Dissertations / Theses: 'Film and language learning'

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Molin-Wilkinson, Phillip. "Film, Critical Language Awareness and the English Subject : An Example of Promoting CLA by Using Film as Teaching Material." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65490.

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This essay argues that an effective means of promoting critical language awareness (CLA) in the English subject in Swedish upper-secondary schools is to use socially critical, realistic film about contemporary social issues as a teaching material. To demonstrate this, the essay conducts a critical discourse analysis (CDA) of scenes from the selected materials drawn from the film This Is England and the TV series Little Britain. It shows how the language features of these film materials reinforce or challenge ideologies and power differences between groups. Furthermore, the essay gives an example of how to incorporate these materials in a lesson promoting CLA. Additionally, the essay advocates using the pedagogical strategy of problem-posing to scaffold and nurture the thought processes required to acquire CLA. Finally, it argues that promoting CLA through the use of film and problem-posing is an effective way to simultaneously accomplish multiple curriculum goals and objectives.

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Fredriksson, Ann-Charlotte. "How Can Film Facilitate Learning in Upper-Secondary School?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29144.

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Film has worked as a tool in schools a long time. But what ways can film facilitate learning in an upper-secondary classroom, regarding the aspects of global English and culture? This research synthesis will attempt to answer the question on how film can facilitate learning by investigating the different perspectives in the learning process, such as the cultural and global perspective whilst focusing on the perception of using film from students and teachers. The curriculum for upper-secondary school is highly influenced by the diversity in society, which aligns well with the cultural perspectives of using film in the English classroom. Opening up the classroom for visual literacy, socio-cultural theory, investigating the film theory and the characters of motion-picture. Studies implicating that film is a good learning resource have taken into perspective that film can be divided into a numerous number of tasks, helping students with vocabulary, understanding of the surrounding world and interacting with global Englishes. By presenting different ways of working with film, students’ knowledge and understanding in the English language increase. But it all comes down on how it is used. This would open up for discussion but also an understanding of motion-picture history and technology.

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Shintani, Emi. "Teaching film to enhance brain compatible-learning in English-as-a-foreign language instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2403.

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These learning strategies have presented a theoretical framework for applying brain-based learning to EFL teaching. The model is based on the holistic principles of brain based learning rather than memorization of skills and knowledge as has been previously employed in EFL instruction.

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Corradini, Ryan Arthur. "A Hybrid System for Glossary Generation of Feature Film Content for Language Learning." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2238.

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This report introduces a suite of command-line tools created to assist content developers with the creation of rich supplementary material to use in conjunction with feature films and other video assets in language teaching. The tools are intended to leverage open-source corpora and software (the OPUS OpenSubs corpus and the Moses statistical machine translation system, respectively), but are written in a modular fashion so that other resources could be leveraged in their place. The completed tool suite facilitates three main tasks, which together constitute this project. First, several scripts created for use in preparing linguistic data for the system are discussed. Next, a set of scripts are described that together leverage the strengths of both terminology management and statistical machine translation to provide candidate translation entries for terms of interest. Finally, a tool chain and methodology are given for enriching the terminological data store based on the output of the machine translation process, thereby enabling greater accuracy and efficiency with each subsequent application.

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Pearson, Fiona Elisabeth. "Learning English through film: a case study of the effect on S4 students' attitudes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517653x.

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Chen, Amber Marie. "Developing and Studying the Effectiveness of EFR Annotations for Chinese Language Learners." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2299.

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This project is intended to take the film To Live, directed by Zhang Yimou, and apply the Electronic Film Review (EFR) approach to it in a Chinese as a Foreign Language (CFL) setting. The Electronic Film Review project, developed by Alan K. Melby, is aimed at providing a superior language learning experience for Americans learning Chinese. Using feature films as a teaching tool has been found to stimulate and motivate students to achieve higher language levels, but in order for optimal learning to occur the material must be challenging yet accessible to the student. Most feature films, by themselves, are too advanced for the average language learner. The EFR approach provides annotations designed specifically for the feature film with the language learner in mind. These annotations can include access to vocabulary helps, grammar and cultural notes in order to bridge the gap between the learner and the film. It does not alter the film itself. This approach has been used with ESL students (English annotations), French language learners, and with Korean ESL learners (Korean annotations), but has not been developed for students learning Chinese. The purpose of this project is not only to apply the technology of the Electronic Film Review program to a Chinese film for the purpose of aiding Chinese language learners, but also to critique whether or not the tool is effective in helping students to gain better listening comprehensions skills and therefore ultimately better language skills. Previous studies have not shown clear results on this issue. This thesis will briefly review what the EFR project is and how it has been used with other films and languages as well as the findings up to this point. Then it will look at the effects of annotations on several aspects of listening comprehension as well as student preferences and reactions. It will then evaluate the results collectively to determine whether students watching the film without the help of EFR annotations show differing levels of listening comprehension achievement when compared with those using the EFR tools. Suggestions will be made for further improvements.

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Kilagård, Carl. "Selection and Use of Films in Second Language Learning." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75535.

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Film is a teaching resource offering great possibilities in the English language classroom. In the curriculum for the English courses at upper secondary school in Sweden (Lgy11), it is mentioned four times that film should be included when teaching English. However, most films are not produced for the purpose to educate, but to entertain. This essay focuses on how to select films appropriate for second language learning. My study examines the work of teachers at the upper secondary school-level in Sweden, and more specifically how they select films for English teaching to their students. Starting with the hypothesis that selecting films for language teaching could be problematic, my results have instead shown that, in general, the participants did not find it problematic to make film choices. Other important findings regarding what needs to be considered when selecting films include the following: checking for content appropriateness, re-using films, including important themes, considering language usage, using different formats of films, and using film adaptations of literary works. In general, there are many advantages in treating film as a language learning resource when teaching English to second language learners, which creates many opportunities for language teachers.

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Al-Alawi, Bader. "Web based learning system : teaching Arabic language for beginners /." Leeds : University of Leeds, School of Computer Studies, 2003. http://www.leeds.ac.uk/cgi-bin/library/compst.pl?CAT=BSC&FILE=200304/al-alawi.pdf.

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Drifalk, Rickard. "Teaching and learning English in a Swedish school : A case study of television media usage." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5246.

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The purpose of this essay was to investigate how films and TV-series were used in a Swedish lower secondary school, but also the pupils’ and teachers’ attitudes towards using television media. A questionnaire was handed out to 49 pupils asking them, for example, if they thought they learned grammar from watching films. In addition two teachers were interviewed and asked questions about what they thought about using television media in their teaching and how often they used it in their teaching. The results showed that both teachers and pupils were positive towards television media. The pupils thought they learned grammar, pronunciation, improved their listening comprehension and learned new vocabulary. They also stated that a lesson based on television media was more fun than a usual lesson and something they would like to see more of . However, the pupils were doubtful whether they learned more during such a lesson than a lesson based on the textbook. Copyright problems were an issue for the two teacher and they also stated that it requires more time to plan a meaningful activity involving television media compared to the traditional teaching. However, they felt that when they took the time to plan such an activity, it was worth it and the pupils reacted in a positive way.

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Lip, Chi-hong Paul. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinking skills a case study of a Hong Kong language classroom /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43250476.

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Roh, Jaemin. "The effects of cultural video resources on teaching and learning Korean language." Thesis, Boston University, 2011. https://hdl.handle.net/2144/33544.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations.
2031-01-01

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Fransson, André, and Rebecca Berndt. ""We Reserve the Right to Refuse Service to Anyone" : How to Work with Film and Drama with a Thematic Focus to Improve Students' Oral Proficiency." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33417.

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This essay is based on a previous study we conducted during our last internship in the teacher trainee program. We have conducted a a literature study on alternative and possible usage of movies in classroom environments in upper secondary school. The goal has been to investigate how you can use film to acquire English as a second language, in Grade seven at a school located in the southern part of Sweden. Focus has been on improving students' oral skills, and working with ethical questions, which can be promoted by watching films in school. To do this we have chosen to include drama and role-playing as a part of processing the movies. The films this essay focuses on are Zootopia (2016) and Remember the Titans (2000). In our result and conclusion, we state that including drama together with films in the classroom is a motivating factor for the students and an excellent way to make all the students talk and practice their English oral skills. With the selected themes, racism and xenophobia which are treated in both movies, students are given the chance to discuss and reflect about equality and human rights.

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Yu, Ka-yan Florence. "Learning English through films a case study of a Hong Kong class /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241244.

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余嘉欣 and Ka-yan Florence Yu. "Learning English through films: a case study of a Hong Kong class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241244.

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Björnsson, Julia, and Sigrid Andersson. "Using Movies in English Teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36175.

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This research synthesis investigates the topic of movies in education, and explores advantages and challenges when using movies as a tool for language development in the English classroom. With the framework of language learning theories and methods, scholarly journal articles are synthesized to explore significant themes within this area. There are several advantages relating to the use of movies in language teaching, such as the benefits of multimodality, authentic language input, and knowledge construction. The challenges that might influence the benefits of the use of film as a teaching tool are, for instance, how to create tasks that make the viewing of movies more than just entertainment for learning language and knowledge development.

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Smith, Glori H. "Learning English Through Interactive Weblogs: Student Experiences Blogging in the Secondary ESL Classroom." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3000.pdf.

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Hay, Richard. "Views and perceptions of the use of text and video in English teaching." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25400.

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This essay investigates how students studying at upper secondary level perceive the use of text and video as teaching aids as part of their English studies. Students that came from both vocational and preparatory programs completed an online survey and seven of them subsequently took part in interviews. Both the survey and the interviews show that a large majority of students would like much more video based teaching material as part of their English courses - some would even prefer all the course material to be video based. The results also show that even though the students want more video, opinion is divided when it comes to how much, and in what way video is best used or incorporated into English teaching. Many of the students that asked for more video said that they found it difficult to read and to understand longer texts, furthermore they found texts to be boring. They pointed out that video was more interesting and motivating. Video was generally seen as being the preferred choice when it came to authentic language, help with pronunciation and access to the culture of different English speaking countries. Text, on the other hand, was seen to provide a much richer and more detailed information which was especially helpful when it came to spelling and grammar. It was also clear that the preference for video was greater among the students from the vocational classes. There was also a general agreement that, although video is used as a teaching aid, it is more usually used by their teachers as a time filler or reward. Finally, even if learning English continues to be based on text and course books, there is a broad consensus among the students that more video should be used, as it is seen as a valuable and an effective complement to traditional text based material.

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Stefani, Viviane Cristina Garcia de. "O cinema na aula de língua estrangeira: uma proposta didático-pedagógica para o ensino-aprendizagem de espanhol." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/5693.

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Made available in DSpace on 2016-06-02T20:25:06Z (GMT). No. of bitstreams: 1 3090.pdf: 1634132 bytes, checksum: 2ca7c7d50b724e274d41d7b87f955eec (MD5) Previous issue date: 2010-06-01
The new configuration of the post-modern society has been demanding changes in the teaching extent. We are living in an era in which the school is not the main place where learning happens, and the knowledge is acquired through the interaction in the networks and communities of practice (FAIRCLOUGH, 2001) what makes us think about new ways of teaching and learning. It is necessary that the atmosphere of the classroom translates the transformations of the society, so that it can be considered as a community of practice, place where the knowledge is built. The role that the school should assume, together with the teacher, is to promote opportunities for the construction of new knowledge and for the approach of new cultures. Concerning teaching and learning of foreign language, the proximity among cultures is still more relevant. In new times the progress of the technology has been propitiating a narrowing in the contact among the people, and it is necessary to know not only the language, but also the culture of the other. Learning a foreign language means to familiarize with other manners of acting, thinking and communicating. We understand this practice can be favored by a communicative approach of teaching, whose focus is the united construction of the knowledge through the interaction and negotiation of meaning, so that the learning is relevant to the learner. When we think about procedures that make possible the implementation of a communicative teaching in agreement with the new demands of the modern society, so that it promotes opportunities for the construction of the knowledge through the interaction and negotiation meaning, and, at the same time, it can contemplate the approach of multiple linguistic and cultural varieties of the Spanish language, it seems opportune the use of the movie as a didactic resource. Although the films can be considered as an efficient didactic resource for the implementation of the communicative teaching of languages, for its entertainment nature and for its capacity of promoting the students' larger involvement in the accomplishment of significant activities, we noticed that its use is still quite limited in the teaching process. Considering that gap, the objective of this qualitative research of ethnographic base is investigate the use of the film The Motorcycle Diaries as didactic content in the context of Spanish teaching as foreign language, according to the theory of the significant learning (GEE, 2004; RICHARDS, 2005; SAVIGNON, 2001). The data were obtained by questionnaires, focal group and teacher notes, and they show that the film represents an effective way to present the linguistic input in a contextualized way, besides involving the students in interaction activities and negotiation of meaning, stimulating the critical thought and the world knowledge, and contributing significantly for the development of the student's autonomy as a language learner.
A nova configuração da sociedade pós-moderna tem exigido mudanças no âmbito de ensino. Vivemos em uma era em que a escola já não é considerada o principal local onde ocorre a aprendizagem, e o conhecimento é adquirido por meio da interação e do pertencimento às diversas redes sociais (FAIRCLOUGH, 2001) fato que nos leva a refletir sobre novas maneiras de construir e lidar com o conhecimento. É preciso que o ambiente da sala de aula traduza as transformações da sociedade, de forma que possa configurar-se, efetivamente, como comunidade de prática, lugar de construção do saber. O papel que a escola deve assumir, juntamente com o professor, é o de promover oportunidades para a construção de novos saberes e para o conhecimento e aproximação de outras culturas. Em se tratando de ensino e aprendizagem de língua estrangeira (LE) a proximidade entre culturas torna-se ainda mais relevante. Nos novos tempos o avanço da tecnologia tem propiciado um estreitamento cada vez maior do contato entre os povos, e é preciso conhecer não somente a língua, mas também a cultura do outro. Aprender uma língua-alvo significa familiarizar-se com outros modos de agir, pensar e comunicar-se. Entendemos que essa prática pode ser favorecida por uma abordagem comunicativa de ensino, cujo foco é a busca pela construção conjunta do conhecimento por meio da interação e da negociação de sentidos, de forma que a aprendizagem seja significativa ao aprendente. Ao refletirmos sobre procedimentos que viabilizem a implementação de um ensino comunicativo de acordo com as novas exigências da sociedade moderna, de forma que promova oportunidades para a construção do conhecimento por meio da interação e da negociação de sentidos, e que, ao mesmo tempo, possa contemplar a abordagem de múltiplas variedades linguísticas e culturais do idioma espanhol, parece-nos oportuna a inserção do cinema como recurso didático para esse fim. Embora o cinema possa configurar-se como um recurso didático eficiente para a implementação do ensino comunicativo de línguas, por seu caráter lúdico e por sua capacidade de promover maior envolvimento dos alunos na realização de atividades significativas, percebemos que seu uso ainda é bastante limitado no âmbito de ensino de língua estrangeira. Considerando essa lacuna, o objetivo desta pesquisa qualitativa, de base etnográfica, foi investigar o uso do filme Diários de Motocicleta como conteúdo didático no contexto de ensino de espanhol como língua estrangeira, tomando por base os pressupostos teóricos da aprendizagem significativa (GEE, 2004; RICHARDS, 2005; SAVIGNON, 2001). A análise dos dados, obtidos por meio de questionários, grupo focal e notas de campo, revela que o filme representa uma maneira eficaz de apresentar o insumo linguístico contextualizado, de envolver os alunos em atividades de interação e negociação de sentidos, de estimular o pensamento crítico e o conhecimento de mundo, além de contribuir significativamente para o desenvolvimento da autonomia do aluno como aprendente de línguas.

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Peetz-Ullman, Juliane. "Filmschaffen im DaF-Unterricht : Untersuchung zu lernfördernden und motivierenden Effekteneines Kurzfilmprojekts im zweiten Unterrichtsjahr." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-90408.

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Despite the fact that the creation of films has a place in language teaching, there haven’t been many studies about the learning outcome of such film production projects so far. In this study, a group of eighth grade pupils at a comprehensive school in Sweden have been creating their own film in German. They have been observed while they did so, and they answered an online survey one year after the project. The results of the analysis of that data show a visible increase in awareness for the purpose, the receiver, and the situation of the produced texts during the writing process. The level of motivation and meaningfulness experienced by the pupils during the film project was high. Furthermore, the finished film gave the participants a feeling of success, something they were proud of, and eager to repeat. As a conclusion it can be stated that creating a film in a foreign language has a positive impact on language learning.

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Olin, Per. "Evaluation of text classification techniques for log file classification." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166641.

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System log files are filled with logged events, status codes, and other messages. By analyzing the log files, the systems current state can be determined, and find out if something during its execution went wrong. Log file analysis has been studied for some time now, where recent studies have shown state-of-the-art performance using machine learning techniques. In this thesis, document classification solutions were tested on log files in order to classify regular system runs versus abnormal system runs. To solve this task, supervised and unsupervised learning methods were combined. Doc2Vec was used to extract document features, and Convolutional Neural Network (CNN) and Long Short-Term Memory (LSTM) based architectures on the classification task. With the use of the machine learning models and preprocessing techniques the tested models yielded an f1-score and accuracy above 95% when classifying log files.

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Walsh, B. "My language, our language : Expression and learning in learning." Thesis, University of Sheffield, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379524.

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Öhlander, Andersson Lina. "English Language Learning : Student's Perception on Their Own Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14371.

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This is a qualitative study, which aims at looking closer into how eight students look upon their own English perceiving skills. A qualitative interview method was used to interview eight students in upper secondary school. The participants were four girls and four boys. The result from the interviews have been presented under three different headings, which are as follows: Motivation, Classroom and Acquisition. A lot of studies have been done on the subject of language learning and it has resulted in many theories, and the ones that seemed relevant for this study have been brought up and connected to the answers the students gave. Most of the students felt motivated to learn English and the main reason was their future job plans. In the classroom, the participants thought that the teacher's behaviour and attitude towards the English subject was the most important factor to motivate them. The interview results showed that the student's thought that the best way to learn English was through media, foremost by speaking and writing with their friends on the computer. Those answers can be connected to something that the Russian psychologist Lev S. Vygotskij presents with the socio-cultural theory, were he promotes the idea that the best way to learn a new language is to interact with other people.

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McGarry, Theresa. "Language Ideology and Second Language Learning." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6144.

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Onnis, Luca. "Statistical language learning." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/54811/.

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Theoretical arguments based on the "poverty of the stimulus" have denied a priori the possibility that abstract linguistic representations can be learned inductively from exposure to the environment, given that the linguistic input available to the child is both underdetermined and degenerate. I reassess such learnability arguments by exploring a) the type and amount of statistical information implicitly available in the input in the form of distributional and phonological cues; b) psychologically plausible inductive mechanisms for constraining the search space; c) the nature of linguistic representations, algebraic or statistical. To do so I use three methodologies: experimental procedures, linguistic analyses based on large corpora of naturally occurring speech and text, and computational models implemented in computer simulations. In Chapters 1,2, and 5, I argue that long-distance structural dependencies - traditionally hard to explain with simple distributional analyses based on ngram statistics - can indeed be learned associatively provided the amount of intervening material is highly variable or invariant (the Variability effect). In Chapter 3, I show that simple associative mechanisms instantiated in Simple Recurrent Networks can replicate the experimental findings under the same conditions of variability. Chapter 4 presents successes and limits of such results across perceptual modalities (visual vs. auditory) and perceptual presentation (temporal vs. sequential), as well as the impact of long and short training procedures. In Chapter 5, I show that generalisation to abstract categories from stimuli framed in non-adjacent dependencies is also modulated by the Variability effect. In Chapter 6, I show that the putative separation of algebraic and statistical styles of computation based on successful speech segmentation versus unsuccessful generalisation experiments (as published in a recent Science paper) is premature and is the effect of a preference for phonological properties of the input. In chapter 7 computer simulations of learning irregular constructions suggest that it is possible to learn from positive evidence alone, despite Gold's celebrated arguments on the unlearnability of natural languages. Evolutionary simulations in Chapter 8 show that irregularities in natural languages can emerge from full regularity and remain stable across generations of simulated agents. In Chapter 9 I conclude that the brain may endowed with a powerful statistical device for detecting structure, generalising, segmenting speech, and recovering from overgeneralisations. The experimental and computational evidence gathered here suggests that statistical language learning is more powerful than heretofore acknowledged by the current literature.

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Yik, Ping-chui. "Learning styles and language learning outcomes." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.

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Yik, Ping-chui, and 易平璀. "Learning styles and language learning outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38598073.

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Dahlin-, Jones Annelie, and Anna Janusiewicz. "Filmens roll i svenskundervisningen : En studie av lärares förhållningssätt till mediet i gymnasieskolan." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18822.

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Syftet med arbetet är en fördjupning i och undersökning av filmens potential som didaktisk redskap i gymnasieskolans svenskundervisning och i vilken utsträckning mediet används. Multimodal teoribildning har studerats och en extensiv litteraturgenomgång genomförts för att identifiera möjliga användningsområden för film. Kvalitativa intervjuer med lärare som är verksamma i svenskämnet i gymnasieskolan idag har utförts. Det huvudsakliga resultatet från studien belyser att lärare är positivt inställda till att använda film i sin undervisning och gör det till viss del, men att det behövs mer vägledning och struktur runt både konsumtion och produktion av film för att lärarna ska kunna nyttja dess fulla multimodala och didaktiska potential i klassrummet.

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Khazaal, Natalie Michaylova. "Sectarianism, language, and language education in Lebanese theater, television, and film." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467886891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Schneider, Allison Frances. "NATIVE LANGUAGE IMPACT ON IMPLICIT LANGUAGE LEARNING." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/192981.

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Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.

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Jönsson, Andreas. "Learning cohesively : Cohesion in Second Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8537.

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This essay concerns itself with the importance of learning English as a second language cohesively. The research focus is on student responsibility to learn English and if as well as how this responsibility contributes to have students' perceptions of learning the language cohesively. The applied research method consists of a student questionnaire and two teacher interviews. The questionnaire produces a description of students' relationship to, and view of, the English language and how they understand their learning process in acquiring it. The two teacher interviews establish if and how the teachers influence the students' cohesive understanding of the English language.

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Polastri, Paulo César. "Aprendizado sem-fim de paráfrases." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7868.

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Use different words to express/convey the same message is a necessity in any natural language and, as such, should be investigated in research in Natural Language Processing (NLP). When it is just a simple word, we say that the interchangeable words are synonyms; while the term paraphrase is used to express a more general idea and that also may involve more than one word. For example, the sentences "the light is red" and "the light is closed" are examples of paraphrases as "sign" and "traffic light" represent synonymous in this context. Proper treatment of paraphrasing is important in several NLP applications, such as Machine Translation, which paraphrases can be used to increase the coverage of Statistical Machine Translation systems; on Multidocument Summarization, where paraphrases identification allows the recognition of repeated information; and Natural Language Generation, where the generation of paraphrases allows creating more varied and fluent texts. The project described in this document is intended to verify that is possible to learn, in an incremental and automatic way, paraphrases in words level from a bilingual parallel corpus, using Never-Ending Machine Learning (NEML) strategy and the Internet as a source of knowledge. The NEML is a machine learning strategy, based on how humans learn: what is learned previously can be used to learn new information and perhaps more complex in the future. Thus, the NEML has been applied together with the strategy for paraphrases extraction proposed by Bannard and Callison-Burch (2005) where, from bilingual parallel corpus, paraphrases are extracted using a pivot language. In this context, it was developed NEPaL (Never-Ending Paraphrase Learner) AMSF system responsible for: (1) extract the internet texts, (2) align the text using a pivot language, (3) rank the candidates according to a classification model and (4) use the knowledge to produce a new classifier model and therefore gain more knowledge restarting the never-ending learning cycle.
Usar palavras diferentes para expressar/transmitir a mesma mensagem é uma necessidade em qualquer língua natural e, como tal, deve ser investigada nas pesquisas em Processamento de Língua Natural (PLN). Quando se trata apenas de uma palavra simples, dizemos que as palavras intercambiáveis são sinônimos; enquanto o termo paráfrase é utilizado para expressar uma ideia mais geral e que pode envolver também mais de uma palavra. Por exemplo, as sentenças “o sinal está vermelho” e “o semáforo está fechado” são exemplo de paráfrases enquanto “sinal” e “semáforo” representam sinônimos, nesse contexto. O tratamento adequado de paráfrases é importante em diversas aplicações de PLN, como na Tradução Automática, onde paráfrases podem ser utilizadas para aumentar a cobertura de sistemas de Tradução Automática Estatística; na Sumarização Multidocumento, onde a identificação de paráfrases permite o reconhecimento de informações repetidas; e na Geração de Língua Natural, onde a geração de paráfrases permite criar textos mais variados e fluentes. O projeto descrito neste documento visa verificar se é possível aprender, de modo incremental e automático, paráfrases em nível de palavras a partir de corpus paralelo bilíngue, utilizando a estratégia de Aprendizado de Máquina Sem-fim (AMSF) e a Internet como fonte de conhecimento. O AMSF é uma estratégia de Aprendizado de Máquina, baseada na forma como os humanos aprendem: o que é aprendido previamente pode ser utilizado para aprender informações novas e talvez mais complexas, futuramente. Para tanto, o AMSF foi aplicado juntamente com a estratégia para a extração de paráfrases proposta por Bannard e Callison-Burch (2005) onde, a partir de corpus paralelo bilíngue, paráfrases são extraídas utilizando um idioma pivô. Nesse contexto, foi desenvolvido o NEPaL (Never-Ending Paraphrase Learner), sistema de AMSF responsável por: (1) extrair textos da internet, (2) alinhar os textos utilizando um idioma pivô, (3) classificar as candidatas de acordo com um modelo de classificação e (4) utilizar o conhecimento para produzir um novo modelo classificador e, consequentemente, adquirir mais conhecimento reiniciando o ciclo de aprendizado sem-fim.

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Davidsson, Kajsa. "Language learning and motivation." Thesis, Konstfack, Industridesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4048.

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In this essay I present the process, learnings and final results of my master project. The project focuses on the education Swedish for immigrants, SFI, and how design can play a role in improving the education to better meet the needs of the learners and become more of a step towards inclusion. I identify two learner groups; the experienced and the novice learner, with different needs and prerequisites. During the project I develop a focus towards the novice learner and the problem I call the vicious circle. By this term I refer to that too big gaps between the learners former knowledge/experiences and the education results in lost motivation and self-esteem and many learners giving up or getting stuck in the education. Throughout the project I use an iterative process, in three loops, where I involve the stakeholders in the development of my ideas through interviews, observations and colaborative workshops. My final proposal is a the learning service “Matprat”, which invites the learners as co-creators of the education and puts their experiences and knowledge in the centre of learning.

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Watkinson, Stephen. "Learning natural language syntax." Thesis, University of York, 2002. http://etheses.whiterose.ac.uk/9849/.

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Kovács, Géza M. Eng Massachusetts Institute of Technology. "Multimedia for language learning." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85217.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 79-81).
Students studying foreign languages often wish to enjoy authentic foreign-language content - for example, foreign-language videos and comics. Existing means of presenting this content, however, are suboptimal from the perspective of language learning. We have developed a pair of tools that aim to help learners acquire the foreign language while enjoying authentic, foreign-language material. One tool is Smart Subtitles, which help learners learn vocabulary while watching videos. Our user evaluations have shown that Smart Subtitles help learners learn vocabulary more effectively than a popular approach for learning from video (dual subtitles). The other tool is a grammar visualization which illustrates the grammatical structure of sentences. This grammar visualization can be embedded into a number of language-learning applications. This includes a foreign-language manga reader we have built, which aims to help learners learn vocabulary, grammar and pronunciation while reading comics and manga. Our study for the grammar visualization shows that it helps monolinguals arrive at more accurate translations if we have an oracle taking the best translation of all, though there was no significant improvement in the average translation quality.
by Geza Kovacs.
M. Eng.

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Zallocco, Ronald T. "Communication and Language Learning." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321563345.

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Babarsad, Omid Bakhshandeh. "Language Learning Through Comparison." Thesis, University of Rochester, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618060.

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Natural Language Understanding (NLU) has been one of the longest-running and the most challenging areas in artificial intelligence. For any natural language comprehension system having a basic understanding of entities and concepts is a primary requirement. Comparison, where we name the similarities and differences between entities and concepts, is a unique cognitive ability in humans which requires memorizing facts, experiencing things and integration of concepts of the world. Clearly, developing NLU systems that are capable of comprehending comparison is a crucial step forward in AI. In this thesis, I will present my research on developing systems that are capable of comprehending comparison, through which, systems can learn world knowledge and perform basic commonsense reasoning.

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Alkhouli, Samer. "Usability of Mobile-Assisted Language Learning : Swedish Language Learning for Newcomers in Sweden." Thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68499.

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Samperio, Sanchez Nahum. "General learning strategies : identification, transfer to language learning and effect on language achievement." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/412008/.

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Each learner has a set repertoire of general learning strategies that he or she uses despite the learning context. The purpose of this study is to identify the general learning strategies that beginner learners of English have in their repertoire, the transfer of such strategies to language learning and the predictive value they have in language achievement. It is also intended to discover the effect that the teaching of not frequently used general learning strategies have on learners’ language achievement. Additionally, to identify possible differences in strategy types and frequency of strategy use in low and high strategy users as well as high and low achievers of beginner English language learners. This study followed a mixed-methods research methodology by collecting numerical data by means of a 51-item general strategies questionnaire (Martinez- Guerrero 2004) applied in two administrations. The sample consists of 118 beginner English language learners in a language center at a northern Mexican University. Data were analyzed with the SPSS and Excel software. The qualitative data was collected through twenty individual semistructured interviews; furthermore, three one-hour-forty minute strategy instruction sessions were included as the treatment. Quantitative results show that learners have a more frequent use of Achievement Motivation, Cognitive and Concentration strategies; and less frequent use of Study, Study Organization, and Interaction in Class strategies. Qualitative findings indicate that learners use Study and Study organization and Concentration strategies largely in both general learning and language learning. Qualitative data complement and extend the quantitative data gathered in the questionnaire. No significant differences were found on the type of strategies that learners use in general learning contexts and language learning, which suggests that learners transfer their learning strategies from their general strategy repertoire to language learning as the first tools to deal with language learning tasks. A positive correlation was found between learning strategy use and language achievement test scores. Achievement test scores were primarily predicted by the use of Achievement Motivation and Interaction in Class strategies, and to a lesser extent by affective and study strategies. Strategy instruction sessions had no significant increase in the adoption and use of strategies. Furthermore, high and low achievers and strategy users seem to use the same type of strategies; the frequency of strategy use and how they use the strategy represented the difference between types of learners. Finally, a number of language learning strategies emerge from qualitative data that learners use in language learning. Pedagogical implications of the findings of this study provide a potential framework to help not only teachers but also institutions in identifying and teaching new and specific learning strategies.

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Zhao, Yifan. "Language Learning through Dialogs:Mental Imagery and Parallel Sensory Input in Second Language Learning." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396634043.

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Doering, Lynda. "Language learning strategies of younger second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ58027.pdf.

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Artukovic, Valerija, and Emma Eriksson. "Learning a New Language in a New Language." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27506.

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Swedish school today is a mixture of children who come from different countries and speak different languages. Due to conflicts and war raging in various parts of the world, the refugee stream of people seeking asylum in Sweden has put much pressure on the schools around the country. Studies show that immigrant children fall behind in the education and that students whose first language is not Swedish do not reach the knowledge requirements and goals for English to the same degree of success as other groups of students. The aim for this thesis was to investigate what teachers in a K-3 English classrooms in Sweden do to support immigrant students, and what can be found in previous research to explain such poor performance. The aim was also to explore what methods teachers report using and how these methods are connected to Lgr11 and previous research. The use of Swedish instead of the target language when teaching English seems to be dominating in the schools. Since research found shows that children tend to use their first language when learning additional languages, the use of Swedish becomes demanding and confusing for the immigrant students: they end up having to learn a new language in a new language.

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Tang, Weizhi, and 湯偉之. "Self-access language learning : attitudes and learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209688.

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The attitudes and learning strategies of 100 language learners who are also users of Self-Access Centers (SACs) in a theoretical context of Self-Access Language Learning (SALL). Though questionnaire survey, the present study discovered several significant correlations between learner’s attitudes towards SALL and their language learning strategies. It also established a profile of SALL center users in their attitudes and learning strategies from an comparative view based on their previous SALL experiences. The results showed that leaners who are more ready for Self-Access tend to use affective strategies. Memory strategies are practiced more often among leaners who prefer learn grammar without teachers and have more speaking activities in class, also who are relatively more self-aware of their own learning objectives. Cognitive strategies are widely used by leaners who prefer leaning grammar by themselves, also those who are more confident to solve problems by themselves. There is a stronger intention of control over content selection for leaners who had SALL experiences, especially in utilizing non-staffing SALL resources at SACs.
published_or_final_version
Education
Master
Master of Education

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Dogan, Emre. "English Language Learning for Adult Immigrant Students in Sweden : Integration, Language, Culture and Learning." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87337.

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This is a study of English language learning for adult immigrant students in Sweden, and how it affects their integration into society. The primary aim of this study is to highlight and analyze the problems that adult immigrant students face, based on teachers beliefs, when learning English in a foreign country, and is backed up by various secondary sources in the subject as well as data collected in qualitative face-to-face interviews with teachers from adult education centres designed to help immigrant learn the native language as well as English. The results show the teacher viewpoint on the learning problems, which stem from cultural, lexical and mental blockades. They are analyzed according to the research questions and theoretical concepts, and presented with an accompanying discussion that aims to inform of the reader of the current learning situations.

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Alang, Jaapar. "The effect of language contact and language use on second language competence and language attitude." Thesis, Bangor University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296186.

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Alleyn, Suzanne. "Learning the language of mathematics." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.

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In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking.
This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.

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Tirnauca, Cristina. "Language learning with correction queries." Doctoral thesis, Universitat Rovira i Virgili, 2009. http://hdl.handle.net/10803/8792.

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In the field of grammatical inference, the goal of any learning algorithm is to identify a target concept from a given class by having access to a specific type of information. The main learning settings are Gold's model of learning in the limit and Angluin's query learning. This dissertation is primarily concerned with the second approach.
We thoroughly investigate a recently introduced, linguistic motivated, type of query called Correction Query (CQ). We consider three possible definitions, and for each of them we give necessary and sufficient conditions for a language class to be learnable with these types of queries. Furthermore, we compare the model of learning with CQs with other well-known Gold-style and query learning models when no efficiency constraints are imposed. Results are also obtained for the restricted version of the model of learning with CQs in polynomial time.
Additionally, we discuss the learnability of deterministic finite automata (DFAs) with correction and equivalence queries. We design several learning algorithms and we present a comparison between our algorithms and the standard algorithm for learning DFAs with membership and equivalence queries. These results are furthermore extended from string languages to tree languages.
Dentro del ámbito de la inferencia gramatical, el objetivo de cualquier algoritmo de aprendizaje consiste en identificar un concepto de una clase dada, teniendo acceso a un tipo específico de información. Los dos modelos de aprendizaje principales son: el modelo de aprendizaje en el límite propuesto por Gold y el modelo de aprendizaje a partir de preguntas de Angluin. Esta tesis se centra fundamentalmente en el segundo tipo de aprendizaje. En esta tesis doctoral investigamos a fondo un tipo de preguntas introducidas recientemente, por motivos lingüísticos, denominada PREGUNTA DE CORRECCIÓN. Nosotros consideramos tres posibles definiciones, y para cada uno de ellos presentamos condiciones necesarias y suficientes para que una clase de lenguajes sea identificable con estos tipos de preguntas. Además, comparamos estos tres modelos de aprendizaje a partir de preguntas de corrección con otros modelos de aprendizaje, en el caso general (sin ninguna restricción de tiempo) y también imponiendo que los algoritmos sean polinómicos.Además, investigamos el aprendizaje de autómata finitos deterministas (AFD) con preguntas de corrección y equivalencia. Diseñamos varios algoritmos de aprendizaje y presentamos una comparación entre nuestros algoritmos y el algoritmo estándar de aprendizaje a partir de preguntas de pertenencia y equivalencia. Estos resultados son, además, extendidos para los lenguajes de árboles.

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Gleeson, Margaret McDonnell, of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "Language learning and life processes." THESIS_FHHSE_HUM_Gleeson_M.xml, 1997. http://handle.uws.edu.au:8081/1959.7/287.

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This paper describes processes and subsequent conclusions after working collaboratively in the broad area of language learning. The inquiry process considered factors in the learning environment which might benefit the learners, with music and drawing in the classroom being trialled and discussed with teachers and adult migrant English learners in different contexts. The responses of some primary aged students with learning problems and their parents and/or teachers were also studied. The inquiry process indicated that the term 'environments' must be understood to include personal environment, involving the Life energy fields, considered here to be the physical field, and the field of thought and memory, as well as the cultural, family, educational and other significant environments, within the context of the evolving Australian society. The term the author has chosen to describe the interaction of these experiential fields with the will of the individual, is an etheric. Membership of, or exclusion from, an etheric, may be subtle but can be discerned when considering a migrant attempting to enter the Australian workforce or, any person trying to enter a new field of endeavour. The author suggests that this concept explores the phenomenon of acceptance of a language or entry into a group
Master of Science (Hons)

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Gleeson, Margaret McDonnell. "Language learning and life processes /." View thesis View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030514.092005/index.html.

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Thesis (M. Sc. of Soc. Ecology (Hons.))--University of Western Sydney, Hawkesbury, 1997.
"Submitted as partial requirement for Master of Science (Hons.) Social Ecology, University of Western Sydney, Hawkesbury, 1997." Includes bibliographical references (p. 165-170).

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Saba, Riad. "Language learning in virtual worlds." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14011/.

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Language Learning has utilized technology for decades, and while world-wide social dynamics place more demands for language learning, there has not been a widespread use of a specific technology as the dominant medium for language learning. In the meanwhile, Virtual Worlds technology emerged during the last two decades as an immersive technology that offers an online representation of reality, allowing user interaction with the surrounding environment including objects and other users through Internet-enabled desktop personal computers. Since their introduction, Virtual Worlds have grown in popularity, and are now utilized by a large online community as social and gaming environments. Over two decades of research have shown the potential of Virtual Worlds for learning in various fields, but very few empirical studies have been dedicated to explore Virtual Worlds for language learning. The focus of this PhD research project is to explore the potential of the Virtual World Second Life in enabling effective language learning. The research question is as follows: ‘Could Virtual Worlds offer a suitable language learning environment, similar or better than that offered by traditional media of language learning?’ Towards answering that question, a pilot and two studies were conducted in 2007, 2008 and 2009 respectively. Arabic language classes were delivered to groups of language learners in the UK using different media of language learning: a face-to-face (f-to-f) classroom, a videoconferencing (VC) classroom, and a Virtual World (VW) classroom. The language learning quality outcomes along with student attitudes were assessed through a comparative analysis between the three media, involving attitude surveys, interviews, assessments of learning outcomes, and the critical incident method applied to video recordings. Due to several limitations, the effectiveness of the VW medium in enhancing the quality of the language learning experience was found lacking in the light of data collected and analyzed. A set of conditions and recommendations is therefore described to better utilize VWs for language learning.

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Dissertations / Theses on the topic 'Film and language learning'

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