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Статті в журналах з теми "Cross-language learning"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 19 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 study investigates how the process of interaction shapes the engagement of learners in practices of noticing, reflection, and comparison of cross-cultural situations. The data came from a case study on cross-cultural language learning within the second semester, 2021. The study analyzes the audio-recording of the classes, researcher notes, and post-course interviews of 24 participants. This research used a method of the content analysis. The study of the results, based on six categories (narrative analysis, discourse analysis, semiotic analysis, interpretative analyses, conversation analysis, and critical analysis), showed that the learners started to consider the nature of their cross-cultural mediation. The research proved that through such an interpretative engagement, students become engaged into working with languages and cultures. The study presents some recommendations for language teachers to create a meaning-making process from multiple perspectives.

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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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Анотація:

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 influence on the cognitive mechanism of language learners and analyzes the causes of language transfer. Finally, the paper puts forward cross-language teaching strategies and practices, including the exploration of cross-language teaching models, effective cross-language teaching strategies of Japanese and English, and the application prospects of cross-language teaching in language education. Based on this research, we can better understand the interaction between Japanese and English learning, and provide theoretical support and practical guidance for cross-language teaching.

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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 integration of multilingual data sources. Through experiments and analyses on tasks such as sentiment analysis, named entity recognition and machine translation across multiple languages, we demonstrate how transfer learning can enhance model performance. Our experiments reveal significant increases in both prediction accuracy and generalization across low-resource languages - providing valuable insight into future research directions as well as global NLP deployment applications.

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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’s values and behaviors and help them recognize and accept the existence of cultural differences.

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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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Анотація:

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 as Busuu and HelloTalk has demonstrated marked improvements in engagement and communication skills among learners. Empirical studies validate the system’s effectiveness in real-world settings, showing enhanced learner performance and increased intercultural competence. Additionally, the Technology Acceptance Model (TAM) applied confirms that the usability and perceived usefulness of AI-driven systems strongly influence learner acceptance and sustained use. This study not only underscores the potential of AI in transforming language education but also highlights the critical role of cultural sensitivity in designing educational technologies.

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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 in training paradigms with naïve learners; converging methodological approaches have been used (eye tracking, event related brain potentials, self- paced reading, and grammaticality judgments). We review these studies and describe the predictions derived from the Competition Model framework as a function of whether grammatical constructions are formed similarly or differently in the two languages or are unique to the second language. We conclude with a description of Brian MacWhinney’s influence on this body of research.

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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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Анотація:

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 not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

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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 indicated significant disparities in the efficacy of the two algorithms. Algorithm A outperformed Algorithm B, with higher mean scores in both comprehension and fluency evaluations. The results highlight the potential of optimized cross-language comparative learning algorithms to improve language learning outcomes, particularly in the context of English language acquisition. These algorithms show promise in meeting the different requirements and preferences of English language learners by leveraging computational approaches and multilingual data to effectively scaffold language learning processes. Furthermore, the study emphasizes the need for additional research to improve algorithmic designs and assess the long-term competence outcomes related to the usage of cross-language comparative learning algorithms. Embracing new technologies provides promising prospects to improve the effectiveness of English language instruction, encourage linguistic variety, and prepare students to succeed in an interconnected global society.

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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 the scores obtained. Using paired t-test to determine the English proficiency of the test takers and Pearson r to test the correlation of the literacy rate and language use in the scores obtained, the findings showed a significant difference in the mean scores between 2009 and 2013 scores in TOEFL. The results also revealed a strong positive linear relationship between TOEFL scores and literacy rate, while no association exists between TOEFL scores and language exposure. The quality of comprehensible input is more important than the quantity of language exposure. Active immersion in a language is still an acknowledged fact that contributes to effective language learning. Literacy remains a foundational competency that is of primary importance to language learning. It is then imperative that schools revisit language learning curricula and emphasize quality instruction through authentic language tasks and activities.

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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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Анотація:

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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Анотація:

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 challenge of teaching a second language learner with a learning disability. This article provides guidance regarding the special considerations that are necessary for language and literacy instruction among English learners with learning disabilities.

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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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Анотація:

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-tuning it again using the Javanese language as the target language. We found that the models using cross-lingual transfer learning can increase the accuracy of the models with-out using cross-lingual transfer learning by 14.3%–15.3% over long short-time memory (LSTM)-based models, and by 0.21%–3.95% over transformer-based models. Our results show that the most accurate Javanese POS tagger model isXLM-RoBERTa that is fine-tuned in two stages (the first one using Indonesian language as the source language, and the second one using Javanese language as the target language), capable of achieving an accuracy of 87.65%.

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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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Анотація:

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 knowledge conditioned on image information. It dynamically adjusts the cross-modal fusion affinity ratio and disentangles similarity measures across different modalities. Additionally, CoCM incorporates intra-batch image similarity loss as a regularization term to identify hard samples and enhance fine-grained classification performance. CoCM surpasses existing methods in terms of accuracy, generalization ability, and efficiency, achieving a 0.28% accuracy improvement over XMAdapter across 11 datasets and demonstrating 44.79% generalization performance on four cross-domain datasets.

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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, one with intermediate to advanced L1 English learners of German and one with intermediate to advanced L1 German learners of English, to probe the relationship between listeners’ representations for the /f-s/ contrast in English and in German. We found cross-linguistic perceptual learning effects extending from English to German in both studies, though the effect sizes for perceptual learning in English and German differed. Based on these findings, we propose that phonetically highly similar phonemes common to listeners’ L1 and L2 have separate yet interconnected mental representations for speech perception.

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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 the need to examine cases that juxtapose contrasting conditions. Relevant contrasts place side by side examples that appear to be typical and examples that appear to be exceptional. Taking what appear on the surface as sharply diverging cases, how is access to requisite underlying competencies similar, and how different, from one instance to the other?

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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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Анотація:

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 highlights the growing relevance of these approaches in a multilingual and interconnected world, underscoring their potential to reshape the future of natural language understanding and communication.

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34

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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Анотація:

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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35

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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Анотація:

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), creating cross-language competition. In this article, we describe research that considers how cross-language activation is modulated during spoken production and during the earliest stages of second language learning. We hypothesize that the open nature of the bilingual�s language system may create optimal conditions for new language learning and also for enhanced cognitive control that enables effective selection of the language to be spoken.

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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 and the learner’s native language in BIPA learning using a cross-linguistic transfer approach. The result of the study revealed that the discussion about cross-linguistic transfer in the process of learning the Indonesian language for Foreign Speakers (BIPA) was not a monolithic matter. The similarities and differences in word forms and word meanings were closely related to how quickly speakers of other languages learned the target language.

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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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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 unrepresentative of the many individuals acquiring languages across writing systems, globally. This paper draws together preliminary research relating to the influence of written input, in a distinct script from known languages, on L2 phonology. Studies are grouped into those with naïve participants, where the written forms are entirely unfamiliar to the participant, and those with experienced learners, who have varying levels of proficiency and familiarity with the target orthography. While there is great scope and need for further investigation, initial evidence suggests that even entirely unfamiliar written input impacts phonological learning and is certainly influential with growing proficiency in the spoken and written language. The article concludes with theoretical and methodological considerations for future research in this emerging field.

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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 Poland and Turkey participating in a telecollaborative project were prompted for reflection on different aspects of cultural appropriacy of language assessment. The data were collected via private diaries and public discussion forums. The corpus of student reflections was subject to qualitative analysis for key concepts, recurrent themes, similarities and differences across the two countries involved in analysis. Findings: The effect of the local setting in which language instruction is to take place on assessment beliefs and strategies is stronger than that of teacher training. The language testing procedures of the Communicative Approach vary in the two countries under consideration (Poland and Turkey) due to a differing role and status of English in the country, cultural orientations of the society, preferred learning styles and habits, country openness to the Western culture and values as well as societal expectations towards the language teacher. Despite much standardization in language teacher education, significant variation in the shape of language teaching methodology can be attributed to the effect of cultural differences. Value Added: Telecollaboration in teacher training is promoted as an instructional technique enabling expansion of teacher trainees’ intercultural competence, intercultural communication skills, awareness of the effect of cultural differences on preferred ways of learning and teaching. The cultural appropriacy of language assessment can be achieved through filtering testing methods and techniques to adapt them to the cultural, political and social reality of target users. Recommendations: The telecollaborative exchange as described in the present paper proves to be an effective vehicle to achieve the purpose of increasing internalization of teacher education and creating better skilled professionals. Since language teaching has become a largely multicultural and multilingual experience, it is necessary to increase teacher trainees’ awareness of cultural appropriacy of its different aspects, including assessment, throughout the teacher training programme.

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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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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 different types of cross-cultural projects in their classrooms. The multiple cases of cross-cultural online collaborative projects in an EFL class were taught according to the theories of project-based learning and content language integrated learning alike, proved to follow this pedagogical framework. Implementation is also described to give more details on how the projects were conducted. In the end, opportunities and challenges are provided for future implementation of online collaborative EFL projects.

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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 languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

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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 prominent aspects of Diane’s unique gifts as a researcher, mentor, thinker, and educator, revealing her lifelong dedication to all these areas and to various fields of language study.

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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 present qualitative study used semi-structured interviews to fill this gap by examining the perceptions and language management strategies of three cross-cultural families in Australia whose children are learning Chinese as one parent’s HL. The results suggest that, in English countries, Chinese-background and non-Chinese-background parents in cross-cultural families have quite different opinions about their children learning Chinese, which are reflected in their dissimilar language management strategies. The results highlight the importance and challenges of developing a stable family language policy in cross-cultural families in order to maintain their children’s HL learning.

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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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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 model UniXcoder to map programs written in different languages into the same vector space and learn their code representations. Then, we fine-tuned TCCCD using triplet learning to improve its effectiveness in cross-language clone detection. To assess the effectiveness of our proposed approach, we conducted thorough comparative experiments using the dataset provided by the paper titled CLCDSA (Cross Language Code Clone Detection using Syntactical Features and API Documentation). The experimental results demonstrated a significant improvement of our approach over the state-of-the-art baselines, with precision, recall, and F1-measure scores of 0.96, 0.91, and 0.93, respectively. In summary, we propose a novel cross-language code-clone-detection method called TCCCD. TCCCD leverages the pre-trained model UniXcode for source code representation and fine-tunes the model using triplet learning. In the experimental results, TCCCD outperformed the state-of-the-art baselines in terms of the precision, recall, and F1-measure.

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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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45

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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Prodromou, L. "What culture? Which culture? Cross-cultural factors in language learning." ELT Journal 46, no. 1 (1992): 39–50. http://dx.doi.org/10.1093/elt/46.1.39.

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