Temat: formal language learning - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Sociolinguistic determinants of heritage language maintenance and second language acquisition in bilingual immigrant speakers
Autorzy:: Banasiak, Ilona
Olpińska-Szkiełko, Magdalena
Powiązania:: https://bibliotekanauki.pl/articles/911684.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: bilingualism
heritage language
language maintenance
second language acquisition
family language policy
multilingual practices
formal language learning
identity
Opis:: The objective of the study was to scrutinise the determinants of heritage language maintenance and second language acquisition in immigrant speakers and assess their significance and weight.Over one hundred cases of bilingual speakers with Polish as L1 (heritage language; Polish speakers abroad) and as L2 (national language; immigrant learners of Polish in Poland) were investigated in order to better understand the linguistic changes and multilingual practices involved in the process of relocating to another country. The cases underwent quantitative and qualitative analysis. The results revealed that in most cases bilinguals are at a high risk of losing their L1, and L2 becomes their dominant language. With the dominance of L2, identification with the culture of the country of residence also increases in bilinguals. Formal instruction in L1 proves to be the most important factor in heritage language maintenance, and the preservation of a sense of identification with the heritage culture. An important role in L1 and also L2 development is played by parental support and their actions.
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 49-65
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Modelling a subregular bias in phonological learning with Recurrent Neural Networks
Autorzy:: Prickett, Brandon
Powiązania:: https://bibliotekanauki.pl/articles/2061408.pdf
Data publikacji:: 2021
Wydawca:: Polska Akademia Nauk. Instytut Podstaw Informatyki PAN
Tematy:: neural networks
learning bias
formal language theory
phonology
Opis:: A number of experiments have demonstrated what seems to be a bias in human phonological learning for patterns that are simpler according to Formal Language Theory (Finley and Badecker 2008; Lai 2015; Avcu 2018). This paper demonstrates that a sequence-to-sequence neural network (Sutskever et al. 2014), which has no such restriction explicitly built into its architecture, can successfully capture this bias. These results suggest that a bias for patterns that are simpler according to Formal Language Theory may not need to be explicitly incorporated into models of phonological learning.
Źródło:: Journal of Language Modelling; 2021, 9, 1; 67--96
2299-856X
2299-8470
Pojawia się w:: Journal of Language Modelling
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Typology emerges from simplicity in representations and learning
Autorzy:: Lambert, Dakotah
Rawski, Jonathan
Heinz, Jeffrey
Powiązania:: https://bibliotekanauki.pl/articles/2061410.pdf
Data publikacji:: 2021
Wydawca:: Polska Akademia Nauk. Instytut Podstaw Informatyki PAN
Tematy:: model theory
subregularity
grammatical inference
formal language theory
phonology
learning
complexity
Opis:: We derive well-understood and well-studied subregular classes of formal languages purely from the computational perspective of algorithmic learning problems. We parameterise the learning problem along dimensions of representation and inference strategy. Of special interest are those classes of languages whose learning algorithms are necessarily not prohibitively expensive in space and time, since learners are often exposed to adverse conditions and sparse data. Learned natural language patterns are expected to be most like the patterns in these classes, an expectation supported by previous typological and linguistic research in phonology. A second result is that the learning algorithms presented here are completely agnostic to choice of linguistic representation. In the case of the subregular classes, the results fall out from traditional model-theoretic treatments of words and strings. The same learning algorithms, however, can be applied to model-theoretic treatments of other linguistic representations such as syntactic trees or autosegmental graphs, which opens a useful direction for future research.
Źródło:: Journal of Language Modelling; 2021, 9, 1; 151--194
2299-856X
2299-8470
Pojawia się w:: Journal of Language Modelling
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya
Autorzy:: Kildė, Laura
Powiązania:: https://bibliotekanauki.pl/articles/18690201.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: online learning technologies
Technology Acceptance Model (TAM)
English as a Second Language
non-formal education
educational technologies
Opis:: Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 634-649
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: O semantyczny wymiar słowotwórstwa w glottodydaktyce
For a semantic approach to derivation in foreign language teaching/learning
Autorzy:: Seretny, Anna
Powiązania:: https://bibliotekanauki.pl/articles/2034571.pdf
Data publikacji:: 2021-12-30
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: nauczanie języka polskiego jako obcego/drugiego
derywacja
słownik mentalny
porządek formalny (semazjologiczny)
porządek znaczeniowy (onomazjologiczny)
teaching/learning derivatives
mental vocabulary
formal (semasiological) approach
meaning (onomasiological) approach
Polish as a foreign/second language
Opis:: Systemowe poznawanie form, funkcji i znaczeń wyrazów motywowanych (poziom recepcji) wraz z jednoczesnym nabywaniem biegłości w posługiwaniu się nimi (poziom produkcji) jest zagadnieniem bardzo ważnym dla opanowujących język obcokrajowców. Swoistość systemu derywacji, tylko po części kategorialnego sprawia, iż wyraźnie lokuje się on między gramatyką a słownikiem. Nie zawsze znajduje to bezpośrednie i systemowe przełożenie na język dydaktyki – w nauczaniu formacji słowotwórczych w dalszym ciągu dominuje trop formalny. Może to rzutować na niższy niż możliwy stopień internalizacji formacji poznawanych przez uczących się, gdyż pozostaje w sprzeczności z organizacją słownika mentalnego użytkownika języka. Rozwiązanie alternatywnym jest ściślejsze niż dotychczas łączenie nauczania derywatów z określonymi zagadnieniami tematycznymi. Podłoże tej koncepcji stanowią psycholingwistyczne badania słownika mentalnego użytkownika języka, ujawniające jego naturę oraz organizację gromadzonych w nim zasobów.
Learning word formation mechanisms (reception level) and acquiring the ability to use derivatives in communication (production level) is a vital issue for foreigners learning Polish, which lets them enlarge immensely their active and passive vocabulary. The derivative system partially belongs to grammar, and partially to lexis, and this fact should be reflected in the language teaching/learning process. In that process, however, it very often ‘belongs exclusively to grammar’. The author, invoking psycholinguistic research, claims that such a solution, though not thoroughly wrong, may result in a lower than achievable level of internalization of derivatives in Polish language learners’ mental vocabulary. An alternative solution, she suggests, is to link teaching of derivatives with particular subject topics.
Źródło:: Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2021, 28; 221-238
0860-6587
2449-6839
Pojawia się w:: Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:: Biblioteka Nauki

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