- Second language acquisition can occur through natural communication with others or through conscious learning. It is easier for children to acquire a second language, as there is often a "critical period" for language acquisition.
- Factors like stress, lack of motivation, and insufficient practice can create barriers to second language acquisition. Learners develop "interlanguages" that have properties of both their first and second languages. Over time, these systems may fossilize and cease developing.
- Negotiation of meaning through interactions like foreigner talk can help learners develop their second language knowledge and intake. Transfer from the first language can also influence second language production and cause errors.
Inter-language- some basic concepts. "Interlanguage. What is ‘Interlanguage’ ? In term ‘interlanguage’ was coined by the American linguist, Larry Slinker, in recognition of the fact that L2.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Inter-language- some basic concepts. "Interlanguage. What is ‘Interlanguage’ ? In term ‘interlanguage’ was coined by the American linguist, Larry Slinker, in recognition of the fact that L2.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Applied Linguistics - Acquisition Barriers and the principles of Language Acq...AleeenaFarooq
Applied Linguistics - Acquisition Barriers and the principles of Language Acquisition.
What are the barriers in language acquisition?
What are the principles of Language Acquisition?
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
Le nuove frontiere dell'AI nell'RPA con UiPath Autopilot™UiPathCommunity
In questo evento online gratuito, organizzato dalla Community Italiana di UiPath, potrai esplorare le nuove funzionalità di Autopilot, il tool che integra l'Intelligenza Artificiale nei processi di sviluppo e utilizzo delle Automazioni.
📕 Vedremo insieme alcuni esempi dell'utilizzo di Autopilot in diversi tool della Suite UiPath:
Autopilot per Studio Web
Autopilot per Studio
Autopilot per Apps
Clipboard AI
GenAI applicata alla Document Understanding
👨🏫👨💻 Speakers:
Stefano Negro, UiPath MVPx3, RPA Tech Lead @ BSP Consultant
Flavio Martinelli, UiPath MVP 2023, Technical Account Manager @UiPath
Andrei Tasca, RPA Solutions Team Lead @NTT Data
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
SAP Sapphire 2024 - ASUG301 building better apps with SAP Fiori.pdfPeter Spielvogel
Building better applications for business users with SAP Fiori.
• What is SAP Fiori and why it matters to you
• How a better user experience drives measurable business benefits
• How to get started with SAP Fiori today
• How SAP Fiori elements accelerates application development
• How SAP Build Code includes SAP Fiori tools and other generative artificial intelligence capabilities
• How SAP Fiori paves the way for using AI in SAP apps
Welcome to the first live UiPath Community Day Dubai! Join us for this unique occasion to meet our local and global UiPath Community and leaders. You will get a full view of the MEA region's automation landscape and the AI Powered automation technology capabilities of UiPath. Also, hosted by our local partners Marc Ellis, you will enjoy a half-day packed with industry insights and automation peers networking.
📕 Curious on our agenda? Wait no more!
10:00 Welcome note - UiPath Community in Dubai
Lovely Sinha, UiPath Community Chapter Leader, UiPath MVPx3, Hyper-automation Consultant, First Abu Dhabi Bank
10:20 A UiPath cross-region MEA overview
Ashraf El Zarka, VP and Managing Director MEA, UiPath
10:35: Customer Success Journey
Deepthi Deepak, Head of Intelligent Automation CoE, First Abu Dhabi Bank
11:15 The UiPath approach to GenAI with our three principles: improve accuracy, supercharge productivity, and automate more
Boris Krumrey, Global VP, Automation Innovation, UiPath
12:15 To discover how Marc Ellis leverages tech-driven solutions in recruitment and managed services.
Brendan Lingam, Director of Sales and Business Development, Marc Ellis
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
7. Computational model of L2 acquisition Comprehensible Foreigner Talk Short term memory Long term memory Negotiation of meaning input output intake L2 knowledge
16. Error Mistake – reflect gaps in a learner’s knowlede – reflects occasional lapses in performance
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21. Communicative Strategy – a way of overcoming a gap between communicative intent and a limited ability to express that intent, as part of the strategic competence. Ex. herradura (horseshoe) – the things that horses wear under their feet. itik (duck) – an animal who sounds quack-quack and has a flat beak.
Children’s exposition to the 2nd language—environment, community 2. Critical period (that was being discussed a while ago) – the time from birth to puberty during which normal first language acquisition can take place. 3. Not being exposed to language 4. Even after years of study, L2 rarely matches ability in our L1. (we speak bisaya fluently but speak English hardly.) 5. The enigma of why we learn better in the stage of critical period (birth to puberty or 2-12). 6. Introduction to the second topic—reasons to explain the enigma and approaches to become effective in communicating in L2.
1. Read first the presentation 2. Give concrete examples : - English as a foreign Language – Japanese students in an English class in Japan. - English as a second Language – Japanese students in an English class in USA. 3. Give conclusion: In either case, they are simply trying to learn another language, so the expression SECOND LANGUAGE LEARNING is used more generally to describe both situations.
1. Mathematics is not acquired but learned. 2. Activities associated with LEARNING : (used traditionally in language teaching in schools) - this is the conscious process that results in ‘knowing about’ the language. - those demonstrated on tests -- may result in more knowledge about the language than in fluency. 3. Activities associated with ACQUISITION : - this is the subconscious process - those experience by child - those who pick up a second language from long periods spent of interaction in different social setting. - constancy of using the language in an environment where people speak the language 4. CONCLUSION: Those individuals whose L2 exposure is primarily a learning type of experience tend not to develop the same kind of general proficiency as those who have had more of an acquisition type of experience. 5. State that you will be using these two terminologies interchangeably since both explain the Language acquisition. 6. There are two ways of developing a L2. Acquisition is a subconscious process and learning a conscious process that results in ‘knowing about’ the language. 7. Acquisition and Learning are used in producing a language. Acquired competence (subconscious knowledge) allows the learner to produce utterances while learned language (conscious language serves as a monitor. The monitor allows correction of the language.
1. Introduction of the topic – incite their interests by saying: try to recognize yourself on one of these barriers. 2. Give concrete examples of each presentation: Insufficient time is devoted in the process – a few hours each week—in class—rather than through the constant in experienced as a child. - a lot of things to be made while children have little else to do. Insufficient incentive – adults already know a language and can use it for their daily communicative needs thus they find it less advantage of learning the language. Critical period for language acquisition has passed – difficult to learn a language because your brain already reached its adult function unless of course if you are well motivated to learn.
1. State that very few adults seem to reach a native-like proficiency in using a 2 nd language . - some of us may achieve a great expertise in writing the 2 nd language, but not the spoken language - some may also be good in speech but there is always an interference of the features of our 1 st language. for example: in our language we speak p in family as in pamily, d in this or that as in dis and dat. 2. Give a concrete example by introducing Joseph Conrad who speak English, as his 3 rd language, yet retain his strong Polish Accent. Give other examples: Filipino bilinguals, friends who speak English yet retain their strong 1 st lang. accent. 3. Give Conclusion using these observations - this suggest that some Language features, such as vocabulary and grammar are much easier to learn compared to pronunciation. - this type of observation is sometimes taken as evidence that, after the critical period for language acquisition has passed, around the time of puberty, it becomes very difficult to acquire another language fully.
1. Affective factors – the negative feelings or experiences which can create a barrier to acquisition. Perhaps, we are unlikely to learn anything if we are: Stress - due to tiring schedules of study and or work Uncomfortable - unpleasant classroom surroundings Self-conscious - the unwillingness of attempting to produce the diff. sound of another language - feeling no identification with its speakers - the fear of committing mistake in the utterance (like wrong diction and enunciation of words in the utterance) which may consequently result in embarrassment and later inhibit learning. Unmotivated - if we find it less advantageous to learn 2nd language, it will be very difficult to learn the language even if more hours will be spent in the process. 2. Conclusion: These affective factors creates inhibitions which impedes the acquisition process. 3. Inhibitions: children – quickly overcome adult or teens – sometimes overcome by gaining self confidence. Experiment : In one intriguing study, a group of adults L2 learners volunteered to have their self-consciousness levels reduced by having their alcohol levels gradually increased. Up to a certain point, the pronunciation of the L2 noticeably improved, but after a certain number of drinks, as we might expect, pronunciations deteriorated rapidly. These may give partial solution but inhibitions are likely returned with sobriety.
Input – it is the language that the learner is exposed to, either in writing or in speech. - linguist say that learning takes place through the interaction of the linguistic environment and the internal mechanisms of learner. - for that to happen, the input must be comprehensible; it can be made comprehensible by being simpler in structure and vocabulary (foreigner talk). The learner is exposed to input, which is processed in two stages: 1 st – parts of it are attended to and taken into short-term memory. These are refered as intake 2 nd – some of the intake is stored in long-term memory as L2 knowledge. Finally – L2 knowledge is used by the learner to produce spoken and written output.
Input can also be made comprehensible through negotiation of its meaning.
Negotiation of meaning: Through this type of interaction the learner receive the input by hearing the L2 , and at the same time producing the output by speaking the L2 . This will give them to develop their communicative competence.
Positive transfer – If the formation of plural on the ends of nouns or pronouns. Negative transfer – take it from the side inferior.
Transfer Errors: Example: Here, it is quiet obvious that some features of learner’s L1 creates and error in producing an L2. Instead of “single room”, he substituted it in “room single”, which correspond to his L1 subj.-adj. syntactic order. There are two kinds of errors common in L2 production Global errors example: - the syntax of the sentence. Local errors example: - the errors in the use of preposition or correct form of the past tense. We cannot see errors in verbal production of L2 as something negative since these are indications that they are in the active and of gradual process of learning, for realizing errors would lead to general competence of using appropriately the language.
They occur because the learner does not know what is correct. This is committed out of ignorace. They occur because, in a particular instance, the learner is unable to perform what he or she knows. - Ex. When we commit slips in our speech production. We often commit this when we are tired.
This rules is influenced from the outside (through the input as to how do they see the grammar works), and inside (the internal processing – the errors they produced as they try to make their own rule: overgeneralization, omission, and transfer errors) Learners change their grammar from one time to another by adding rules, deleting rules, and restructuring the whole system. This is done in order for them to accommodate new learning -1. Learner fail to mark the verb for the past time. -2. learner begin to produce irregular past tense forms. - these are the first stages of acquisition. Here, it does not necessarily mean that this form has already been acquired. This will still undergo various stages of reconstruction to the point of arriving to the correct form. 3 & 4 Learner overgeneralizes the past tense form. -These occur because learners reorganize their existing knowledge in order to accommodate new knowledge; thus, mixed these up with the current knowledge they have. In fact these productions are more advanced than the 2 nd stage, who produces the correct form, since at this time learners have begun to acquire new form of regular –ed (as in ‘jumped’). Forms like ‘eated’ and ‘ated’ represent an overgeneralization of the regular –ed past tense. (just write these examples in the white board). Another examples might be the comparative and superlative: That dog is the ‘most little’ instead of ‘littlest’, or ‘excitinger’ instead of ‘excitingest’. 5. Learners produce correct irregular past tense forms. - Finally, learners arrive at the point that their interlanguage is the same that of the target language, where it arrive at the correct form.
Here, they use different strategies that will help them to easily acquire L2. We will examine the different learning strategies on the proceeding discussion. If some learners develop a fairly fixed model of L2 expressions and assume new rules that those expressions are the correct form of the L2, which usually do not match the target language, and seem to be not progressing any further, their interlanguage is said to have ‘fossilized’. - In the U-shaped development (you can probably preview the diagram), if either of the 3 rd or 4 th stage of acquisition is adopted and considered by the learner as the “correct” form of the target language, then fossilization takes place. - The language that they produced does not correspond to that of target language. (ask them some other examples. - Fossilization does not occur in the L1 acquisition.
As what I have discussed in the previous slide, I have talked about the output and its role in developing a communicative competence. So now let us examine what does it mean. Grammatical competence – as is Sociolinguistic competence – enables the learner to know when to say Can I have some water? Versus Give me some water!; Would you mind closing the door or Close the door!. Strategic competence In their process of learning, learner usually experience a moment when there is a gap between communicative intent and their ability to express that intent. Some learners may just stop talking (which is definitely a bad idea), whereas others may try to express themselves using a communicative strategy as part of strategic competence.
Ex. When a spanish speaker tries to communicate herradura (horseshoe in English) but doesn’t know the equivalent word in English, he will try to describe the object by using the vocabulary he already knew: the things that horses wear under their feet.
Instrumental motivation Motivated to learn because it gives them educational and economic opportunities.
Integrative motivation Motivated to learn in order to take part in the social life of a community using that language. Motivated to learn to become an accepted member of that community where the language is spoken. Resultative motivation Motivation as cause of L2 achievement. Learners who experience success in learning may become more and more motivated to learn, while Learner who experience failure may become less motivated. Intrinsic motivation This is though the arousal of curiosity of the learners of the L2 that make them motivated to learn. These four types of motivation are treated as complimentary rather than distinct and oppositional. Learners can both be motivated instrumentally and integratively, one at the same time.