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Relevant bibliographies by topics / Asu language

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Academic literature on the topic 'Asu language'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

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Journal articles on the topic "Asu language"

1

Evans, Charlotte J., and Kelvin L. Seifert. "Fostering the Development of ESL/ASL Bilinguals." TESL Canada Journal 18, no. 1 (October 31, 2000): 01. http://dx.doi.org/10.18806/tesl.v18i1.896.

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This article provides a bilingual perspective about literacy development in deaf students and uses the bilingual perspective to recommend effective teaching strategies for this group of students with special needs. In the case of deaf students, however, the bilingualism is not between two oral languages, but between American Sign Language (ASU and written English. The analogy of Deaf education to bilingual education is imperfect, as the article shows, but nonetheless helpful in suggesting educational strategies. One difference from classic bilingual education is the difference in mode of the two languages, with ASL using a haptic mode (signing) and written English using a visual mode. Another difference is the nontraditional nature of Deaf communities. Although ASL communities certainly have histories and traditions, Deaf individuals rarely learn these from family ties or immersion in a kinship-based culture that "speaks" ASL. Despite these differences in language mode and cultural transmission, teaching deaf students benefits from many strategies usually associated with the teaching of second languages, including fostering motivation, developing self concepts, understanding language development, knowing elements of a student's first language, allowing judicious translation,focusing on comprehension rather than syntax, and incorporating cultural values and native speakers-signers as role models.

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Kirikova, Liudmila, Irmantas Ramanauskas, Edita Latvelienė, Sigita Stankevičienė, and Dalia Kačergienė. "PECULIARITIES OF FOREIGN LANGUAGE LEARNING AT LUHS, KTU, AND ASU: THE STUDENTS’ ATTITUDE." Sustainable Multilingualism 4, no. 4 (2014): 72–86. http://dx.doi.org/10.7220/2335-2027.4.5.

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Whelan, K., M. Haarstad, B. Feldbruegge, A. Jacobi, C. Mayo, T. Hautz, C. Heyer, B. Graham, and G. Hunter. "P.092 Successful implementation of a supported conversation program on an acute stroke unit." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 48, s3 (November 2021): S45—S46. http://dx.doi.org/10.1017/cjn.2021.370.

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Background: Aphasia is a life alerting deficit that affects up to 40% of people living with stroke. Barriers to communication ultimately impacts the care aphasic patients receive, as well as functional recovery. The Canadian Stroke Best Practice Recommendations suggest early and frequent language interventions to improve patients with aphasia quality of life, mood, and social outcomes. Methods: A supported conversation (SC) program (colloquially named The Aphasia Club) was implemented on the Acute Stroke Unit (ASU). The program included aphasia awareness and assessment training, as well as creation of an aphasia tool kit and discipline specific aphasia-friendly resources. Staff were encouraged to complete a 1-hour independent course on SC through the Aphasia Institute. Speech and language pathologists (SLP) offered an additional 30-minute in-person teaching session with interdisciplinary practice professionals. Following SLP assessment, personalized communication profiles were created for patients with aphasia to help staff understand the most useful strategies for communication. Results: More then 50 interprofessional staff members took SC training. Staff reported increased levels of knowledge and confidence when communicating with aphasic patients. Conclusions: A supported communication program was successfully implemented on an ASU. Planning appropriate communication interventions can assist interdisciplinary professionals in their ability to support patients through their stroke journey.

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Hanani, Iva, and Suray Agung Nugroho. "Tingkat Tutur Pengisi Fungsi Subjek Bahasa Korea dan Bahasa Jawa." JLA (Jurnal Lingua Applicata) 3, no. 2 (August 1, 2020): 71. http://dx.doi.org/10.22146/jla.57392.

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The aim of this study is to explain Korean and Javanese subject honorific and identify its similarities and differences. To accomplish it, this research was conducted using literature review method. Data related to the Javanese language were taken from two Javanese drama scripts, namely Mak Ana Asu Mlebu Ngomah and Bantul Sangsaya Pinunjul, and Javanese drama titled Sri Ngilang by George Quinn. Korean language data was taken from television drama, Misaeng and Fight for My Way. Based on the analysis that has been carried out, despite the difference of the honorific system of Korean dan Javanese, Javanese has subject honorific as described in the Korean honorific system. Both languages use words that have honorific meaning to honor the subject and use words that are usually used for the animal to dishonor the subject of the sentence. The difference between both languages on subject honorific is Korean subject honorific is mainly realized grammatically, whereas in Javanese is realized lexically. In addition, there are rules from the Korean government regarding the use of one type of subject honorific, abjonbeob, whereas in Javanese there are no rules related to the use of speech level.

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Monzó, Clara. "Don Quijote en el manga: Traducción, transformación y adaptación en la cultura de masas." TRANS. Revista de Traductología, no. 21 (December 16, 2017): 35. http://dx.doi.org/10.24310/trans.2017.v0i21.3631.

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Desde las primeras traducciones al japonés del Quijote a lo largo del siglo xix, la obra cervantina ha pasado a formar parte de la cultura de masas nipona. Como manifestación de este fenómeno, el manga ha absorbido la imagen del caballero andante adaptándola a los condicionantes estéticos del género historietístico y entreverándola con su historia y su folklore. Asu vez, el manga ha sido exportado a Occidente, donde lectores y artistas manejan su particular estilo con comodidad. Así, Don Quijote funciona, unido al manga, como puente bidireccional entre Japón y España. Fuera de la novela, la universalidad del clásico se abrirá paso hacia la viñeta y hallará su impulso, frente a lo académico, en el ámbito popular.

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Michaelis, Martina, Monika A. Rieger, and Eva Rothermund. "Der deutsche Work Role Functioning Questionnaire – Zur Evaluation seiner Messeigenschaften." ASU Arbeitsmedizin Sozialmedizin Umweltmedizin 2022, no. 12 (November 29, 2022): 787–91. http://dx.doi.org/10.17147/asu-1-240599.

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The German Work Role Functioning Questionnaire – on the evaluation of its measurement properties Objectives: Measures to maintain the employability of workers should also take their functional ability into account. The Work Role Functioning Questionnaire (WRFQ), which is available in several languages, is suitable for such an assessment. A validated version in German had been missing until now. The 27-item questionnaire was culturally adapted from the Dutch version of WRFQ 2.0 and used with a heterogeneous sample of employees with the aim of psychometrically validating the overall scale and the four subscales. Methods: After adaptation, members of a commercial online access panel with a wide variety of occupations were recruited (T0: n = 653). Two follow-ups were conducted to assess further psychometric properties (T1: n = 66, T2: n = 95). We examined the 1) structural, 2) convergent and 3) discriminant validity using exploratory factor analysis, 4) floor and ceiling effects, as well as 5) the internal consistency, 6) reproducibility, and 7) responsiveness. Results: Measurement properties were found to be good, with the exception of responsiveness and structural validity. In the exploratory factor analysis, satisfactory replicability was found for three of the four subscales (mental and social demands, physical demands and flexibility demands, but not scheduling and output demands). Conclusions: The WRFQ is aimed at the fit between demands and the individual and thus at the ability to participate. With the development and validation of a German-language version, the scale can be used in practice, e.g. in interventions aimed at secondary prevention to maintain the ability to work, tertiary prevention to support a successful return to work, or the identification of employees with declining functional ability. The limitations of the study (limited representativeness of online access panels and poor replicability of the fourth subscale) require further research. Keywords: work capacity evaluation – Work Role Functioning Questionnaire – survey – psychometric measurement properties

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Amaro Castro, Lorena. "Estrategias del yo: construcción del sujeto autorial en los textos de cinco autobiógrafas chilenas." Literatura y Lingüística, no. 26 (December 21, 2012): 15. http://dx.doi.org/10.29344/0717621x.26.34.

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Entre 1891 y 1925 tiene lugar en Chile la transición desde una cultura tradicional de élitesa una moderna, de masas, en que nuevos actores comienzan a tener una participaciónimportante, como lo es el caso de las clases medias y las mujeres. Ellas se incorporanal campo literario, manifestando en sus textos autobiográficos las tensiones relativas asu posición de integrantes de las escasas familias de élite que gobiernan al país, peroque, al interior del hogar, juegan un rol subordinado. Ello incide en su autopercepcióncomo escritoras, papel en el que incursionan como interviniendo en un espacio ajeno.Estudiaremos los textos de cinco autoras en que hemos observado estas formas tensas deconstrucción autorial: Iris, Rita Salas, María Flora Yáñez, Delie Rouge y Marta Vergara.

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Gao, Jian Qiang, Liang Jie Shen, Ning Wang, and Xiang Zhao Yang. "Simulation Model for ASU Distillation Column of a 300 MW Oxy-Fuel Pulverized Coal Boiler." Advanced Materials Research 997 (August 2014): 674–77. http://dx.doi.org/10.4028/www.scientific.net/amr.997.674.

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Based on a 300MW Oxy-fuel pulverized coal boiler,this paper established a dynamic mathematical model of air separation system distillation column, and compiled simulation procedure with the Fortran language on the platform of IMMS. With distillation column as the object of the research, it carried on a disturbance experiment about the outlet air flow of purifier and extractable volume of liquid nitrogen in lower tower. The results demonstrate that when the outlet air flow of purifier decreases, the nitrogen purity in gas is reduced by 0.39%, and the oxygen purity in liquid is reduced by 1.5%;when the outlet air flow of purifier is constant and extractable volume of liquid nitrogen decreases, the nitrogen purity in gas is increased by 0.2%, and the oxygen purity in liquid is increased by 0.06%.

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Ots, Nele, and Eva Liina Asu. "The perception of prominence: a Rapid Prosody Transcription study with Estonian listeners." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 10, no. 1 (December 17, 2019): 145–65. http://dx.doi.org/10.12697/jeful.2019.10.1.08.

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This study investigates the effect of different prosodic variables (e.g., pitch, syllable duration, presence of pitch accent and intonation boundary) and non-prosodic variables (e.g., type of verbal argument, presence of clause boundary, part-of-speech and number of syllables) on the perception of prominence in spontaneous Estonian. Following the methodology of Rapid Prosody Transcription, 396 randomly selected speech fragments from ten speakers were presented over the internet to 51 prosodically untrained listeners, whose task was to highlight the words they heard as prominent. The same dataset was annotated for intonational pitch accents and boundary tones by two experts. The results demonstrate that the strongest predictors of prominence perception are the pitch and duration of stressed syllables together with the presence of a pitch accent while the non-prosodic variables are somewhat weaker. The study corroborates earlier findings in that the perceptual salience in spoken language processing depends largely on the acoustic signal-based cues. Kokkuvõte. Nele Ots ja Eva Liina Asu: Prominentsuse taju eesti keeles: prosoodia kiirtranskribeerimise uurimus eesti keele kõnelejatega. Artikkel uurib eri prosoodiliste tunnuste (põhitoon, rõhulise silbi kestus, tooni aktsendi ja intonatsioonipiiri olemasolu) ning mitteprosoodiliste tunnuste (verbi argument, klausipiiri olemasolu, sõnaliik ja silpide arv) mõju prominentsuse tajule spontaanses eesti keeles. Lähtudes prosoodia kiirtranskriptsiooni (Rapid Prosody Transcription, RPT) metodoloogiast, esitati 396 juhuslikult valitud spontaanse kõne lõiku interneti teel 51-le prosoodia valdkonnas koolitamata kuulajale, kelle ülesandeks oli tekstis esile tõsta sõnad, mis kuuldusid neile rõhulisena. Kaks kõneprosoodia uurijat transkribeerisid samades kõne lõikudes tooniaktsendid ja intonatsioonipiirid. Tulemused näitavad, et prominentsuse taju tähtsaimad ennustajad on tooniaktsent, põhitoon ning silbi kestus. Mitteprosoodilised tunnused mõjutavad prominentsuse taju mõnevõrra vähem. Katse tulemused kinnitavad varasemate uurimuste järeldust, et tajutud prominentsus sõltub eelkõige akustilistest signaalipõhistest tunnustest. Märksõnad: prominentsus, taju, intonatsioon, tooniaktsent, sõnaliik, argumendistruktuur, prosoodia kiirtranskriptsioon (RPT), eesti keel

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Dev, Smitha, and Sura Qiqieh. "The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students." International Education Studies 9, no. 5 (April 26, 2016): 147. http://dx.doi.org/10.5539/ies.v9n5p147.

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<p class="apa">The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using ‘t’ test, chi-squire and Pearson’s product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language proficiency tests were used to measure the variables. The data were collected from 200 male and female students from Abu Dhabi University. The study could not find out any positive relationship among the variables. It is also revealed that language fluency (IELTS) has no direct impact on the ADU students’ self-esteem scores and academic achievement (GPA).</p>

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Dissertations / Theses on the topic "Asu language"

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Mreta, Abel Yamwaka. "An analysis of tense and aspect in Chasu : their form and meaning in the affirmative constructions /." Münster : LIT, 1998. http://catalogue.bnf.fr/ark:/12148/cb38870755h.

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Nguyen, Phung Tien. "Developing the evaluative language competence of teacher education students in Teaching English as a Foreign Language (TEFL) courses in Vietnam." Phd thesis, Australian Catholic University, 2020. https://doi.org/10.26199/acu.8vyx0.

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This study aimed to investigate how tertiary TEFL teacher education students‟ evaluative language competence can be extended through explicit teaching of linguistic descriptions of resources for expressing attitudinal meanings in English. In particular, it sought to determine how tertiary TEFL courses informed by the Appraisal framework (Martin & White, 2005) and text-based pedagogy (Feez & De Silva Joyce, 2012) can be designed and implemented to improve students‟ evaluative language competence. It also aimed to examine how such courses can extend students‟ evaluative language repertoires, and how students can discuss their understanding and use of the language of evaluation using their metaknowledge of Appraisal. In pursuit of these aims, I implemented over two fifteen-week interventions explicit teaching of evaluative resources, focusing on Attitude and Graduation within Appraisal to the same group of TEFL first-year teacher education students at Quy Nhon University, Vietnam. The explicit teaching of Attitude and Graduation followed the teaching sequences using the teaching-learning model I adapted based on integrating the Scaffolding interaction cycle (Martin & Rose, 2005) into the text-based cycle of teaching and learning (Feez & De Silva Joyce, 2012). I also adopted Appraisal as the coding scheme and the UAM Corpus Tool developed by Michael O‟Donnell (2013) as an electronic linguistics annotation tool for investigating affordances of Attitude and Graduation resources in reading texts and in students‟ writing. The study found that before the interventions, the students from both intervention and non-intervention groups had similar limited repertoires for evaluation expressions, which were reflected through their repetition of a restricted number of different instantiations for Attitude and frequent use of basic isolated grammatical items for Graduation. After the interventions, however, there was a significant development of the intervention students (IS) compared to the non-intervention students (NS) in Attitude and Graduation deployment. The IS employed not only more numerous different instantiations for Attitude, but also a more diverse range of semantic infusion, grammatical and lexical items for Graduation. More importantly, these IS could provide linguistic descriptions of some Appraisal aspects and employ their metaknowledge of Appraisal to talk about the development of their own deployment of Attitude and Graduation across the writing tests. Of particular interest is the impressive improvement of the low achieving IS to approximate the performance of the high achieving IS and even to overtake the performance of the high achieving NS. This empirical study has made a professional innovation to teaching pedagogies in that it adapted the teaching-learning model for explicit teaching of evaluation based on combining the Scaffolding interaction cycle (Martin & Rose, 2005) and the text-based cycle of teaching and learning (Feez & De Silva Joyce, 2012). It also has important professional implications in fundamental aspects of TEFL such as shifts in policies, professional development, teaching practices, English textbook design and English test assessment in the context of teaching and learning EFL in Vietnam. In terms of policy shift, it raises a call for review of several aspects of TEFL such as current teaching practices, curriculum, resources and teachers‟ expertise. With regard to professional development, it alerts university English teacher educators and practising teachers of English to be aware of the necessity to equip themselves with knowledge about English language and update with relevant pedagogical approaches in their lifelong professional development. In relation to English textbook design, evaluative language was found to be inadequately attended to in Solutions Intermediate and Solutions Upper-Intermediate (Falla & Davies, 2013a, 2013b), the textbooks of English being used in most tertiary institutions in Vietnam. The compensatory additional resources provided in the intervention can serve to inform curriculum designers and textbook editors of the need to incorporate intentionally selected reading texts and thoughtfully designed activities with the aim to make evaluative language more explicit. Regarding English language teaching, the study indicated the poor repertoires of evaluation expressions of even advanced students of English in Vietnam, and it demonstrated that the restricted repertoires of the students could be developed through implementing the courses I designed with various activities to engage students such as multimodal texts and video recording of student improvised drama and their reflective review of their work on the videos. In terms of assessment of English, the study draws attention to the need for test designers to include evaluative language within assessment criteria and make it an explicit requirement in designated test questions. These implications are expected to bridge the gap between teaching-learning experience in the English classroom, criteria in English assessment tests, and real-life English language demands.

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Farres-Casals, Jorge. "Verification in ASL and related specification languages." Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/14828.

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In recent years a new framework for specification has been defined around ASL [SW 83, Wir 86, ST 88a, ST 88b]. Stress has been put on defining a specification language consisting of a few powerful specification building operations (SBO's for short) with simple semantics and an elegant implementation notion. Some important features of this work are the generalization to an arbitrary institution [GB 84] of a lot of previous work done on algebraic specification and the study of behavioural abstraction in the context of a model-oriented specification language. The basic research on formal specifications is generally regarded as the basis for a new generation of specification languages. These specification languages will instantiate ASL with their institution of interest, and will define their own specification constructs and implementation notion in terms of ASL's primitive SBO's and implementation notion. However, any useful formal framework for program development needs an inference system for the implementation relation, i.e. proofs that one specification implements another must be produced by a fixed family of rules without model-theoretical considerations. This poses a new and difficult problem to ASL due to its model-oriented nature and the great generality of both the implementation relation and the SBO's. In this thesis we study this problem starting from a simple specification language with only three SBO's, and progressively adding other common SBO's. In the course of this analysis we encounter four main problems for the verification of implementations: hiding of auxiliary functions, behavioural abstraction, reachability constraints and parameterization. These problems can be considered classical of algebraic specifications and the study of their verification aspects at an institution-independent level provides valuable results for many other specification languages. New results for the verification of implementations w.r.t. specifications with hidden parts and abstracted specifications at an institution-independent level are the main contribution of the thesis. Verification of reachability constraints is shown to be below the institutional level. In this case, a common institution for constraints is formally presented showing some ignored verification aspects. Finally, an original presentation of parameterization and structured implementations concludes the thesis. In conclusion, this thesis presents a collection of sublanguages, inference systems and side conditions which add a new dimension to the fascinating job started by ASL in [SW 83].

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Podder, Sushil. "Unsupervised Clustering and Automatic Language Model Generation for ASR." Thesis, University of Waterloo, 2004. http://hdl.handle.net/10012/933.

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The goal of an automatic speech recognition system is to enable the computer in understanding human speech and act accordingly. In order to realize this goal, language modeling plays an important role. It works as a knowledge source through mimicking human comprehension mechanism in understanding the language. Among many other approaches, statistical language modeling technique is widely used in automatic speech recognition systems. However, the generation of reliable and robust statistical model is very difficult task, especially for a large vocabulary system. For a large vocabulary system, the performance of such a language model degrades as the vocabulary size increases. Hence, the performance of the speech recognition system also degrades due to the increased complexity and mutual confusion among the candidate words in the language model. In order to solve these problems, reduction of language model size as well as minimization of mutual confusion between words are required. In our work, we have employed clustering techniques, using self-organizing map, to build topical language models. Moreover, in order to capture the inherent semantics of sentences, a lexical dictionary, WordNet has been used in the clustering process. This thesis work focuses on various aspects of clustering, language model generation, extraction of task dependent acoustic parameters, and their implementations under the framework of the CMU Sphinx3 speech engine decoder. The preliminary results, presented in this thesis show the effectiveness of the topical language models.

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Adams, Hadiya Annvela. "EXAMINING SIGNER-SPECIFICITY EFFECTS IN THE PERCEPTION OF WORDS IN AMERICAN SIGN LANGUAGE." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1336747548.

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DiBlasi, Anita F. "Evaluating the Effects of Aging on American Sign Language Users." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1310670070.

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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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Randall, Kristina Marie. "Longitudinal Case Study: Expressive Language in a Bimodal Bilingual Child with ASD." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588327590589336.

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Tresh, Miriam A. "Simulations of language in individuals with and without Autism Spectrum Disorder (ASD)." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/57883/.

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The current thesis provides an exploration of mental simulations of language in individuals with and without Autism Spectrum Disorder (ASD). The experiential explanation of language proposes that language comprehension is facilitated through the construction of mental simulations of described events, which are embodied in cognition; grounded in action and perception. This high order cognitive process is thought to be underpinned by the mirror neuron system and other neural networks in the typically developed (TD) population. In a series of six experiments combining behavioural, EEG and eye-tracking measures with psycholinguistic paradigms, this thesis examines for the first time whether individuals with ASD activate mental simulations of language that are comparable to those of TD individuals. The main findings suggest that individuals with ASD are able to simulate written and spoken language, and do so in the same way as TD individuals; relying on the same neurological correlates. These simulations are activated in real-time as the described event unfolds and are constrained by the linguistic input. However, the findings point to a possible deficit or bias in interpreting prosodic content in ASD. Moreover, difficulties in simulating described events in ASD emerge when the temporal sequence of events are interrupted. Moreover, while individuals with ASD are able to simulate language online, subtle differences in processing compared to TD individuals may explain the social communication associated with the disorder. The findings offer support for a complex information processing explanation of ASD and are discussed in relation to existing cognitive theories of ASD and the impact of social skills and language ability on mental simulations.

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Asay, Danielle Patricia. "What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6192.

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Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.

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Books on the topic "Asu language"

1

Hirabayashi, Chiharu. Tangoroku: Kyō to asu o yomu jiten. Tōkyō: Tōyō Keizai Shinpōsha, 1985.

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Kokusai bunka kōryū to Nihongo kyōiku: Kinō, kyō, asu : Shiina Kazuo Kyōju koki kinen ronbunshū. Tōkyō: Bonjinsha, 2002.

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Chasu: Kamusi ya Chasu-Kiingereza-Kiswahili = Chasu-English-Swahili dictionary. Dar-es-Salaam: Languages of Tanzania Project, University of Dar-es-Salaam, 2008.

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ICU Nihongo Kyōiku 30-shūnen Kinen Shinpojūmu (1984), ed. Asu no Nihongo kyōiku no michi o motomete: ICU Nihongo kyōiku 30-shūnen kinen = Opening a way to the future of teaching Japanese : in celebration of the 30th anniversay [sic] of teaching Japanese at ICU. Tōkyō: Bonjinsha, 1987.

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Mreta, Abel Yamwaka. An analysis of tense and aspect in Chasu: Their form and meaning in the affirmative constructions. Hamburg: Lit, 1998.

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Nasiru G. Ahmad Yan Awaki. Abu Firaas'. [Kano]: Garba Mohammed Bookshop, 1999.

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P, Gorman T., and Great Britain. Dept. of Education and Science. Assessment of Performance Unit., eds. Language performance in schools: Review of APU language monitoring, 1979-1983. London: H.M.S.O., 1988.

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Sodangi, Hafsat. Abu Naka--. Kano: Hassan Miga Bookshop, 2005.

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Talfryn, Ioan. Dulliau dysgu ail iaith: Eu hanes a'u datblygiad. Dinbych: Popeth Cymraeg, 2001.

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Hotoro, Maje-El-Hajeej. Gidan kashe ahu. [Nigeria: s.n., 2001.

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Book chapters on the topic "Asu language"

1

De Smedt, Koenraad. "Ash compound frenzy." In Exploring Newspaper Language, 241–56. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/scl.49.11sme.

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Lee, Michelle, and Molly Losh. "Narrative Language in ASD." In Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_102145-1.

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Mueller, Vannesa T. "American Sign Language (ASL)." In Encyclopedia of Autism Spectrum Disorders, 1–4. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_1654-3.

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Do, Lynna Lan Tien Nguyen. "American Sign Language (ASL)." In Encyclopedia of Child Behavior and Development, 85. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_115.

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Mueller, Vannesa T. "American Sign Language (ASL)." In Encyclopedia of Autism Spectrum Disorders, 133–36. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1654.

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Mueller, Vannesa T. "American Sign Language (ASL)." In Encyclopedia of Autism Spectrum Disorders, 177–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1654.

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Lee, Michelle, and Molly Losh. "Narrative Language in ASD." In Encyclopedia of Autism Spectrum Disorders, 3069–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102145.

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Schlenker, Philippe, and Jonathan Lamberton. "Formal Indices and Iconicity in ASL." In Logic, Language and Meaning, 1–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31482-7_1.

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Churng, Sarah. "Syntax and prosodic consequences in ASL." In Nonmanuals in Sign Language, 7–46. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/bct.53.03chu.

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Janzen, Terry. "know and understand in ASL." In Studies in Language Companion Series, 59–87. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/slcs.192.03jan.

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Conference papers on the topic "Asu language"

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Banerjee, Pratyay. "ASU at TextGraphs 2019 Shared Task: Explanation ReGeneration using Language Models and Iterative Re-Ranking." In Proceedings of the Thirteenth Workshop on Graph-Based Methods for Natural Language Processing (TextGraphs-13). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5310.

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URBONIENĖ, Jūratė, and Indrė KOVERIENĖ. "A COMPARATIVE INVESTIGATION OF ENGLISH LANGUAGE PROFI-CIENCY AND ACADEMIC PERFORMANCE OF CURRENT UNDERGRAD-UATE STUDENTS WITH SPECIAL REFERENCE TO GENERATION Z: RURAL VERSUS URBAN STUDENTS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.159.

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Understanding the audience is the key to successful communication. Therefore, an effective teacher has to consider manifold differences among the students in any given classroom: the characteristics of the students, the mindset of the generation, the variety of learning styles, the students’ needs and goals, and their educational background. Since Aleksandras Stulginskis University (ASU) awards the degrees in food sciences and agriculture, a sizeable part of the students come to study from rural areas. Recent educational research in the USA, UK and Lithuania have revealed a significant difference in the academic performance of the students from rural and urban areas, however, it is still an unresolved problem for the educational institutions in Lithuania. This area has an insubstantial amount of research documented. Thus, the current research aims at investigating the relationship between the location of the school, a student graduated from, and the results of the English Language Diagnostic Test as well as analysing the academic performance of the Agronomy Faculty students through the 2nd, 3rd and 4th semesters. The study focuses on our current undergraduate students - the always-connected, app-happy, smartphone-dependent, born with the Internet, technology, and social media Generation Z. The research methods involve the statistical and comparative analyses of the urban and rural student academic performance (diagnostic test results, examination grades of the 2nd, 3rd and 4th semesters) in the English language; the theoretical assumptions based on the related scientific literature and documents on educational statistics, and the investigation of motivational factors influencing the academic performance of the Generation Z students in line with the processed survey results. The research was initiated in 2015, student academic performance was monitored through the period from 2015 to 2017, and the survey was administered in 2017. The research findings indicate that students from rural schools have an inferior level of the English language compared to the students that finished schools in urban areas, whereas the examination results through the second, third and fourth semesters unveiled an unexpected tendency. Figures show that students from rural schools not only managed to catch up with their colleagues from urban schools, but also outperformed their urban-school peers by roughly increasing rates of their performance. The research evidence could aid teachers and education policy makers, providing a better understanding of Generation Z students from rural and urban areas and factors influencing students' performance.

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Mabokela, Ronny. "Phone Clustering Methods for Multilingual Language Identification." In 9th International Conference on Natural Language Processing (NLP 2020). AIRCC Publishing Corporation, 2020. http://dx.doi.org/10.5121/csit.2020.101421.

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This paper proposes phoneme clustering methods for multilingual language identification (LID) on a mixed-language corpus. A one-pass multilingual automated speech recognition (ASR) system converts spoken utterances into occurrences of phone sequences. Hidden Markov models were employed to train multilingual acoustic models that handle multiple languages within an utterance. Two phoneme clustering methods were explored to derive the most appropriate phoneme similarities between the target languages. Ultimately a supervised machine learning technique was employed to learn the language transition of the phonotactic information and engage the support vector machine (SVM) models to classify phoneme occurrences. The system performance was evaluated on mixed-language speech corpus for two South African languages (Sepedi and English) using the phone error rate (PER) and LID classification accuracy separately. We show that multilingual ASR which fed directly to the LID system has a direct impact on LID accuracy. Our proposed system has achieved an acceptable phone recognition and classification accuracy in mixed-language speech and monolingual speech (i.e. either Sepedi or English). Data-driven, and knowledge-driven phoneme clustering methods improve ASR and LID for code-switched speech. The data-driven method obtained the PER of 5.1% and LID classification accuracy of 94.5% when the acoustic models are trained with 64 Gaussian mixtures per state.

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Parish, David H., George Sperling, and Michael S. Landy. "Intelligent Temporal Subsampling of American Sign Language Using Event Boundaries." In Applied Vision. Washington, D.C.: Optica Publishing Group, 1989. http://dx.doi.org/10.1364/av.1989.wd4.

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American Sign Language (ASL) is a gestural form of communication used by the North American deaf and hearing impaired communities. In free conversation, ASL is as rapid a form of communication as most spoken languages, including English. Yet, users of ASL are prevented from using their most efficient form of communication over long distances by the absence of affordable, high bandwidth communication technology. Use of the existing, low bandwidth telephone switching network for ASL video transmission requires substantial signal compression. To insure that the ASL signal remains useful following compression, we must first determine the visual requirements for intelligible ASL.

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Liang, Qingyuan, Zeyu Sun, Qihao Zhu, Wenjie Zhang, Lian Yu, Yingfei Xiong, and Lu Zhang. "Lyra: A Benchmark for Turducken-Style Code Generation." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/588.

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Recently, neural techniques have been used to generate source code automatically. While promising for declarative languages, these approaches achieve much poorer performance on datasets for imperative languages. Since a declarative language is typically embedded in an imperative language (i.e., the turducken-style programming) in real-world software development, the promising results on declarative languages can hardly lead to significant reduction of manual software development efforts. In this paper, we define a new code generation task: given a natural language comment, this task aims to generate a program in a base imperative language with an embedded declarative language. To our knowledge, this is the first turducken-style code generation task. For this task, we present Lyra: a dataset in Python with embedded SQL. This dataset contains 2,000 carefully annotated database manipulation programs from real usage projects. Each program is paired with both a Chinese comment and an English comment. In our experiment, we adopted Transformer, BERT-style, and GPT-style models as baselines. In the best setting, GPT-style model can achieve 24% and 25.5% AST exact matching accuracy using Chinese and English comments, respectively. Therefore, we believe that Lyra provides a new challenge for code generation. Yet, overcoming this challenge may significantly boost the applicability of code generation techniques for real-world software development.

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Sailor, Hardik, Ankur Patil, and Hemant Patil. "Advances in Low Resource ASR: A Deep Learning Perspective." In The 6th Intl. Workshop on Spoken Language Technologies for Under-Resourced Languages. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/sltu.2018-4.

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DIMA, Viorela-Valentina, and Florina MOHANU. "ENCOURAGING STUDENT RESEARCH. A VIEW FROM A BACHELOR’S PROGRAMME IN APPLIED MODERN LANGUAGES IN ROMANIA." In Synergies in Communication. Editura ASE, 2022. http://dx.doi.org/10.24818/sic/2021/01.01.

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Acknowledging the pervasive need for employees endowed with higer order (research) skills, this article presents the results of a large-scale case study undetaken by the authors to examine the ways in which Applied Modern Language students deepen their knowledge of both chosen languages and specialised fields by engaging in student research. The focus of our quantitative and qualitative corpus analysis is on Applied Modern Language students from the Faculty of International Business and Economics, Bucharest University of Economic Studies – ASE, Romania, and we shed light on research they conducted for the Annual Student Conferences between 2014-2021 and their Bachelor’s theses between 2016-2021 (languages of submission, research topics etc.). Moreover, the article presents the results obtained when investigating the possible correlations between student research and their continuing education and professional paths.

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Gavat, Inge, and C. O. Dumitru. "ASR for Romanian Language." In 2007 14th International Workshop on Systems, Signals and Image Processing and 6th EURASIP Conference focused on Speech and Image Processing, Multimedia Communications and Services. IEEE, 2007. http://dx.doi.org/10.1109/iwssip.2007.4381101.

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Dawa, I., Y. Sagisaka, and S. Nakamura. "Modeling characteristics of agglutinative languages with Multi-class language model for ASR system." In 2009 Oriental COCOSDA International Conference on Speech Database and Assessments. IEEE, 2009. http://dx.doi.org/10.1109/icsda.2009.5278368.

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Chen, Stanley F., Abhinav Sethy, and Bhuvana Ramabhadran. "Pruning exponential language models." In Understanding (ASRU). IEEE, 2011. http://dx.doi.org/10.1109/asru.2011.6163937.

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Reports on the topic "Asu language"

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Gernsbacher, Morton A. Language Comprehension as Structure Building. Fort Belvoir, VA: Defense Technical Information Center, October 1991. http://dx.doi.org/10.21236/ada243053.

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Gernsbacher, Morton A. Language Comprehension as Structure Building. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada221854.

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EdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, October 2022. http://dx.doi.org/10.53832/edtechhub.0127.

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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations with relevant EdTech initiatives. The analysis covers facilitating and limiting factors these organisations have encountered, as well as the impact of good practice initiatives on learners and society at large. We conclude by identifying the practical, policy, and research properties in the development of minoritised language education and technology. Keywords: minoritised languages, mother tongue, educational technology, LMIC, multilingualism, language of instruction An output of the EdTech Hub, https://edtechhub.org

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Collins, Thomas R. ACSL as a Parallel Simulation Language. Fort Belvoir, VA: Defense Technical Information Center, January 1990. http://dx.doi.org/10.21236/ada395503.

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Bekmyrzaev, Nurbek. Language Policies of the Central Asian States. Edited by Nargiza Muratalieva. The Representative Office of the Institute for War and Peace Reporting in Central Asia, November 2020. http://dx.doi.org/10.46950/202004.

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This work outlines the formation of state languages in the Central Asian countries, analyzes their functioning alongside the Russian language, draws conclusions and forecasts for the future, and provides recommendations for improving language policies. The publication is intended for young experts and consultants, researchers, decision-makers, as well as a wide range of readers interested in the policies of the Central Asian countries.

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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. Bristol, UK: The Economics Network, April 2004. http://dx.doi.org/10.53593/n208a.

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Firpo, M. Natural Language Processing as a Discipline at LLNL. Office of Scientific and Technical Information (OSTI), February 2005. http://dx.doi.org/10.2172/15015192.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Knauf, Marilyn. Speech Improvement as an Aid to Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2437.

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Gerasimova, A. V., O. A. Gracheva, O. A. Zavadskaya, Yu V. Kuznetsova, P. G. Matukhin, E. V. Pevnitskaya, D. I. Tkachenko, and S. L. El'sgol'ts. Introduction to physics. Base of tests on Russian as a foreign language (scientific language of physics). Science and Innovation Center Publishing House, 2013. http://dx.doi.org/10.12731/ofernio.2013.19355.

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