Relevant bibliographies by topics / Didactics of the paraphrase

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Didactics of the paraphrase'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Didactics of the paraphrase"

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Brangel, Larissa Brangel. "Contribuições para a lexicografia pedagógica a partir de dados extraídos de livros didáticos (Contributions to pedagogical lexicography through data collected from didactic books)." Estudos da Língua(gem) 11, no. 2 (December 30, 2013): 43. http://dx.doi.org/10.22481/el.v11i2.5484.

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O presente artigo contrasta dados linguísticos extraídos de cinco livros didáticos para trazer contribuições à Lexicografia Pedagógica. Tendo em vista que o PNLD orienta que o dicionário Tipo 2 deve cobrir o 2º, 3º, 4º e 5º ano do ensino fundamental, procuramos mostrar que essa homogeneidade linguística não é verificada nos livros didáticos. De acordo com os dados, o ideal é que o dicionário Tipo 2 seja voltado para o 4º e 5º ano. Além disso, os resultados indicaram que paráfrases explanatórias de dicionários Tipo 2 não deveriam ultrapassar 14 palavras. Os dados foram obtidos através da ferramenta computacional Coh-Metrix-Port.PALAVRAS-CHAVE: Lexicografia Pedagógica. Paráfrase Explanatória. Livros Didáticos. ABSTRACTThis paper contrasts linguistic data obtained from five didactic books on Portuguese language in order to contribute to Pedagogical Lexicography. Bearing in mind that the most recent version of PNLD suggests that Type-2 dictionary should be used during the 2nd, 3rd, 4th and 5th years of elementary education, we point out that this linguistic homogeneity is not verified in didactic books. According to data, Type-2 dictionaries should be adopted during the 4th and 5th years of school life. Moreover, data also showed that an explanatory paraphrase of a Type-2 dictionary should not have more than 14 words. Data were obtained through the Coh-Metrix-Port computational tool.KEYWORDS: Pedagogical Lexicography. Explanatory Paraphrase. Didactic Books.
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Arkhipova, E. V., and L. V. Lagunova. "Reading literacy and periphrastic capacity in the context of individual language development." Russian language at school 82, no. 1 (January 19, 2021): 7–15. http://dx.doi.org/10.30515/0131-6141-2021-82-1-7-15.

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The aim of the study was to develop linguistic and methodological theoretical aspects of training the skill of paraphrasing, which constitutes an important element of reading literacy. To this end, the authors reviewed research and educational publications in the field of teaching the Russian language and conducted a pedagogical experiment to analyse pedagogical processes. Interrelation between the infosphere and axiosphere of Russian language lessons within the pedagogical discourse involves the division of didactic texts into informational and axiological, including modern linguistic and ethnographic texts that manifest Russian cultural concepts in the new information age. It is shown that various aspects of teaching paraphrasing and interpretation techniques on the basis of informational texts have already been elucidated quite efficiently. However, formation of the axiological component of reading literacy (teaching to paraphrase on the basis of linguo-ethnographic texts) has been undertaken within the framework of the present study for the first time. These issues should be considered comprehensively, in the context of language and values-based development of a personality.
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Stewart, Jon. "Hegel, Kierkegaard and the Danish Debate about Mediation." Hegel Bulletin 31, no. 01 (2010): 61–85. http://dx.doi.org/10.1017/s0263523200001075.

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Hegel's works on logic played an important role in the reception of his philosophy in Denmark, where the Science of Logic found a handful of Danish imitators in the 1830s and 1840s. Beginning in 1831, Johan Ludvig Heiberg (1791-1860) gave lectures on Hegel's speculative logic and published, as a help to his students, his Outline of the Philosophy of Philosophy or Speculative Logic, as a kind of handbook. Despite some significant deviations from the original, this work can be fairly characterised as a copy of Hegel's Science of Logic, at times bordering on paraphrase. In response to criticisms of Hegel's account of the beginning of philosophy, Heiberg also presented some of this material again in the form of an article entitled ‘The System of Logic’. This piece, which he published in his Hegelian journal Perseus (Heiberg 1838: 1-45), treats the initial categories of Hegel's logic and tries to defend the notion of philosophy beginning with the categories of being and nothing. There are also extensive critical treatments of different aspects of Hegel's logic in Frederik Christian Sibbern's (1785-1872) Remarks and Investigations Primarily Concerning Hegel's Philosophy, with Regard to our Age, published in the same year. Another overt attempt to imitate Hegel's logic can be found in Adolph Peter Adler's (1812-69) Popular Lectures on Hegel's Objective Logic, which was published in 1842. This work, which also started as university lectures, treats in highly didactical fashion about the first two-thirds of Hegel's Science of Logic.
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Ferrández Arenaz, Adalberto. "General didactics and special didactics." Educar 17 (February 1, 1990): 9. http://dx.doi.org/10.5565/rev/educar.515.

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Paul, Bradley. "To Paraphrase." Iowa Review 32, no. 1 (April 2002): 56. http://dx.doi.org/10.17077/0021-065x.5507.

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TERADA, REI. "LUNULAR PARAPHRASE." Essays in Criticism XLII, no. 4 (1992): 329–34. http://dx.doi.org/10.1093/eic/xlii.4.329.

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Resnick, Hy. "Paraphrase II." Computers in Human Services 15, no. 2-3 (January 12, 1999): 89–96. http://dx.doi.org/10.1300/j407v15n02_07.

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Wieting, John, Mohit Bansal, Kevin Gimpel, and Karen Livescu. "From Paraphrase Database to Compositional Paraphrase Model and Back." Transactions of the Association for Computational Linguistics 3 (December 2015): 345–58. http://dx.doi.org/10.1162/tacl_a_00143.

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The Paraphrase Database (PPDB; Ganitkevitch et al., 2013) is an extensive semantic resource, consisting of a list of phrase pairs with (heuristic) confidence estimates. However, it is still unclear how it can best be used, due to the heuristic nature of the confidences and its necessarily incomplete coverage. We propose models to leverage the phrase pairs from the PPDB to build parametric paraphrase models that score paraphrase pairs more accurately than the PPDB’s internal scores while simultaneously improving its coverage. They allow for learning phrase embeddings as well as improved word embeddings. Moreover, we introduce two new, manually annotated datasets to evaluate short-phrase paraphrasing models. Using our paraphrase model trained using PPDB, we achieve state-of-the-art results on standard word and bigram similarity tasks and beat strong baselines on our new short phrase paraphrase tasks.
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Fokkema, Douwe. "Didactics and anti-didactics of comparative literature." Neohelicon 12, no. 1 (March 1985): 93–103. http://dx.doi.org/10.1007/bf02092941.

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Milovanovic, Celica. "Gregory of Nazianzus's De rebus suis and the tradition of epic didactic poetry." Zbornik radova Vizantoloskog instituta, no. 45 (2008): 43–69. http://dx.doi.org/10.2298/zrvi0845043m.

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Gregory's poem De rebus suis (Carm.2.1.1) is examined in this article from the point of view both of its content and of its literary and stylistic features. In content, the poem is personal and reflexive, and its central theme appears to be a crisis of faith that its author had experienced in his later years. In form, it has all the characteristics of the epic didactic genre: it is metaphrastic in nature (i.e., it turns prose material into verse form); it is written in the archaizing epic language; it makes use of the modified Homeric simile (the so-called multiple correspondence simile); and it carefully avoids the use of specific liturgical terms and expressions replacing them instead with various poetic paraphrases. The overall conceptual simplicity of the poem is generic too, and it may have been modeled on the earliest known representative of the genre, Hesiod's Works and Days. .
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Dissertations / Theses on the topic "Didactics of the paraphrase"

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Daunay, Bertrand. "La paraphrase dans l'approche scolaire des textes littéraires : étude didactique." Lille 3, 1999. http://www.theses.fr/1999LIL30015.

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L'interdit de la paraphrase dans l'explication de texte littéraire repose sur des principes théoriquement fragiles et une définition instable de la paraphrase : il ne porte pas sur un discours métatextuel identifiable mais sur un effet discursif. Telle est la thèse de ce travail qui aborde le phénomène de la paraphrase dans l'approche scolaire des textes littéraires en diachronie comme en synchronie. Une telle approche aboutit à une réhabilitation de la paraphrase, qui passe notamment par une réévaluation de son rôle effectif dans l'apprentissage de l'écriture comme de la lecture. Une première partie envisage historiquement la pratique de la paraphrase dans le rapport (scolaire ou non) au texte littéraire de l'Antiquité à nos jours. Une deuxième partie décrit les conditions et les formes de la disqualification de la paraphrase dans l'explication de texte depuis le XIXe siècle, pour faire ressortir l'impossibilité d'une définition objective de la paraphrase dans ce contexte. D'où la nécessité d'établir, dans une troisième partie, ce qui amène un évaluateur à considérer qu'un énoncé est ou non paraphrastique, autrement dit à émettre un jugement métatextuel d'identification- qui n'est en fait qu'un jugement d'acceptabilité de la paraphrase ; les conditions de ce jugement se ramènent essentiellement à la présence dans le métatexte de marques discursives d'une distance avec le texte-source. La paraphrase est ensuite (quatrième partie) définie comme formulation de la compréhension- donc comme activité à la fois cognitive et discursive inhérente à tout discours métatextuel : c'est sur ces bases que peuvent être proposées (dans une cinquième partie) des démarches d'apprentissage visant au développement métatextuel des élèves par l'évaluation et la discussion des frontières entre diverses réalisations discursives et des effets de réception de leurs propres productions métatextuelles
The prohibition of paraphrase in appreciation of literary text rests on principles theoretically uncertain, as well as an unstable definition of paraphrase : it does not relate to an identified metatextual discourse, but to a discursive effect. Such is the thesis of this work wich approaches paraphrasing in the academic apprehension of literary texts, both diachronically and synchronically. Such an approach results in the rehabilitation of paraphrase, through a renewed appraisal of the part it takes in fact in learning to write and read too. The first part is a historical survey of the practise of paraphrase in its – academic or not – relationship to literary text from Antiquity up to now. The second part describes the conditions and forms of the disqualification of paraphrase in appreciation of literary text since the XIXth century, in order to emphasise on the impossibility for any objective definition of paraphrase in that context. Therefore it is necessary to establish, in the third part, what may allow the appraiser to tell what is paraphrasing and what is not, i. E. To express a metatextual judgement essentially come down to the presence of a distance between discursive marks in the metatext, and the root-text. In part four, paraphrase is shown as the expression of understanding – and thus as an activity, both discursive and cognitive – related to metatextual discourse : on these bases, the fifth part propounds learning methods aiming at the metatextual development of students through the appreciation and discussion of the borders between different discursive realisations, and the effects of reception to their own metatextual productions
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Bouamor, Houda. "Etude de la paraphrase sous-phrastique en traitement automatique des langues." Phd thesis, Université Paris Sud - Paris XI, 2012. http://tel.archives-ouvertes.fr/tel-00717702.

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La variabilité en langue est une source majeure de difficultés dans la plupart des applications du traitement automatique des langues. Elle se manifeste dans le fait qu'une même idée ou un même événement peut être exprimé avec des mots ou des groupes de mots différents ayant la même signification dans leur contexte respectif. Capturer automatiquement des équivalences sémantiques entre des unités de texte est une tâche complexe mais qui s'avère indispensable dans de nombreux contextes. L'acquisition a priori de listes d'équivalences met à disposition des ressources utiles pour, par exemple, améliorer le repérage d'une réponse à une question, autoriser des formulations différentes en évaluation de la traduction automatique, ou encore aider des auteurs à trouver des formulations plus adaptées. Dans cette thèse, nous proposons une étude détaillée de la tâche d'acquisition de paraphrases sous-phrastiques à partir de paires d'énoncés sémantiquement liés. Nous démontrons empiriquement que les corpus parallèles monolingues, bien qu'extrêmement rares, constituent le type de ressource le plus adapté pour ce genre d'étude. Nos expériences mettent en jeu cinq techniques d'acquisition, représentatives de différentes approches et connaissances, en anglais et en français. Afin d'améliorer la performance en acquisition, nous réalisons la combinaison des paraphrases produites par ces techniques par une validation reposant sur un classifieur automatique à maximum d'entropie bi-classe. Un résultat important de notre étude est l'identification de paraphrases qui défient actuellement les techniques étudiées, lesquelles sont classées et quantifiées en anglais et français. Nous examinons également dans cette thèse l'impact de la langue, du type du corpus et la comparabilité des paires des énoncés utilisés sur la tâche d'acquisition de paraphrases sous- phrastiques. Nous présentons le résultat d'une analyse de la performance des différentes méthodes testées en fonction des difficultés d'alignement des paires de paraphrases d'énoncés. Nous donnons, ensuite, un compte rendu descriptif et quantitatif des caractéristiques des paraphrases trouvées dans les différents types de corpus étudiés ainsi que celles qui défient les approches actuelles d'identification automatique.
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Eyecioglu, Ozmutlu Asli. "Paraphrase identification using knowledge-lean techniques." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/65497/.

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This research addresses the problem of identification of sentential paraphrases; that is, the ability of an estimator to predict well whether two sentential text fragments are paraphrases. The paraphrase identification task has practical importance in the Natural Language Processing (NLP) community because of the need to deal with the pervasive problem of linguistic variation. Accurate methods for identifying paraphrases should help to improve the performance of NLP systems that require language understanding. This includes key applications such as machine translation, information retrieval and question answering amongst others. Over the course of the last decade, a growing body of research has been conducted on paraphrase identification and it has become an individual working area of NLP. Our objective is to investigate whether techniques concentrating on automated understanding of text requiring less resource may achieve results comparable to methods employing more sophisticated NLP processing tools and other resources. These techniques, which we call “knowledge-lean”, range from simple, shallow overlap methods based on lexical items or n-grams through to more sophisticated methods that employ automatically generated distributional thesauri. The work begins by focusing on techniques that exploit lexical overlap and text-based statistical techniques that are much less in need of NLP tools. We investigate the question “To what extent can these methods be used for the purpose of a paraphrase identification task?” For the two gold standard data, we obtained competitive results on the Microsoft Research Paraphrase Corpus (MSRPC) and reached the state-of-the-art results on the Twitter Paraphrase Corpus, using only n-gram overlap features in conjunction with support vector machines (SVMs). These techniques do not require any language specific tools or external resources and appear to perform well without the need to normalise colloquial language such as that found on Twitter. It was natural to extend the scope of the research and to consider experimenting on another language, which is poor in resources. The scarcity of available paraphrase data led us to construct our own corpus; we have constructed a paraphrasecorpus in Turkish. This corpus is relatively small but provides a representative collection, including a variety of texts. While there is still debate as to whether a binary or fine-grained judgement satisfies a paraphrase corpus, we chose to provide data for a sentential textual similarity task by agreeing on fine-grained scoring, knowing that this could be converted to binary scoring, but not the other way around. The correlation between the results from different corpora is promising. Therefore, it can be surmised that languages poor in resources can benefit from knowledge-lean techniques. Discovering the strengths of knowledge-lean techniques extended with a new perspective to techniques that use distributional statistical features of text by representing each word as a vector (word2vec). While recent research focuses on larger fragments of text with word2vec, such as phrases, sentences and even paragraphs, a new approach is presented by introducing vectors of character n-grams that carry the same attributes as word vectors. The proposed method has the ability to capture syntactic relations as well as semantic relations without semantic knowledge. This is proven to be competitive on Twitter compared to more sophisticated methods.
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AMGHAR, TASSADIT. "Une contribution a la modelisation informatique du phenomene de paraphrase : le jugement de paraphrase et la metonymie." Nantes, 1996. http://www.theses.fr/1996NANT2068.

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Cette these porte sur un aspect du traitement automatique des langues naturelles ecrites. Dans cette premiere partie nous proposons une modelisation du jugement de paraphrase correspondant aux analyses linguistiques developpees par c. Fuchs. Nous sommes ainsi conduite a opposer ce que nous qualifions de diagnostic de paraphrase au jugement binaire et a la notion d'identite semantique habituellement proposes pour rendre compte de l'existence d'une relation de paraphrasticite entre enonces. Le diagnostic de paraphrase realise par le systeme paraph, entre deux enonces decrit les choix interpretatifs et les approximations semantiques qui legitiment l'equivalence entre les enonces. La methodologie adoptee vise a caracteriser des significations difficiles a cerner telles que celles de certaines categories grammaticales (aspect, modalites etc. ) dont les valeurs exprimees en contexte par l'auxiliaire modal pouvoir sont une bonne illustration. Nous avons aussi etudie ce que recouvre le phenomene lorsqu'il est qualifie de reformulation dans les systemes de recherche d'information. Une deuxieme partie concerne ce que l'on peut considerer comme une forme de paraphrase mettant en jeu un phenomene d'ellipse: la metonymie. Quelquefois consideree comme un phenomene de glissement de sens ou cantonnee dans la classe des figures de style, le phenomene est analyse ici comme une forme de reference langagiere. Nous lui consacrons une analyse dans laquelle nous nous appuyons sur le formalisme des graphes conceptuels de j. Sowa pour modeliser le passage entre un enonce comportant une ellipse methonymique et un enonce dans lequel le phenomene n'intervient plus
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Kampeera, Wannachai. "Analyse linguistique et formalisation pour le traitement automatique de la paraphrase." Thesis, Besançon, 2013. http://www.theses.fr/2013BESA1011/document.

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Les relations paraphrastiques entre plusieurs ensembles de paraphrasespeuvent se décrire en termes de suites de transformations textuelles. Pour qu’il aitparaphrase, il faut qu’une substitution lexicale noyau se mette en route entrainantd’autres modifications syntaxiques, lexicales et morphologiques.Après avoir décrit les mécanismes de paraphrasage récurrents, nous avons proposédeux formalisations. La première est théorique et explique les différentes relationsparaphrastiques entretenues par les paraphrases entre-elles. La deuxième,tournée vers des applications, formalise les structures paraphrastiques sous-formede prédicats-arguments. Nous considérons cette dernière adaptée au traitementautomatique de la paraphrase.Nous avons à la suite implémenté un système d’extraction de structures paraphrastiques.Il s’agit d’un système opérationnel appliqué à un volume de donnéesrelevant de notre domaine d’étude, et dont le but est de donner un exemple concretd’emploi possible de notre formalisation.Mots-clés : paraphrase, structures paraphrastiques, traitement automatique dela paraphrase, extraction des structures paraphrastiques
The relations between sets of paraphrases can be described as seriesof textual transformations. To rephrase, an initial lexical substitution starts, thentriggers other syntactic, lexical and morphological changes.After having described the frequent paraphrasing mechanisms in our corpus,we propose two formalisations. The first one is theoretical, explaining the differentparaphrasing relationships maintained by the paraphrases between each other. Thesecond formalises paraphrase structures as predicate-argument ones. We considerthe latter suitable for paraphrase processing.Finally we have implemented a paraphrase structures extraction system. Thisis a compact operational system for the volume of data within our domain, the aimof which is to provide a concrete example of a possible use of our formalisation
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Greenwood, D. S. "The seventeenth-century English poetic biblical paraphrase." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304373.

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Milićević, Jasmina. "Modélisation sémantique, syntaxique et lexicale de la paraphrase." [Montréal] : Université de Montréal, 2003. http://wwwlib.umi.com/cr/umontreal/fullcit?pNQ82712.

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Thèse (Ph. D.)--Université de Montréal, 2003.
"NQ-82712." "Thèse présentée à la faculté des études supérieures en vue de l'obtention du grade de philosophiae doctor (Ph. D.) en linguistique." Ex. 3: Photocopie. Version électronique également disponible sur Internet.
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Otrusina, Lubomír. "Lze to říci jinak aneb automatické hledání parafrází." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2009. http://www.nusl.cz/ntk/nusl-236669.

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Automatic paraphrase discovery is an important task in natural language processing. Many systems use paraphrases for improve performance e.g. systems for question answering, information retrieval or document summarization. In this thesis, we explain basic concepts e.g. paraphrase or paraphrase pattern. Next we propose some methods for paraphrase discovery from various resources. Subsequently we propose an unsupervised method for discovering paraphrase from large plain text based on context and keywords between NE pairs. In the end we explain evaluation metods in paraphrase discovery area and then we evaluate our system and compare it with similar systems.
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Walton, Mathew. "Issues of Narrativity in the Romantic Piano Opera Paraphrase." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20502.

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Although the opera paraphrase was once a cornerstone of the virtuoso pianist's repertoire, as a genre it has traditionally been neglected by a scholarship which prioritizes authenticity and original compositional thought. By approaching this repertoire from a critical standpoint concerned with the production of narrative, this thesis demonstrates the true value of the paraphrase. A review of the current literature on narrative, gesture, and the paraphrase reveals major gaps in the state of research, and this thesis addresses these issues by presenting analyses of several works, in both printed and performed forms. The chapter “Settling the Score” interrogates the score, and argues that through their choice, ordering, and setting of operatic themes in a paraphrase, composers can alter or recreate the narrative of the source opera. By analyzing and comparing by reading the narrative schemes of seven different paraphrases based on Mozart's Don Giovanni, the chapter highlights the agency of the arranger in the production of narrative. The next chapter, entitled “Playing the Part,” suggests that the creation of narrative also extends beyond the work of the composer to encompass the role of the performer. By comparing the use of physical gestures in two video-recorded performances of Liszt's paraphrase Réminiscences de Don Juan, the thesis postulates that a pianist's gestures can influence the audience's perception of narrative. In an attempt to centralize the voice of the performer, the chapter also includes reflective analysis of the author's own performances of Liszt's paraphrase. By employing analytical methods which focus on the production of musical narrative, this thesis demonstrates that the paraphrase is worthy of greater attention, both in scholarship and performance.
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Spilsbury, Paul. "The image of the Jew in Josephus biblical paraphrase." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319334.

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Books on the topic "Didactics of the paraphrase"

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Bjurwill, Christer. Football didactics. Malmo: School of Education, Lund University, 1991.

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Daniela, Linda, ed. Didactics of Smart Pedagogy. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01551-0.

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Borst, C. B. Subject didactics of biblical studies. Pretoria: University of South Africa, 1991.

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Díaz Cintas, Jorge, ed. The Didactics of Audiovisual Translation. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.

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La paraphrase: Modélisation de la paraphrase langagière. Bern: Lang, 2007.

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Blum, Werner, Michèle Artigue, Maria Alessandra Mariotti, Rudolf Sträßer, and Marja Van den Heuvel-Panhuizen, eds. European Traditions in Didactics of Mathematics. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05514-1.

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Blum, Werner. European Traditions in Didactics of Mathematics. Cham: Springer Nature, 2019.

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Erasmus, Desiderius. Paraphrase on Matthew. Edited by Simpson Dean and Sider Robert D. Toronto [Ont.]: University of Toronto Press, 2008.

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Erasmus, Desiderius. Paraphrase on John. Toronto: University of Toronto Press, 1991.

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Erasmus, Desiderius. Paraphrase on Matthew. Edited by Simpson Dean and Sider Robert D. Toronto [Ont.]: University of Toronto Press, 2008.

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Book chapters on the topic "Didactics of the paraphrase"

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Hudson, Brian. "Didactics." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 107–23. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n7.

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Retz, Tyson. "Didactics." In The Routledge Companion to Historical Theory, 414–29. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367821814-26.

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Kelly, Dorothy. "Translation didactics." In Handbook of Translation Studies, 389–96. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hts.1.tra4.

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Hefendehl-Hebeker, Lisa, Rudolf vom Hofe, Andreas Büchter, Hans Humenberger, Axel Schulz, and Sebastian Wartha. "Subject-Matter Didactics." In ICME-13 Monographs, 25–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11069-7_2.

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Segre, Michael. "Applying Popperian Didactics." In Rethinking Popper, 389–95. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9338-8_29.

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Franz, Hans-Werner, Christoph Kaletka, Bastian Pelka, and Ruggiera Sarcina. "Didactics and Curriculum." In Management for Professionals, 75–111. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78268-3_3.

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la Bastide-van Gemert, Sacha. "Didactics of Arithmetic." In All Positive Action Starts with Criticism, 61–80. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9334-6_4.

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Danelutto, M., K. Hammond, and H. Gonzalez-Velez. "ParaPhrase Workshop 2012." In Lecture Notes in Computer Science, 368–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36949-0_40.

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Pronoza, Ekaterina, Elena Yagunova, and Anton Pronoza. "Construction of a Russian Paraphrase Corpus: Unsupervised Paraphrase Extraction." In Communications in Computer and Information Science, 146–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41718-9_8.

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Trouche, L., G. Gueudet, and B. Pepin. "Documentational Approach to Didactics." In Encyclopedia of Mathematics Education, 1–11. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_100011-1.

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Conference papers on the topic "Didactics of the paraphrase"

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de Vries, Eti, and Heinrich Wortche. "Remote Labs Didactics." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274072.

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Barzilay, Regina, and Lillian Lee. "Learning to paraphrase." In the 2003 Conference of the North American Chapter of the Association for Computational Linguistics. Morristown, NJ, USA: Association for Computational Linguistics, 2003. http://dx.doi.org/10.3115/1073445.1073448.

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Yu, Boya, Konstantine Arkoudas, and Wael Hamza. "Delexicalized Paraphrase Generation." In Proceedings of the 28th International Conference on Computational Linguistics: Industry Track. Stroudsburg, PA, USA: International Committee on Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.coling-industry.10.

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Yu, Boya, Konstantine Arkoudas, and Wael Hamza. "Delexicalized Paraphrase Generation." In Proceedings of the 28th International Conference on Computational Linguistics: Industry Track. Stroudsburg, PA, USA: International Committee on Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.coling-industry.10.

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Miklosikova, Miroslava. "PHILOSOPHY, PEDAGOGY AND DIDACTICS." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb21/s06.040.

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Balcer-Zgraja, Malgorzata. "PLAY IN ARCHITECTURAL DIDACTICS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2042.

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Davide, Diego, Roberta Rosa, and Domenico Tafuri. "Studying tennis theory, methodology and didactics: Laboratory didactics experiments for motor sciences." In Journal of Human Sport and Exercise - 2019 - Summer Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc5.13.

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Anick, Peter G., and Suresh Tipirneni. "The paraphrase search assistant." In the 22nd annual international ACM SIGIR conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/312624.312670.

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Pavlick, Ellie, Juri Ganitkevitch, Tsz Ping Chan, Xuchen Yao, Benjamin Van Durme, and Chris Callison-Burch. "Domain-Specific Paraphrase Extraction." In Proceedings of the 53rd Annual Meeting of the Association for Computational Linguistics and the 7th International Joint Conference on Natural Language Processing (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/p15-2010.

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Li, Zichao, Xin Jiang, Lifeng Shang, and Qun Liu. "Decomposable Neural Paraphrase Generation." In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-1332.

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Reports on the topic "Didactics of the paraphrase"

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Zheleznyakova O.M., Buzdalova N.V. The Basis of Trinitarian Didactics. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, September 2017. http://dx.doi.org/10.14526/03_2017_253.

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Shinyama, Yusuke, and Satoshi Sekine. Paraphrase Acquisition for Information Extraction. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada460236.

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Russo-Lassner, Grazia, Jimmy Lin, and Philip Resnik. A Paraphrase-Based Approach to Machine Translation Evaluation. Fort Belvoir, VA: Defense Technical Information Center, August 2005. http://dx.doi.org/10.21236/ada448032.

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Español, Darío. New perspectives for the Dissemination of medieval History: Re-enactment in southern Europe, a view from the perspective of Didactics. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/itma.2019.13.15.

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