This document summarizes a preliminary study that examined the effects of word frequency and plurality on L2 word recognition in Japanese learners of English. The study tested 32 Japanese undergraduate and graduate students using a picture matching task and an L1 translation matching task with English nouns that were either singular-dominant, plural-dominant, or had similar frequencies for both forms. Results from the L1 matching task showed significantly faster response times for plural-dominant nouns in plural form compared to singular form, but no differences for other word types. The picture matching task showed a significant interaction where response times differed between singular and plural forms depending on the word type. Overall, the results provide preliminary evidence that plurality information may be represented for
Word Frequency Dominance and L2 Word RecognitionYu Tamura
Tamura, Y., Morita, M., & Nishimura, Y. (2016). Word frequency dominance and L2 word recognition in English. Paper presented at Vocab@Tokyo, Meiji Gakuin University, Tokyo, Japan. September 12, 2016.
Conceptual Plurality in Japanese EFL Learners' Online Sentence Processing: A ...Yu Tamura
Tamura, et al. (2015). Conceptual Plurality in Japanese EFL Learners' Online Sentence Processing: A Case of Garden-path Sentences with Reciprocal Verbs. The 41st Annual Conference of the Japan Society of English Language Education, Kumamoto, Japan.
Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreem...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kusanagi, K. (2014). Japanese EFL learners’ implicit/explicit knowledge of subject-verb agreement in existential there: A self-paced reading study. Paper presented at the 20th Japan-British Association for English Teaching Conference. September, 2014. Housei University, Japan.
Is acquiring knowledge of verb subcategorization in English easier? A partial...Yu Tamura
Tamura, Y. (2016). Is acquiring knowledge of verb subcategorization in English easier? A partial replication of Jiang (2007). Paper presented at PacSLRF2016. Chuo University, Tokyo Japan. September 11, 2016
Validation of the grammatical carefulness scale using a discourse completion ...Yu Tamura
Tamura, Y., & Kusanagi, K. (2014). Validation of the grammatical carefulness scale using a discourse completion task and a reading and underlining task. The 84th LET Chubu Confernce. Shizuoka University, Japan.
Conceptual and Grammatical Plurality of Conjoined NPs in L2 Sentence Comprehe...Yu Tamura
Tamura, Y. (2016). Conceptual and grammatical plurality of conjoined NPs in L2 sentence comprehension. Paper presented at The 42nd Annual Conference of the Japan Society of English Language Education (JASELE 2016). Saitama, Japan.
Coordinated NPs agree with singular or plural in there-constructions?: A comp...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kato, D. (2015). Coordinated NPs agree with singular or plural in there-constructions?: A comparison between NS and NNS in a self-paced reading task. Poster presented at the 17th Annual International Conference of the Japan Society for Language Sciences. Oita, Japan.
This document summarizes a presentation about a study on Chinese ESL learners' understanding of wh-movement in English.
The study tested learners before and after an explanation of wh-movement grammar. It found that learners who received the explanation showed significantly improved ability to identify errors in wh-movement, while the control group did not improve.
Common errors identified before instruction included failing to front auxiliary verbs after wh-words. After instruction, fewer treatment group learners made such errors, but control group performance did not significantly change.
The results suggest grammar instruction can help Chinese ESL learners develop awareness of wh-movement patterns in English.
Word Frequency Dominance and L2 Word RecognitionYu Tamura
Tamura, Y., Morita, M., & Nishimura, Y. (2016). Word frequency dominance and L2 word recognition in English. Paper presented at Vocab@Tokyo, Meiji Gakuin University, Tokyo, Japan. September 12, 2016.
Conceptual Plurality in Japanese EFL Learners' Online Sentence Processing: A ...Yu Tamura
Tamura, et al. (2015). Conceptual Plurality in Japanese EFL Learners' Online Sentence Processing: A Case of Garden-path Sentences with Reciprocal Verbs. The 41st Annual Conference of the Japan Society of English Language Education, Kumamoto, Japan.
Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreem...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kusanagi, K. (2014). Japanese EFL learners’ implicit/explicit knowledge of subject-verb agreement in existential there: A self-paced reading study. Paper presented at the 20th Japan-British Association for English Teaching Conference. September, 2014. Housei University, Japan.
Is acquiring knowledge of verb subcategorization in English easier? A partial...Yu Tamura
Tamura, Y. (2016). Is acquiring knowledge of verb subcategorization in English easier? A partial replication of Jiang (2007). Paper presented at PacSLRF2016. Chuo University, Tokyo Japan. September 11, 2016
Validation of the grammatical carefulness scale using a discourse completion ...Yu Tamura
Tamura, Y., & Kusanagi, K. (2014). Validation of the grammatical carefulness scale using a discourse completion task and a reading and underlining task. The 84th LET Chubu Confernce. Shizuoka University, Japan.
Conceptual and Grammatical Plurality of Conjoined NPs in L2 Sentence Comprehe...Yu Tamura
Tamura, Y. (2016). Conceptual and grammatical plurality of conjoined NPs in L2 sentence comprehension. Paper presented at The 42nd Annual Conference of the Japan Society of English Language Education (JASELE 2016). Saitama, Japan.
Coordinated NPs agree with singular or plural in there-constructions?: A comp...Yu Tamura
Tamura, Y., Fukuta, J., Nishimura, Y., & Kato, D. (2015). Coordinated NPs agree with singular or plural in there-constructions?: A comparison between NS and NNS in a self-paced reading task. Poster presented at the 17th Annual International Conference of the Japan Society for Language Sciences. Oita, Japan.
This document summarizes a presentation about a study on Chinese ESL learners' understanding of wh-movement in English.
The study tested learners before and after an explanation of wh-movement grammar. It found that learners who received the explanation showed significantly improved ability to identify errors in wh-movement, while the control group did not improve.
Common errors identified before instruction included failing to front auxiliary verbs after wh-words. After instruction, fewer treatment group learners made such errors, but control group performance did not significantly change.
The results suggest grammar instruction can help Chinese ESL learners develop awareness of wh-movement patterns in English.
Word2Vec: Learning of word representations in a vector space - Di Mitri & Her...Daniele Di Mitri
This document discusses the Word2Vec model for learning word representations. It outlines some limitations of classic NLP techniques, such as treating words as atomic units. Word2Vec uses a neural network model to learn vector representations of words in a way that captures semantic and syntactic relationships. Specifically, it describes the skip-gram and negative sampling techniques used to efficiently train the model on large amounts of unlabeled text data. Applications mentioned include machine translation and dimensionality reduction.
Data mining, transfer and learner corpora: Using data mining to discover evid...Steve Pepper
Describes how data mining techniques, in particular Linear Discriminant Analysis, can be used to uncover evidence of cross-linguistic influence ('transfer') in second language learner texts.
This document is the slides for a lecture on part-of-speech tagging, keyword and phrase extraction, and text similarity for natural language processing. It introduces part-of-speech tagging and different taggers such as rule-based and ngram-based approaches. It also discusses methods for keyword and phrase extraction including supervised classifiers and unsupervised techniques like TF-IDF. Finally, it covers measuring text similarity using vector space models and cosine similarity.
MT SUMMIT13.Language-independent Model for Machine Translation Evaluation wit...Lifeng (Aaron) Han
Authors: Aaron Li-Feng Han, Derek Wong, Lidia S. Chao, Yervant Ho, Yi Lu, Anson Xing, Samuel Zeng
Proceedings of the 14th biennial International Conference of Machine Translation Summit (MT Summit 2013) pp. 215-222. Nice, France. 2 - 6 September 2013. Open tool https://github.com/aaronlifenghan/aaron-project-hlepor (Machine Translation Archive)
Dynamic assessment and academic writing: evidence of learning transfer?Prithvi Shrestha
In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007).
In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented.
Integrating Incoming Information into Discourse Model in Tunisian ArabicDr. Marwa Mekni-Toujani
There are two main lines in discourse processing research. The first one is interested in understanding the type of inferences that constitute discourse representations (logical inferences, bridging inferences, elaborative inferences, predictive inferences, etc.) (Stewart, Kidd, & Haigh, 2009). The second line is interested in the time course of integrating incoming information with the unfolding discourse model (ibid). This study addressed the second line of research. Incoming information can be integrated as soon as it is available (early integration model) or it is integrated later as a wrap-up operation (delayed integration model) (Guzman & Klin, 2000). That is, the endeavor of the present study was to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). Additionally, There are some factors that are believed to affect the time course of the generation of discourse-level representations. In fact, Hannon & Daneman (2001) argue that cognitive styles can influence the ability to detect anomalies. Concerning task demands, it is argued that some instructions require different strategies by the reader (Smith & O’Brien, 2012). Hence, this study explored the effects of both field-dependency and task demands. Ultimately, the present study aspired to answer the following research questions: (1) does readers’ sensitivity to spatial anomaly affect the time-course of integrating incoming information into the unfolding discourse model in Tunisian Arabic (TA)? (2) do field dependency and task demands affect the time-course of integration in TA?
Continuous representations of words and documents, which is recently referred to as Word Embeddings, have recently demonstrated large advancements in many of the Natural language processing tasks.
In this presentation we will provide an introduction to the most common methods of learning these representations. As well as previous methods in building these representations before the recent advances in deep learning, such as dimensionality reduction on the word co-occurrence matrix.
Moreover, we will present the continuous bag of word model (CBOW), one of the most successful models for word embeddings and one of the core models in word2vec, and in brief a glance of many other models of building representations for other tasks such as knowledge base embeddings.
Finally, we will motivate the potential of using such embeddings for many tasks that could be of importance for the group, such as semantic similarity, document clustering and retrieval.
Representation Learning of Vectors of Words and PhrasesFelipe Moraes
Talk about representation learning using word vectors such as Word2Vec, Paragraph Vector. Also introduced to neural network language models. Expose some applications using NNLM such as sentiment analysis and information retrieval.
PARSING OF MYANMAR SENTENCES WITH FUNCTION TAGGINGkevig
This paper describes the use of Naive Bayes to address the task of assigning function tags and context free
grammar (CFG) to parse Myanmar sentences. Part of the challenge of statistical function tagging for
Myanmar sentences comes from the fact that Myanmar has free-phrase-order and a complex
morphological system. Function tagging is a pre-processing step for parsing. In the task of function tagging, we use the functional annotated corpus and tag Myanmar sentences with correct segmentation, POS (part-of-speech) tagging and chunking information. We propose Myanmar grammar rules and apply context free grammar (CFG) to find out the parse tree of function tagged Myanmar sentences. Experiments
show that our analysis achieves a good result with parsing of simple sentences and three types of complex sentences.
Text coherence perceived by Japanese learners of English: The role of sentenc...Shingo Nahatame
Nahatame, S. (2016, August). Text coherence perceived by Japanese learners of English: The role of sentence connectivity and language proficiency. Poster presented at the Annual Conference of the Euro Second Language Association, Jyväskylä, Finland.
The document discusses natural language processing (NLP), its applications, and issues. It describes how NLP involves analyzing input text, converting it to a machine-readable format, and processing speech grammar and meaning. Applications include machine translation, personal assistants, spell checkers, chatbots, and spam filters. NLP faces challenges from language being ambiguous, imprecise, incomplete, and inaccurate. It then outlines the steps in NLP: input, segmentation, syntactic analysis, semantic analysis, pragmatic analysis, and parsing.
The document summarizes research from three studies about English entrance exams in Japan. The studies analyzed questions from 91 university entrance exams and found that:
1) Around 40% of questions could be answered through a grammar-translation approach, while the proportion of questions requiring higher-level English skills like summarizing and inferencing was increasing.
2) Questions requiring higher skills were more likely to provide instructions in English and require answers in English. They also demanded understanding of longer texts.
3) Most "other" question types referred to immediate linguistic contexts or situational contexts from conversations or passages.
This document provides an overview of deep learning techniques for natural language processing (NLP). It discusses some of the challenges in language understanding like ambiguity and productivity. It then covers traditional ML approaches to NLP problems and how deep learning improves on these approaches. Some key deep learning techniques discussed include word embeddings, recursive neural networks, and language models. Word embeddings allow words with similar meanings to have similar vector representations, improving tasks like sentiment analysis. Recursive neural networks can model hierarchical structures like sentences. Language models assign probabilities to word sequences.
EDM2014 paper: General Features in Knowledge Tracing to Model Multiple Subski...Yun Huang
This is our presentation of the paper General Features in Knowledge Tracing to Model Multiple Subskills, Temporal Item Response Theory, and Expert Knowledge, which is nominated for Best Paper Award. This is a new student model that allows flexible features to help inferring latent knowledge state. Code is available at http://ml-smores.github.io/fast/.
The document discusses a study that developed a computerized material to help English learners acquire and use English phrasal verbs. The study found:
1) The software enhanced learners' acquisition of target phrasal verbs, especially their ability to understand figurative meanings.
2) Learners performed better on phrasal verbs containing "break" compared to those containing "bring" or "come" after using the software.
3) The software improved learners' comprehension of phrasal verbs on immediate post-tests and on delayed tests taken one week later, indicating its effects lasted over time.
The document discusses the use of deep neural networks and text mining. It provides an overview of key developments in deep learning for natural language processing, including word embeddings using Word2Vec, convolutional neural networks for modeling sentences and documents, and applications such as machine translation, relation classification and topic modeling. The document also discusses parameter tuning for deep learning models.
Variations in citation practices across the scientific landscape: Analysis ba...Wout Lamers
This document presents the results of an analysis of a large corpus of scientific full text publications to identify variations in citation practices across different fields of science. The study collected full text data from over 7 million publications in 868 scientific fields. It analyzed features like citation styles, inclusion of cited authors in sentences, and verbs used in relation to cited works. Maps were generated to visualize differences between fields. The analysis found disciplinary variations in practices like use of author-year vs. numbered citations and inclusion of author names in sentences. Examination of individual verb usage found some verbs are more common in certain fields, indicating differences in activities and language across sciences. The study demonstrates how full text analysis can provide insights into how knowledge is produced and utilized differently
Dictogloss replication study: ESSE Brno 2018Shona Whyte
This document summarizes a set of replication studies that revisited the use of dictogloss, a dictation and reconstruction activity, for teaching formulaic sequences in English for Academic Purposes contexts. The studies replicated an original 2016 study across three disciplines (dentistry, acoustics, academic writing) with French students. Results showed that experimental groups who received dictogloss with formulaic sequences performed better on immediate and delayed reconstruction tasks compared to control groups, supporting the effectiveness of the modified dictogloss approach. However, the studies also identified limitations around how formulaic sequences were defined and operationalized.
This study investigated Japanese EFL learners' explicit and implicit knowledge of sentence-level discourse constraints regarding assertive predicates in English. 18 Japanese graduate students completed untimed and speeded grammatical judgment tests of sentences containing assertive and non-assertive predicates. Results showed no differences between timed and untimed conditions, suggesting learners lacked both explicit and implicit knowledge of these constraints. The study concludes such features may be difficult to acquire naturally and require explicit instruction. Further research is needed on sentence-level discourse constraints.
This lectures provides students with an introduction to natural language processing, with a specific focus on the basics of two applications: vector semantics and text classification.
(Lecture at the QUARTZ PhD Winter School (http://www.quartz-itn.eu/training/winter-school/ in Padua, Italy on February 12, 2018)
Word2Vec: Learning of word representations in a vector space - Di Mitri & Her...Daniele Di Mitri
This document discusses the Word2Vec model for learning word representations. It outlines some limitations of classic NLP techniques, such as treating words as atomic units. Word2Vec uses a neural network model to learn vector representations of words in a way that captures semantic and syntactic relationships. Specifically, it describes the skip-gram and negative sampling techniques used to efficiently train the model on large amounts of unlabeled text data. Applications mentioned include machine translation and dimensionality reduction.
Data mining, transfer and learner corpora: Using data mining to discover evid...Steve Pepper
Describes how data mining techniques, in particular Linear Discriminant Analysis, can be used to uncover evidence of cross-linguistic influence ('transfer') in second language learner texts.
This document is the slides for a lecture on part-of-speech tagging, keyword and phrase extraction, and text similarity for natural language processing. It introduces part-of-speech tagging and different taggers such as rule-based and ngram-based approaches. It also discusses methods for keyword and phrase extraction including supervised classifiers and unsupervised techniques like TF-IDF. Finally, it covers measuring text similarity using vector space models and cosine similarity.
MT SUMMIT13.Language-independent Model for Machine Translation Evaluation wit...Lifeng (Aaron) Han
Authors: Aaron Li-Feng Han, Derek Wong, Lidia S. Chao, Yervant Ho, Yi Lu, Anson Xing, Samuel Zeng
Proceedings of the 14th biennial International Conference of Machine Translation Summit (MT Summit 2013) pp. 215-222. Nice, France. 2 - 6 September 2013. Open tool https://github.com/aaronlifenghan/aaron-project-hlepor (Machine Translation Archive)
Dynamic assessment and academic writing: evidence of learning transfer?Prithvi Shrestha
In the context of higher education, many higher order skills and knowledge are expected to be transferable by lecturers. Sustaining these skills and knowledge is therefore central to learning and disciplinary writing development. English for Specific Purposes (ESP) courses can contribute to this purpose as they aim to enable Higher Education students to participate in their chosen academic communities as fully as possible. Despite learning transfer being a key purpose in ESP, research in this area is still limited (Cheng, 2007).
In this context, this paper reports on a small-scale study investigating the transfer of academic writing skills and conceptual knowledge among undergraduate business studies students. The data are derived from a larger study (Shrestha, 2011) conducted at a British university. One assignment text each was collected from four students who studied an ESP course for business studies. While three students had received interactive feedback on their previous two assignments, following a Vygotsky-inspired dynamic assessment (DA) approach, one student was provided with traditional tutor feedback. DA blends instruction with assessment by targeting and further developing students’ potential abilities (Poehner, 2011) whereas traditional tutor feedback is less interactive and hence, may not sufficiently target learners’ potential abilities. The student texts were analysed by drawing on Vygotskian sociocultural theory of learning (Vygotsky, 1978), and genre theory (Martin & Rose, 2007) based on Halliday’s Systemic Functional Linguistics (Halliday & Matthiessen, 2004). The findings suggest that the transfer of academic writing skills and conceptual knowledge occurred more in the texts of the students that underwent dynamic assessment than that of the student who followed a traditional assessment approach for their first two assignments. Implications of this for ESP instruction and assessment design will be presented.
Integrating Incoming Information into Discourse Model in Tunisian ArabicDr. Marwa Mekni-Toujani
There are two main lines in discourse processing research. The first one is interested in understanding the type of inferences that constitute discourse representations (logical inferences, bridging inferences, elaborative inferences, predictive inferences, etc.) (Stewart, Kidd, & Haigh, 2009). The second line is interested in the time course of integrating incoming information with the unfolding discourse model (ibid). This study addressed the second line of research. Incoming information can be integrated as soon as it is available (early integration model) or it is integrated later as a wrap-up operation (delayed integration model) (Guzman & Klin, 2000). That is, the endeavor of the present study was to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). Additionally, There are some factors that are believed to affect the time course of the generation of discourse-level representations. In fact, Hannon & Daneman (2001) argue that cognitive styles can influence the ability to detect anomalies. Concerning task demands, it is argued that some instructions require different strategies by the reader (Smith & O’Brien, 2012). Hence, this study explored the effects of both field-dependency and task demands. Ultimately, the present study aspired to answer the following research questions: (1) does readers’ sensitivity to spatial anomaly affect the time-course of integrating incoming information into the unfolding discourse model in Tunisian Arabic (TA)? (2) do field dependency and task demands affect the time-course of integration in TA?
Continuous representations of words and documents, which is recently referred to as Word Embeddings, have recently demonstrated large advancements in many of the Natural language processing tasks.
In this presentation we will provide an introduction to the most common methods of learning these representations. As well as previous methods in building these representations before the recent advances in deep learning, such as dimensionality reduction on the word co-occurrence matrix.
Moreover, we will present the continuous bag of word model (CBOW), one of the most successful models for word embeddings and one of the core models in word2vec, and in brief a glance of many other models of building representations for other tasks such as knowledge base embeddings.
Finally, we will motivate the potential of using such embeddings for many tasks that could be of importance for the group, such as semantic similarity, document clustering and retrieval.
Representation Learning of Vectors of Words and PhrasesFelipe Moraes
Talk about representation learning using word vectors such as Word2Vec, Paragraph Vector. Also introduced to neural network language models. Expose some applications using NNLM such as sentiment analysis and information retrieval.
PARSING OF MYANMAR SENTENCES WITH FUNCTION TAGGINGkevig
This paper describes the use of Naive Bayes to address the task of assigning function tags and context free
grammar (CFG) to parse Myanmar sentences. Part of the challenge of statistical function tagging for
Myanmar sentences comes from the fact that Myanmar has free-phrase-order and a complex
morphological system. Function tagging is a pre-processing step for parsing. In the task of function tagging, we use the functional annotated corpus and tag Myanmar sentences with correct segmentation, POS (part-of-speech) tagging and chunking information. We propose Myanmar grammar rules and apply context free grammar (CFG) to find out the parse tree of function tagged Myanmar sentences. Experiments
show that our analysis achieves a good result with parsing of simple sentences and three types of complex sentences.
Text coherence perceived by Japanese learners of English: The role of sentenc...Shingo Nahatame
Nahatame, S. (2016, August). Text coherence perceived by Japanese learners of English: The role of sentence connectivity and language proficiency. Poster presented at the Annual Conference of the Euro Second Language Association, Jyväskylä, Finland.
The document discusses natural language processing (NLP), its applications, and issues. It describes how NLP involves analyzing input text, converting it to a machine-readable format, and processing speech grammar and meaning. Applications include machine translation, personal assistants, spell checkers, chatbots, and spam filters. NLP faces challenges from language being ambiguous, imprecise, incomplete, and inaccurate. It then outlines the steps in NLP: input, segmentation, syntactic analysis, semantic analysis, pragmatic analysis, and parsing.
The document summarizes research from three studies about English entrance exams in Japan. The studies analyzed questions from 91 university entrance exams and found that:
1) Around 40% of questions could be answered through a grammar-translation approach, while the proportion of questions requiring higher-level English skills like summarizing and inferencing was increasing.
2) Questions requiring higher skills were more likely to provide instructions in English and require answers in English. They also demanded understanding of longer texts.
3) Most "other" question types referred to immediate linguistic contexts or situational contexts from conversations or passages.
This document provides an overview of deep learning techniques for natural language processing (NLP). It discusses some of the challenges in language understanding like ambiguity and productivity. It then covers traditional ML approaches to NLP problems and how deep learning improves on these approaches. Some key deep learning techniques discussed include word embeddings, recursive neural networks, and language models. Word embeddings allow words with similar meanings to have similar vector representations, improving tasks like sentiment analysis. Recursive neural networks can model hierarchical structures like sentences. Language models assign probabilities to word sequences.
EDM2014 paper: General Features in Knowledge Tracing to Model Multiple Subski...Yun Huang
This is our presentation of the paper General Features in Knowledge Tracing to Model Multiple Subskills, Temporal Item Response Theory, and Expert Knowledge, which is nominated for Best Paper Award. This is a new student model that allows flexible features to help inferring latent knowledge state. Code is available at http://ml-smores.github.io/fast/.
The document discusses a study that developed a computerized material to help English learners acquire and use English phrasal verbs. The study found:
1) The software enhanced learners' acquisition of target phrasal verbs, especially their ability to understand figurative meanings.
2) Learners performed better on phrasal verbs containing "break" compared to those containing "bring" or "come" after using the software.
3) The software improved learners' comprehension of phrasal verbs on immediate post-tests and on delayed tests taken one week later, indicating its effects lasted over time.
The document discusses the use of deep neural networks and text mining. It provides an overview of key developments in deep learning for natural language processing, including word embeddings using Word2Vec, convolutional neural networks for modeling sentences and documents, and applications such as machine translation, relation classification and topic modeling. The document also discusses parameter tuning for deep learning models.
Variations in citation practices across the scientific landscape: Analysis ba...Wout Lamers
This document presents the results of an analysis of a large corpus of scientific full text publications to identify variations in citation practices across different fields of science. The study collected full text data from over 7 million publications in 868 scientific fields. It analyzed features like citation styles, inclusion of cited authors in sentences, and verbs used in relation to cited works. Maps were generated to visualize differences between fields. The analysis found disciplinary variations in practices like use of author-year vs. numbered citations and inclusion of author names in sentences. Examination of individual verb usage found some verbs are more common in certain fields, indicating differences in activities and language across sciences. The study demonstrates how full text analysis can provide insights into how knowledge is produced and utilized differently
Dictogloss replication study: ESSE Brno 2018Shona Whyte
This document summarizes a set of replication studies that revisited the use of dictogloss, a dictation and reconstruction activity, for teaching formulaic sequences in English for Academic Purposes contexts. The studies replicated an original 2016 study across three disciplines (dentistry, acoustics, academic writing) with French students. Results showed that experimental groups who received dictogloss with formulaic sequences performed better on immediate and delayed reconstruction tasks compared to control groups, supporting the effectiveness of the modified dictogloss approach. However, the studies also identified limitations around how formulaic sequences were defined and operationalized.
This study investigated Japanese EFL learners' explicit and implicit knowledge of sentence-level discourse constraints regarding assertive predicates in English. 18 Japanese graduate students completed untimed and speeded grammatical judgment tests of sentences containing assertive and non-assertive predicates. Results showed no differences between timed and untimed conditions, suggesting learners lacked both explicit and implicit knowledge of these constraints. The study concludes such features may be difficult to acquire naturally and require explicit instruction. Further research is needed on sentence-level discourse constraints.
This lectures provides students with an introduction to natural language processing, with a specific focus on the basics of two applications: vector semantics and text classification.
(Lecture at the QUARTZ PhD Winter School (http://www.quartz-itn.eu/training/winter-school/ in Padua, Italy on February 12, 2018)
This document provides an overview of natural language processing and planning topics including:
- NLP tasks like parsing, machine translation, and information extraction.
- The components of a planning system including the planning agent, state and goal representations, and planning techniques like forward and backward chaining.
- Methods for natural language processing including pattern matching, syntactic analysis, and the stages of NLP like phonological, morphological, syntactic, semantic, and pragmatic analysis.
Investigating Teachers' Perceptions of FluencyEllen Head
The document summarizes Ellen Head's presentation on investigating teachers' perceptions of fluency. It discusses definitions of fluency, comparison studies of fluency perceptions between Italian and UK teachers, and Head's own study of fluency perceptions among professors and ELT professionals in China. Key points included differences found between native and non-native speaker teachers, variables rated as important to fluency, whether untrained raters or robots can assess fluency, and implications for language assessment.
The study investigated how different types of artificial language training (implicit, rule-search, explicit) affected the development of second language knowledge, both overall and of different types (implicit, explicit).
Participants received one of the three training conditions and were then tested on their grammatical knowledge of the language. They also rated the basis of each judgment as guess, intuition, memory, or rule-based.
Results showed that both rule-search and explicit training led to higher overall accuracy than implicit training. While implicit training did not seem to develop implicit knowledge as expected, rule-search training resulted in more varied knowledge development than implicit training. The findings suggest that different training conditions can differentially influence the type of L2 knowledge
The document discusses dynamic systems theory and its application to second language acquisition. It describes key aspects of dynamic systems like dynamism, adaptation, heterogeneity, openness and nonlinearity. These concepts are then related to how a language classroom can be viewed as a dynamic system with interacting elements. The document also discusses factors that influence second language learning like frequency, contingency, salience, multiple cues, and interference from the first language.
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu)
【輪読】Ellis and shintani (2014). chapter 1(リーディング研究会2015年4月例会_担当者:金澤)
Target: Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition. New York; Routledge.
Types of L2 morphosyntactic knowledge that can and cannot be observed in lea...Ken Urano
2015 Joint International Methodology Research Colloquium KATE Corpus SIG & LET Kansai Methodology SIG @ National Institute for International Education May 16, 2015

The document summarizes research on gender differences in language learning strategy use. It presents findings from a study of 72 Vietnamese university students majoring in finance and banking. The study found that compensation and metacognitive strategies were used most frequently on average, while memory and affective strategies were used least frequently. Females reported using social and affective strategies more frequently than males. The study provides recommendations to integrate strategy training into language teaching practices.
Discourse analysis involves studying language beyond the sentence level, including conversations and written texts. There are various approaches to discourse analysis from different fields like sociology, linguistics, and philosophy. Sociological approaches include conversational analysis which examines turn-taking, openings/closings of conversations. Systemic functional linguistics views language as evolving based on its social functions and analyzes texts in relation to social contexts. Critical discourse analysis considers how power and social domination are reproduced through language.
This chapter discusses teaching listening skills. It introduces factors that affect listening like the text, interlocutor, task and listener characteristics. It then presents an interactive model of listening comprehension involving 8 steps like processing raw speech, inferring the speaker's objective, and assigning literal and intended meanings.
The chapter differentiates between monologues and dialogues and explores challenges in listening like clustering, redundancy and interaction. It distinguishes between micro skills like understanding individual sentences and macro skills like comprehending discourse. Finally, it provides principles for teaching listening like using authentic materials, developing strategies, and incorporating both bottom-up and top-down approaches.
This document provides an overview of APA style formatting. It discusses what APA style is and the fields that commonly use it. It then covers the basic sections of an APA paper including the title page, abstract, introduction, method, results, discussion, and references page. It also details formatting guidelines for headings, numbers, lists, punctuation, quotations, paraphrasing, and citing sources. The document aims to explain the key rules and conventions for writing academic papers in APA style.
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Language is inherently formulaic and lexical bundles make up a generous proportion of it. Lexical bundles are usually acquired through extensive exposure to fluent discourse. However, in an environment where exposure is limited, intervention may be helpful. This presentation was given at JALT2014: Conversations across borders conference
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下記発表中で田村が用意した投影資料です。
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The document summarizes two studies on Japanese secondary school students' attitudes toward English ownership. The first study found students viewed English as an international language but belonging to American/British cultures. They were unaware of outer circle varieties and felt Japanese English was unintelligible. The second study also found students valued native varieties over non-native like Japanese English. Both studies suggest international experience may positively influence views but were limited. Teaching should reflect global English.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
9. • Recognition process
• Visual word recognition
• How morphology is processed in reading
• Auditory word recognition
• How morphology is processed in listening
Introduction
9
Morphological Processing
10. • Recognition process
• Visual word recognition
• How morphology is processed in reading
• Auditory word recognition
• How morphology is processed in listening
Introduction
10
Morphological Processing
11. Findings of This Study
• Task characteristics change the
process of morphological
processing
• Only plural-dominant nouns
have a strong connection to
concepts
11
Introduction
17. • the Revised Hierarchical Model (Kroll &
Stewart, 1994)
Background
17
Bilingual Mental Lexicon
L2L1
Concepts
18. • The developmental hypothesis
• the more proficiency develops, the stronger the
connection between concepts and L2 becomes
(e.g., Kawakami, 1994)
• the more proficiency develops, the less
interference effects of L1 occur (e.g.,
Sunderman & Kroll, 2006)
• conceptual links and processing skills
gradually develop (e.g., Yamashita, 2007)
Background
18
Bilingual Mental Lexicon
19. • Factors affecting the connections
• Frequency
• high frequency L2 words activate
conceptual links (e.g., Habuchi, 2005)
• Concreteness
• concrete and high frequency words
processed through concept mediation (e.g.,
Nakagawa, 2009)
Background
19
Bilingual Mental Lexicon
20. • Used to approach the issue of morphological
processing and its storage
• For reception (e.g., Baayen, Dijkstra, &
Schreuder, 1997; Baayen, Lieber, & Schreuder,
1997; Sereno & Jongman, 1997; Taft, 2004)
• For production (e.g., Baayen, Levelt,
Schreuder, & Ernestus, 2008; New, Brysbaert,
Segui, Ferrand, & Rastle, 2004; Beyersmanna
,
Dutton, Amer, Schiller, & Britta, 2015)
Background
20
Frequency Effects
21. • Regularly inflected forms
• High frequency -> full-form storage
• Low frequency -> morphological decomposition
(e.g., Stemberger & MacWhinny, 1991)
Background
21
Frequency Effects
22. • Two types of number features
• conceptual number
• “the numerosity of the subject’s referent in
the speaker’s mental model” (Humphreys &
Bock, 2005)
• e.g., scissors, [bacon and eggs]
• grammatical number
• linguistically expressed number
• e.g., plural marker -s in English
Background
22
Plurality
23. • Conceptual plural information disturbs number
agreement process (e.g., Eberhard, 1999;
Humphreys & Bock, 2005; Vigliocco, Butterworth,
& Semenza, 1995; Vigliocco, Hartsuiker, Jarema,
& Kolk, 1996)
• Plurality is psycholinguistically marked (e.g., Bock
& Miller, 1991)
• High frequency plurals (plural-dominant plurals)
might have a strong connection to plurality (Barker
& Nicol, 2000)
• L2 learners may be able to represent conceptual
plurality (Kusanagi, Tamura, & Fukuta, 2015)
Background
23
Plurality
24. • Researching in word recognition process…
• frequency
• concreteness
Background
24
Motivation of the study
25. • Researching in word recognition process…
• frequency
• concreteness
• grammatical information <-this should also be
stored with L2 words and used in processing
• As a preliminary study
• this study focused on plurality (number
information)
Background
25
Motivation of the study
26. • High frequency -> conceptual links
• Plural-dominant plurals -> strong link to plurality
• L2 learners’ use of conceptual plurality
• Plural dominant-plurals might be processed
through conceptual link?
Background
26
Hypothesis
27. • High frequency -> conceptual links
• Plural-dominant plurals -> strong link to plurality
• L2 learners’ use of conceptual plurality
• Plural dominant-plurals might be processed
through conceptual link?
• This advantage might not be found through L1
route <- Japanese doesn’t mark number
morphologically.
Background
27
Hypothesis
32. • 32 Japanese undergraduate and
graduate students
• 58% had some experience in staying
in English-speaking countries
(Min = 2 weeks, Max = 54 months)
Table 1. Background Information of the Participants
The Present Study
32
Participants
Age TOEIC Score
N M SD M SD
Participants 32 24.77 5.34 824.22 113.12
33. 1. Frequency list of nouns (both singular and plural
forms) from British National Corpus (BNC)
2. 12 words which double or triple in frequency of
singular form compared to plural form -> singular-
dominant words
The Present Study
33
Stimuli
34. 3. 12 words which double or triple in frequency of
plural form compared to singular form -> plural
dominant words
4. 12 words whose frequency of singular and
plural form was almost same. -> control words
The Present Study
34
Stimuli
35. • The base frequency (sig + pl) was controlled
among the three groups
Table 2. Mean Frequency and SD in Parentheses
The Present Study
35
Stimuli
singular plural base
sig-domminant
25.55
(15.26)
10.38
(6.82)
35.93
(21.52)
pl-dominant
9.23
(5.71)
21.84
(16.52)
31.06
(21.63)
control
18.50
(9.89)
18.08
(10.32)
36.58
(19.45)
36. The Present Study
36
Stimuli
sig-dominant pl-dominant control
camera
dragon
engine
salad
ship
train
bowl
carpet
cat
eagle
photo
sword
biscuit
leaf
nail
shoe
sock
toy
bean
flower
glove
lip
potato
soldier
cloud
goat
monkey
nurse
pig
ticket
bee
ear
egg
key
mountain
rabbit
Table 3. List of Test Items
37. • Norming study
• Participants:
• 3 Japanese graduate students
• Task:
• Picture naming in English and Japanese
• Results:
• All the test pictures correctly named as
target L2 and L1
• All the filler pictures elicited non-target words
-> NO responses could work
The Present Study
37
Stimuli
39. •L1-matching Task on PC
The Present Study
39
Experiment
+
1000ms
cat
+
猫
500ms
1000ms
500ms
40. • judge whether the target L2 words matched
L1 translation / picture
• 36 test items (12*3) presented either in
singular or plural form
• 18 test items (6*3) per task
• Carefully counterbalanced
• 18 test items -> always YES response
• 36 filler items -> YES: 18 items, NO: 18 items
The Present Study
40
Experiment
41. • The order of the tasks counterbalanced:
• Pic -> L1, L1 -> Pic
• After the two tasks
• Familiarity questionnaire (instructions are in
Japanese)
• 5-point Likert scale
• 36 items (singular or plural form) which the
participants did not see in the matching tasks
• “How much have you seen or heard the words?”
(1: I’ve never seen – 5: I’ve often seen )
The Present Study
41
Experiment
42. • Erroneous responses removed (L1-matching:
5%, Pic-matching: 4%)
• Log transformation (base = 2)
• Outliers (M +/- 2SD of each participant) removed
(L1-matching: 4%, Pic-matching: 5%)
The Present Study
42
Analysis
43. • 2*3*2 ANOVA (within participants)
• Task type (2 levels) : L1/ picture matching
• Noun type (3 levels) : singular-dominant,
plural-dominant, control
• Presentation condition(2 levels): singular/
plural form
• Statistically significant three-way interaction
• F (2, 62) = 3.41, p < .05
The Present Study
43
Analysis
44. • 3*2 ANOVA (within participants) for each task
• Noun type (3 levels)
• singular-dominant, plural-dominant, control
• Presentation condition(2 levels)
• singular/ plural form
The Present Study
44
Analysis
71. • singular forms
• singular-dominant (e.g., cat)
• plural-dominant (e.g., bean)
• plural forms
• singular-dominant (e.g., cats)
• plural-dominant (e.g., beans)
Discussion
71
L1 Matching
No significant difference
No significant difference
72. • Frequency effects
• if plural-dominant plurals are processed faster
than singular-dominant plurals…
• if singular-dominant singulars are processed
faster than plural dominant singulars…
-> frequency effects
• However, this was not the case in L1
matching condition.
• Both plurals were processed through
morphological decomposition
Discussion
72
L1 Matching
73. • singular-dominant
• singular form (e.g., cat)
• plural form (e.g., cats)
• plural-dominant
• singular form (e.g., bean)
• plural form (e.g., beans)
Discussion
73
Picture Matching
74. • singular-dominant
• singular form (e.g., cat)
• plural form (e.g., cats)
• plural-dominant
• singular form (e.g., bean)
• plural form (e.g., beans) -> faster
Discussion
74
Picture Matching
-> No significant difference
77. • Frequency Effects
• Singular-dominant singulars -> NO
• Plural-dominant plurals -> YES
Discussion
77
Picture Matching
78. • L1 matching task
• L2 words -> semantic information (L1)
• No number information needed to process
• Always morphological decomposition
irrespective of frequency
• Picture matching
• L2 words -> conceptual information (Picture)
• Strong connection between plural-dominant
plurals and plurality may result in making faster
processing route to concepts
Discussion
78
Assymetrical Frequency Effects?
79. • Plural-dominant plurals
• Picture-matching condition
• frequency effects -> full-form storage?
• L1-matching condition
• task effects (L2 -> L1) led the learners to
process through morphological decomposition
• Singular-dominant singulars
• Picture-matching condition
• no frequency advantage -> enough time for
singular-dominant plurals to be decomposed?
Discussion
79
Assymetrical Frequency Effects?
81. • Number of test items
• Difficulty in controlling base frequency and
frequency dominance
• Only concretes items can be used
• Intervals between the recognition of L2 and L1 or
Picture
• How can we handle plural forms of abstract
nouns?
• What if the picture would have been multilple
objects?
Discussion
81
Limitations
84. • Plurals with high frequency
• direct access to concepts
• full-form processing
• Singulars with high frequency
• no firm evidence of frequency effects
• singular is always easy to process irrespective of
frequency?
• Future research
• different type of nouns
• not only reception but production
84
Frequency and Plurality
Conclusion
85. Baayen, R. H., Lieber, R., & Schreuder, R. (1997). The morphological complexity of simplex nouns. Linguistics,
35, 861–877. doi:10.1515/ling.1997.35.5.861
Baayen, R., Levelt, W., Schreuder, R., & Ernestus, M. (2007). Paradigmatic structure in speech production.
Proceedings from the Annual Meeting of the Chicago Linguistic Society, 43, 1–29. Retrieved from http://
www.ingentaconnect.com/content/cls/pcls/2007/00000043/00000001/art00001
Barker, J., & Nicol, J. (2000). Word frequency effects on the processing of subject-verb number agreement.
Journal of Psycholinguistic Research, 29, 99–106. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/
10723714
Beyersmann, E., Dutton, E. M., Amer, S., Schiller, N. O., & Biedermann, B. (2015). The production of singular-
and plural-dominant nouns in Dutch. Language, Cognition and Neuroscience, 30, 867–876. doi:
10.1080/23273798.2015.1027236
Biedermann, B., Beyersmann, E., Mason, C., & Nickels, L. (2013). Does plural dominance play a role in spoken
picture naming? A comparison of unimpaired and impaired speakers. Journal of Neurolinguistics, 26, 712–
736. doi:10.1016/j.jneuroling.2013.05.001
Bock, K., & Miller, C. A. (1991). Broken agreement. Cognitive Psychology, 23, 45–93. doi:
10.1016/0010-0285(91)90003-7
Eberhard, K. M. (1999). The Accessibility of Conceptual Number to the Processes of Subject–Verb Agreement in
English. Journal of Memory and Language, 41, 560–578. doi:10.1006/jmla.1999.2662
Habuchi, Y. (2005). Daini gengo gakusyu-sya no tango syori ni oyobosu goi to gainen no rengo-kyodo no eikyo
[The effects of associative strength between lexical and conceptual representations on word processing in
second language learners]. The Japanese Journal of Psychology, 76,1–9.
Humphreys, K. R., & Bock, K. (2005). Notional number agreement in English. Psychonomic Bulletin & Review,
12, 689–95. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/16447383
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a second language on lexical-conceptual representation]. The Japanese Journal of Psychology, 64, 426–433.
Kroll, J. F., & De Groot, A. M. (Eds.). (2005). Handbook of bilingualism: Psycholinguistic approaches. Oxford
University Press.
Kusanagi, K., Tamura, Y., & Fukuta, J. (2015). The notional number attraction in English as a foreign language: A
self-paced reading study. Journal of the Japan Society for Speech Sciences, 16, 77–96.
Nakagawa, C. (2009). Examination of the developmental hypothesis on the revised hierarchical model. Annual
Review of English Language Education in Japan, 20, 121–130.
New, B., Brysbaert, M., Segui, J., Ferrand, L., & Rastle, K. (2004). The processing of singular and plural nouns in
French and English. Journal of Memory and Language, 51, 568–585.
Sereno, J. A., & Jongman, A. (1997). Processing of English inflectional morphology. Memory & Cognition, 25, 425–
437. doi:10.3758/BF03201119
Stemberger, J. P., & MacWhinney, B. (1986). Frequency and the lexical storage of regularly inflected forms.
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87. Word Frequency Effects and Plurality
in L2 Word Recognition
–A Preliminary Study–
contact info Yu Tamura
Graduate School, Nagoya University
yutamura@nagoya-u.jp
http://www.tamurayu.wordpress.com/
8.68.89.09.29.4
LogTransformedMeanRT(ms)
singular−dominant plural−dominant control
singular
plural
8.68.89.09.29.4
LogTransformedMeanRT(ms)
singular−dominant plural−dominant control
singular
plural
L1-matching
Picture-matching
87