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Relevant bibliographies by topics / Cross-language learning / Dissertations / Theses

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Dissertations / Theses on the topic 'Cross-language learning'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

Hjelm, Hans. "Cross-language Ontology Learning : Incorporating and Exploiting Cross-language Data in the Ontology Learning Process." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8414.

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An ontology is a knowledge-representation structure, where words, terms or concepts are defined by their mutual hierarchical relations. Ontologies are becoming ever more prevalent in the world of natural language processing, where we currently see a tendency towards using semantics for solving a variety of tasks, particularly tasks related to information access. Ontologies, taxonomies and thesauri (all related notions) are also used in various variants by humans, to standardize business transactions or for finding conceptual relations between terms in, e.g., the medical domain. The acquisition

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2

Bakkali, Souhail. "Multimodal Document Understanding with Unified Vision and Language Cross-Modal Learning." Electronic Thesis or Diss., La Rochelle, 2022. http://www.theses.fr/2022LAROS046.

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Les modèles développés dans cette thèse sont le résultat d'un processus itératif d'analyse et de synthèse entre les théories existantes et nos études réalisées. Plus spécifiquement, nous souhaitons étudier l'apprentissage inter-modal pour la compréhension contextualisée sur les composants des documents à travers le langage et la vision. Cette thèse porte sur l'avancement de la recherche sur l'apprentissage inter-modal et apporte des contributions sur quatre fronts : (i) proposer une approche inter-modale avec des réseaux profonds pour exploiter conjointement les informations visuelles et textu

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Woldemariam, Yonas Demeke. "Natural language processing in cross-media analysis." Licentiate thesis, Umeå universitet, Institutionen för datavetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-147640.

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A cross-media analysis framework is an integrated multi-modal platform where a media resource containing different types of data such as text, images, audio and video is analyzed with metadata extractors, working jointly to contextualize the media resource. It generally provides cross-media analysis and automatic annotation, metadata publication and storage, searches and recommendation services. For on-line content providers, such services allow them to semantically enhance a media resource with the extracted metadata representing the hidden meanings and make it more efficiently searchable. Wi

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4

Mau, Pui-sze Priscilla. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.

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Mau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.

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Mogofe, Romulus Asaph. "Integrating language literacy skills in teaching physical sciences in Riba Cross District, South Africa." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1590.

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Thesis (M. A. (Education)) -- University of Limpopo, 2016<br>Poor performance, by English Language Learners (ELLs), in Science examinations remains a thorny issue in countries where English is not the home language. Research around the world and the Department of Basic Education in South Africa have long recommended the integration of Language Literacy skills in the teaching of Physical Sciences in order to solve this issue. Despite that, learners’ poor performance in Physical Sciences examinations has been found to be positively related to low language literacy skills. The questions are

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Lennane, B. Michael. "Cross-cultural influences on corrective feedback preferences in English language instruction." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112502.

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This cross-cultural study examined the preferences of 137 Taiwanese EFL students and 97 ESL Quebecois students for specific types of corrective feedback, as well as their attitudes and beliefs about error correction, and those of 12 Taiwanese English instructors and 12 native English teachers in Quebec. All participants completed two questionnaires, the first eliciting overall preferences and attitudes for corrective feedback, and the second eliciting preferences for specific types of feedback aurally modeled through a digital recording designed for the purpose of this study. In addition, a su

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Gupta, Parth Alokkumar. "Cross-view Embeddings for Information Retrieval." Doctoral thesis, Universitat Politècnica de València, 2017. http://hdl.handle.net/10251/78457.

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In this dissertation, we deal with the cross-view tasks related to information retrieval using embedding methods. We study existing methodologies and propose new methods to overcome their limitations. We formally introduce the concept of mixed-script IR, which deals with the challenges faced by an IR system when a language is written in different scripts because of various technological and sociological factors. Mixed-script terms are represented by a small and finite feature space comprised of character n-grams. We propose the cross-view autoencoder (CAE) to model such terms in an abstract sp

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9

Conradie, Simone. "Verb movement parameters in Afrikaans : investigating the Full Transfer Full Access hypothesis." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85899.

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This thesis sets out to test the Full Transfer Full Access hypothesis (FTFA), which claims (i) that second language (L2) learners start out with the parameter settings instantiated in their first language (L1) grammars ('full transfer') and (ii) that they can subsequently reset parameters to the target L2 settings where these differ from the L1 settings, provided the required (triggering) positive evidence is available in the L2 input ('full access').<br>Three studies on the L2 acquisition of two verb movement parameters, the V2 parameter and the Split-IP parameter (SIP), are reported.

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10

Christodoulopoulos, Christos. "Iterated learning framework for unsupervised part-of-speech induction." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8880.

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Computational approaches to linguistic analysis have been used for more than half a century. The main tools come from the field of Natural Language Processing (NLP) and are based on rule-based or corpora-based (supervised) methods. Despite the undeniable success of supervised learning methods in NLP, they have two main drawbacks: on the practical side, it is expensive to produce the manual annotation (or the rules) required and it is not easy to find annotators for less common languages. A theoretical disadvantage is that the computational analysis produced is tied to a specific theory or anno

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Gürel, Ayşe. "Linguistic characteristics of second language acquisition and first language attrition : Turkish overt versus null pronouns." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38201.

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This thesis investigates the binding of overt and null subject pronouns in second language (L2) acquisition and first language (L1) attrition of Turkish. The aim is to provide a comparative investigation of language transfer effects in the ultimate state of the L2 and L1 grammar. More specifically, it examines transfer effects from English L1 and English L2 into the grammars of Turkish L2 and Turkish L1, respectively.<br>In this thesis, I propose that the Subset Condition (Berwick, 1985; Manzini & Wexler, 1987) can account for transfer phenomena observed in both L2 acquisition and L1 attrition

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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.

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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to se

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13

Child, Michael W. "Cross-Linguistic Influence in L3 Portuguese Acquisition: Language Learning Perceptions and the Knowledge and Transfer of Mood Distinctions by Three Groups of English-Spanish Bilinguals." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333340.

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Interest in Portuguese has steadily increased over the last decade in universities across both North and South America (Carvalho 2002, 2011), principally among Spanish speakers. Generally speaking, Portuguese for Spanish-speakers courses have been designed around the theory that Spanish-speaking students will benefit from cross-linguistic influence (CLI, or transfer) due to the typological similarity that exists between Portuguese and Spanish (see Júdice, 2000). Related to this, the Typological Primacy Model, or TPM (Rothman, 2011), states that CLI in L3 acquisition principally comes from the

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Pak, Samuel Sungchoon. "Incorporating crosscultural learning strategies to reduce English language learning stresses on Hong Kong's secondary students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1523.

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Sun-Alperin, Marlene Kendra. "Cross-language transfer of phonological and orthographic processing skills in Spanish-speaking children learning to read and spell in English." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7684.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Wei-Tzou, Hsiou-Chi. "An investigation into mainland Chinese students' experience of a cross-cutural e-mail exchange project." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/87848.

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The effectiveness of e-mail writing has been exhaustively studied and reported on, especially in Taiwan. However, there has not been any research carried out on the topics that mainland Chinese university students enjoy writing about when corresponding with their Western epals, nor does the literature report research on writing e-mails to two groups of epals simultaneously. This study explores what issues concerned the participants when they exchanged e-mails with their Western epals and how they viewed their cross-cultural learning experience. The participants were 28 mainland Chinese second-

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Inagaki, Shunji. "Transfer and learnability in second language argument structure : motion verbs with locationaldirectional PPs in L2 English and Japanese." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38492.

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This thesis investigates how the outcomes of the acquisition of second language (L2) argument structure will vary depending on the nature of the learner's first language (L1). The focus is on motion verbs appearing with a prepositional/postpositional phrase that expresses the final endpoint of the motion (goal PP). In English, manner-of-motion verbs (e.g., walk ) and directed motion verbs (e.g., go) can appear with a goal PP as in John walked (went ) to school. In contrast, Japanese allows only directed motion verbs to occur with a goal PP. Thus, Japanese motion verbs with goal PPs form a subs

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Goksun-Yoruk, Tilbe. "The 'Who' and 'Where' of Events: Infants' Processing of Figures and Grounds in Events." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/100828.

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Psychology<br>Ph.D.<br>Learning relational terms such as verbs and prepositions is fundamental to language development. To learn relational words, children must first dissect and process dynamic event components, and then uncover how the particular language they are learning encodes these constructs. Building on a new area of research, this dissertation investigated two event components, figure (i.e., the moving entity) and ground (i.e., the stationary setting) that are central to learning relational words. In particular, we examine how English- and Japanese-reared infants process figures and

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Park, In-Ryang. "Encouraging motivation using songs and cooperative learning to improve intercultural understanding." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1754.

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The purpose of this study is to explore the students' motivation using songs and cooperative learning to improve intercultural understanding and to achieve communicative competence. The target level is the English as a Foreign Language (EFL) intermediate level students in South Korea.

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Chuang, Min-Tun. "Cross-language transfer the strategic reading processes of eighth-grade Taiwanese readers in Chinese and english within a self-regulated learning framework /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7820.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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21

Hung, Hui-Lin. "Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students' academic challenges." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1226779218.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 25, 2010). Advisor: Eunsook Hyun. Keywords: International/multicultural education; cross-cultural cognition/metacognition; English for academic purposes; inclusive curriculum and pedagogy. Includes bibliographical references (p. 278-301).

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Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.

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This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observatio

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Lin, Fangyi. "Faculty perceptions and experiences with Taiwanese graduate students at a university in the United States implication for cross cultural teaching and learning /." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1225416318.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Kenneth Cushner. Keywords: language; communication; cross cultural; teaching and learning; international students. Includes bibliographical references (p. 197-216).

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Pergolini, Diego. "Differentiable Neural Computing: Studio e Sperimentazione nella Cross-Domain Sentiment Classification." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/14266/.

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La straordinaria diffusione di piattaforme online attraverso le quali le persone possono esprimere opinioni,come blog, social network,forum, e la conseguente enormità di testo non strutturato generato, ha fatto emergere sempre più interesse verso la Sentiment Classification. Essa, proponendosi di carpire la connotazione, positiva o negativa, di un testo, può assumere un'evidente rilevanza commerciale. Il problema delle soluzioni che sono state proposte in questo ambito è che molto spesso si tratta di tecniche che agiscono con efficacia solo in-domain , cioè addestrando e testando un modello di

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Nam, Jue Yeun. "Achieving English competence in Korea through computer-assisted language learning and crosscultural understanding." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1865.

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The purpose of this project is to address the problems and improve English as a Foreign Language (EFL) learning for the students of Korea by contrasting cultural similarities and differences and the same time utilizing computer-based instruction learning.

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Feldman, Anna. "Portable language technology a resource-light approach to morpho-syntactic tagging /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1153344391.

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Ou, Chun-Ming. "The Dynamics Among Non-English Speaking Online Learners' Language Proficiency, Coping Mechanisms,and Cultural Intelligence: Implications for Effective Practice for Online Cross-cultural Collaboration." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1338383346.

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Mozafari, Marzieh. "Hate speech and offensive language detection using transfer learning approaches." Electronic Thesis or Diss., Institut polytechnique de Paris, 2021. http://www.theses.fr/2021IPPAS007.

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Une des promesses des plateformes de réseaux sociaux (comme Twitter et Facebook) est de fournir un endroit sûr pour que les utilisateurs puissent partager leurs opinions et des informations. Cependant, l’augmentation des comportements abusifs, comme le harcèlement en ligne ou la présence de discours de haine, est bien réelle. Dans cette thèse, nous nous concentrons sur le discours de haine, l'un des phénomènes les plus préoccupants concernant les réseaux sociaux.Compte tenu de sa forte progression et de ses graves effets négatifs, les institutions, les plateformes de réseaux sociaux et les che

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Henderson, Petra. ""Shaking Shakespeare": A case study of a cross-curricular project in year 9 which integrated content and English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28455.

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An increasing number of schools across Europe offer education which integrates the teaching of content with that of language, sometimes known as CLIL (Content and Language Integrated Learning), or the Swedish equivalent SPRINT (språk- och innehållsintegrerad inlärning och undervisning). In Sweden this type of learning often goes under the name of cross-curricular or interdisciplinary work. This dissertation is a case study of one such project that integrated content and English and that took place in year 9 at a secondary school in southern Sweden. The purpose of the investigation was to find

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Sagen, Markus. "Large-Context Question Answering with Cross-Lingual Transfer." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-440704.

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Models based around the transformer architecture have become one of the most prominent for solving a multitude of natural language processing (NLP)tasks since its introduction in 2017. However, much research related to the transformer model has focused primarily on achieving high performance and many problems remain unsolved. Two of the most prominent currently are the lack of high performing non-English pre-trained models, and the limited number of words most trained models can incorporate for their context. Solving these problems would make NLP models more suitable for real-world application

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Salii, Helena. "Teaching Kazuo Ishiguro’s The Remains of the Day : A Theoretical Essay Towards Cross-Curricular, DualCoded Historical Knowledge." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40764.

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In a suggestion to build upon students’ historical knowledge through reading The Remains of the Day, this essay delves into cross-curricular teaching, dual-coded theory aspects and revision of suggested plans to improve learner’s understanding of historical novels, characters, events, and descriptions to grasp and reflect upon such historical knowledge. Several methods for enhancing students’ knowledge and to improve vocabulary knowledge are provided. The essay is theoretically based and presents different aspects of how students’ knowledge of English and history as separate subjects in school

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Samuelfolk, Hugues. "Swedish L2 Learners’ acquisition of grammatical morphemes : A cross-sectional study on how well Swedish Learners of English as a second language at upper secondary school use morphemes in their writing." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67959.

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The main aim of this paper has been to examine if Swedish students at upper secondary school were able to use the morphemes The progressive –ing, The irregular past and The irregular third person. In addition, it has also addressed if the students examined in this essay were able to use some morphemes better than others. In addition, it concluded if the results found in this paper were in accordance with what other researchers have concluded. The paper is based on essays written by students at upper secondary school that can be found in The Uppsala Learner English Corpus, as well as essays wri

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Brock, Melanie. "Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231.

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Barbir, Monica. "The way we learn." Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEE019.

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Apprendre, c’est extraire et condenser de l’information pertinente à partir d’un certain nombre d’indices concordants. Pourtant, les indices auxquels un apprenant a, ou pourrait avoir, accès, peuvent sembler insuffisants pour ce à quoi il veut parvenir. Le caractère partiel ou insuffisant des indices disponibles est souvent évoqué dans le contexte de l’acquisition du langage : le sens des mots et la grammaire que les individus maîtrisent semblent nécessiter davantage d’information que celle présente dans leur environnement. Si une grande partie de la recherche se focalise sur l’identification

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Tse, Siu-ching, and 謝兆政. "Cross linguistic influence in polyglots: encoding of the future by L3 learners of Swedish." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4842187X.

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The current study aims to investigate the source(s)of cross linguistic influence(CLI)on the production of future encoding strategies by L1 Cantonese learners of L3 Swedish who speak L2 English. In the literature of third language acquisition (TLA) research, the language status of native and non-native languages as well as genetic and (psycho)typological language distance are identified to be important to TLA processes but the current knowledge is insufficient to inform which factor(s) is/are more influential. Given the close genetic distance between English and Swedish and the status of Engli

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Wei, Peipei. "Cross-Linguistic Perception and Learning of Mandarin Chinese Sounds by Japanese Adult Learners." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22279.

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This dissertation presents a cross-linguistic investigation of how nonnative sounds are perceived by second language (L2) learners in terms of their first language (L1) categories for an understudies language pair---Japanese and Mandarin Chinese. Category mapping experiment empirically measured the perceived phonetic distances between Chinese sounds and their most resembling Japanese categories, which generated testable predictions on discriminability of Chinese sound contrasts according to Perception Assimilation Model (PAM). Category discrimination experiment obtained data concerning L2 lear

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Ballinger, Susan Gail. "Towards a cross-linguistic pedagogy: biliteracy and reciprocal learning strategies in French immersion." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114147.

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This dissertation is based on a 7-week classroom intervention in two French immersion classes (Grades 3and 3/4) in two schools that enroll both English- and French-dominant students near Montreal, Quebec. The intervention aimed to bridge the students' first and second languages (L2) through a 'biliteracy' project that linked English and French language arts content and through the instruction of reciprocal language learning strategies designed to help students make language-learning connections with other students.For the biliteracy project, students' English and French teachers read to them f

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Shammas, Nafez Antonius. "Cross-cultural pragmatic failure : misunderstanding in verbal communication between speakers of Arabic & English." Thesis, Loughborough University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338756.

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Shport, Irina A. 1975. "Cross-Linguistic Perception and Learning of Japanese Lexical Prosody by English Listeners." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12087.

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xviii, 216 p. : ill. (some col.)<br>The focus of this dissertation is on how language experience shapes perception of a non-native prosodic contrast. In Tokyo Japanese, fundamental frequency (F0) peak and fall are acoustic cues to lexically contrastive pitch patterns, in which a word may be accented on a particular syllable or unaccented (e.g., tsúru 'a crane', tsurú 'a vine', tsuru 'to fish'). In English, lexical stress is obligatory, and it may be reinforced by F0 in higher-level prosodic groupings. Here I investigate whether English listeners can attend to F0 peaks as well as falls in contr

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Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.

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Nyberg, Selma. "Video Recommendation Based on Object Detection." Thesis, Uppsala universitet, Avdelningen för systemteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351122.

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In this thesis, various machine learning domains have been combined in order to build a video recommender system that is based on object detection. The work combines two extensively studied research fields, recommender systems and computer vision, that also are rapidly growing and popular techniques on commercial markets. To investigate the performance of the approach, three different content-based recommender systems have been implemented at Spotify, which are based on the following video features: object detections, titles and descriptions, and user preferences. These systems have then been

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Gieser, Julianna Hawkins. "Academic stress and the transition from a national school to an English-speaking school." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Zhang, Zheng. "Explorations in Word Embeddings : graph-based word embedding learning and cross-lingual contextual word embedding learning." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS369/document.

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Les plongements lexicaux sont un composant standard des architectures modernes de traitement automatique des langues (TAL). Chaque fois qu'une avancée est obtenue dans l'apprentissage de plongements lexicaux, la grande majorité des tâches de traitement automatique des langues, telles que l'étiquetage morphosyntaxique, la reconnaissance d'entités nommées, la recherche de réponses à des questions, ou l'inférence textuelle, peuvent en bénéficier. Ce travail explore la question de l'amélioration de la qualité de plongements lexicaux monolingues appris par des modèles prédictifs et celle de la mise

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Chan, Carol Suk Oi. "A cross-sectional study of syntactic errors in English composition by ESL students in Hong Kong : aspects of negative transfer." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/501.

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Lu, Yan. "Etude contrastive de la prosodie audio-visuelle des affects sociaux en chinois mandarin vs.français : vers une application pour l'apprentissage de la langue étrangère ou seconde." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAL001/document.

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Se distinguant des expressions émotionnelles qui sont innées et déclenchées par un contrôle involontaire du locuteur au sein d'une communication face-à-face, les affects sociaux émergent plutôt de manière volontaire et intentionnelle, et sont largement véhiculés par la prosodie audio-visuelle. Ils mettent en circulation, entre les interactants, des informations sur la dynamique du dialogue, la situation d'énonciation et leur relation sociale. Ces spécificités culturelles et linguistiques de la prosodie socio-affective dans la communication orale constituent une difficulté, même un risque de ma

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Boonkwan, Prachya. "Scalable semi-supervised grammar induction using cross-linguistically parameterized syntactic prototypes." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9808.

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This thesis is about the task of unsupervised parser induction: automatically learning grammars and parsing models from raw text. We endeavor to induce such parsers by observing sequences of terminal symbols. We focus on overcoming the problem of frequent collocation that is a major source of error in grammar induction. For example, since a verb and a determiner tend to co-occur in a verb phrase, the probability of attaching the determiner to the verb is sometimes higher than that of attaching the core noun to the verb, resulting in erroneous attachment *((Verb Det) Noun) instead of (Verb (Det

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Harumi, Seiko. "The use of silence by Japanese learners of English in cross-cultural communication and its pedagogical implications." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006613/.

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This thesis examinest he use of silence by Japanese learners of English in cross-cultural communication. It also considers how cross-cultural misunderstandings can be avoided in a pedagogic context. To this end, an analysis is made of a contrastive study of the use of silence by Japanese students learning English, and by Western students learning Japanese. The study draws on insights from the ethnographic approach. The study consists of three parts. The first part, Chapters 1-4, investigates the theoretical background to the study. Chapter 1 examines various definitions of the word 'culture' a

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Tilley-Lubbs, Gresilda A. "Crossing the Border Through Service-Learning: The Power of Cross-Cultural Relationships." Diss., Virginia Tech, 2003. http://scholar.lib.vt.edu/theses/available/etd-07272003-010818.

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Carbutt, Ren S. "The Experiences of Hispanic International Students as Interviewees in a Cross-Cultural Interview Project." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3403.

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In the field of world language education, it has long been affirmed that language and culture are inseparable. It has also often been asked how teaching language and culture in an inseparable way is to be accomplished. One solution that has been proposed is ethnographic interviews. Other studies have demonstrated that interviewing native cultural informants is beneficial for language students. This study examined whether such interviews are also beneficial to the native informants. The participants in this project, sixteen native speakers of Spanish, were each interviewed three times by a pair

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Vraciu, Eleonora Alexandra. "Tense-Aspect Morphology in the Advanced English L2 Variety: Exploring Semantic, Discourse and Cross-linguistic Factors." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/96894.

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La tesi pertany a una línia d’estudis recentment iniciada amb l’objectiu de descriure la varietat de l’anglès avançat. Proposem una anàlisi integral d’una sèrie de factors semàntics, discursius i interlingüístics que conformen l’ús de la morfologia verbal que empren aprenents avançats catalans i francesos d’anglès idioma estranger; específicament dues poblacions d’especialistes de l’anglès (estudiants de Filologia Anglesa i professors d’anglès a la universitat). A partir d’un corpus de narracions orals d’un llibre en imatges, explorem la distribució de la morfologia temporo-aspectual en relac

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