Relevant bibliographies by topics / Alune language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Alune language'

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Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Alune language"

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Erniati, Erniati. "INVENTARISASI BUNYI VOKAL DAN KONSONAN BAHASA ALUNE." GENTA BAHTERA: Jurnal Ilmiah Kebahasaan dan Kesastraan 5, no. 2 (January 14, 2020): 109–26. http://dx.doi.org/10.47269/gb.v5i2.82.

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Abstrak: Bahasa Alune merupakan salah satu bahasa yang masih digunakan oleh masyarakat. Bahasa Alune merupakan bahasa yang memiliki penutur yang masih banyak. Oleh sebab itu, patut mendapat prioritas dan perhatian yang sama dengan bahasabahasa daerah lain. Bahasa ini digunakan oleh kelompok masyarakat yang tinggal di Pulau Seram Bagian Barat. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Untuk memperoleh data, digunakan metode simak, yakni dengan menyimak bahasa secara langsung dari penutur. Masalah dalam penelitian ini adalah bagaimanakah karakteristik fonem bahasa Alune dan distibusinya dalam kata. Tujuan penelitian ini adalah untuk menginventarisasi fonem bahasa Alune dan distribusinya dalam kata. Berdasarkan hasil kajian disimpulkan bahwa bahasa Alune memiliki 23 buah fonem segmental yang terdiri atas 15 konsonan, 7 vokal (monoftong), dan 3 diftong. Fonem-fonem tersebut, yaitu: /p/, /b/, /t/, /d/, /k/, /m/, /n/, /s/, /r/, /h/, /l/, /w/, /y/ , /G/, /?/, /a/, /i/, /u/, /e/, /o/, / O /,dan /E/.Kata Kunci: fonologi, fonetik, fonemAbstract: Alune language is one of the languages that is still used by the community. This language is a regional language that has many speakers. Therefore, it should deserve the same priority and attention as other regional languages. This language is used by community groups living in West Seram Island. The method used in this research is descriptive method. To obtain data, listening method, namely by listening to the language directly from the speaker. The problem in this research is how the characteristics of the Alune phoneme. The objective to be achieved in this research is to inventory the Alune language phonemes. Based on the results of the study, concluded that the Alune language has 23 segmental phonemes consisting of 15 consonants, 7 vowels (monophthongs), and 3 diphthongs. The phonemes, namely: / p /, / b /, / t /, / d /, / k /, / m /, / n /, / s /, / r /, / h /, / l / , / w /, / y /, / G /, /? vowels (monophthongs), and 3 diphthongs. The phonemes, namely: / p /, / b /, / t /, / d /, / k /, / m /, / n /, / s /, / r /, / h /, / l / , / w /, / y /, / G /, /? /, / a /, /i /, / u /, / e /, / o /, / O /, and /E /.Keywords: phonology, phonetics, phonemes
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Florey, Margaret J. "Alune incantations: Continuity or discontinuity in verbal art?" Journal of Sociolinguistics 2, no. 2 (June 1998): 205–31. http://dx.doi.org/10.1111/1467-9481.00041.

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Lipski, John M. "Can a bilingual lexicon be sustained by phonotactics alone?" Mental Lexicon 15, no. 2 (November 6, 2020): 330–65. http://dx.doi.org/10.1075/ml.19024.lip.

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Abstract This study focuses on bilingual speakers of Ecuadoran Quichua and the mixed language known as Media Lengua, which consists of Quichua morphosyntactic frames with all content word roots relexified from Spanish. For all intents and purposes, only the lexicon – more specifically, lexical roots – separate Media Lengua from Quichua, and yet speakers generally manage to keep the two languages apart in production and are able to unequivocally distinguish the languages in perception tasks. Two main questions drive the research effort. The first, given the very close relationships between Quichua and Media Lengua, is whether each language has a distinct lexicon, or a single lexical repository is shared by the two languages. A second and closely related question is the extent to which language-specific phonotactic patterns aid in language identification, possibly even to the extent of constituting the only robust language-tagging mechanism in a joint lexicon. Using lexical-decision and false-memory tasks to probe the Quichua-Media Lengua bilingual lexical repertoire, the results are consistent with a model based on a single lexicon, partially differentiated by subtle phonotactic cues, and bolstered by contemporary participants’ knowledge of Spanish as well as Quichua.
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Lonsdale, Deryle, and Paul Huff. "Positing Language Relationships Using ALINE." Language Dynamics and Change 1, no. 1 (2011): 128–62. http://dx.doi.org/10.1163/221058211x577964.

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AbstractSeveral methods for determining a numerical distance between languages have been proposed in the literature. In this paper we implement one of them, the ALINE distance. We also develop a methodology for comparing its results with other language distance metrics. In particular, we generate trees from distance matrices created by the language distance metrics using two different algorithms developed by computational biologists: Neighbor Joining and UPGMA. We compare these automatically generated trees with expert trees based on those compiled by the Ethnologue project using a tree distance metric also developed by computational biologists. By determining how close the trees generated using the language distance metrics are to the expert trees, we are able to compare different language distance metrics with one another. We compare the ALINE distance with another leading metric, the LDND distance, proposed by the ASJP project. Both metrics perform similarly on the datasets processed, though details differ in sometimes interesting ways.
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Bazzanella, Carla. "Metafora e categorizzazione. Alcune riflessioni." PARADIGMI, no. 1 (May 2009): 69–82. http://dx.doi.org/10.3280/para2009-001006.

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- A tradition which starts from Aristotle, through Vico, Tesauro, up to the recent interactionist an experiential approach, highlights the significance of metaphor in cognition. The power of metaphor mainly consists in its capacity to categorize what is unknown or undetermined on the grounds of partial correspondences, similarities, and analogies, by establishing associations between different domains, and by referring to body, experience, and the world. The constitutive value of metaphor (in a way, it creates the object to which it refers by categorizing it via analogies, similarity, and extensions) has been focused upon and exemplified in a wide range of domains: typically, in science, child language, and, recently, even in legal language. Fluidity of categories and flexibility of metaphor, success and break-downs of metaphorical languages, i. e. different facets of the relationship between metaphor and categorization in children and adults, will be discussed. Keywords: Analogy, Categorization, Cognition, Embodiment, Figurative language, Metaphor.
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Nascimento, Alessandra Pereira, and Heloísa Macedo Ribeiro. "BRAZILIAN SIGN LANGUAGE AND DEAF STUDENT TEACHING." Nucleus 10, no. 2 (October 30, 2013): 27–37. http://dx.doi.org/10.3738/1982.2278.972.

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Toolan, Michael. "Don't leave your language alone." Language & Communication 18, no. 1 (January 1998): 87–99. http://dx.doi.org/10.1016/s0271-5309(97)00023-2.

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Kroll, Judith F., Jason W. Gullifer, and Eleonora Rossi. "The Multilingual Lexicon: The Cognitive and Neural Basis of Lexical Comprehension and Production in Two or More Languages." Annual Review of Applied Linguistics 33 (March 2013): 102–27. http://dx.doi.org/10.1017/s0267190513000111.

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Recent studies have shown that when bilinguals or multilinguals read written words, listen to spoken words, or plan words that they intend to speak in one language alone, information in all of the languages that they know is momentarily active. That activation produces cross-language competition that sometimes converges to facilitate performance and sometimes diverges to create costs to performance. The presence of parallel activation across languages has been documented in comprehension, in studies of word recognition, and also in production, in studies of lexical speech planning. The observation that one of the two or more languages cannot be switched off at will is particularly surprising in production, where the intention to express a thought should be guided by conceptually driven processes. Likewise, in comprehension, recent studies show that placing words in sentence context in one language alone is insufficient to restrict processing to that language. The focus of current research on the multilingual lexicon is therefore to understand the basis of language nonselectivity, to consider how the language in use is ultimately selected, and to identify the cognitive consequences of having a lexical system that is open to influence by the languages not in use. In this article, we review the recent cognitive and neural evidence on each of these issues, with special consideration to the question of how the nature of the evidence itself shapes the conclusions drawn about the organization and access to the lexicon in individuals who speak more than one language.
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Tatnall, Arthur. "On Actors, Networks, Hybrids, Black Boxes and Contesting Programming Languages." International Journal of Actor-Network Theory and Technological Innovation 2, no. 4 (October 2010): 10–20. http://dx.doi.org/10.4018/jantti.2010100102.

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In the mid 1990s the programming language Visual Basic (VB) fought hard to enter the undergraduate information systems curriculum at RMIT University, against resistance from two incumbent programming languages. It could not, of course, work alone in this and enlisted the assistance of a human ally known as Fred. The incumbent programming languages, Pick Basic and the Alice machine language simulator, also had their human allies to assist them in resisting the assault of the newcomer. In many ways, it is useful to think of all these programming languages as black boxes made up of hybrid entities containing both human and non-human parts, along with a conglomeration of networks, interactions, and associations. The non-human cannot act alone, but without them, the human parts have nothing to contest.
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Vihman, Virve-Anneli, Diane Nelson, and Simon Kirby. "Animacy Distinctions Arise from Iterated Learning." Open Linguistics 4, no. 1 (November 1, 2018): 552–65. http://dx.doi.org/10.1515/opli-2018-0027.

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Abstract Linguistic animacy reflects a particular construal of biological distinctions encountered in the world, passed through cultural and cognitive filters. This study explores the process by which our construal of animacy becomes encoded in the grammars of human languages. We ran an iterated learning experiment investigating the effect of animacy on language transmission. Participants engaged in a simple artificial language learning task in which they were asked to learn which affix was assigned to each noun in the language. Though initially random, the language each participant produced at test became the language that the subsequent participant in a chain was trained on. Results of the experiment were analysed in terms of learnability, measured through the accuracy of responses, and structure, using an entropy measure. We found that the learnability of languages increased over generations, as expected, but entropy did not decrease. Languages did not become formally simpler over time. Instead, structure emerged through a reorganisation of noun classes around animacy-based categories. The use of semantic animacy distinctions allowed languages to retain morphological complexity while becoming more learnable. Our study shows that grammatical reflexes of animacy distinctions can arise out of learning alone, and that structuring grammar based on animacy can make languages more learnable.
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Dissertations / Theses on the topic "Alune language"

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Jones, Francis Redvers. "Going it alone : self-instruction in adult foreign-language learning." Thesis, University of Newcastle Upon Tyne, 1996. http://hdl.handle.net/10443/189.

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This project looks at foreign-language self-instruction by adult native speakers of English. A literature review surveys the self-instruction field, plus more general literature on second language acquisition, learner characteristics and strategies, and course design. An initial pre-study presents a taxonomy of published teach-yourself package features, based on a survey of over 40 courses. The second pre-study presents a learner-diary study of 11 months' self-instruction of Hungarian from post-beginner level by the researcher. Lexis and listening are revealed as the main challenges, and the importance of real-message practice is highlighted. A threshold is identified - corresponding to the ability to cope with authentic language - at which strategies change from coursebook-centred to real text- and interaction-centred. In the main study, telephone interviews of 70 learners with self-instructed experience supplied reported-achievement profiles for all their languages, plus open-ended reports on their self-instructed learning processes. Multivariate statistics plus qualitative analysis of the interview protocols were used to identify patterns in the data. Mixedmeans outperforms both self-instruction alone and classwork alone in terms of command, dropout and sense of success, with classworkself-instruction as the best sequence. Higher proficiency in mixed/self-instruction-only mode is linked to better listening and speaking experiences, and to good management of learning. Learners with more self-instructed experience worry about initial listening and speaking problems less, and are more aware of writing. Learning style is the chief process factor seen as affecting self-instructed learning; others are general strategic skill, ability to tackle the lexico-grammar through writing, full-speed listening, "package-wiseness", exploitation of external motivational/affective factors, intensive reading/cassette-work skills, aptitude/discipline, and the ability to combine different learning resources. The conclusion presents implications for second language acquisition, followed by recommendations for materials designers, self-instructed learners, language centres and learner training programmes.
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Huff, Paul A. "PyAline: Automatically Growing Language Family Trees Using the ALINE Distance." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2389.

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Several methods for determining a numerical distance between languages have been proposed in the literature. In this thesis I implement one of them, the ALINE distance, and develop a methodology for comparing its results with other language distance metrics. I then compare it with a leading distance metric, the LDND distance, proposed by the ASJP project.
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Roberts, Daniel C. "Saturday Nights Alone." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd892.pdf.

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Beth, Marc Spears d'Armond Okrand Marc. "We are not alone Marc Beth." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237768652.

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Thesis (M.M.)--Bowling Green State University, 2009.
Document formatted into pages; contains 1 score (vii, 55 p.) For flute/alto flute, oboe/English horn, B♭/bass clarinet, bassoon, horn, two C trumpets, two trombones, vibraphone, harp, two violins, viola, cello, soprano, and electronic sound effects. "The soprano sings an original poem translated to Klingon with the assistance of Klingon-language expert Dr. d'Armond Spears and linguist Dr. Marc Okrand, creator of the official language."--Abstract. Text of song also printed separately in English and Klingon (with IPA pronunciation) on p. vi. Includes bibliographical references.
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Costa, Marilia de Melo. "Autonomia do aluno na sala de aula de língua portuguesa : uma proposta de atividade articulando línguas e linguagem /." Araraquara : [s.n.], 2012. http://hdl.handle.net/11449/103501.

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Orientador: Letícia Marcondes Rezende
Banca: Marilia Blundi Onofre
Banca: Maria Isabel de Moura Brito
Banca: Odair Luiz Nadin da Silva
Banca: Juscelino Pernambuco
Resumo: Este trabalho pretende discutir a autonomia do aluno na sala de aula de língua portuguesa a partir da Teoria das Operações Predicativas e Enunciativas. Para tanto, investigamos rapidamente a definição desse construto desde seu primeiro conceito nos anos 80, passando pela mudança de perspectiva - de autonomia ser o ensino sem a ajuda do professor para ser o ensino colaborativo, construído pelos alunos e pelo professor em conjunto - até a definição de autonomia por nós dentro de uma abordagem mais enunciativa. Na verdade, não chegamos a definir precisamente o que seria a autonomia, mas indicamos práticas que acreditamos que levam o sujeito a se tornar mais autônomo. Investigamos os documentos oficiais sobre educação no Brasil a fim de verificar o que eles trazem a respeito de autonomia. Nesses documentos, ela é vista como um objetivo do ensino básico (fundamental e médio) e uma necessidade para a vida. Propomos, então, uma prática que tenha a autonomia como objetivo, além, claro, do trabalho com a língua portuguesa. Essa prática engloba tanto uma análise baseada na teoria de Culioli (TOPE), quanto análises da gramática tradicional normativa, que é a atividade central desenvolvida do material dos alunos. Descobrimos que os alunos sentem dificuldade de lidar com atividades analíticas e reflexivas sobre a língua, até mesmo os que são considerados bons alunos
Abstract: This works aims to discuss student's autonomy in the classroom from the point of view of the Theory of Predicative and Enunciative Operations, by Antoine Culioli. For this, we briefly investigate the definition of autonomy from the 80s till now - in this period, a change in the definition has occured and autonomy, which was defined as learning happening without teacher to learning happening in a collaborative way, with teachers and students helping one another to learning take place. In our view, autonomy is inside the field enunciation studies. Actually, we do not define autonomy, but we point out ways that we believe help the subject to become more autonomous. We investigate Brazilian officials documents about Education to verify what they bring about autonomy. In this documents, it is seen as an goal of basic education (Elementary and High School) and as a necessity to the whole life of a person. We propose, then, some teaching practice which foster autonomy besides the work with Portuguese Language, of course. This practice was analysed based both on Culioli's theory and on traditional grammar, which is the main activity in the students' material. After all this we discovered that the students have a little difficulty to deal with analytical activities, even the best students
Doutor
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Costa, Marilia de Melo [UNESP]. "Autonomia do aluno na sala de aula de língua portuguesa: uma proposta de atividade articulando línguas e linguagem." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/103501.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este trabalho pretende discutir a autonomia do aluno na sala de aula de língua portuguesa a partir da Teoria das Operações Predicativas e Enunciativas. Para tanto, investigamos rapidamente a definição desse construto desde seu primeiro conceito nos anos 80, passando pela mudança de perspectiva – de autonomia ser o ensino sem a ajuda do professor para ser o ensino colaborativo, construído pelos alunos e pelo professor em conjunto – até a definição de autonomia por nós dentro de uma abordagem mais enunciativa. Na verdade, não chegamos a definir precisamente o que seria a autonomia, mas indicamos práticas que acreditamos que levam o sujeito a se tornar mais autônomo. Investigamos os documentos oficiais sobre educação no Brasil a fim de verificar o que eles trazem a respeito de autonomia. Nesses documentos, ela é vista como um objetivo do ensino básico (fundamental e médio) e uma necessidade para a vida. Propomos, então, uma prática que tenha a autonomia como objetivo, além, claro, do trabalho com a língua portuguesa. Essa prática engloba tanto uma análise baseada na teoria de Culioli (TOPE), quanto análises da gramática tradicional normativa, que é a atividade central desenvolvida do material dos alunos. Descobrimos que os alunos sentem dificuldade de lidar com atividades analíticas e reflexivas sobre a língua, até mesmo os que são considerados bons alunos
This works aims to discuss student's autonomy in the classroom from the point of view of the Theory of Predicative and Enunciative Operations, by Antoine Culioli. For this, we briefly investigate the definition of autonomy from the 80s till now – in this period, a change in the definition has occured and autonomy, which was defined as learning happening without teacher to learning happening in a collaborative way, with teachers and students helping one another to learning take place. In our view, autonomy is inside the field enunciation studies. Actually, we do not define autonomy, but we point out ways that we believe help the subject to become more autonomous. We investigate Brazilian officials documents about Education to verify what they bring about autonomy. In this documents, it is seen as an goal of basic education (Elementary and High School) and as a necessity to the whole life of a person. We propose, then, some teaching practice which foster autonomy besides the work with Portuguese Language, of course. This practice was analysed based both on Culioli's theory and on traditional grammar, which is the main activity in the students' material. After all this we discovered that the students have a little difficulty to deal with analytical activities, even the best students
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Andersson, Johanna. "Better Off Alone Anyway: Independent Women in Two Marian Keyes Novels." Thesis, Mid Sweden University, Department of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-9392.

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Elizi, Cesar Eduardo Duarte 1969. "Aptidão para língua estrangeira : a perspectiva do aluno universitário." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/268857.

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Orientador : Linda Gentry El-Dash
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O objetivo deste estudo foi investigar o conceito de Aptidão para língua estrangeira (AL2) do ponto de vista de um grupo de estudantes universitários. Nosso interesse foi conhecer os posicionamentos dos estudantes sobre questões como o papel do esforço e o senso de agência (MERCER e RYAN 2010), para então agrupá-los em termos dos perfis compartilhados e interpretá-los à luz da teoria recente sobre aptidão, notadamente os complexos de Aptidão (ROBINSON 2002,2005), o papel da memória de trabalho (WEN, 2012) e metacognição (FLAVELL 1987). Para tanto, optamos pela Metodologia Q. Assim, elaboramos um conjunto-Q com 47 afirmações sobre Aptidão para língua estrangeira, a partir da fala dos sujeitos envolvidos e da literatura. Um total de 57 estudantes, de duas faculdades da região de Campinas, ordenaram o conjunto-Q de acordo com sua visão subjetiva sobre o tema. Um software realizou a análise estatística, revelando quatro diferentes perfis. O primeiro perfil, com 27 sujeitos, revela um posicionamento que privilegia o esforço individual e não habilidades inatas, com escolhas de comportamentos informadas por estratégias metacognitivas alinhadas com a valorização do esforço. O segundo perfil reúne 7 estudantes para quem a AL2 está ligada a um dom, com a consequente desvalorização do papel que podem exercer durante o processo de aprendizagem. O terceiro perfil reuniu 4 sujeitos que focam a AL2 como (limitação da) habilidade analítica, inclusive na própria L1. O quarto perfil conta com 11 alunos que percebem a AL2 com um foco na habilidade analítica, não como limitada, mas como suficiente, também correlacionando a AL2 com a L1 em seus comentários. A análise dos dados obtidos nos leva à conclusão que, mesmo partindo da visão de língua da abordagem de Processamento de Informação (SKEHAN 1998), o conceito de aptidão vigente, essencialmente cognitivo, para que possa auxiliar em escolhas pedagógicas de adequação da prática ao perfil de cada aluno, precisa ser complementado com uma dimensão metacognitiva que estabeleça uma conexão entre capacidade cognitiva e comportamento
Abstract: The objective of this study was to investigate the concept of Foreign Language Aptitude (AL2) from the point of view of a group of college students. Our interest was to investigate the discursive positions of the students on issues such as the role of effort and sense of agency (RYAN & MERCER, 2010), to group them in terms of shared profiles and then interpret these in the light of the recent theory of aptitude, especially in terms of aptitude complexes (Robinson 2002, 2005), the role of working memory (WEN, 2012) and metacognition (FLAVELL, 1987). In order to this, we chose Q methodology. Next, we developed a Q-set with 47 statements about Foreign Language Aptitude from the speech of the subjects involved and the relevant literature. A total of 57 students, from two colleges in the Campinas region, ordered the Q-set according to their own subjective views on the subject. A software provided the statistical analysis, revealing four distinct profiles. The first profile, with 27 subjects, focuses on individual effort and not innate abilities, with behaviors and choices informed by metacognitive strategies in line with their valuation of effort. The second profile includes 7 students for whom AL2 is connected to a gift, with the consequent devaluation of the role they can exercise during the learning process. The third profile has 4 students who focus on AL2 as (limited) analytical abilities, including in their L1. The fourth profile has 11 students who perceive AL2 with a focus on analytical abilities, not as limited, but as sufficient, also correlating AL2 with L1 in their comments. The data analysis leads us to conclude that even within the language vision from the Information Processing approach (Skehan, 1998), the current concept of Aptitude, essentially cognitive, in order for it to assist us in the pedagogical choices for the tailoring of our practice to the aptitude profile of each student, needs to be complemented with a metacognitive dimension to establish a connection between cognitive ability and behavior
Doutorado
Lingua Estrangeira
Doutor em Linguística Aplicada
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Ngaha, Arapera Bella. "Te Reo, a language for M��ori alone? : an investigation into the relationship between the M��ori language and M��ori identity." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/6761.

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This thesis is a sociolinguistic study that addresses the link between M��ori identity and the ability to speak and understand te reo M��ori (the M��ori language). This study goes right to the heart of the relationship between language and identity. The international literature regarding this relationship is considerable and suggests that for many of the indigenous and minority language communities around the world, such a link is an imperative. It is a view that is also reflected in the M��ori literature. As a first step this study questions that proposition and explores the views of M��ori on this matter which allows us to gain insights into the ways in which M��ori in the early 21st century view their language and their identity. In a second phase this study looks to explore the idea of encouraging and supporting non- M��ori ��� those who have no M��ori whakapapa (geneology) ��� into learning to speak te reo M��ori as a means of assisting te reo revitalisation, through increasing the numbers of speakers of te reo. Understandings around the importance of te reo to M��ori identity have had a huge influence on the ways in which M��ori reacted to this proposition. This project is of direct relevance to M��ori, who have been extremely concerned for several decades about the loss of the M��ori language and its ongoing threatened status. M��ori have been directly involved in measures to preserve the language both on the national stage and at local levels. More than 600 people contributed to this study and both quantitative and qualitative modes of analysis were employed at different stages of this study. The quantitative data from the survey was analysed using the SPSS1 programme. Interpretive content analysis and narrative analysis that utilised tikanga or models of M��ori understandings of identity, and sociolinguistic theory exposed a number of themes that are used to illustrate the findings of this study.
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Jensen, Veronica. "CHARACTER SHAPE AND VISCERAL RESPONSE : Can a figure’s shape alone generate a reaction regarding it’s nature?" Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11129.

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This study examines shape language when used in figures representing humanoid creatures and how a viewer can be manipulated by shape language to feel a certain way about a figure. The study focuses on good versus evil expression and how one can utilise shape to knowingly give cues about a figures alignment or how to mislead the viewer if so desired. Focus is on visceral emotion connected to sharp and soft shapes and asymmetrical or symmetrical features, but it is revealed that its use in character design may be a cultural convention rather than something hard-wired in our brains from years of natural selection and experiences tied to our subconscious visceral response.
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Books on the topic "Alune language"

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Wattimury, E. Struktur bahasa Alune. Jakarta: Pusat Pembinaan dan Pengembangan Bahasa, Departemen Pendidikan dan Kebudayaan, 1996.

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Weinstein, Nina J. Alone together. Boston: McGraw-Hill, 1998.

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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.
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Belardi, Walter. " Periferia" e "centro": Un'antitesi nella "questione della lingua" di alcune storicità linguistiche. Roma: Dipartimento di studi glottoantropologici, Università La Sapienza, 1995.

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Writing alone and with others. Oxford: Oxford University Press, 2003.

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Jenkins, Lin. Alun yn dysgu'r ABC. 2nd ed. Aberystwyth: Cymdeithas Lyfrau Ceredigion, 1993.

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Fishman, Joshua A. Do not leave your language alone: The hidden status agendas within corpus planning in language policy. Mahwah, NJ: Lawrence Erlbaum Publishers, 2006.

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Schneider, Pat. Writing alone and with others. New York, NY: Oxford University Press, 2003.

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Religion within the limits of language alone: Wittgenstein on philosophy and religion. Aldershot, Hants: Ashgate, 2001.

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Giurleo, Stelio. Storia di alcune parole della lingua italiana. Cosenza: Edizioni Brenner, 1988.

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Book chapters on the topic "Alune language"

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Giorgi, Kyra. "Proudly Alone?" In Emotions, Language and Identity on the Margins of Europe, 32–52. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137403483_3.

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Ferrarons, Miquel, Xavier Anguera, and Jordi Luque. "Flexible Stand-Alone Keyword Recognition Application Using Dynamic Time Warping." In Advances in Speech and Language Technologies for Iberian Languages, 158–67. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13623-3_17.

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Wrona, Janick. "A case of non-derived stand-alone nominalization." In Nominalization in Asian Languages, 423–44. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/tsl.96.15wro.

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Brar, Navneet Kaur, Jaskaranbeer Kaur, Ajay Kumar, Manu Bansal, and Alpana Agarwal. "Stand-alone Lightweight Security System for Native Language Using SPI Interface." In Proceedings of the International Conference on Computing and Communication Systems, 579–91. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4084-8_56.

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Luchini, Pedro Luis. "Simultaneous Reading and Listening Is Less Effective Than Reading Alone: A Study Based on Cognitive Load Theory." In Second Language Learning and Teaching, 71–80. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7_5.

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Wray, Alison, and Tess Fitzpatrick. "Why can't you just leave it alone? Deviations from memorized language as a gauge of nativelike competence." In Phraseology in Foreign Language Learning and Teaching, 123–47. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.138.11wra.

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Staker, Emmie, A. Jyoti Kaneria, J. Spencer Clark, and G. Sue Kasun. "4. ‘What If You Don’t Have Boots’, Let Alone Bootstraps? An ELL Teacher’s Use of Narrative to Achieve and Generate Agency in the Face of Contextual Constraints." In Theorizing and Analyzing Language Teacher Agency, edited by Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova, 44–62. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923927-006.

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Podgorny, Irina. "“Silent and Alone”: How the Ruins of Palenque Were Taught to Speak the Language of Archaeology." In Comparative Archaeologies, 527–53. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8225-4_15.

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Giordano, Alessio. "Alcune considerazioni sulla situazione attuale della lingua svana." In Eurasiatica. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-453-0/008.

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This paper features the current situation of the Svan-speaking linguistic communities in Georgia, the Georgian language policies and the attempts made to make Svan a literary language. In 2013, Richard Bærug published Svan Youth Literature, a book containing short stories written by young Svans; this and other recent publications seem to bear witness to the vitality of this endangered language. Anyway, language policy in Georgia still looks far from accepting the Kartvelian languages different from Georgian as separate languages, although other minority languages are earning evident privileges. Recent studies have shed light on some of these problems, which however take on greater meaning when viewed from the diachronic perspective hereby presented.
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Laland, Kevin N. "Why We Alone Have Language." In Darwin's Unfinished Symphony, 175–207. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691182810.003.0008.

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This chapter explores how and why language evolved by asking what caused our ancestors to take the first steps away from the communication systems that other animals, particularly other primates, possess. It follows seven criteria for determining the validity of competing language evolution theories—seven benchmarks with which to evaluate alternative explanations for the original adaptive advantage conferred by early forms of language. These criteria are as follows: the theory must account for the honesty of early language; the theory should account for the cooperativeness of early language; the theory should explain how early languages could have been adaptive from the outset; the concepts proposed by the theory should be grounded in reality; the theory should explain the generality of language; the theory should account for the uniqueness of human language; and finally, the theory should explain why communication needed to be learned. This compilation of criteria is important because when considered together, they comprise a tough standard against which almost all of the previously proposed accounts fail.
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Conference papers on the topic "Alune language"

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Hanafi, Hanisah, Silvana Hasan, and Dewi Kusumaningsih. "The Language Acquisition of A Two-Year-Old Girl “Aline”." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.062.

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Gunawan, Go Frendi, Mukhlis Amien, and Jozua Ferjanus Palandi. "Chimera — Simple language agnostic framework for stand alone and distributed computing." In 2017 4th International Conference on Computer Applications and Information Processing Technology (CAIPT). IEEE, 2017. http://dx.doi.org/10.1109/caipt.2017.8320654.

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Edouard, Amosse, Elena Cabrio, Sara Tonelli, and Nhan Le-Thanh. "You’ll Never Tweet Alone Building Sports Match Timelines from Microblog Posts." In RANLP 2017 - Recent Advances in Natural Language Processing Meet Deep Learning. Incoma Ltd. Shoumen, Bulgaria, 2017. http://dx.doi.org/10.26615/978-954-452-049-6_030.

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Li, Feng, Qiang Li, and Xudong Liu. "Research on velocity estimation in high dynamic flight simulation with a stand-alone single-frequency GPS receiver." In 2016 International Conference on Audio, Language and Image Processing (ICALIP). IEEE, 2016. http://dx.doi.org/10.1109/icalip.2016.7846611.

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Fukuda, João C., Emilio Francesquini, and Daniel Cordeiro. "Profiling an Erlang Program Inside A Linux Environment: A Discussion of Possible Approaches." In Escola Regional de Alto Desempenho de São Paulo. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/eradsp.2021.16693.

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Erlang is a concurrent language built to run on the BEAM virtual machine. This paper discusses the different approaches one can take to profile programs built on Erlang from both inside and outside BEAM and their inherent tradeoffs. It divides profiling and tracing tools into system and VM-level, com- pares both categories’ advantages and disadvantages in terms of performance and how trying to keep performance might minimize other aspects of the pro- filing, and describes how to take advantage of them both alone and together by combining their outputs to produce the best possible result.
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Bohm, Matt R., and Robert B. Stone. "A Natural Language to Component Term Methodology: Towards a Form Based Concept Generation Tool." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86581.

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Over the last few decades design researchers have put forward theories and proposed methodologies that increase the chance that a design team will reliably arrive at the optimal solution to a given design problem. Studies, however, bear out that theories and methodologies alone will not guarantee an optimal or even good design solution. Instead, a breadth of knowledge across multiple engineering domains and the time and tools to thoroughly evaluate the design space are as important as any prescriptive design method. This work presents one of the underlying engineering technologies needed to leverage artificial intelligence approaches to thoroughly search the design space and synthesize concept solutions. Artificial intelligence methods are employed to generate a natural language to formal component terms thesaurus as part of a novel form-initiated concept generation approach. With this fundamental natural language interpretation algorithm, designers may now suggest an initial solution to a problem, expressed in everyday terms, and then rely on a machine to abstract the underlying functionality and conduct a thorough search of the solution space.
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Ferreira, Juliana Jansen, and Vinícius Segura. "HCI evaluation with Cognitive Dimensions of Notations." In XVIII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/ihc.2019.8375.

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During the design and development of a technological artifact or when such artifact is already in the hands of users, an inspection method can help researchers and practitioners deal with not only usability issues, but also provide a common language to evaluate different design alternatives. The Cognitive Dimensions of Notations framework (CDNf) is a methodological resource designed to identify and discuss cognitive loads imposed by notations. In this six hour short course, we aim to talk about our experience with CDNf alone and combined with other HCI methods and to explore CDNf in practice with hands on activities to show participants how it can be a useful resource.
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Lindemann, Sofiana-Iulia, Stanca Mada, Laura Sasu, and Madalina Matei. "Thematic role and grammatical function affect pronoun production." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0028/000443.

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According to different approaches to pronoun processing, in pro-drop languages, null pronouns are interpreted as referring back to the grammatical subject and topical referent, while overt pronouns are usually interpreted as coreferring with a non-subject and non-topical antecedent. The present study investigates whether thematic role and grammatical function impact (overt and null) pronoun production in Romania. Results show that we do not encounter a clear division of labour between the two pronoun forms triggered by syntactic structure alone and that thematic roles matter as well. The findings support a multi-dimensional approach, suggesting that different referential forms are constrained by different factors.
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Thomason, Jesse, and Raymond J. Mooney. "Multi-Modal Word Synset Induction." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/575.

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A word in natural language can be polysemous, having multiple meanings, as well as synonymous, meaning the same thing as other words. Word sense induction attempts to find the senses of polysemous words. Synonymy detection attempts to find when two words are interchangeable. We combine these tasks, first inducing word senses and then detecting similar senses to form word-sense synonym sets (synsets) in an unsupervised fashion. Given pairs of images and text with noun phrase labels, we perform synset induction to produce collections of underlying concepts described by one or more noun phrases. We find that considering multi-modal features from both visual and textual context yields better induced synsets than using either context alone. Human evaluations show that our unsupervised, multi-modally induced synsets are comparable in quality to annotation-assisted ImageNet synsets, achieving about 84% of ImageNet synsets' approval.
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Wang, Chenguang, Laura Chiticariu, and Yunyao Li. "Active Learning for Black-Box Semantic Role Labeling with Neural Factors." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/405.

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Active learning is a useful technique for tasks for which unlabeled data is abundant but manual labeling is expensive. One example of such a task is semantic role labeling (SRL), which relies heavily on labels from trained linguistic experts. One challenge in applying active learning algorithms for SRL is that the complete knowledge of the SRL model is often unavailable, against the common assumption that active learning methods are aware of the details of the underlying models. In this paper, we present an active learning framework for black-box SRL models (i.e., models whose details are unknown). In lieu of a query strategy based on model details, we propose a neural query strategy model that embeds both language and semantic information to automatically learn the query strategy from predictions of an SRL model alone. Our experimental results demonstrate the effectiveness of both this new active learning framework and the neural query strategy model.
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Reports on the topic "Alune language"

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Arnold, Zachary, Joanne Boisson, Lorenzo Bongiovanni, Daniel Chou, Carrie Peelman, and Ilya Rahkovsky. Using Machine Learning to Fill Gaps in Chinese AI Market Data. Center for Security and Emerging Technology, February 2021. http://dx.doi.org/10.51593/20200064.

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In this proof-of-concept project, CSET and Amplyfi Ltd. used machine learning models and Chinese-language web data to identify Chinese companies active in artificial intelligence. Most of these companies were not labeled or described as AI-related in two high-quality commercial datasets. The authors' findings show that using structured data alone—even from the best providers—will yield an incomplete picture of the Chinese AI landscape.
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