Relevant bibliographies by topics / Comparative and general 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 'Comparative and general Language'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Comparative and general Language"

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Mirzakhmedova, Khulkar Vasilovna. "Comparative Analysis of General Words-Terms In Persian and Uzbek Languages." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1050–56. http://dx.doi.org/10.17762/pae.v58i1.854.

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According to the history, the Persian language is one of the oldest languages in the world that has not lost its features. Following a different times and historical conditions, Persian words, as well as the Arabic language, influenced the vocabulary of other languages. The vocabulary of the Uzbek language is no exception in this process. From ancient times, the use of the Persian-Tajik language was observed side by side with the languages of the countries of Mawarannahr, in particular with the Uzbek language. As a result, many words from the Persian and Arabic languages were integrated into the lexical structure of the Uzbek language, that is, they are used as general words in both Persian and Uzbek languages. However, not all general words are used to express the same meaning. There are such original Persian words in the Uzbek language, the semantic border of which has a different meaning in the Persian language, while in the Uzbek language it has a different meaning. It is important to note that these words-terms used in both languages refer to the active speech layer in these languages. In addition, the ways of formation of those general words in comparable languages must comply with international standards. As a result of such studies, clarity is introduced into the questions of the etymological basis and the semantic boundary of general words in the Persian and Uzbek languages. For example, in the Uzbek language, there are a number of general words-terms, such as “оромгоҳ” (“camp”), “деҳқон” (“farmer”), “дастак” (“lever”), “тухумдон” (“ovary”), “хонанда” (“singer”), “олийгоҳ” (“university”) and “лашкаргоҳ” (“military camp”), which do not express meaning as in the Persian language. Even today, these words are general words expressing the features of terms that have been proposed and already have been introduced instead of Russian-international words. A semantic and functional study of such words will contribute to the development of Uzbek lexicology. Because after giving the status of “state language” to the Uzbek language in 1989, the task became to take care of its authority. Accordingly, this article aims to cover the structural-semantic analysis of general Persian words-terms used today in the Uzbek language.
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HILPERT, MARTIN. "The English comparative – language structure and language use." English Language and Linguistics 12, no. 3 (November 2008): 395–417. http://dx.doi.org/10.1017/s1360674308002694.

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Many English adjectives form the comparative in two ways, so that, for instance, prouder occurs alongside more proud. The availability of several forms raises the general questions of when and why speakers choose one variant over the other. The aim of this article is to identify factors of language structure and language use that underlie the comparative alternation and to determine their relative strengths on the basis of data from the BNC through a logistic regression analysis. The results suggest that the alternation is primarily governed by phonological factors, but that syntax and frequency of usage are of importance as well.
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Kaye, Alan S., and Peter T. Daniels. "Comparative Afroasiatic and General Genetic Linguistics." WORD 43, no. 3 (December 1, 1992): 429–58. http://dx.doi.org/10.1080/00437956.1992.12098319.

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OKANOYA, KAZUO. "Origin of Language and Comparative Cognitive Science: General Discussion." Japanese Journal of Animal Psychology 56, no. 1 (2006): 79–82. http://dx.doi.org/10.2502/janip.56.79.

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Lehmann, Christian. "A survey of general comparative grammar." Journal of Linguistics 24, no. 1 (March 1988): 175–87. http://dx.doi.org/10.1017/s0022226700011609.

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ERKIBAEVA, Gulfayruz, and Fauzia Shamsievna ORAZBAEVA. "COMPARATIVE STUDY OF DICTIONARIES OF RUSSIAN AND KAZAKH LANGUAGES." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 258–66. http://dx.doi.org/10.31651/2524-2660-2020-2-258-266.

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Introduction. Now many people believe that any information can be found on the Internet: the interpretation of words, the selection of synonyms or antonyms, the meaning of phraseologisms, translation from one language to another. Yes, it is possible, but the information received over the Internet is not always correct. Therefore, we believe that only in dictionaries can one find reliable, accurate information.The methods. Comparative training presupposes students' readiness to work with dictionaries of the Kazakh language, and on the basis of these skills, a readiness is formed to work with dictionaries of the Russian language. Solving the tasks of forming a multilingual personality, it is necessary to develop the need for students to constantly use dictionaries in order to improve language competence, enrich vocabulary, and independently perform language and speech tasks. For the implementation of intersubject communications in Russian and native languages, an implicit and explicit comparison of universal and specific phenomena of the native and studied languages was used. Results. One of the main goals of studying the Russian language in a school with the Kazakh language of instruction is to master its lexical wealth. Work with the dictionary of the Russian language should begin by repeating information about the identical dictionary of the Kazakh language, with which they are already familiar from the lessons of their native language. After consolidating knowledge of the dictionary of the Kazakh language (consolidation is carried out in the form of questions and answers and completing practical tasks), the teacher can turn to the dictionary of the Russian language. Such use of dictionaries in Russian language lessons in schools with the Kazakh language of instruction not only expands the vocabulary of students, but also helps to increase their level of knowledge of the Russian language, broadens their horizons in general and knowledge of the theory of language in particular, develops skills in working with books, as well as in general their oral and written speech activity. The scientific novelty of the research results. A review and analysis of scientific literature revealed that all methodologists are unanimous in the usefulness and necessity of using dictionaries in the educational process of the school. Types and types of work with dictionaries proposed and developed by specialists at the school are scientifically based and convincing. However, no techn-?que is universal. Each contingent, school, class require their own methodology, interpretation, since national traditions, way of thinking, perception of the world are specific. Therefore, work with dictionaries in schools with the Kazakh language of instruction also requires its scientific justification, the development of its own methodology, namely, training in the use of Russian dictionaries in comparison with dictionaries of the Kazakh language. Conclusion When teaching the Russian language dictionaries, we, based on the principle of interconnected teaching of Russian and Kazakh languages on the material of the dictionaries of the Russian and Kazakh languages, familiarized ourselves with the Russian language dictionary preceded by a repetition of the identical Kazakh language dictionary. Using a concrete example (lecture lesson plan), we showed how the principle of interconnected teaching of Russian and Kazakh languages is implemented on the basis of material from the dictionaries of Russian and Kazakh languages.
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Kicheeva, S. G. "LOCALIZERS OF THE PROSECUTIVE-COMPARATIVE CASE IN THE KHAKASS LANGUAGE." Bulletin of Kemerovo State University, no. 4 (November 26, 2016): 212–18. http://dx.doi.org/10.21603/2078-8975-2016-4-212-218.

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The given article features localizers of the prosecutive-comparative case in the Khakass language. The prosecutive-comparative case in the Khakass language, as well as in some other Turkic languages of Southern Siberia, has the meaning of lengthwise direction, a line. The given value is not expressed by any specialized grammatical form for the majority of Turkic languages, which makes its study important. The localizer is an important component of the analysis when functions and semantics of spatial cases are described. The article is aimed at revealing the structure of the localizers expressed by names or a combination of names which are used in the prosecutive-comparative case in the Khakass language. The analysis of the structure of such localizers shows that the space is characterized, basically, by two types: the extended space having some extent ("natural" space: ойым чир ‘a valley’, суғ ‘а river’, хас ‘coast’ and "artificial" space: орам ‘street’, чол ‘road, a way, a line’, тимiр чол ‘the railway’, саарсых азах чол ‘a footpath’, etc.) and a big space, with an extensive area (тайға ‘a taiga’, талай ‘ the sea ’, чазы ‘steppe’, etc.). Thus, the prosecutive-comparative case in the Khakass language expresses relations not only as lines or lengthwise directions, but also as a general place of movement.
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Antonenko, W. I., and O. O. Pavlychko. "PHRASEOLOGICAL PARALLELS OF GERMAN AND UKRAINIAN LANGUAGES." Linguistic and Conceptual Views of the World, no. 66 (2) (2019): 9–16. http://dx.doi.org/10.17721/2520-6397.2019.2.01.

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The article focuses on issues associated with German and Ukrainian comparative phraseology. It provides comparative analyses of phraseological units in the German language with respect to their equivalents in the Ukraine language. The importance of phraseology is examined when forming communicative competencies in multicultural educational processes. Practically oriented research of contrastive phraseology includes three aspects: compilation of bilingual (multilingual) dictionaries (lexicography), translation and teaching of a foreign language. In this article we consider the phraseological parallels of the German and Ukrainian languages, focusing on the third aspect, namely the study of phraseology as one of the components of the study of a foreign language. In the study of the material of the German and Ukrainian languages in terms of their comparison (translation), the following groups of phraseological units can be distinguished: phraseological units with phraseological equivalents in German and Ukrainian languages – full equivalents that coincide in meaning, lexical composition, figurativeness, grammatical structure and stylistic coloring. In such units, the lexical and grammatical meaning fully coincide. Phraseological units with partial phraseological equivalents in the German and Ukrainian languages. The third group includes the phraseological units of the German language, which have no phraseological equivalents in the Ukrainian language. The transfer of the value of similar phraseological units is carried out in the following ways: Literal translation. This applies primarily to idioms denoting realities and which are absent in other languages. Descriptive translation. The phraseological meaning is transmitted using ordinary words or phrases of a non-phrasal nature. In a descriptive translation, phraseological units lose their figurativeness, and only the general phraseological meaning (that is, the figurative meaning) is transmitted. The analysis showed that most of the phraseological units of the German and Ukrainian languages are either equivalent, partially equivalent, or similar language units. The second most productive group of phraseological units refers to language units that are not equivalent in both languages. Comparison of the studied units of both languages belongs to the most important problems of general lexicography and phraseography. When studying the phraseology of a foreign language, a very important role is played by the native language. It is advisable to build on comparative (contrastive) phraseology. Comparison of German and Ukrainian phraseological units makes it possible to investigate the inter-lingual and foreign-language aspects of the phraseology of these languages. The knowledge gained in comparative phraseology is necessary in translation, as well as in teaching German.
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Goldenberg, Gideon, and Wolf Leslau. "Comparative Dictionary of the Ethiopic Language." Journal of the American Oriental Society 112, no. 1 (January 1992): 78. http://dx.doi.org/10.2307/604586.

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Goddard, Ives. "Leonard Bloomfield’s descriptive and comparative studies of Algonquian." Historiographia Linguistica 14, no. 1-2 (January 1, 1987): 179–217. http://dx.doi.org/10.1075/hl.14.1-2.17god.

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Summary Bloomfield’s Algonquian studies comprise a large body of descriptive and comparative work on Fox, Cree, Menominee, and Ojibwa. The materials he used were derived from his own fieldwork, for the most part, and especially in the case of Fox from the published work of others. His major achievement was to bring explicitness and orderliness to the description of Algonquian inflectional and derivational morphology. An examination of the development of his solution to certain phonological problems in Menominee and of his practices in editing his Menominee texts shows his struggle to reconcile the conflicting goals, formulated in his general statements (in his 1933 Language and elsewhere), of describing a language by determining the norm of the speech community and documenting a language in exhaustive objective detail. In his diachronic studies Bloomfield reconstructed the phonology of Proto-Algonquian and worked out the historical phonology of the languages he was concerned with; his work on morphology was largely confined to the comparison and reconstruction of directly corresponding features. A normative approach to variation is evident in these diachronic studies as well.
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Dissertations / Theses on the topic "Comparative and general Language"

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Ann, Jean. "Against [lateral]: Evidence from Chinese Sign Language and American Sign Language." Department of Linguistics, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/227260.

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American Sign Language (ASL) signs are claimed to be composed of four parameters: handshape, location, movement (Sto]çoe 1960) and palm orientation (Battison 1974). This paper focuses solely on handshape, that is, the configuration of the thumb and the fingers in a given sign. Handshape is significant in ASL and Chinese Sign Language (CSL); that is, minimal pairs exist for handshape in each. Thus, the two ASL signs in (1) differ in one parameter: the handshapes are different, but the location, palm orientation and movement are the same. Similarly, the two CSL signs in (2) differ in one parameter: handshape. A logical next question asks if handshapes are further divisible into parts; more specifically, are handshapes composed of distinctive features? This question is not new; in fact, researchers have made many proposals for ASL handshape features (Lane, Boyes -Braem and Bellugi, 1979; Mandel, 1981; Liddell and Johnson, 1985; Sandler, 1989; Corina and Sagey, 1988 and others). This paper focuses on the proposal of Corina and Sagey (1988). In Section 2, I outline the proposed system for the distinctive handshapes of ASL, of which [lateral] is a part. Then using data from ASL and CSL, I give three arguments in support of the claim that there is not sufficient justification in ASL or CSL for the feature [lateral]. First, I show in Section 3 that the prediction which follows from the claim that [lateral] applies only to the thumb, namely that the thumb behaves differently from the other fingers, is not borne out by CSL data. Second, I argue in Section 4 that since other features (proposed by Corina and Sagey, 1988) can derive the same phonetic effects as [lateral], [lateral] is unnecessary to describe thumb features in either ASL or CSL. Third, in Section 5, I use ASL and CSL data to argue that the notion of fingers as "specified" or "unspecified ", although intuitively pleasing, should be discarded. If this notion cannot be used, the feature [lateral] does not uniquely identify a particular set of handshapes. I show that CSL data suggests that two other features, [contact to palm] and [contact to thumb] are independently needed. With these two features, and the exclusion of [lateral], the handshapes of both ASL and CSL can be explained. In Section 6, the arguments against [lateral] are summarized.
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Petronio, Karen M. "Clause structure in American sign language /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/8418.

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Umeda, Mari. "Second language acquisition of Japanese wh-constructions." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112128.

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This dissertation investigates the second language (L2) acquisition of Japanese wh-constructions by Chinese- and English-speaking learners. The focus of this study is twofold; first, it examines whether parameter resetting is possible in L2 acquisition, as both Chinese and English wh-constructions are parametrically different from Japanese wh-constructions. Second, it examines whether parameter resetting is affected by the learners' first language (Ll). Not only do Chinese and English wh-constructions differ from Japanese wh-constructions, but they also differ from each other. Chinese is, like Japanese, a wh-in-situ language, while English is a wh-movement language. Chinese wh-constructions, therefore, can be said to be more similar to Japanese wh-constructions than English wh-constructions. It is investigated whether the similarity between Chinese and Japanese and dissimilarity between English and Japanese affect the course and/or the ultimate attainment in the acquisition ofwh-constructions in Japanese.[...]
Cette dissertation enquete sur l’acquisition des constructions wh du japonais appris comme langue seconde (L2) par les anglophones et les sinophones. Le point de mire de cette etude est double. Dans un premier temps, elle cherche a savoir si le changement parametrique est possible en acquisition L2, puisque les constructions wh de l’anglais et du chinois sont parametriquement opposees a celles du japonais. Deuxiemement, elle cherche a savoir si le changement parametrique est affecte par 1a langue matemelle de l’apprenant. Non seulement les constructions wh de l’anglais et du chinois sont differentes de celles du japonais, elles different egalement l’une de l’autre. Le chinois, comme le japonais, est une langue wh-in-situ, alors que l’anglais est une langue a movement wh. Les constructions wh du chinois peuvent done etre decrites comme etant plus semblables a celles du japonais qu’a celles de l’anglais. Ce travail cherche a sa voir si la similarite entre le chino is et le japonais et la dissimilarite entre l’anglais et le japonais ont un effet sur le processus et/ou le resultat final de 1’acquisition de ces constructions en japonais.[...]
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Seal, Amy. "Scoring sentences developmentally : an analog of developmental sentence scoring /." Diss., CLICK HERE for online access:, 2001. http://contentdm.lib.byu.edu/ETD/image/etd12.pdf.

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Müller, Torsten. "Football, language and linguistics time-critical utterances in unplanned spoken language, their structures and their relation to non-linguistic situations and events /." Tübingen : Narr, 2007. http://books.google.com/books?id=mlhiAAAAMAAJ.

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Melvin, Catherine Eda. "Cross-cultural representations: The construction of "America" after September 11th in English Canadian, Quebec and French print media." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26982.

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The cultural turn in Translation Studies is the name given to the shift from an inter-lingual approach to the study of translation to an inter-cultural one. Since the cultural turn, meaning is no longer considered to be reducible to the level of word, sentence or even text within a specific situation of utterance. Instead, culture as a whole is considered to be the prime locus of meaning. Translators, then, are not expected to be simply bilingual, but to be bi-cultural. This thesis is a comparative discourse analysis that explores how pre-existing discourses in English Canada, Quebec and France affect the representation of the United States in print media coverage following terrorist attacks in New York and Washington on September 11th, 2001. More specifically, the impact of the discourse of counter-Americanism in English Canada is analyzed in a corpus of newspaper articles selected from five major Canadian dailies. Similarly, articles from Le Devoir and La Presse are analyzed in relation to the discourse of americanite in Quebec and articles from Le Monde are analyzed in relation to the discourse of anti-Americanism in France. In each case, the construction of an American identity can be traced to the specific geographical, historical, political and economic relationships of each country to the U.S. This means that representations of an American Other serve primarily to support representations of self, thus revealing the relative and constructed nature of national identity. Drawing on scholars in both Cultural Studies and Communications, this study outlines how discourse constructs national identity. In addition, it illustrates how identity discourses affect the construction and interpretation of meaning, thus meriting attention in the field of Translation Studies. (Abstract shortened by UMI.)
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Alnwick, Marie. "Translating the Buffyverse: Examining French fan response to "Buffy contre les vampires"." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27568.

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Fictional texts represent a particular challenge for translators due to their use of expressive language. The translation of audiovisual texts in particular is complicated by various institutional and technical constraints. As such, assessing the quality of translated televisual fiction is a complex undertaking that requires an approach more flexible than that prescribed by proponents of textual-linguistic models. This thesis looks at translation quality from another angle, that of audience reception. As a case study, this thesis investigates the reception of the French dubbed translation of Buffy the Vampire Slayer, a popular American television show characterized by its frequent use of illocutionary elements, including wordplay, neologisms and cultural references. One interpretive community's response to the French dubbed translation is examined through the document analysis of a French chat room thread dedicated to the dubbed version of the show. In order to check the legitimacy of fans' claims, a translated episode of Buff the Vampire Slayer is assessed, with posters' comments informing the evaluation criteria. In particular, the target text is evaluated according to its treatment of illocutionary strategies. The results of the document analysis and the translation evaluation are compared to give a multidimensional perspective on the quality of the target text. The evaluation highlights the prevailing tendency of the target text to omit illocutionary elements in favour of neutral paraphrase, and the document analysis suggests that this tendency may in part account for the chat viewers' largely negative response to Buffy the Vampire Slayer's French dubbed translation.
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Randall, Janet H. "Morphological structure and language acquisition." New York : Garland, 1985. http://catalog.hathitrust.org/api/volumes/oclc/12237695.html.

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Kilpatrick, Cynthia D. "The acquisition of ungrammaticality learning a subset in L2 phonotactics /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3369165.

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Thesis (Ph. D.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed September 16, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 211-225).
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Yeung, Ka-Wai, and 楊{213a79}慧. "Universal vs. language-specific properties of grammaticalized complementizers: two case studies in multi-functionality." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29149769.

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Books on the topic "Comparative and general Language"

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Natural language syntax. Oxford: Oxford University Press, 2009.

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Comparative syntax and language acquisition. London: Routledge, 2000.

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Time in language. London: Routledge, 1994.

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A view of language. Oxford [England]: Oxford University Press, 2001.

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Bagchi, Tista. The sentence in language and cognition. Lanham, MD: Lexington Books, 2008.

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Biolinguistics: Exploring the biology of language. Cambridge [England]: Cambridge University Press, 2000.

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Rachel, Walker. Vowel patterns in language. Cambridge: Cambridge University Press, 2011.

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Roman, Jakobson. The sound shape of language. 2nd ed. Berlin: Mouton de Gruyter, 1987.

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Second language phonology. Amsterdam: J. Benjamins Pub. Co., 1998.

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The architecture of the language faculty. Cambridge, Mass: MIT Press, 1997.

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Book chapters on the topic "Comparative and general Language"

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Remak, Henry H. H. "General Preface." In Comparative History of Literatures in European Languages, 5. Budapest: Akadémiai Kiadó, 1988. http://dx.doi.org/10.1075/chlel.viii.01rem.

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Cornis-Pope, Marcel, and John Neubauer. "General introduction." In Comparative History of Literatures in European Languages, 1–18. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/chlel.xix.05cor.

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Neubauer, John, Inna Peleva, and Mihály Szegedy-Maszák. "GENERAL INTRODUCTION." In Comparative History of Literatures in European Languages, 1–38. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/chlel.xxii.03neu.

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Klaić, Dragan. "General Introduction." In Comparative History of Literatures in European Languages, 143. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/chlel.xxii.23kla.

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Neubauer, John, and Marcel Cornis-Pope. "General Introduction." In Comparative History of Literatures in European Languages, 1–9. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/chlel.xxv.02neu.

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Kail, Michèle. "29. Online Sentence Processing in Children and Adults: General and Specifi c Constraints. A Crosslinguistic Study in Four Languages." In Comparative Perspectives on Language Acquisition, edited by Marzena Watorek, Sandra Benazzo, and Maya Hickmann, 586–612. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847696045-031.

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Sondrup, Steven P., and Mark B. Sandberg. "General project introduction." In Comparative History of Literatures in European Languages, 1–18. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/chlel.xxxi.01son.

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Nemoianu, Virgil. "I. General Introduction." In Comparative History of Literatures in European Languages, 1–10. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/chlel.xviii.02nem.

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Kehoe, Timothy J. "Comparative Statics." In General Equilibrium, 76–83. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19802-3_7.

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Herndon, Jeanne H. "Comparative and Historical Linguistics." In Language, 599–603. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13421-2_35.

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Conference papers on the topic "Comparative and general Language"

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Garcia, Ronald, Jaakko Jarvi, Andrew Lumsdaine, Jeremy Siek, and Jeremiah Willcock. "A comparative study of language support for generic programming." In the 18th ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/949305.949317.

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Ballard, Bruce W. "A general computational treatment of comparatives for natural language question answering." In the 26th annual meeting. Morristown, NJ, USA: Association for Computational Linguistics, 1988. http://dx.doi.org/10.3115/982023.982029.

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Li, Zhongyang, Xiao Ding, and Ting Liu. "Story Ending Prediction by Transferable BERT." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/249.

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Recent advances, such as GPT and BERT, have shown success in incorporating a pre-trained transformer language model and fine-tuning operation to improve downstream NLP systems. However, this framework still has some fundamental problems in effectively incorporating supervised knowledge from other related tasks. In this study, we investigate a transferable BERT (TransBERT) training framework, which can transfer not only general language knowledge from large-scale unlabeled data but also specific kinds of knowledge from various semantically related supervised tasks, for a target task. Particularly, we propose utilizing three kinds of transfer tasks, including natural language inference, sentiment classification, and next action prediction, to further train BERT based on a pre-trained model. This enables the model to get a better initialization for the target task. We take story ending prediction as the target task to conduct experiments. The final result, an accuracy of 91.8%, dramatically outperforms previous state-of-the-art baseline methods. Several comparative experiments give some helpful suggestions on how to select transfer tasks to improve BERT.
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Rouboudová, Lenka, and Evgeniia Korneeva. "COMPARISON OF TONGUE TWISTERS IN CZECH AND RUSSIAN LANGUAGES." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-22.

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The article presents the results of a comparative analysis of Czech and Russian tongue twisters in terms of their content and structure. The initial part of the article provides a general description of a tongue twister as a part of children’s folklore. The main part focuses on specific similarities and differences of tongue twisters related to their structure and content and offers tongue twisters for practicing individual sounds in Czech and Russian.
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Fomina, T. G., E. V. Filippova, N. V. Goryuk, and E. A. Maksimova. "Experience of implementing «multidimensional school engagement scale» in russian sample." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.314.325.

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The article substantiates the relevance of studying school engagement for research and practical perspectives. The authors analyze foreign psychologists’ experience of using various methods for diagnostics of school engagement, considering their advantages and disadvantages. The study presents the results of adapting “Multidimensional School Engagement Scale” (Wang et al., 2019) on the sample of Russian school students. The questionnaire is used for diagnostics of two global factors — school engagement and disengagement, each assessed by four components: behavioral, cognitive, emotional, and social. The experience of using the questionnaire adapted in Russian language demonstrated that it can be used to evaluate and comparatively analyze the general level of engagement/disengagement of different grade schoolchildren, to assess the quality of educational environment, to analyze individual manifestations of school engagement/disengagement, and identify the corresponding risk groups. The questionnaire adaptation results confirmed the relevancy of considering school engagement as a multidimensional construct, supposing assessment of its behavioral, emotional, cognitive, and social aspects. A comparative analysis of the schoolchildren’ engagement/disengagement by various components makes it possible to obtain valuable data on the peculiarities of children’s reflection of their involvement in the school life. Whereas disengagement (if found) serves as a marker of a student’s maladaptation requiring attention from the school administration. The study confirms the importance of investigating school engagement for the purposes of planning activities related to increasing academic motivation, as well as for understanding the principles and quality of educational activities organization, students’ reflection of their school activities, depending on contextual factors. The authors consider the options for using the questionnaire in the practice of a school psychologist and in the field of educational psychology research.
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Spinellis, Diomidis, Vassilios Karakoidas, and Panos Louridas. "Comparative language fuzz testing." In the ACM 4th annual workshop. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2414721.2414727.

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Bipat, Taryn. "A Comparative Language Study." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418374.

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Gilbert, Mazin, and Hermann Ney. "General Chairs' Welcome." In 2006 IEEE Spoken Language Technology Workshop. IEEE, 2006. http://dx.doi.org/10.1109/slt.2006.326769.

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Valozic, Predrag, Tanja Horvat, and Nataša Juničić. "TEACHING WITH GENERAL INSTRUCTION LANGUAGE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0639.

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Makeenkova, T. V., and N. A. Malinkina. "Traveling in Russia: project activities of students in studying Russian language as a foreign language." In General question of world science. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/gq-31-07-2018-13.

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Reports on the topic "Comparative and general Language"

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Green, Jerry, and Laurence Kotlikoff. On the General Relativity of Fiscal Language. Cambridge, MA: National Bureau of Economic Research, June 2006. http://dx.doi.org/10.3386/w12344.

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Oard, D., B. Dorr, P. Hackett, and M. Katsova. A Comparative Study of Knowledge-Based Approaches for Cross-Language. Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada458052.

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Dong, Cheryl. A comparative study of three language sampling methods using developmental sentence scoring. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5473.

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Pearce, Lezlie. A comparative study of language deficits of reservation and urban Indian children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2825.

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Kapelyushnyi, Anatolyi. TRANSFORMATION OF FORMS OF DEGREES OF COMPARISON OF ADJECTIVES IN LIVE TELEVISION BROADCASTING. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11105.

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The article analyzes transformation of forms of degrees of comparison of adjectives in live television broadcasting. Particular attention is paid to the specific properties of different forms of degrees of comparison of adjectives. To analyze the peculiarities of their use for errors in speech of television journalists, associated with non-compliance with linguistic norms on ways to avoid these errors, to make appropriate recommendations to television journalists. The main method we use is to observe the speech of live TV journalist, we used during the study methods of comparative analysis of comparison of theoretical positions from the work of individual linguists and journalism sat down as well as texts that sounded in the speech of journalists. Our objective is to trace these transformations and develop a certain attitude towards them in our researches of the language of the media and practicing journalists to support positive trends in the development of the broadcasting on TV and give recommendations for overcoming certain negative trends. Improving the live broadcasting of television journalists, in particular the work on deepening the language skills will contribute to the modernization of some trends in the reasonable expediency of the transformation of certain phenomena, moder­nization of some tendencies concerning the reasonable expedient transformation of separate grammatical phenomena and categories and at braking and in general stopping of processes of transformation of negative unreasonable not expedient. This fully applies primarily to attempts to transform the forms of degrees of comparison of adjectives and this explains importance of the results achieved in these study.
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Mahmood, S. M., and D. K. Olsen. General-purpose automation programming: A case study on using a graphic language. Office of Scientific and Technical Information (OSTI), October 1992. http://dx.doi.org/10.2172/7070149.

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Mahmood, S. M., and D. K. Olsen. General-purpose automation programming: A case study on using a graphic language. Office of Scientific and Technical Information (OSTI), October 1992. http://dx.doi.org/10.2172/10180620.

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Brandt, Lauren M., Sean Gasperson, Reanna Poncheri Harman, Jennifer Lindberg McGinnis, Eric A. Surface, Stephen J. Ward, and Natalie A. Wright. Special Operations Forces Language and Culture Needs Assessment: General Use of Interpreters. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada634219.

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Burtis, M. D., V. N. Razuvaev, and S. G. Sivachok. Selected translated abstracts of Russian-language climate-change publications. 4: General circulation models. Office of Scientific and Technical Information (OSTI), October 1996. http://dx.doi.org/10.2172/676892.

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Andrews, David. A Comparative Study of Phonemic Segmentation Skills in First Grade Children with Normal, Disordered, and Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6634.

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