Relevant bibliographies by topics / Foreign language procesing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Foreign language procesing'

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

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Journal articles on the topic "Foreign language procesing"

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Bley-Vroman, Robert. "THE EVOLVING CONTEXT OF THE FUNDAMENTAL DIFFERENCE HYPOTHESIS." Studies in Second Language Acquisition 31, no. 2 (2009): 175–98. http://dx.doi.org/10.1017/s0272263109090275.

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Foreign language learning contrasts with native language development in two key respects: It is unreliable and it is nonconvergent. At the same time, it is clear that foreign languages are languages. The fundamental difference hypothesis (FDH) was introduced as a way to account for the general characteristics of foreign language learning. The FDH was originally formulated in the context of the theory of rich Universal Grammar, and this theory has guided much foreign language acquisition research over the past two decades. However, advances in the understanding of language have undermined much of the supporting framework.The FDH—indeed all of SLA research—must be rethought in light of these advances. It is proposed here that (a) foreign language grammars make central use of patches, which are also seen as peripheral phenomena in native languages; (b) non-domain-specific processes are used in foreign language acquisition, but that these are also employed—although more effectively because they are integrated into the language system—by native language development; and (c) foreign language online processing relies heavily on the use of shallow parses, but these are also available in native language processing, although less crucially.
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Sparks, Richard, and Leonore Ganschow. "Aptitude for learning a foreign language." Annual Review of Applied Linguistics 21 (January 2001): 90–111. http://dx.doi.org/10.1017/s026719050100006x.

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What has happened with the construct of foreign language aptitude since 1990, at which time symposium participants from around the world agreed that the "Time has come to rethink the notion of what constitutes aptitude to learn foreign languages?" To answer this question, we begin with a review of studies on foreign language aptitude and its measurement prior to 1990. We then describe research and thinking in the 1990s in several areas, including affective variables; language learning strategies; learning styles as contributors to aptitude; and aptitude as a cognitive construct affected by language variables. Next, we review research on individual differences in language learners and the importance of phonological/orthographic processing for foreign language learning. Finally, we suggest new directions for research in foreign language aptitude.
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Vives, Marc-Lluís, Víctor Costumero, César Ávila, and Albert Costa. "Foreign Language Processing Undermines Affect Labeling." Affective Science 2, no. 2 (2021): 199–206. http://dx.doi.org/10.1007/s42761-021-00039-9.

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Anisimova, A. T. "EXERIENCES WITH CONGINTIVE MECHANISMS IN TEACHING FOREING LANGUAGE." Scientific bulletin of the Southern Institute of Management, no. 4 (December 30, 2017): 108–12. http://dx.doi.org/10.31775/2305-3100-2017-4-108-112.

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The article describes the experiences of applying cognitive linguistic approach to development of learners foreign language competence. It is suggested that the introduction of new language material should be based on conceptual representations (senses) of language forms rather than on comparability of native and foreign languages. Behind the cognitive approach to teaching foreign language there is a proposition that language is connected with reality or one of the possible realities through interpreting activity of an individual. The author discusses such issues of cognitive science as knowledge representation, information processing, development of language consciousness and individual learning styles in relation to teaching Russian learners a foreign language. The article describes the experiences of using cognitive mechanisms in development of effective tools in teaching a foreign language, in particular such topics as the system of the English article, teaching learners new foreign language vocabulary, usage of polysemantic words. The enhancement of language didactics paradigm with cognitive issues appears to be beneficial not only in learning a foreign language but also in development the learners general discursive competence.
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Aksenova, Inga. "Linguodidactic potential of the complex task “Dictogloss”." Tambov University Review. Series: Humanities, no. 180 (2019): 70–78. http://dx.doi.org/10.20310/1810-0201-2019-24-180-70-78.

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Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dicta-tion with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreign Language Programs for Schools shows that it is necessary to develop exercises that help in the shortest possible time to develop as many speech skills as possi-ble, increasing the productivity of the process of foreign language teaching. So we study a number of research of both Russian and foreign authors on dictogloss and derive on their basis the dictogloss technique in stages and a variety of this type of work. We present: 1) the definition of dictogloss; 2) the main stages of its implementation (preparation, dictation, processing, analysis and correction); 3) the dictogloss types; 4) the great linguodidactic potential of the dictogloss, ex-pressed in the application of students' lexical and grammatical not separately, but in a complex for solving practical speech tasks.
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ZHANG, CUI, and RICHARD F. WALTERS. "AN ABSTRACT, SHARED AND PERSISTENT DATA STRUCTURE FOR SUPPORTING DATABASE MANAGEMENT AND MULTILINGUAL NATURAL LANGUAGE PROCESSING." International Journal of Software Engineering and Knowledge Engineering 03, no. 03 (1993): 369–82. http://dx.doi.org/10.1142/s0218194093000173.

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Neither today’s general purpose programming environment nor high-level programming languages, including those designed for AI purposes, provide adequate support for database systems. Furthermore, non-English language databases are difficult to treat either in existing database systems or with current high-level languages, because they require culture-sensitive operations on multiple foreign character sets. In this paper, we present an abstract, shared and persistent data structure, called HL+, capable of supporting database management applications. We also describe the means for coping with the aforementioned problems by accessing HL+ features of database management from high-level programming languages with an extensible programmable high-level language interface. Extensions to the data structure to accommodate processing of multiple foreign character strings are also described, and examples of multilingual applications are given.
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Solomakha, Anzhelika. "APPLICATION OF DIGITAL TECHNOLOGIES FOR FORMATION OF FOREIGN LANGUAGE GRAMMAR COMPETENCE IN THE PROCESS OF EARLY LEARNING FOREIGN LANGUAGES (IN THE EXAMPLE OF THE GERMAN LANGUAGE)." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 121–35. http://dx.doi.org/10.28925/2414-0325.2020.8.11.

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The methodology of teaching foreign languages is constantly looking for ways to effectively master foreign languages by primary school students. The article deals with the possibility of using digital and multimedia technologies in the process of forming foreign language grammar competence of younger students on the example of the German language. The analysis of foreign experience proved the relevance of the introduction of such technologies in the teaching process of educational institutions of all levels, but it also noted the lack of studying the method of using digital and multimedia tools in the process of forming foreign language competence of primary school students, in particular when learning grammar in German. It is considered that in modern educational development conditions it is important to take into account the features of modern students, who are digital native, and the use of digital and multimedia technologies in German lessons is a natural and understandable tool for them. Future teachers and those, who are practicing the early language teaching, need to overcome psychological barriers and doubts about the effectiveness of new tools to make digital and multimedia technology a daily practice. The article proposes digital and multimedia resources and programs that can be used in the process of forming a foreign grammar competence at different stages of grammar processing, while fully complying with the requirements of the program "Foreign Languages for General and Specialty Educational Institutions 1-4 classes" of Ukraine. The comparative analysis of online resources intended for the study of foreign languages, including German, with the existing foreign language program for the New Ukrainian School (2018), taking into account the level of foreign language communication competence at the time of graduation from 4th grade, allowed to systematize existing digital networks on the Internet and cartoon resources in accordance with vocabulary stock and vocabulary topics, which will help to apply them effectively in German lessons, to increase the motivation of younger students, to encourage an independent study of a foreign language
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Zaichenko, N. "NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY." Comparative studies of Slavic languages and literatures. In memory of Academician Leonid Bulakhovsky, no. 36 (2020): 37–48. http://dx.doi.org/10.17721/2075-437x.2020.36.04.

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The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.
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Costa, Albert, Marc–Lluís Vives, and Joanna D. Corey. "On Language Processing Shaping Decision Making." Current Directions in Psychological Science 26, no. 2 (2017): 146–51. http://dx.doi.org/10.1177/0963721416680263.

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Recent research has revealed that people’s preferences, choices, and judgments are affected by whether information is presented in a foreign or a native language. Here, we review this evidence, focusing on various decision-making domains and advancing a variety of potential explanations for this foreign-language effect on decision making. We interpret the findings in the context of dual-system theories of decision making, entertaining the possibility that foreign-language processing reduces the impact of intuition and/or increases the impact of deliberation on people’s choices. In closing, we suggest future research directions for progressing our understanding of how language and decision-making processes interact when guiding people’s decisions.
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Ivaz, Lela, Kim L. Griffin, and Jon Andoni Duñabeitia. "Self-bias and the emotionality of foreign languages." Quarterly Journal of Experimental Psychology 72, no. 1 (2018): 76–89. http://dx.doi.org/10.1177/1747021818781017.

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Foreign language contexts impose a relative psychological and emotional distance in bilinguals. In our previous studies, we demonstrated that the use of a foreign language changes the strength of the seemingly automatic emotional responses in the self-paradigm, showing a robust asymmetry in the self-bias effect in a native and a foreign language context. Namely, larger effects were found in the native language, suggesting an emotional blunting in the foreign language context. In the present study, we investigated the source of these effects by directly comparing whether they stem from a language’s foreignness versus its non-nativeness. We employed the same self-paradigm (a simple perceptual matching task of associating simple geometric shapes with the labels “you,” “friend,” and “other”), testing unbalanced Spanish–Basque–English trilinguals. We applied the paradigm to three language contexts: native, non-native but contextually present (i.e., non-native local), and non-native foreign. Results showed a smaller self-bias only in the foreign language pointing to the foreign-language-induced psychological/emotional distance as the necessary prerequisite for foreign language effects. Furthermore, we explored whether perceived emotional distance towards foreign languages in Spanish–English bilinguals modulates foreign language effects. Results suggest that none of the different indices of emotional distance towards the foreign language obtained via questionnaires modulated the self-biases in the foreign language contexts. Our results further elucidate the deeply rooted and automatic nature of foreign-language-driven differential emotional processing.
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Dissertations / Theses on the topic "Foreign language procesing"

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Corey, Joanna Darrow 1986. "The Effect of foreign language processing on moral decision-making." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/462817.

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Millones de personas aprenden una lengua extranjera, y algunas de estas personas, como las que trabajan en organizaciones internacionales, la usan a diario como vehículo de comunicación, llevando a cabo juicios y decisiones basándose en información recibida en una lengua extranjera. ¿Qué efecto puede tener el vehículo de la comunicación (lengua extranjera) un efecto sobre las decisiones que toman? El objetivo de esta tesis es profundizar en nuestro conocimiento sobre el efecto del procesamiento de una lengua extranjera, en comparación con el procesamiento de una nativa, en la toma de decisiones morales. Específicamente, esta tesis investiga la fiabilidad del llamado efecto moral de una lengua extranjera (ej., decisiones tomadas por uno mismo en dilemas morales), su alcance, y lo más importante, sus potenciales orígenes potenciales. Para ello, se recogieron los datos conductuales de miles de participantes, y se analizaron en cuanto a si la lengua tenía un efecto sobre las elecciones y juicios morales realizados. La mayoría de los participantes son estudiantes universitarios nativos de español/catalán que han estudiado el inglés como lengua extranjera, aunque, en la medida de lo posible, se han incluido otras combinaciones lingüísticas. Los resultados sugieren que el efecto moral de la lengua extranjera, tal y como se descubrió originalmente, ej., elecciones por parte uno mismo en dilemas morales, es robusto y no es atribuible a factores culturales. No obstante, este efecto es menos fiable cuando se les pide a los participantes que juzguen la elección de otra persona. Finalmente, el efecto no se aplica a todos los juicios morales, ej., sobre las transgresiones por parte de otra persona que no involucra una compensación calculada. En conjunto, los resultados sugieren que a) el efecto es probable que se dé cuando uno debe realizar una elección por si mismo que cuando juzga la elección de otra persona, b) el efecto es más probable cuando hay una compensación calculada en el escenario. Respecto a los orígenes del fenómeno, esto sugiere que c) en gran parte el efecto se puede atribuir a un incremento en la distancia psicológica y una reducción en la reactividad emocional, los cuales se asocian típicamente con el procesamiento de una lengua extranjera en comparación con el procesamiento de una lengua nativa. Esto afecta a la interacción de procesos intuitivos y analíticos que conducen a nuestras decisiones (más probablemente partir de la reducción del primer tipo de procesos). Por lo tanto, el efecto de la lengua se aplica más probablemente a las decisiones que involucran un conflicto entre los procesos intuitivos y analíticos.<br>Millions of people learn a foreign language and some of these people, such as those who work in international organizations, use this language daily as the vehicle of communication, making judgments and choices based on information received in this foreign language. What effect might the vehicle of communication (a foreign language) have on the resulting decisions? The aim of this dissertation is to deepen our knowledge of the effect of foreign language processing, versus native language processing, on moral decision-making. Specifically, this dissertation investigates the so-called moral foreign language effect’s reliability (e.g., choices made for oneself in moral dilemmas), its scope and, most importantly, its potential origins. To do so, behavioral data was collected from thousands of participants and analyzed according to whether or not language had an effect on people’s reported moral choices and judgments. The majority of the participants are native speakers of Spanish/Catalan and university students who have studied English as a foreign language, although when possible other language combinations have been included. The findings suggest that the moral foreign language effect as originally found e.g., choices made for oneself in moral dilemmas, is robust and not attributable to cultural factors. However, the effect is less reliable when participants are asked to judge another’s choice. Finally, the effect does not apply to all kinds of moral judgments, e.g., of another’s transgressions that do not involve a calculated trade-off. Together, the findings suggest that a) the effect is most likely to appear when one is asked to make a decision for oneself versus judging another’s choice and b) the effect is more likely when there is a calculated trade-off involved in the scenario. Regarding the origins of the phenomenon, this suggests that c) the effect is largely attributable to an increase in psychological distance and a decrease in emotional reactivity typically associated with foreign language processing compared to native language processing. This affects the interplay of intuitive and analytical processes that drive our decisions (most likely by reducing the former). Thus, the effect of language is most likely to apply to decisions that involve a conflict between intuitive and analytical processes.
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Lauretig, Adam M. "Natural Language Processing, Statistical Inference, and American Foreign Policy." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562147711514566.

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Amaral, Luiz Alexandre Mattos do. "Designing intelligent language tutoring systems for integration into foreign language instruction." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179979688.

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Vives, Marc-Lluís 1991. "The Impact of foreign language processing on judgments, decisions and emotions." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/668427.

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Foreign language processing is hard, sometimes the right words do not come out, sometimes phonemes are incompressible. Words also lose their emotional appeal in a foreign language. How does this affect people’s lives? A recent line of research suggests that it changes their decisions and moral judgments, the so-called foreign language effect. We aim to shed some light on the pervasiveness and origin of the effect. We did so by exploring the foreign language effect on the outcome bias (Chapter I), the representativeness heuristic (Chapter I), and intertemporal choices (Chapter II). In the third chapter, we went a step further and explored how foreign language processing affected emotionality not directly caused by language. Results revealed that: 1) Foreign language processing is unlikely to affect decisions that are independent of emotion (Chapters 1 & 2), 2) Once emotion is relevant to the decision at hand, a foreign language effect is present (Chapter II), and 3) Although a foreign language is less emotional, its use does not regulate emotional arousal (Chapter III). Overall, the prevalence of the foreign language effect might be reduced to emotional contexts, emotions that are not reduced in a foreign language when they are not directly caused by the language.<br>Processar una llengua estrangera és difícil, a vegades no surten les paraules exactes, a vegades els fonemes són incomprensibles. A més, les paraules perden la seva força emocional en una llengua estrangera. Com afecta això la vida de les persones? Una línia d’investigació recent suggereix que canvia les seves decisions i judicis morals, l’anomenat efecte de llengua estrangera. L’objectiu de la tesis és explorar com de generalitzat és l’efecte així com el seu origen. Per aconseguir-ho, vàrem explorar l’efecte de llengua estrangera en “l’outcome bias” (Capítol I), l’heurística de representativitat (Capítol I), i les decisions intertemporals. En el tercer capítol, vàrem anar un pas més enllà i vàrem explorar com processar una llengua estrangera afectava les emocions no causades directament pel llenguatge. Els resultats revelen que: 1) El processament d’una llengua estrangera probablement no afecta les decisions no relacionades amb emoció (Capítols I & II), 2) Una vegada l’emoció és rellevant per la decisió, existeix efecte d’una llengua estrangera (Capítol II), i 3) Tot i que una llengua estrangera és menys emocional, el seu ús no ajuda a regular les emocions (Capítol III). En general, la prevalença de l’efecte de llengua estrangera podria reduir-se en contextos emocionals, emocions que no es veuen reduïdes en una llengua estrangera quan no estan directament causades per la llengua.
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Xu, Qiming. "Processing constraints on segmental and suprasegmental production in a foreign language." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7623.

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Amaral, Luiz A. "Designing intelligent language tutoring systems for integration into foreign language instruction." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1179979688.

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Eda, Sanae. "Processing of intonation patterns in Japanese implications for Japanese as a foreign language /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086187589.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 164 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Mari Noda, Dept. of East Asian Languages and Literatures. Includes bibliographical references (p. 157-164).
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González, Fariña Elena. "Attending to form and meaning in processing second language input : a study of advanced second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64154.pdf.

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Clarke, Constance Margaret. "Processing time effects of short-term exposure to foreign-accented English." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280404.

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Non-native speech can cause perceptual difficulty for the native listener, but experience can moderate this difficulty. This study explored the perceptual benefits of brief exposure to non-native speech. A cross-modal word matching paradigm was used to investigate perception of foreign-accented speech by native English listeners during the first moments of exposure. In 5 experiments, processing speed was tracked by measuring reaction times to visual probe words following English sentences produced by non-native speakers. In Experiment 1, RTs decreased significantly over the course of 16 Spanish-accented utterances and by the end were equal to RTs to a native voice. Control groups in Experiments 1 and 2 who heard a native voice for the first 12 trials were significantly slower than the experimental groups in the final 4 trials, ruling out practice and general strategy explanations for the rapid adaptation. The adaptation effect was replicated with a Chinese-accented voice in Experiment 3. Surprisingly, the control groups also adapted to the accented voice when they heard it at the end of the experiment. Post hoc analyses showed the difference between the control and experimental groups' means was large for the first 2 accented sentences, but attenuated as more sentence trials were included in the means, suggesting adaptation can occur within 2 to 4 sentence-length utterances. In Experiment 4, adaptation to one Spanish-accented voice improved perception of a new Spanish-accented voice, indicating that abstract properties of accented speech are learned during adaptation. In Experiment 5, adaptation to a Spanish-accented voice was as large whether the utterances consisted of English words or mostly legal nonwords. This finding suggested that some characteristics of accented speech can be learned without feedback from lexical knowledge. Overall, the results emphasize the flexibility of the human speech processing system and the need for a mechanism to explain this adaptation in models of spoken word recognition.
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Kashiwagi, Akiko. "Processing Relative Clauses in First and Second Language: A Case Study." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299255220.

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Books on the topic "Foreign language procesing"

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I), International Conference on Internet and Language (1st 2003 Universitat Jaume. Internet in languages for specific purposes and foreign language teaching. Universitat Jaume I, 2003.

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Language processing and acquisition in languages of Semitic, root-based, morphology. John Benjamins Pub., 2003.

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Context effects on the processing of English as a foreign language. Turun yliopisto, 1985.

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Council, Human Sciences Research, and International Development Research Centre (Canada), eds. African languages in a digital age: Challenges and opportunities for indigenous language computing. HSRC Press, 2010.

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Decoo, Wilfried. Systemization in foreign language teaching: Monitoring content progression. Routledge, 2010.

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Watts, Tim J. Automation of library functions in foreign libraries: A selected English language bibliography. Vance Bibliographies, 1989.

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Working with foreign languages and characters in WordPerfect--5.1 and WordPerfect for Windows. J. Benjamins Pub. Co., 1992.

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Kurata, Naomi. Foreign language learning and use: Interaction in informal social networks. Continuum International Pub. Group, 2010.

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The Internet guide for English language teachers. Prentice Hall Regents, 1997.

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Tresman, Ian. The multilingual PC directory: A guide to multilingual and foreign language products for IBM PCs and compatibles. 2nd ed. Knowledge Computing, 1994.

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Book chapters on the topic "Foreign language procesing"

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Lutjeharms, Madeline. "12. Processing levels in foreign-language reading." In Receptive Multilingualism. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/hsm.6.18lut.

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Nassiri, Naoual, Abdelhak Lakhouaja, and Violetta Cavalli-Sforza. "Arabic Readability Assessment for Foreign Language Learners." In Natural Language Processing and Information Systems. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91947-8_49.

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McAllister, Robert. "Perceptual Foreign Accent and its Relevance for Simultaneous Interpreting." In Language Processing and Simultaneous Interpreting. John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/btl.40.05mca.

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Gao, Wei, Kam-Fai Wong, and Wai Lam. "Phoneme-Based Transliteration of Foreign Names for OOV Problem." In Natural Language Processing – IJCNLP 2004. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-30211-7_12.

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Mansikkaniemi, André, and Mikko Kurimo. "Unsupervised and User Feedback Based Lexicon Adaptation for Foreign Names and Acronyms." In Statistical Language and Speech Processing. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25789-1_19.

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Frederiksen, Carl H., Janet Donin, Michel Décary, and Michael Hoover. "Semantic Discourse Processing and Tutoring Systems for Second Language Learning." In Intelligent Tutoring Systems for Foreign Language Learning. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_8.

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Skehan, Peter. "Foreign language aptitude, acquisitional sequences, and psycholinguistic processes." In Cognitive Individual Differences in Second Language Processing and Acquisition. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/bpa.3.02ske.

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Dhawale, Apurva D., Sonali B. Kulkarni, and Vaishali Kumbhakarna. "Survey of Progressive Era of Text Summarization for Indian and Foreign Languages Using Natural Language Processing." In Innovative Data Communication Technologies and Application. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38040-3_74.

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Dong, Tiansi, and Armin B. Cremers. "A Novel Machine Translation Method for Learning Chinese as a Foreign Language." In Computational Linguistics and Intelligent Text Processing. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54903-8_29.

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Rodrigo, Andrea, Silvia Reyes, Cristina Mota, and Anabela Barreiro. "Causal Discourse Connectors in the Teaching of Spanish as a Foreign Language (SLF) for Portuguese Learners Using NooJ." In Formalizing Natural Languages with NooJ 2019 and Its Natural Language Processing Applications. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38833-1_14.

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Conference papers on the topic "Foreign language procesing"

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Stanovsky, Gabriel, and Ido Dagan. "Semantics as a Foreign Language." In Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/d18-1263.

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Potapova, Irina A., and Olga E. Romanovskaya. "METHODS OF USING CARTOONS AS A MEANS OF DEVELOPING FOREIGN LANGUAGE SPEECH COMPETENCE IN SECONDARY SCHOOL." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-171-177.

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The formation of foreign language speech competence of students is a complex process. To ensure the effectiveness of this process it is important to take into account not only the stage of teaching a foreign language and the nature of the language material, but also the psychological and physiological characteristics of students who are seriously affected by modern information technologies. This article describes the method of developing speech competence in English lessons in a secondary school using authentic cartoons. The methodology is based on the stable and widespread in Western and Russian psychology ideas about the psychological and pedagogical features of generations Z and Alpha, characterized by the development of clip thinking and the peculiarities of perception and processing of information.
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Liu, Huan, and Han Cui. "The application of PowerGREP in corpus processing for foreign language teaching." In 2012 10th World Congress on Intelligent Control and Automation (WCICA 2012). IEEE, 2012. http://dx.doi.org/10.1109/wcica.2012.6357871.

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Hubackova, Sarka. "Processing of multimedia aplications and their use in foreign language teaching." In 2016 Eleventh International Conference on Digital Information Management (ICDIM). IEEE, 2016. http://dx.doi.org/10.1109/icdim.2016.7829793.

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Leshchenko, Yuliya. "SWITCHING THE CODE: BILINGUAL ADVANTAGE IN PROCESSING WORDS OF THE FOREIGN LANGUAGE." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.124.

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Wang, Mingyue. "On Teaching Strategies of Light Tone in Chinese to Foreign Students." In 2013 International Conference on Asian Language Processing (IALP). IEEE, 2013. http://dx.doi.org/10.1109/ialp.2013.34.

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Hubackova, Sarka. "Processing of multimedia aplications and their use in foreign languages teaching." In 2016 Management and Innovation Technology International Conference (MITicon). IEEE, 2016. http://dx.doi.org/10.1109/miticon.2016.8025246.

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Kaya, Hasan, and Gülşen Eryiğit. "Using Finite State Transducers for Helping Foreign Language Learning." In Proceedings of the 2nd Workshop on Natural Language Processing Techniques for Educational Applications. Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-4414.

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Meshkova, Irina, Olga Sheremetieva, and Larissa Spynu. "TRAINING IN RENDERING AND TRANSLATION AT NON-LINGUISTIC FACULTIES DURING THE 2020 PANDEMIC." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020108.

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The article is devoted to the peculiarities of teaching French at non-linguistic faculties, the analysis of the concepts of rendering, retelling (resumé, compte-rendu, synthèse), rendering translation of texts using an interdisciplinary approach in the context of the development of digital technologies in the modern educational space, in particular, during the Covid-19 pandemic. Extraordinary circumstances have set before teachers from many countries of the world, including Russian teachers, the task of modernizing pedagogical processes as part of the transition to a distance learning format using one or another electronic educational platform. The problem arises from integrating educational and methodological materials into the concept of distance learning, taking into account various digital resources and stages of development of information and communication technologies. A distinctive feature of the situation is the blurring of boundaries between traditional and distance approaches both in whole education, and in particular in teaching foreign languages. Teaching rendering as the most important type of speech activity, working with foreign language texts for the purpose of their subsequent rendering, is necessary to prepare students for research activities. Rendering translation plays an important teaching role and has significant potential. In the French language classes at the non-linguistic faculties of the RUDN University, texts of various genres are offered for rendering translation, for example, literary, journalistic, as well as scientific texts on relevant topics. As a result, students must learn to submit an informative abstract/summary (summary-synopsis), which contains in a generalized form all the main provisions of the original text. In the course of rendering translation, the student carries out semantic or informational processing of the text, learns to avoid violations of the theme-rhematic sequence, maintain the coherence of the text, correctly organizing information in paragraphs and preserving subject-logical connections. In addition to the skills of rendering translation, students are trained in language mediation, which is carried out by reformulating it in the form of a resume or report. The use of digital educational technologies and traditional pedagogical approaches within the framework of ensuring the concept of lifelong education helps to solve the problem, regardless of the location of the teacher and student. Under the conditions of distance learning during the COVID 19 period, the authors developed and successfully applied a system of exercises and tasks aimed at the formation and development of rendering skills, rendering translation, language mediation in French classes for students of non-linguistic faculties of RUDN University.
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Shi, Lei. "Collaborative Foreign Language Teaching Mode Based on Multimedia Network Technology." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. ACM, 2021. http://dx.doi.org/10.1145/3456887.3457493.

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