This document discusses various tools and methods for analyzing language using corpora:
- Wordle is described as a visual tool to display word frequency in a text by font size. It excludes very common words.
- Using a corpus allows exploring language patterns through a large collection of analyzed texts. The process can be absorbing and fascinating.
- Concordance lines from AntConc show words in context from a corpus. These can be analyzed in a word processor.
- Preposition Dance explores how prepositions combine with verbs to provide nuanced meanings, using examples like "eat up" and "run off".
- Overall, corpus analysis can provide insights into word associations and meanings across various contexts.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
English for Specific Purposes (ESP) refers to teaching English for a particular career or business. ESP is designed to meet the specific needs of learners, uses content related to specific disciplines or occupations, and centers on the language needed for those fields. ESP contrasts with general English by focusing on restricted skills and not following a single methodology. ESP uses authentic materials and self-directed learning with a purpose-related orientation.
This document discusses various approaches to integrating language skills and teaching language skills. It discusses content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching as models for integrating skills. It then provides details on teaching listening, speaking, reading, writing, grammar, vocabulary and conversation. For each skill, it discusses relevant research, types of classroom performance, principles for designing techniques, and examples of techniques.
Language testing involves developing and administering tests to evaluate an individual's proficiency in a language, including their knowledge, ability to discriminate, and different types of skills like achievement, proficiency, and aptitude. Tests are used to determine what a student has learned according to content standards and policies, and performance standards evaluate skills like reading, writing, speaking, and listening. Language evaluation also gauges student growth and development against learning objectives.
This document discusses writing tests and their components. It defines writing as the act of forming letters and characters to communicate ideas. It then discusses what skills are tested in writing tests, including grammar, organization, content, purpose, and vocabulary. The document outlines the different ways writing can be tested, such as through essays, letters, paragraphs, and rearranging sentences. It provides characteristics of good writing tests, such as authentic tasks that evaluate only writing ability. Scoring of writing tests is also discussed, including using criteria like grammar, organization, content, purpose, and vocabulary, each weighted at 20%.
1. There are challenges in testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining reliable scores.
2. These problems can be addressed by setting appropriate tasks, restricting responses, selecting test formats, and developing reliable scoring criteria like analytic scales that separate different aspects of ability.
3. When developing tests, it is important to consider the purpose of the test and whether a holistic or analytic approach would be most appropriate and useful.
This document discusses various tools and methods for analyzing language using corpora:
- Wordle is described as a visual tool to display word frequency in a text by font size. It excludes very common words.
- Using a corpus allows exploring language patterns through a large collection of analyzed texts. The process can be absorbing and fascinating.
- Concordance lines from AntConc show words in context from a corpus. These can be analyzed in a word processor.
- Preposition Dance explores how prepositions combine with verbs to provide nuanced meanings, using examples like "eat up" and "run off".
- Overall, corpus analysis can provide insights into word associations and meanings across various contexts.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
English for Specific Purposes (ESP) refers to teaching English for a particular career or business. ESP is designed to meet the specific needs of learners, uses content related to specific disciplines or occupations, and centers on the language needed for those fields. ESP contrasts with general English by focusing on restricted skills and not following a single methodology. ESP uses authentic materials and self-directed learning with a purpose-related orientation.
This document discusses various approaches to integrating language skills and teaching language skills. It discusses content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching as models for integrating skills. It then provides details on teaching listening, speaking, reading, writing, grammar, vocabulary and conversation. For each skill, it discusses relevant research, types of classroom performance, principles for designing techniques, and examples of techniques.
Language testing involves developing and administering tests to evaluate an individual's proficiency in a language, including their knowledge, ability to discriminate, and different types of skills like achievement, proficiency, and aptitude. Tests are used to determine what a student has learned according to content standards and policies, and performance standards evaluate skills like reading, writing, speaking, and listening. Language evaluation also gauges student growth and development against learning objectives.
This document discusses writing tests and their components. It defines writing as the act of forming letters and characters to communicate ideas. It then discusses what skills are tested in writing tests, including grammar, organization, content, purpose, and vocabulary. The document outlines the different ways writing can be tested, such as through essays, letters, paragraphs, and rearranging sentences. It provides characteristics of good writing tests, such as authentic tasks that evaluate only writing ability. Scoring of writing tests is also discussed, including using criteria like grammar, organization, content, purpose, and vocabulary, each weighted at 20%.
1. There are challenges in testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining reliable scores.
2. These problems can be addressed by setting appropriate tasks, restricting responses, selecting test formats, and developing reliable scoring criteria like analytic scales that separate different aspects of ability.
3. When developing tests, it is important to consider the purpose of the test and whether a holistic or analytic approach would be most appropriate and useful.
Research in Language Education: What is and Why do research ...
I share a little bit of information on an introduction to language education research, such as the definition of it, characteristics of research, philosophy, and a few pieces of information about qualitative and quantitive approaches. I hope it useful for us.
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
The document discusses the key concepts the author learned about varieties of English throughout an English analysis course. The author learned about regional varieties characterized by dialects, social varieties divided among social groups, discourse varieties related to activities, and attitude varieties related to the speaker. The author also learned about standard English, including British and American variations, and the importance of understanding both standard and non-standard English. Reflecting on the course helped the author relate it to an English phonology course and understand why standard English is important to learn.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
Implementing Content-Based Language Instruction in your Classroom Joe McVeigh
This workshop will focus on the needs of teachers using content-based language instruction in the classroom. Participants will learn basic concepts and examine methods to connect and integrate content learning and language instruction. We will look at sample materials and tasks for the classroom and consider how best to structure lessons. We will discuss methods for simplifying content to make difficult ideas easier to understand. We will also focus on the need for attention to subject-specific academic vocabulary. Finally we will look briefly at different models for assessing student work.
This document outlines research methodology for collecting quantitative and qualitative data in English language teaching. It discusses various quantitative data collection methods like sampling, questionnaires, experiments, and collecting data online. It also discusses qualitative data collection methods like sampling in qualitative research, ethnography, interviews, focus groups, introspective methods, case studies, diary studies, and maintaining research journals. The document provides details on how to conduct each of these methods and their respective strengths and weaknesses.
The document discusses several key aspects of the writing process and instruction. It explains that writing requires a set of complex skills and the development of writing involves thinking, drafting, and revising. It describes how the process approach to teaching writing focuses on helping students understand their writing process and allowing time for writing and revising. The final product is the ultimate goal but reaching it involves going through the writing process. The document also discusses contrastive rhetoric, authentic writing activities, the teacher's role, microskills for writing, types of classroom writing, and characteristics of written language.
This document discusses testing grammar and vocabulary in language assessments. It begins by outlining reasons for testing grammar, such as diagnosing gaps and informing teachers. It then provides examples of grammar test question types like gap filling, paraphrase, and multiple choice. Scoring considerations for production-based grammar tests are mentioned. The document also discusses testing vocabulary and provides sample vocabulary test questions involving tasks like matching synonyms, selecting definitions, and filling gaps using appropriate words. Overall, the document offers guidance on developing and implementing grammar and vocabulary assessments.
This document discusses writing assessments and their purpose. It provides examples of different types of writing assessments like essays, letters, paragraphs and short stories. It also lists criteria like grammar, organization, content, fulfillment of purpose, and vocabulary that are often used to evaluate writing skills. Scoring rubrics for these criteria are presented with each criteria being allocated a 20% weight. Relevant reference links on writing definitions, testing, kinds of writing and tests/assessments are also provided.
This document provides guidelines for constructing effective tests. It discusses what tests are used for, including motivating learners and guiding instruction. It also outlines specific guidelines for designing tests, such as using an appropriate sample of content, ensuring clarity of tasks, and allowing adequate timing. Tests should be designed to determine if learning objectives have been achieved and encourage improvement.
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
This document discusses key concepts in language testing and assessment. It defines testing as a method to measure ability, knowledge, or performance in a domain. There are different types of assessments, including informal and formal, formative and summative, norm-referenced and criterion-referenced. The approaches to language testing have evolved from a behaviorist focus on elements to a communicative approach emphasizing real-world tasks. Current issues involve new views of intelligence, as well as debates around traditional versus alternative and computer-based assessments.
This document discusses a study on improving students' English speaking skills through the use of simulation activities. It provides background on the importance of English language proficiency, particularly speaking skills. The study aims to determine the effectiveness of using simulation to teach speaking skills to 10th grade tourism students. It outlines the research questions, objectives, assumptions, hypothesis and methodology. The methodology includes a pre-test, two cycles of teaching using simulation techniques, observation during and after lessons, and a post-test to measure speaking ability improvements. The goal is to evaluate how simulation can help enhance students' English speaking skills.
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach using two languages to promote both content mastery and language acquisition. The document discusses types of CLIL, classroom activities, language requirements, genres, resources, teacher responsibilities, and potential problems. It also summarizes the Hungarian approach to CLIL which provides extensive exposure through primary and secondary school with requirements for teacher qualifications and ongoing training.
This document discusses key aspects of research paper structure and methodology, including:
1. Typical sections of a research paper such as the introduction, literature review, methodology, results, and discussion.
2. Key concepts in research methodology like hypotheses, variables, validity, reliability, sampling, and research design types.
3. Details on specific methodological aspects like the differences between null and research hypotheses, types of variables, threats to validity, and sampling methods.
The document discusses the professional experience of an individual with over 10 years of experience working as an English teacher and coordinator. They hold a degree in Education with a major in English as well as a Master's degree in Human Resources and Knowledge Management. Additionally, they have experience and certifications in translation, interpretation, and teaching English. Currently, they work at several educational institutions.
This document discusses the role of English for Specific Purposes (ESP) and Content and Language Integrated Learning (CLIL) courses in internationalizing universities. It defines ESP and CLIL, noting that while they have differences in focus, they are based on common assumptions. The document advocates for CLIL courses in universities to respond to needs for internationalization and standardization across Europe. It analyzes the need to improve internationalization in Romanian universities, such as through increasing foreign language programs and language skills. Solutions proposed include collaboration between language and content specialists, as well as support for students and teachers through programs like Erasmus+.
The document outlines the parts of a didactic unit which include an introduction describing the topic and main ideas, aims that can be general or specific, contents covering concepts, procedures, and attitudes. It also describes the methodology used to teach the contents, assessments conducted initially, formatively, and finally, timing which divides the session into stages, and materials used which should be suitable for the topic and student level.
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)
From Semantics to Self-supervised Learning for Speech and Beyondlinshanleearchive
Lin-shan Lee presented on self-supervised learning for speech and beyond. He discussed using techniques like word embeddings, sequence-to-sequence autoencoders, and disentangled representations to learn hidden structures in speech signals without labels. This pre-training can provide representations useful for downstream tasks with smaller labeled datasets like automatic speech recognition.
Research in Language Education: What is and Why do research ...
I share a little bit of information on an introduction to language education research, such as the definition of it, characteristics of research, philosophy, and a few pieces of information about qualitative and quantitive approaches. I hope it useful for us.
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
The document discusses the key concepts the author learned about varieties of English throughout an English analysis course. The author learned about regional varieties characterized by dialects, social varieties divided among social groups, discourse varieties related to activities, and attitude varieties related to the speaker. The author also learned about standard English, including British and American variations, and the importance of understanding both standard and non-standard English. Reflecting on the course helped the author relate it to an English phonology course and understand why standard English is important to learn.
This document discusses productive skills, specifically speaking and writing, in language learning. It defines productive skills as skills that allow students to practice real-life language use. The document outlines various approaches and activities for teaching speaking, such as role plays, brainstorming, and interviews. It also discusses the importance of teaching writing and defines writing. The document then describes aspects of effective writing like grammar, vocabulary and punctuation. It provides examples of writing activities like letters, diaries and essays. Finally, it discusses product-oriented and process-oriented approaches to teaching writing.
Implementing Content-Based Language Instruction in your Classroom Joe McVeigh
This workshop will focus on the needs of teachers using content-based language instruction in the classroom. Participants will learn basic concepts and examine methods to connect and integrate content learning and language instruction. We will look at sample materials and tasks for the classroom and consider how best to structure lessons. We will discuss methods for simplifying content to make difficult ideas easier to understand. We will also focus on the need for attention to subject-specific academic vocabulary. Finally we will look briefly at different models for assessing student work.
This document outlines research methodology for collecting quantitative and qualitative data in English language teaching. It discusses various quantitative data collection methods like sampling, questionnaires, experiments, and collecting data online. It also discusses qualitative data collection methods like sampling in qualitative research, ethnography, interviews, focus groups, introspective methods, case studies, diary studies, and maintaining research journals. The document provides details on how to conduct each of these methods and their respective strengths and weaknesses.
The document discusses several key aspects of the writing process and instruction. It explains that writing requires a set of complex skills and the development of writing involves thinking, drafting, and revising. It describes how the process approach to teaching writing focuses on helping students understand their writing process and allowing time for writing and revising. The final product is the ultimate goal but reaching it involves going through the writing process. The document also discusses contrastive rhetoric, authentic writing activities, the teacher's role, microskills for writing, types of classroom writing, and characteristics of written language.
This document discusses testing grammar and vocabulary in language assessments. It begins by outlining reasons for testing grammar, such as diagnosing gaps and informing teachers. It then provides examples of grammar test question types like gap filling, paraphrase, and multiple choice. Scoring considerations for production-based grammar tests are mentioned. The document also discusses testing vocabulary and provides sample vocabulary test questions involving tasks like matching synonyms, selecting definitions, and filling gaps using appropriate words. Overall, the document offers guidance on developing and implementing grammar and vocabulary assessments.
This document discusses writing assessments and their purpose. It provides examples of different types of writing assessments like essays, letters, paragraphs and short stories. It also lists criteria like grammar, organization, content, fulfillment of purpose, and vocabulary that are often used to evaluate writing skills. Scoring rubrics for these criteria are presented with each criteria being allocated a 20% weight. Relevant reference links on writing definitions, testing, kinds of writing and tests/assessments are also provided.
This document provides guidelines for constructing effective tests. It discusses what tests are used for, including motivating learners and guiding instruction. It also outlines specific guidelines for designing tests, such as using an appropriate sample of content, ensuring clarity of tasks, and allowing adequate timing. Tests should be designed to determine if learning objectives have been achieved and encourage improvement.
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
This document discusses key concepts in language testing and assessment. It defines testing as a method to measure ability, knowledge, or performance in a domain. There are different types of assessments, including informal and formal, formative and summative, norm-referenced and criterion-referenced. The approaches to language testing have evolved from a behaviorist focus on elements to a communicative approach emphasizing real-world tasks. Current issues involve new views of intelligence, as well as debates around traditional versus alternative and computer-based assessments.
This document discusses a study on improving students' English speaking skills through the use of simulation activities. It provides background on the importance of English language proficiency, particularly speaking skills. The study aims to determine the effectiveness of using simulation to teach speaking skills to 10th grade tourism students. It outlines the research questions, objectives, assumptions, hypothesis and methodology. The methodology includes a pre-test, two cycles of teaching using simulation techniques, observation during and after lessons, and a post-test to measure speaking ability improvements. The goal is to evaluate how simulation can help enhance students' English speaking skills.
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach using two languages to promote both content mastery and language acquisition. The document discusses types of CLIL, classroom activities, language requirements, genres, resources, teacher responsibilities, and potential problems. It also summarizes the Hungarian approach to CLIL which provides extensive exposure through primary and secondary school with requirements for teacher qualifications and ongoing training.
This document discusses key aspects of research paper structure and methodology, including:
1. Typical sections of a research paper such as the introduction, literature review, methodology, results, and discussion.
2. Key concepts in research methodology like hypotheses, variables, validity, reliability, sampling, and research design types.
3. Details on specific methodological aspects like the differences between null and research hypotheses, types of variables, threats to validity, and sampling methods.
The document discusses the professional experience of an individual with over 10 years of experience working as an English teacher and coordinator. They hold a degree in Education with a major in English as well as a Master's degree in Human Resources and Knowledge Management. Additionally, they have experience and certifications in translation, interpretation, and teaching English. Currently, they work at several educational institutions.
This document discusses the role of English for Specific Purposes (ESP) and Content and Language Integrated Learning (CLIL) courses in internationalizing universities. It defines ESP and CLIL, noting that while they have differences in focus, they are based on common assumptions. The document advocates for CLIL courses in universities to respond to needs for internationalization and standardization across Europe. It analyzes the need to improve internationalization in Romanian universities, such as through increasing foreign language programs and language skills. Solutions proposed include collaboration between language and content specialists, as well as support for students and teachers through programs like Erasmus+.
The document outlines the parts of a didactic unit which include an introduction describing the topic and main ideas, aims that can be general or specific, contents covering concepts, procedures, and attitudes. It also describes the methodology used to teach the contents, assessments conducted initially, formatively, and finally, timing which divides the session into stages, and materials used which should be suitable for the topic and student level.
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)
From Semantics to Self-supervised Learning for Speech and Beyondlinshanleearchive
Lin-shan Lee presented on self-supervised learning for speech and beyond. He discussed using techniques like word embeddings, sequence-to-sequence autoencoders, and disentangled representations to learn hidden structures in speech signals without labels. This pre-training can provide representations useful for downstream tasks with smaller labeled datasets like automatic speech recognition.
This document provides an overview of natural language processing (NLP). It discusses topics like natural language understanding, text categorization, syntactic analysis including parsing and part-of-speech tagging, semantic analysis, and pragmatic analysis. It also covers corpus-based statistical approaches to NLP, measuring performance, and supervised learning methods. The document outlines challenges in NLP like ambiguity and knowledge representation.
Big Data and Natural Language ProcessingMichel Bruley
Natural Language Processing (NLP) is the branch of computer science focused on developing systems that allow computers to communicate with people using everyday language.
The document discusses two paradigms for natural language processing: knowledge engineering and machine learning. It provides examples of how each approach handles tasks like parsing, translation, and question formation. While knowledge engineering relies on hand-coded rules and representations, machine learning trains statistical models on large datasets. The document also notes Microsoft's interests in using NLP for applications like search and summarization.
The best known natural language processing tool is GPT-3, from OpenAI, which uses AI and statistics to predict the next word in a sentence based on the preceding words. NLP practitioners call tools like this “language models,” and they can be used for simple analytics tasks, such as classifying documents and analyzing the sentiment in blocks of text, as well as more advanced tasks, such as answering questions and summarizing reports. Language models are already reshaping traditional text analytics, but GPT-3 was an especially pivotal language model because, at 10x larger than any previous model upon release, it was the first large language model, which enabled it to perform even more advanced tasks like programming and solving high school–level math problems. The latest version, called InstructGPT, has been fine-tuned by humans to generate responses that are much better aligned with human values and user intentions, and Google’s latest model shows further impressive breakthroughs on language and reasoning.
For businesses, the three areas where GPT-3 has appeared most promising are writing, coding, and discipline-specific reasoning. OpenAI, the Microsoft-funded creator of GPT-3, has developed a GPT-3-based language model intended to act as an assistant for programmers by generating code from natural language input. This tool, Codex, is already powering products like Copilot for Microsoft’s subsidiary GitHub and is capable of creating a basic video game simply by typing instructions. This transformative capability was already expected to change the nature of how programmers do their jobs, but models continue to improve — the latest from Google’s DeepMind AI lab, for example, demonstrates the critical thinking and logic skills necessary to outperform most humans in programming competitions.
Models like GPT-3 are considered to be foundation models — an emerging AI research area — which also work for other types of data such as images and video. Foundation models can even be trained on multiple forms of data at the same time, like OpenAI’s DALL·E 2, which is trained on language and images to generate high-resolution renderings of imaginary scenes or objects simply from text prompts. Due to their potential to transform the nature of cognitive work, economists expect that foundation models may affect every part of the economy and could lead to increases in economic growth similar to the industrial revolution.
Programmers love science! At least, so they say. Because when it comes to the ‘science’ of developing code, the most used tool is brutal debate. Vim versus emacs, static versus dynamic typing, Java versus C#, this can go on for hours at end. In this session, software engineering professor Felienne Hermans will present the latest research in software engineering that tries to understand and explain what programming methods, languages and tools are best suited for different types of development.
This document summarizes the internship of Ho Xuan Vinh at Kyoto Institute of Technology aimed at creating a bilingual annotated corpus of Vietnamese-English for machine learning purposes. Vinh experimented with several semantic tagsets, including WordNet, LLOCE, and UCREL, but faced challenges due to the lack of Vietnamese language resources. His goal was to find an effective method for annotating a bilingual corpus to provide training data for natural language processing tasks, but he was unable to validate his annotation approaches due to limitations in the available data and tools.
The document summarizes Elisavet Palogiannidi's thesis presentation on affective analysis and modeling of spoken dialogue transcripts. The presentation includes an introduction to affective models, experiments conducted, and results. It discusses contributions such as creating the first Greek Affective Lexicon and extending the Semantic Affective Model to multiple languages. The Semantic Affective Model is described as mapping semantic similarity to affective similarity using a small annotated lexicon. Compositional and sentence-level affective models are also presented.
The document discusses pretraining models for natural language processing tasks. It outlines several ways to pretrain models, including pretraining decoders as language models, pretraining encoders using a masked language modeling objective, and pretraining encoder-decoder architectures. The document also discusses how pretrained models can be finetuned on downstream tasks to improve performance.
parts of speech,punctuation,use of grammer,active passive voice, change of ac...UmarKhan422
This document appears to be a student's final term paper for a physics course. It includes the student's details like name, registration number, department, and signature. The paper addresses four questions related to parts of speech, importance of grammar, punctuation, and the difference between active and passive voice. For each question, the student provides definitions and examples to explain the concepts. The document demonstrates the student's understanding of core grammar and language rules through their written responses.
Here is a research paper on women's shoes:
Women's Shoes Research Paper
Introduction
Shoes are an important fashion accessory that can reflect a woman's personal style and taste. The shoe industry offers a wide variety of women's shoes in different styles, materials, colors and heel heights to suit different occasions and outfits. This research paper will explore some of the most popular styles of women's shoes and analyze trends in the shoe market.
Popular Styles
Some of the most commonly worn styles of women's shoes include heels, flats, boots, sandals and sneakers. Heels are dressier shoes that lift and elongate the leg with a raised heel. Popular heel heights range from 1-4 inches
Natural language processing (NLP) involves analyzing and understanding human language to allow interaction between computers and humans. The document outlines key steps in NLP including morphological analysis, syntactic analysis, semantic analysis, and pragmatic analysis to convert text into structured representations. It also discusses statistical NLP and real-world applications such as machine translation, question answering, and speech recognition.
Natural language processing (NLP) is introduced, including its definition, common steps like morphological analysis and syntactic analysis, and applications like information extraction and machine translation. Statistical NLP aims to perform statistical inference for NLP tasks. Real-world applications of NLP are discussed, such as automatic summarization, information retrieval, question answering and speech recognition. A demo of a free NLP application is presented at the end.
The document provides guidance for students completing a major project for their GCSE ICT course. It outlines the four stages of the project: finding out and generating ideas, deciding on project ideas, creating the project, and presenting the finished project. It includes examples of potential project topics, questions to consider, and tools to use at each stage.
The document discusses natural language and natural language processing (NLP). It defines natural language as languages used for everyday communication like English, Japanese, and Swahili. NLP is concerned with enabling computers to understand and interpret natural languages. The summary explains that NLP involves morphological, syntactic, semantic, and pragmatic analysis of text to extract meaning and understand context. The goal of NLP is to allow humans to communicate with computers using their own language.
Technology can provide many benefits for students with writing difficulties. It allows for accommodation of weaknesses through features like word prediction, speech to text, and graphic organizers. Teachers should focus on integrating technology into the writing process and explicitly teaching skills like keyboarding. Research shows improvements in writing quality, quantity, and student attitudes when using programs that support planning, drafting, and collaboration.
This document provides an introduction to natural language processing and the knowledge and techniques required. It discusses:
1) The goals of natural language processing including enabling human-machine communication, improving human-human communication, and processing text/speech.
2) The different types of linguistic knowledge needed such as phonetics, phonology, morphology, syntax, semantics, pragmatics, and discourse.
3) Common models used like state machines, rule systems, logic, probabilistic models, and vector spaces and related algorithms like search algorithms, machine learning algorithms, and dynamic programming.
5810 oral lang anly transcr wkshp (fall 2014) pdf SVTaylor123
This document provides guidance for analyzing the oral language of a learner as part of a case study assignment. It includes an overview of the assignment requirements and rubric. Students will analyze a transcript of the learner's oral language to identify patterns in their use of language functions and language systems. Examples of language functions include instrumental, regulatory, interactional, and others. Language systems include phonology, syntax, semantics, and others. Charts are provided to record examples from the transcript. The presentation provides guidance on completing the analysis, including how to code the transcript for language functions and systems.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Using ICT to Analyse Language
1. Using ICT to Analyse
Language
- Ahmad Septianto (7777200008)
- Eka N. Nathiqo (7777200002)
- Fitri Ammalia D. A. (7777200017)
- Nuni Tuswijayani (7777200016)
2. Analysis and English Teaching!
There are many statistical approaches to analyse text
Statistical methods in text analysis:
- Collapsing
- Alphabetizing
- Represent
- Deconstruct
Using ICT, researchers can:
- Count frequencies
- Identify patterns
- Sort text according to
keywords
3. Introducing: Wordle!
A visual text analyser
Wordle allows you to create “Word Cloud” which is
the visual representation of a text.
The most frequently used words will grow larger,
emphasizing the main points of the writing.
Wordle.net
Tagxedo.com
Pro Word Cloud on Microsoft Office
@wordnuvola on Twitter
5. Corpus Linguistics
Corpus linguistics is the study of language based on large collections of "real life" language use stored in
corpora (or corpuses)—computerized databases created for linguistic research.
Corpus linguistics allows us to see how language is used today and how that language is used in different
contexts, enabling us to teach language more effectively.
Corpus is a collection of linguistic data, either compiled as written texts or as a transcription of recorded
speech. The main purpose of a corpus is to verify a hypothesis about language - for example, to
determine how the usage of a particular sound, word, or syntactic construction varies.
6. Activity Outline
1. A close reading of the text
2. Identification of phrases that seem to catch the eye (‘Target Phrases’); that appear to conceal information; or in any other way signal inte
3. Mark each one for examination ( Ask question : What you think you want to know ?)
4. Analysis: Students type the target phrases into the online corpus and review the results, asking themselves these sorts of questions:
· What contexts are associated with the phrase?
· What other words are friendly with the phrase? – near collocations
· Are there any inseparable friends? A best friend?
· Do you spot any patterns? (write them down!)
· Is there a reason for the pattern? Can you propose a theory? What can be seen
in the words?
5. Review
7. EXAMPLE :
HEAVEN-HEAVEN
A nun takes the veil
I have desired to go
Where springs not fail,
To fields where flies no sharp and sided hail
And a few lilies blow.
And I have asked to be
Where no storms come,
Where the green swell is in the havens dumb
And out of the swing of the sea.
Concordancer online url:
https://app.sketchengine.eu/
8. Using an Offline Corpus
AntConc (http://bit.ly/te_26).
The program will give you some advantages such as :
1. A word list with frequency counts
2. Collocation patterns,
3. Allow to compare one text with another one to identify ‘key words’ that have special
prominence in each text.
AntConc is a powerful tool for creating really exciting new classroom resources, and will repay the
effort required to learn its features.
10. Working with Concordance Lines in a Word Processor
- Word Processor
- Concordance Lines
- Analyzing KWIC
11. Word Processor
Word Processor is a device or computer program that provides for input, editing,
formatting and output of text, often with some additional features.
15. What are The Dominant Patterns of Use for ‘State of The Art”?
State of The Art is a phrase that is used to replace a specific term or
meaning
16. The Patterns
- The meaning of state of the art can be anything
- In advertisement, the meaning could be a product includes all the most recent
improvement
- It mostly relates with collocations:
- Computers
- Technology
- Kitchens
- systems.
(It shall be held to compromise everything made available to the public)
17. -the hyphens-
To make up two long hyphenated compound adjectives
The journalist, somehow, has played with another aspect of the target phrase.
18. state-of-the-art
- My dad has a state-of-the-art computer, it runs Windows 95 but struggles with XP
- Fine with elastic band, but not a chance of broadband
Example of state-of-the-art
19. Analyzing with concordance about state-of-the-art
So let’s try to analyze it by using concordancer in corpus online.
Concordancer online url: https://app.sketchengine.eu/
20. Follow-through
Used to produce an interesting grammar pattern. Follow-through can be applied as
teaching material for students to make learning more interesting.
E.g : in a poem, the writer used phrase “throw up”, this phrase has universal
meaning.
- What the metaphor behind phrase?
22. Example :
Throw Up Chris Warrent
I throw up my hands
In despair
in shock
in horror
In ultimate defeat
My life conspires to throw up
Surprises, problems, difficulties
and
Unexpected shattering conclusions
Living every day throws up
Faults in character,
Embarrassing blemishes
Half-healed scars . . .
No good concealing them.
They rise, dark, half-hidden whales,
To the surface of my eyes
From the deeps of long-gone wars
Like ghosts of sunken battleships.
And no matter that I try
To throw up a palisade
The outside world still lobs
A sudden grenade
Into the foxhole
Wrecking everything I’ve made.
It makes me want, It makes me
want
23. Preposition Dance
❖ Make a long list of prepositions as a class brainstorm.
❖ Choose a common verb.
❖ Match it with each preposition.
❖ Investigate each variant in a corpus.
❖ Each variant will carry several meanings. Make a list of the meanings and the common collocations
for each variant.
24. ● What contexts are associated with the phrase?
● What are its collocations?
● Are there any words that always occur with the phrase?
● Do you spot any patterns? (write them down!)
● Is there a reason for the pattern? Can you propose a
theory? What can be seen in
● the words? Invent a theory to cover what you can see
(Your Hypothesis)
● Where appropriate, return to the Hypothesis and test it
further using the corpus
● (e.g. try the same preposition with another verb to see
if it has the same effect)
● Modify the hypothesis in the light of what is found