intensity of the desire to learn languages is generally positive but is characterised by the presence of a mix of positive and negative ratings for French and Wolof. However, a cross-sectional analysis shows quite interesting variations across the four population-categories mentioned earlier, mainly regarding language use, the issue of the language(s) of instruction in Senegal, the attitudes of Senegalese people towards languages and towards speech communities, and the intensity of their desire to learn languages - to name but a few areas of variation. The study has resulted in major findings regarding language use in Senegal. One of these is the loyalty of Senegal people towards their languages, that is, first, to their own mother tongue and then to Wolof - as a second language; second the Senegalese people remain attached to the French language, and finally they have a great admiration for English. According to the study, Senegalese people are attached to their language because of the more effective communication opportunities the local languages offer and also because of the positive benefits associated with (early) education in one's own mother tongue. In addition, the respondents believe that local languages help them assert their identity and maintain their cultures. The study found that Senegalese people are attached to the French language because it is an important national language (the official language of the country) and international language (for communication in the Francophone world). As for English, they admire the language because of its prestige and its status as a 'universal' language for communication and its dominance in science, technology, education, and business. The study concludes with a number of recommendations for the improvement of language planning and language-in-education policy in Senegal. The recommendations focus mainly on enhancing considerably the place and role of local languages in the education system, initiating systematic language policy prestige activities, and developing a rigorous policy that fosters positive attitudes towards local languages in general and the Wolof language and the Wolof speech community in particular. As regards the English language, the study recommends offering greater opportunities to learn the language by widespread reinforcement of its teaching in the education system.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Full Text

3

Cook, Jonathan J. "Language interoperability and logic programming languages." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/725.

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We discuss P#, our implementation of a tool which allows interoperation between a concurrent superset of the Prolog programming language and C#. This enables Prolog to be used as a native implementation language for Microsoft's .NET platform. P# compiles a linear logic extension of Prolog to C# source code. We can thus create C# objects from Prolog and use C#'s graphical, networking and other libraries. P# was developed from a modified port of the Prolog to Java translator, Prolog Cafe. We add language constructs on the Prolog side which allow concurrent Prolog code to be written. We add a primitive predicate which evaluates a Prolog structure on a newly forked thread. Communication between threads is based on the unification of variables contained in such a structure. It is also possible for threads to communicate through a globally accessible table. All of the new features are available to the programmer through new built-in Prolog predicates. We present three case studies. The first is an application which allows several users to modify a database. The users are able to disconnect from the database and to modify their own copies of the data before reconnecting. On reconnecting, conflicts must be resolved. The second is an object-oriented assistant, which allows the user to query the contents of a C# namespace or Java package. The third is a tool which allows a user to interact with a graphical display of the inheritance tree. Finally, we optimize P#'s runtime speed by translating some Prolog predicates into more idiomatic C# code than is produced by a naive port of Prolog Cafe. This is achieved by observing that semi-deterministic predicates (being those which always either fail or succeed with exactly one solution) that only call other semi-deterministic predicates enjoy relatively simple control flow. We make use of the fact that Prolog programs often contain predicates which operate as functions, and that such predicates are usually semi-deterministic.

4

Wolf, Göran. "Language contact, change of language status : ‘Celtic’ national languages in the British Isles and Ireland." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1936/.

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Contents: Conceptual Clarifications Contact Situations – a Brief Outline Under Scrutiny I: Cornwall, Isle of Man and Scotland Under scrutiny II: Wales Under Scrutiny III: Ireland – a Lengthy Discourse

5

Meyer, Hans Joachim. "A global language or a world of languages." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-201117.

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6

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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7

Kopetzki, Dawid [Verfasser], Bernhard [Akademischer Betreuer] Steffen, and Sven [Gutachter] Jörges. "Generation of domain-specific language-to-language transformation languages / Dawid Kopetzki ; Gutachter: Sven Jörges ; Betreuer: Bernhard Steffen." Dortmund : Universitätsbibliothek Dortmund, 2019. http://d-nb.info/1217843558/34.

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8

Livingstone, Daniel Jack. "Computer models of the evolution of language and languages." Thesis, University of the West of Scotland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398331.

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9

Loza, Christian. "Cross Language Information Retrieval for Languages with Scarce Resources." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12157/.

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Our generation has experienced one of the most dramatic changes in how society communicates. Today, we have online information on almost any imaginable topic. However, most of this information is available in only a few dozen languages. In this thesis, I explore the use of parallel texts to enable cross-language information retrieval (CLIR) for languages with scarce resources. To build the parallel text I use the Bible. I evaluate different variables and their impact on the resulting CLIR system, specifically: (1) the CLIR results when using different amounts of parallel text; (2) the role of paraphrasing on the quality of the CLIR output; (3) the impact on accuracy when translating the query versus translating the collection of documents; and finally (4) how the results are affected by the use of different dialects. The results show that all these variables have a direct impact on the quality of the CLIR system.

10

Botha, Gerrti Reinier. "Text-based language identification for the South African languages." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-090942008-133715/.

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Книги з теми "Language":

1

name, No. When languages collide: Perspectives on language conflict, language competition, and language coexistence. Columbus, OH: Ohio State University Press, 2003.

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2

D, Joseph Brian, ed. When languages collide : perspectives on language conflict, language competition, and language coexistence. Columbus: Ohio State University Press, 2003.

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3

Winter, Werner, ed. On Languages and Language. Berlin, New York: DE GRUYTER MOUTON, 1995. http://dx.doi.org/10.1515/9783110881318.

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4

Clements, J. Clancy, and Shelome Gooden, eds. Language Change in Contact Languages. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/bct.36.

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5

Wekker, Herman, ed. Creole Languages and Language Acquisition. Berlin, New York: DE GRUYTER MOUTON, 1996. http://dx.doi.org/10.1515/9783110811049.

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6

Siemund, Peter, and Noemi Kintana, eds. Language Contact and Contact Languages. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/hsm.7.

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7

Callies, Marcus, and Stefanie Hehner. Pluricentric Languages and Language Education. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003248552.

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8

1965-, Siemund Peter, and Kintana Noemi, eds. Language contact and contact languages. Philadelphia: John Benjamins Pub. Company, 2008.

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9

Herman, Wekker, and Leiden Creole Workshop (1990 : University of Leiden), eds. Creole languages and language acquisition. Berlin: Mouton de Gruyter, 1996.

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10

Gaburo, Kenneth. Whole language language. [Iowa City, Iowa]: Lingua Press, 1988.

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Частини книг з теми "Language":

1

Stawarska, Beata. "Language and Languages." In Saussure’s Linguistics, Structuralism, and Phenomenology, 87–95. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43097-9_10.

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2

Bugarski, Ranko. "Language and Languages." In History of Linguistics 1993, 321. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/sihols.78.39bug.

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3

Holmes, Janet, and Nick Wilson. "National languages, language policy, and language planning." In An Introduction to Sociolinguistics, 140–82. 6th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367821852-6.

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4

Hildén, Raili, and Ritva Kantelinen. "Language Education - Foreign Languages." In Miracle of Education, 161–76. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-811-7_11.

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5

Mosses, Peter D. "Programming Language Description Languages." In Formal Methods: State of the Art and New Directions, 249–73. London: Springer London, 2009. http://dx.doi.org/10.1007/978-1-84882-736-3_8.

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6

Shaul, David Leedom. "Languages and Language Loss." In Linguistic Ideologies of Native American Language Revitalization, 1–9. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05293-9_1.

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7

Mughan, Terry. "Introduction: language and languages." In The Routledge Companion to Cross-Cultural Management, 79–84. London: Routledge, 2015. http://dx.doi.org/10.4324/9780203798706-11.

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8

Wolf, Michael P. "Ideal language or ordinary languages?" In Philosophy of Language, 21–27. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003183167-5.

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9

Duncker, Dorthe. "Language about language." In The Reflexivity of Language and Linguistic Inquiry, 33–91. New York, NY : Routledge, [2018] | Series: Routledge advances in communication and linguistic theory ; 9: Routledge, 2018. http://dx.doi.org/10.4324/9781351060394-2.

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10

Cenoz, Jasone, and Durk Gorter. "Second language acquisition and minority languages." In The Minority Language as a Second Language, 1–15. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003299547-1.

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Тези доповідей конференцій з теми "Language":

1

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

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This course paper studies what body language is, its importance in the classroom and why teachers should use it while teaching students. Especially when teaching foreign languages, the teacher's teaching body language has a great impact on the effectiveness of the lesson and understanding the lessons topic. In classroom, using body language can help the lesson to be interesting and interactive and students can easily learn and understand the basic meaning of the topic. It is an important method for teachers to learn about the students by noticing the students’ body language. Teachers can figure out whether students understand all that a teacher said and explained or not by watching the students’ expressions in their eyes, on their faces and noticing their actions. In this research, experiment was done with schoolchildren and the importance of body language was analyzed with questionnaire This study searches that foreign languages should be taught with using body language and it is one of the most significant aspects during teaching foreign languages and it was considered while experiment. It is effective for learners to understand and easily learn languages. In this course paper we are going to analyze and reveal the importance of body language and it is helpful in teaching methods that teachers use during the lesson, especially impact on progress of students and some points about using body language to EFL/ESL learners.

2

Orlov, Yurii Nikolaevich. "Language recognition methods and Voynich Manuscript analysis." In 4th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/future-2021-20.

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The statistical properties of letters frequencies in European literature texts are investigated. The determination of logarithmic dependence of letters sequence for one-languge and two-language texts are examined. The pare of languages are suggested for Voynich Manuscript. The internal structure of Manuscript is considered. The spectral portraits of two-letters distribution are constructed.

3

Farisiyah, Umi, and Zamzani Zamzani. "Languange Shift and Language Maintenance of Local Languages toward Indonesian." In International Conference of Communication Science Research (ICCSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccsr-18.2018.50.

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4

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

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5

Rosenan, Boaz. "Designing language-oriented programming languages." In the ACM international conference companion. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1869542.1869576.

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6

Druviete, Ina. "Integrating Language Policy in Educational Programmes: the International Decade of Indigenous Languages for Language Awareness." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.55.

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The project “Competency-based approach in the curriculum” (School 2030) initiates changes in learning approach in order to develop value-based knowledge, skills and attitudes. In the domain “Languages” as well as in the domains “Social and Civil Skills”, “Cultural awareness and self-expression in art” the interrelation between languages and the importance of language and culture in the process of identity formation should be highlighted in all educational programmes. Taking into account the need for new content, the aim of the study is to analyze sources for additional information. Public opinion on language issues is largely developing under the influence of global trends and movements. Therefore current activities in international arena may be used for promoting positive language attitudes. The International Decade of Indigenous Languages (2022–2032) (IDIL) proclaimed by the UN offers a unique opportunity to provide information not only about endangered indigenuos languages, but also about the efforts of communities and international organizations to preserve and develop all languages as an integral part of the world's cultural heritage. The primary focus for IDIL activities in Latvia is the Livonian language, the language of the indigenous (autochthonous) population in Latvia. However, the IDIL can help to implement the goals of language policy in Latvia, not only raising awareness about Livonian but also reminding people of the importance of using and developing the Latvian language as a part of global linguistic diversity. The paper provides conclusions on reflection of global language processes and ideas for implementation of IDIL issues in various educational programmes.

7

Zariquiey, Roberto, Arturo Oncevay, and Javier Vera. "CLD² Language Documentation Meets Natural Language Processing for Revitalising Endangered Languages." In Proceedings of the Fifth Workshop on the Use of Computational Methods in the Study of Endangered Languages. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.computel-1.4.

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8

Vijayan, Karthika, and Oshin Anand. "Language-Agnostic Text Processing for Information Extraction." In 12th International Conference on Artificial Intelligence, Soft Computing and Applications. Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.122310.

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Information extraction from multilingual text for conversational AI generally implements natural language understanding (NLU) using multiple language-specific models, which may not be available for low resource languages or code mixed scenarios. In this paper, we study the implementation of multilingual NLU by development of a language agnostic processing pipeline. We perform this study using the case of a conversational assistant, built using the RASA framework. The automatic assistants for answering text queries are built in different languages and code mixing of languages, while doing so, experimentation with different components in an NLU pipeline is conducted. Sparse and dense feature extraction accomplishes the language agnostic composite featurization of text in the pipeline. We perform experiments with intent classification and entity extraction as part of information extraction. The efficacy of the language agnostic NLU pipeline is showcased when (i) dedicated language models are not available for all languages of our interest, and (ii) in case of code mixing. Our experiments delivered accuracies in intent classification of 98.49%, 96.41% and 97.98% for same queries in English, Hindi and Malayalam languages, respectively, without any dedicated language models.

9

ABAZOĞLU, Muhammet. "CAUSES OF ARABIC LANGUAGE STUDIES AND STAGES OF LANGUAGE STUDIES IN THE CLASSICAL PERIOD." In III. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress3-4.

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Language is defined as the sounds that people use to express their purposes, and this objective definition is accepted as the main definition of language from past to present. From this point of view, it can be said that language studies date back to ancient times. It is stated that the roots of Arabic language studies go back to ancient times and are considered to be one of the most rooted language studies. One of the biggest reasons for this is undoubtedly that the Arabic language is the language of Islam and the Qur'an rather than being specific to the Arabs. Although Arabic is one of the most common languages in the world, it has been the language that attracts great attention and respect by all Muslims. As a matter of fact, all living languages in the world have had certain criteria and have existed within the framework of certain rules in accordance with the essence of that language. These rules were put forward with the aim of preserving and maintaining the language and were based on teaching it for generations. These rules, which were taken as a basis, were also in the field of grammar. As a language that has taken its place among the important languages in the world, Arabic has continued its existence for centuries from past to present. The linguists who made the first language studies made the biggest contribution in this process. In this study, the reasons for the birth of grammar, namely Nahv, which forms the basis of language studies for Arabic, the founder of this field and its development stages in the classical period will be discussed

10

Colibaba, Anca cristina, Lucia Petrescu, and Lucia cintia Colibaba. "MYSTORY - SPEAK THEIR LANGUAGE!" In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-264.

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There has been a tremendous emphasis placed on the difference between teaching and learning foreign languages. Many of us teachers have been made aware of this. Some have even managed to take it in and make it work. But does it all come to a happy ending if we simply focus on learning as opposed to teaching? Are our students better at using foreign languages if we do this? Or is there something more that actually triggers successful foreign language learning and prior contextualized usage. Integrated in our daily life, language has become a much more complex tool than the one being studied in the classroom. There are a number of other aspects and dimensions it connects to in order to become functional. Just like going to the mall is not about visiting the building itself but about buying, socializing, sharing and getting informed, the same dynamics act in the case of foreign languages. Grammar, vocabulary and pronunciation are but the mere structure which provides us with the "can" component. Even though this is a must have it is nonetheless meaningless without the "what" part. "What can I do with that foreign language now that I can use it?" The MyStory project is the WHAT to foreign languages and more. It shows that teaching and learning can be equally important and efficient as long as students have the WHAT in view. MyStory enriches learning not by contextualizing it but by turning life experience into a self-discovery journey. MyStory is about people and the language of their life, the one language we should all look more into to be able to put our foreign language knowledge to good use.

Звіти організацій з теми "Language":

1

Young, Katherine M., Jeremy N. Gwinnup, Brian M. Ore, Michael R. Hutt, Stephen A. Thorn, David M. Hoeferlin, and Jeff Cress. Speech and Language and Language Translation (SALT). Fort Belvoir, VA: Defense Technical Information Center, December 2012. http://dx.doi.org/10.21236/ada587920.

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2

Berman, Eli, Kevin Lang, and Erez Siniver. Language-Skill Complementarity: Returns to Immigrant Language Acquisition. Cambridge, MA: National Bureau of Economic Research, June 2000. http://dx.doi.org/10.3386/w7737.

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3

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

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

4

Lehman, Jill F. Using Speech and Natural Language Technology in Language Intervention,. Fort Belvoir, VA: Defense Technical Information Center, March 1997. http://dx.doi.org/10.21236/ada324629.

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5

CAMPBELL, PHILIP L., and JUAN ESPINOZA. Visual Structure Language. Office of Scientific and Technical Information (OSTI), November 2001. http://dx.doi.org/10.2172/789522.

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6

Alvestrand, H. Content Language Headers. RFC Editor, May 2002. http://dx.doi.org/10.17487/rfc3282.

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7

Steedman, Mark. Natural Language Processing. Fort Belvoir, VA: Defense Technical Information Center, June 1994. http://dx.doi.org/10.21236/ada290396.

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8

Lazear, Edward. Culture and Language. Cambridge, MA: National Bureau of Economic Research, September 1995. http://dx.doi.org/10.3386/w5249.

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9

Bradford, David. Reforming Budgetary Language. Cambridge, MA: National Bureau of Economic Research, October 2001. http://dx.doi.org/10.3386/w8500.

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10

Gallagher, Leonard, and Joan Sullivan. Database language SQL:. Gaithersburg, MD: National Institute of Standards and Technology, 1992. http://dx.doi.org/10.6028/nist.ir.4902.

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