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Статті в журналах з теми "Cross-language learning"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 31 липня 2025

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1

Nayan, Surina, Hariharan N. Krishnasamy, and Latisha Asmaak Shafie. "A Cross-National Study of Motivation in Language Learning." International Journal of Information and Education Technology 4, no. 2 (2014): 194–97. http://dx.doi.org/10.7763/ijiet.2014.v4.397.

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2

Anderson, Neil J., and Terence Odlin. "Language Transfer: Cross Linguistic Influence in Language Learning." Modern Language Journal 76, no. 1 (1992): 82. http://dx.doi.org/10.2307/329911.

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3

Schachter, Jacquelyn, and Terence Odlin. "Language Transfer: Cross-Linguistic Influence in Language Learning." Language 67, no. 1 (1991): 155. http://dx.doi.org/10.2307/415550.

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4

Ringbom, Håkan. "Language transfer. Cross-linguistic influence in language learning." System 18, no. 3 (1990): 392–93. http://dx.doi.org/10.1016/0346-251x(90)90015-w.

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5

Solodka, Anzhelika, Oksana Filatova, Oksana Hinkevych, and Oleksandr Spanatiy. "Cross-cultural Language Learning: Interpretative Engagement." Arab World English Journal 12, no. 3 (2021): 82–96. http://dx.doi.org/10.24093/awej/vol12no3.6.

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Анотація:

Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The stud

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6

Wei, Yingchao. "Study on the Cross-language Influence of Japanese Learning and English Learning." International Journal of Education and Humanities 12, no. 1 (2024): 227–31. http://dx.doi.org/10.54097/s81axx32.

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The purpose of this study is to explore the interaction between Japanese learning and English learning and its impact on language learners, as well as cross-language teaching strategies and practices. Based on the literature research method and comprehensive analysis method, based on the overview of the cross-language influence theory, this paper analyzes the mutual influence mechanism of Japanese learning and English learning, including the comparison and cross-influence of phonological learning, vocabulary learning and grammar learning. Then, it discusses the influence of cross-language infl

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7

Xiao, Jingxuan, and Jiawei Wu. "Transfer Learning for Cross-Language Natural Language Processing Models." Journal of Computer Technology and Applied Mathematics 1, no. 3 (2024): 30–38. https://doi.org/10.5281/zenodo.13366733.

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Cross-language natural language processing (NLP) presents numerous challenges due to the wide array of linguistic structures and vocabulary found within each language. Transfer learning has proven itself successful at meeting these challenges by drawing upon knowledge gained in highly resourced languages to enhance performance in lower resource ones. This paper investigates the application of transfer learning in cross-language NLP, exploring various methodologies, models and their efficacy. More specifically, we investigate mechanisms related to model adaptation, fine-tuning techniques and in

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8

Vidgren, Noora. "Cross-linguistic similarity in foreign language learning." International Journal of Multilingualism 8, no. 2 (2011): 151–53. http://dx.doi.org/10.1080/14790718.2011.552237.

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9

Zhou, Zhonghao. "Cross-cultural Training and Second Language Learning." Asian Education Studies 2, no. 3 (2017): 1. http://dx.doi.org/10.20849/aes.v2i3.176.

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Culture and language are inseparable, and cultures as groups adopt particular practices and norms of behavior. Culture teaching is a long and complex process concerning something more than language use itself. The two popular theories influencing practice today are the Constructivist and the Creative Constructionist approaches, and the technique for conveying cultural awareness is cultural assimilator, which has been designed for specific cultures around the world. Cross-cultural training can be used to promote cultural awareness, that is, sensitize people to the influence of culture on people

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10

Taghizadeh, Nasrin, Heshaam Faili, and Jalal Maleki. "Cross-Language Learning for Arabic Relation Extraction." Procedia Computer Science 142 (2018): 190–97. http://dx.doi.org/10.1016/j.procs.2018.10.475.

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11

Xia, Yina, Seong-Yoon Shin, and Jong-Chan Kim. "Cross-Cultural Intelligent Language Learning System (CILS): Leveraging AI to Facilitate Language Learning Strategies in Cross-Cultural Communication." Applied Sciences 14, no. 13 (2024): 5651. http://dx.doi.org/10.3390/app14135651.

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This research presents the Cross-Cultural Intelligent Language Learning System (CILS), a novel approach integrating artificial intelligence (AI) into language education to enhance cross-cultural communication. CILS utilizes advanced AI technologies to provide adaptive, personalized learning experiences that cater to the unique linguistic and cultural backgrounds of each learner. By dynamically adjusting content and methodology, CILS significantly improves linguistic proficiency and cultural understanding, essential for effective global interactions. The implementation of CILS in platforms such

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12

Havas, Viktória, Otto Waris, Lucía Vaquero, Antoni Rodríguez-Fornells, and Matti Laine. "Morphological learning in a novel language: A cross-language comparison." Quarterly Journal of Experimental Psychology 68, no. 7 (2015): 1426–41. http://dx.doi.org/10.1080/17470218.2014.983531.

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13

McCauley, Stewart M., and Morten H. Christiansen. "Language learning as language use: A cross-linguistic model of child language development." Psychological Review 126, no. 1 (2019): 1–51. http://dx.doi.org/10.1037/rev0000126.

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14

Greenfield, Jeremy. "Learning, literacy and language: A cross-cultural perspective." Linguistics and Education 32 (December 2015): 152–53. http://dx.doi.org/10.1016/j.linged.2015.03.001.

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15

Park, Ji Yong. "Cross-cultural language learning and web design complexity." Interactive Learning Environments 23, no. 1 (2012): 19–36. http://dx.doi.org/10.1080/10494820.2012.745427.

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16

Wong, Tak-Lam. "Learning to adapt cross language information extraction wrapper." Applied Intelligence 36, no. 4 (2011): 918–31. http://dx.doi.org/10.1007/s10489-011-0305-0.

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17

Tokowicz, Natasha, Tessa Warren, and Leida Tolentino. "The Competition Model and Adult Second Language Learning: Cross-Language Similarity and L2 Morphosyntax Learning." Language Teaching Research Quarterly 44 (October 2024): 71–83. http://dx.doi.org/10.32038/ltrq.2024.44.08.

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Анотація:

Adult second language learners arrive at the language learning situation with an already formed first language grammar system in place. The study of cross-language similarity across the first and second languages explores how the similarities and differences in the two languages make learning more or less difficult, particularly for adult learners. From a Competition Model (MacWhinney, 1997) framework, the authors and their colleagues have conducted research examining the relationship between cross-language similarity and adult second language learning and processing with actual learners and i

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18

Lee, Yeong-Ju, and Peter Roger. "Cross-platform language learning: A spatial perspective on narratives of language learning across digital platforms." System 118 (November 2023): 103145. http://dx.doi.org/10.1016/j.system.2023.103145.

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19

Deng, Yuhan. "A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning." Journal of Teaching and Learning 13, no. 1 (2019): 25–44. http://dx.doi.org/10.22329/jtl.v13i1.5991.

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Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers no

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20

Donghua Zhang. "Effectiveness Assessment and Optimization of Cross-Language Comparative Learning Algorithms in English Learning." Journal of Electrical Systems 20, no. 6s (2024): 368–73. http://dx.doi.org/10.52783/jes.2657.

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This study looks into the usefulness of cross-language comparison learning algorithms for enhancing English language acquisition among adult learners from various linguistic origins. In this study, two different algorithms, Algorithm A and Algorithm B, were systematically assessed to determine their impact on two critical components of language learning: listening comprehension and spoken fluency. A group of people including 100 adult learners participated in the study, taking exams customized to measure their proficiency in listening comprehension and speaking fluency. The evaluation indicate

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21

Wang, Ruizhong, and Terence Odlin. "Language Transfer: Cross-Linguistic Influence in Language Learning (Cambridge Applied Linguistics Series)." TESOL Quarterly 26, no. 3 (1992): 581. http://dx.doi.org/10.2307/3587183.

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22

Byrne, Francis. "Review of Odlin (1989): Language transfer: Cross-linguistic influence in language learning." Journal of Pidgin and Creole Languages 8, no. 1 (1993): 139–40. http://dx.doi.org/10.1075/jpcl.8.1.13byr.

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23

Bacus, Remedios C., and Rivika C. Alda. "English Language Exposure and Literacy Rate toward Language Proficiency: A Cross-country Analysis." World Journal of English Language 13, no. 5 (2023): 213. http://dx.doi.org/10.5430/wjel.v13n5p213.

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Globalization has made English more important than ever. Through time, curriculum designers and teacher practitioners remain steadfast in finding ways to advance the quality of student learning. To ascertain the quality of language teaching and learning, parameters like standardized tests are set. This paper examined, at the cross-country level, the difference between the 2009 and 2013 Test of English as a Foreign Language (TOEFL) iBT scores and the effect of language exposure on the test takers’ scores. It further investigated the correlation between literacy rate and English language use in

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24

Ismoiljonov, Sh. "Second language learning motivation." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 170–71. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp170-171.

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In today's world, where foreign language has become so important recently and the borders are becoming more transparent day by day in the global world, he draws attention to the fact that foreign language is a necessity for every student who wants to cross national borders, and besides the cultural accumulation that learning a foreign language adds to one's self, self-confidence and a stance. It should be emphasized that it means.

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25

Cárdenas-Hagan, Elsa. "Cross-Language Connections for English Learners’ Literacy Development." Intervention in School and Clinic 54, no. 1 (2018): 14–21. http://dx.doi.org/10.1177/1053451218762583.

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The number of English learners continues to increase in the United States. Additionally, many English learners will experience language and learning disabilities. These students require specialized instruction by highly qualified educators. This article addresses the various cross-language strategies that can benefit English learners with disabilities. Examples of explicit and systematic instruction are provided. In addition, resources to support language instruction in the forms of tables and figures are provided for the reader. Most educators will at some point in their career face the chall

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26

Gabriel, Enrique, Alfina Ika, and Yulianti Evi. "Javanese part-of-speech tagging using cross-lingual transfer learning." IAES International Journal of Artificial Intelligence (IJ-AI) 13, no. 3 (2024): 3498–509. https://doi.org/10.11591/ijai.v13.i3.pp3498-3509.

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Large datasets that are publicly available for part-of-speech (POS) tagging do not always exist for some languages. One of those languages is Javanese, a local language in Indonesia, which is considered as a low-resource language. This research aims to examine the effectiveness of cross-lingual transfer learning for Javanese POS tagging by fine-tuning the state-of-the-art transformer-based models (such as IndoBERT, mBERT, and XLM-RoBERTa) using different kinds of source languages that have a higher resource (such as Indonesian, English, Uyghur, Latin, and Hungarian languages), and then fine-tu

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27

Wang, Zhijie, Yue Zhao, Licheng Wu, Xiaojun Bi, Zhuoma Dawa, and Qiang Ji. "Cross-Language Transfer Learning-based Lhasa-Tibetan Speech Recognition." Computers, Materials & Continua 73, no. 1 (2022): 629–39. http://dx.doi.org/10.32604/cmc.2022.027092.

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28

Yang, Juncheng, Shuai Xie, Shuxia Li, Zengyu Cai, Yijia Li, and Weiping Zhu. "CoCM: Conditional Cross-Modal Learning for Vision-Language Models." Electronics 14, no. 1 (2024): 26. https://doi.org/10.3390/electronics14010026.

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Parameter tuning based adapter methods have achieved notable success in vision-language models (VLMs). However, they face challenges in scenarios with insufficient training samples or limited resources. While leveraging image modality caching and retrieval techniques can reduce resource requirements, these approaches often overlook the significance of textual modality and cross-modal cues in VLMs. To address this, we propose a Conditional Cross-Modal learning model, which is abbreviated as CoCM. CoCM builds separate cache models for both the text and image modalities and embedding textual know

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29

Schuhmann, Katharina S. "Cross-linguistic perceptual learning in advanced second language listeners." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 31. http://dx.doi.org/10.3765/plsa.v1i0.3731.

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An issue of long-standing interest is whether phones, which correspond to each other phonologically but differ phonetically across two languages, are distinct in the minds of bilinguals and second language learners. Here, we ask whether listeners maintain separate representations for phonetically highly similar phonemes common to two languages even though this might seem inefficient. One way to address this question is to induce a change in the representation of phonemes in one language, and to test whether the other language is also affected. We carried out two perceptual learning studies, on

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30

Harris, Vee, and Michael Grenfell. "Language-learning Strategies: A Case for Cross-curricular Collaboration." Language Awareness 13, no. 2 (2004): 116–30. http://dx.doi.org/10.1080/09658410408667090.

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31

Everatt, John, Sharman Jeffries, Gad Elbeheri, Ian Smythe, and Kazuvire Veii. "Cross language learning disabilities and verbal versus spatial memory." Cognitive Processing 7, S1 (2006): 32. http://dx.doi.org/10.1007/s10339-006-0054-x.

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32

Francis, Norbert, Silvia-Maria Chireac, and John McClure. "Cross-Cultural Language Awareness: Contrasting Scenarios of Literacy Learning." Journal of Cognition and Culture 23, no. 3-4 (2023): 357–77. http://dx.doi.org/10.1163/15685373-12340167.

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Abstract In the research on literacy learning the concept of language awareness has come forward as a unifying framework for understanding the underlying knowledge that supports ability in reading and writing. Consensus is gathering around the idea that language awareness is an essential foundation. If subsequent work in this area confirms it, this factor may turn out to be the key cognitive-domain explanation for successful literacy learning in school (and for academic purposes in general). In this review we examine two cross-cultural comparisons regarding this claim. The comparisons point to

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33

Abhishek Singhal, Happa Khan, Aditya Sharma. "Empowering Multilingual AI: Cross-Lingual Transfer Learning." Tuijin Jishu/Journal of Propulsion Technology 43, no. 4 (2023): 284–87. http://dx.doi.org/10.52783/tjjpt.v43.i4.2353.

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Multilingual Natural Language Processing (NLP) and Cross-Lingual Transfer Learning have emerged as pivotal fields in the realm of language technology. This abstract explores the essential concepts and methodologies behind these areas, shedding light on their significance in a world characterized by linguistic diversity. Multilingual NLP enables machines to process global collaboration. Cross-lingual transfer learning, on the other hand, leverages knowledge from one language to enhance NLP tasks in another, facilitating efficient resource utilization and improved model performance. The abstract

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34

F. Kroll, Judith, Cari A. Bogulski, and Rhonda McClain. "Psycholinguistic perspectives on second language learning and bilingualism." Linguistic Approaches to Bilingualism 2, no. 1 (2012): 1–24. http://dx.doi.org/10.1075/lab.2.1.01kro.

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Recent psycholinguistic research demonstrates that using a second language has consequences for the first language (e.g. Dussias, 2003; Van Hell & Dijkstra, 2002) and for domain-general cognitive processes (Bialystok, 2005). This work suggests that the language system is permeable, with cross-language exchange at every level of processing (Malt & Sloman, 2003). Critically, even proficient bilinguals appear unable to switch off the language not in use when they hear, read, or speak one language alone (e.g. Dijkstra, 2005; Kroll, Bobb, & Wodniecka, 2006; Marian & Spivey, 2003), c

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35

vogt, paul, and andrew d. m. smith. "learning colour words is slow: a cross-situational learning account." Behavioral and Brain Sciences 28, no. 4 (2005): 509–10. http://dx.doi.org/10.1017/s0140525x0544008x.

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research into child language reveals that it takes a long time for children to learn the correct mapping of colour words. steels & belpaeme's (s&b's) guessing game, however, models fast learning of words. we discuss computational studies based on cross-situational learning, which yield results that are more consistent with the empirical child language data than those obtained by s&b.

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36

Permadi, Yudi, Riki Nasrullah, and Iwan Koswara. "THE CONSTRAINTS OF CROSS-LINGUISTIC TRANSFER ON BIPA LEARNING." Sosiohumaniora 24, no. 2 (2022): 151. http://dx.doi.org/10.24198/sosiohumaniora.v24i2.37363.

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One of the interesting issues regarding the BIPA learning process is how the similarities and differences of the source and target languages (Indonesian language) are related to students’ understanding of the Indonesian language. This study is related to what is known as a cross-linguistic transfer. This paper reviews theoretically cross-linguistic transfer in learning in BIPA (Indonesian Language for Foreign Speakers). This study employed the descriptive-qualitative method. A qualitative method was used to describe the patterns of similarity between Indonesian language as the target language

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37

Shepperd, Louise. "Cross-Scriptal Orthographic Influence on Second Language Phonology." Languages 9, no. 6 (2024): 210. http://dx.doi.org/10.3390/languages9060210.

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Анотація:

Learners of additional languages, particularly in adulthood and instructed settings, are typically exposed to large quantities of written input from the earliest stages of learning, with varied and far-reaching effects on L2 phonology. Most research investigating this topic focuses on learning across languages that share the same orthographic script, often involving the Latin alphabet and English. Without exploring phonological learning over a greater diversity of spoken and written language combinations, our understanding of orthographic effects on L2 phonology remains narrow and unrepresenta

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38

Krajka, Jarosław. "L1 Use in Language Tests – Investigating Cross-Cultural Dimensions of Language Assessment." Journal of Intercultural Management 11, no. 2 (2019): 107–33. http://dx.doi.org/10.2478/joim-2019-0011.

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Abstract Objective: Assessment is a crucial part of language teaching, with great effect on learners’ motivation, willingness to study and learning success. Since language assessment is rooted in local policies and cultures of learning, it seems pertinent to look at how opinions on assessment can differ depending on the country of teacher training. The purpose of the paper is to compare Polish and Turkish teacher trainees’ on L1 use and translation in testing. Methodology: The methodology applied in the paper is a qualitative action research study, where the groups of teacher trainees from Pol

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39

Yunchai, Chen, Chuang Hsueh-Hua, and Lacaste Aurora. "A pedagogical framework of cross-cultural online collaborative projects in English as Foreign Language (EFL) classrooms." Journal of Education and Learning (EduLearn) 15, no. 2 (2021): 223–33. https://doi.org/10.11591/edulearn.v15i2.19950.

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Анотація:

Many researchers have focused on online collaborative learning, crosscultural communication, project-based learning, digital literacy, and digital storytelling but there is no pedagogical framework that incorporates these elements for English as Foreign Language (EFL) teaching. This study based on the qualitative design established a pedagogical framework from three different types of cross-cultural collaborative projects with the collected data including students’ artifacts and project structures. We have found that the pedagogical framework proposed here serves as a guide to facilitate

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40

Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.

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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local lang

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41

Arjulayana, Arjulayana, Elsa Rohimah, Suci Kintamani, Siti Nur Hidayah, and Intan Rizqi Ramadhan. "EFL Students’ Perspective on Language Cross-study." Journal of English Education and Teaching 8, no. 3 (2024): 717–34. https://doi.org/10.33369/jeet.8.3.717-734.

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Анотація:

Cross-study is an important activity to improve the quality of education and infrastructure in educational institutions with the aim of adding insight and knowledge that will be applied in the future to be better. it also provides an opportunity for students to experience different atmospheres and learning methods, as well as for students to have the passion and enthusiasm in gaining quality learning ways, especially in English, and create new relationships between students of muhamadiyah university. This study is aimed to explore student’s perceptions of cross-language study in educational co

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42

Todeva, Elka. "Language Development Research, Teaching, and Learning: A Cross-field Perspective." Language Teaching Research Quarterly 39 (December 2023): 344–58. http://dx.doi.org/10.32038/ltrq.2024.39.21.

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This reflective piece seeks to shed light on the numerous contributions of Diane Larsen-Freeman to theory construction, applied linguistics, and language education by drawing parallels and insights from the FIFA 2022 Qatar World Cup Final. Looking at the multitude of factors that affect both soccer games and language development research, teaching, and learning, the article explores some of her key publications, chosen for their invitation to us to consider expansive holistic changes that both our research and our language education enterprise badly need. My aim has been to capture some promin

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43

Liao, Wanyu, and Hui Huang. "Parents’ Perceptions and Management of Children’s Learning of Chinese as a Heritage Language: A Case Study of Cross-cultural Families in Australia." Theory and Practice in Language Studies 10, no. 10 (2020): 1218. http://dx.doi.org/10.17507/tpls.1010.05.

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Parents play an important role in children’s learning of their heritage language (HL) in immigrant countries. Fostering HL learning is a hard task for parents, particularly in immigrant families, and this difficulty is exacerbated in cross-cultural families. The existing studies have not fully addressed the importance of consistent parental perceptions and language management in children’s HL learning. This gap is particularly clear in the research concerning learning Chinese as an HL among cross-cultural families’ children living in English-speaking immigrant countries such as Australia. The

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Fang, Yong, Fangzheng Zhou, Yijia Xu, and Zhonglin Liu. "TCCCD: Triplet-Based Cross-Language Code Clone Detection." Applied Sciences 13, no. 21 (2023): 12084. http://dx.doi.org/10.3390/app132112084.

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Анотація:

Code cloning is a common practice in software development, where developers reuse existing code to accelerate programming speed and enhance work efficiency. Existing clone-detection methods mainly focus on code clones within a single programming language. To address the challenge of code clone instances in cross-platform development, we propose a novel method called TCCCD, which stands for Triplet-Based Cross-Language Code Clone Detection. Our approach is based on machine learning and can accurately detect code clone instances between different programming languages. We used the pre-trained mo

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Goswami, Usha. "Synthetic Phonics and Learning to Read: A Cross‐language Perspective." Educational Psychology in Practice 21, no. 4 (2005): 273–82. http://dx.doi.org/10.1080/02667360500344823.

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Bingjie, Wang. "A Review of Cross-Cultural Pragmatics and Foreign Language Learning." Linguistics 6, no. 3 (2024): 329–38. https://doi.org/10.35534/lin.0604025.

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Kuo, Li-jen, and Richard C. Anderson. "Morphological Awareness and Learning to Read: A Cross-Language Perspective." Educational Psychologist 41, no. 3 (2006): 161–80. http://dx.doi.org/10.1207/s15326985ep4103_3.

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Li, Yaoyong, and John Shawe-Taylor. "Advanced learning algorithms for cross-language patent retrieval and classification." Information Processing & Management 43, no. 5 (2007): 1183–99. http://dx.doi.org/10.1016/j.ipm.2006.11.005.

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Purcell, Theresa M. "Learning Through the Language of Dance: A Cross-Curricular Experience." NASSP Bulletin 78, no. 561 (1994): 20–25. http://dx.doi.org/10.1177/019263659407856104.

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Morton, Hazel, and Mervyn Jack. "Speech interactive computer-assisted language learning: a cross-cultural evaluation." Computer Assisted Language Learning 23, no. 4 (2010): 295–319. http://dx.doi.org/10.1080/09588221.2010.493524.

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