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technologies in EAP teaching</title> <meta name="description" content="Search results for: corpus technologies in EAP teaching"> <meta name="keywords" content="corpus technologies in EAP teaching"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research 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method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="corpus technologies in EAP teaching"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6982</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: corpus technologies in EAP teaching</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6982</span> Specialized Translation Teaching Strategies: A Corpus-Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yingying%20Ding">Yingying Ding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents a methodology of specialized translation with the objective of helping teachers to improve the strategies in teaching translation. In order to allow students to acquire skills to translate specialized texts, they need to become familiar with the semantic and syntactic features of source texts and target texts. The aim of our study is to use a corpus-based approach in the teaching of specialized translation between Chinese and Italian. This study proposes to construct a specialized Chinese - Italian comparable corpus that consists of 50 economic contracts from the domain of food. With the help of AntConc, we propose to compile a comparable corpus in for translation teaching purposes. This paper attempts to provide insight into how teachers could benefit from comparable corpus in the teaching of specialized translation from Italian into Chinese and through some examples of passive sentences how students could learn to apply different strategies for translating appropriately the voice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contrastive%20studies" title="contrastive studies">contrastive studies</a>, <a href="https://publications.waset.org/abstracts/search?q=specialised%20translation" title=" specialised translation"> specialised translation</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus-based%20approach" title=" corpus-based approach"> corpus-based approach</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/84027/specialized-translation-teaching-strategies-a-corpus-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6981</span> Corpus Stylistics and Multidimensional Analysis for English for Specific Purposes Teaching and Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20Strinyuk">Svetlana Strinyuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Viacheslav%20Lanin"> Viacheslav Lanin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic English has become lingua franca for international scientific community which stimulates universities to introduce English for Specific Purposes (EAP) courses into curriculum. Teaching L2 EAP students might be fulfilled with corpus technologies and digital stylistics. A special software developed to reach the manifold task of teaching, assessing and researching academic writing of L2 students on basis of digital stylistics and multidimensional analysis was created. A set of annotations (style markers) – grammar, lexical and syntactic features most significant of academic writing was built. Contrastive comparison of two corpora “model corpus”, subject domain limited papers published by competent writers in leading academic journals, and “students’ corpus”, subject domain limited papers written by last year students allows to receive data about the features of academic writing underused or overused by L2 EAP student. Both corpora are tagged with a special software created in GATE Developer. Style markers within the framework of research might be replaced depending on the relevance and validity of the result which is achieved from research corpora. Thus, selecting relevant (high frequency) style markers and excluding less relevant, i.e. less frequent annotations, high validity of the model is achieved. Software allows to compare the data received from processing model corpus to students’ corpus and get reports which can be used in teaching and assessment. The less deviation from the model corpus students demonstrates in their writing the higher is academic writing skill acquisition. The research showed that several style markers (hedging devices) were underused by L2 EAP students whereas lexical linking devices were used excessively. A special software implemented into teaching of EAP courses serves as a successful visual aid, makes assessment more valid; it is indicative of the degree of writing skill acquisition, and provides data for further research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20technologies%20in%20EAP%20teaching" title="corpus technologies in EAP teaching">corpus technologies in EAP teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=multidimensional%20analysis" title=" multidimensional analysis"> multidimensional analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=GATE%20Developer" title=" GATE Developer"> GATE Developer</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20stylistics" title=" corpus stylistics"> corpus stylistics</a> </p> <a href="https://publications.waset.org/abstracts/91140/corpus-stylistics-and-multidimensional-analysis-for-english-for-specific-purposes-teaching-and-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91140.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6980</span> English for Academic and Specific Purposes: A Corpus-Informed Approach to Designing Vocabulary Teaching Materials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20Ahmed%20Zohairy">Said Ahmed Zohairy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Significant shifts in the theory and practice of teaching vocabulary affect teachers’ decisions about learning materials’ design. Relevant literature supports teaching specialised, authentic, and multi-word lexical items rather than focusing on single-word vocabulary lists. Corpora, collections of texts stored in a database, presents a reliable source of teaching and learning materials. Although corpus-informed studies provided guidance for teachers to identify useful language chunks and phraseological units, there is a scarcity in the literature discussing the use of corpora in teaching English for academic and specific purposes (EASP). The aim of this study is to improve teaching practices and provide a description of the pedagogical choices and procedures of an EASP tutor in an attempt to offer guidance for novice corpus users. It draws on the researcher’s experience of utilising corpus linguistic tools to design vocabulary learning activities without focusing on students’ learning outcomes. Hence, it adopts a self-study research methodology which is based on five methodological components suggested by other self-study researchers. The findings of the study noted that designing specialised and corpus-informed vocabulary learning activities could be challenging for teachers, as they require technical knowledge of how to navigate corpora and utilise corpus analysis tools. Findings also include a description of the researcher’s approach to building and analysing a specialised corpus for the benefit of novice corpus users; they should be able to start their own journey of designing corpus-based activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpora" title="corpora">corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistics" title=" corpus linguistics"> corpus linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus-informed" title=" corpus-informed"> corpus-informed</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20academic%20and%20specific%20purposes" title=" English for academic and specific purposes"> English for academic and specific purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=agribusiness" title=" agribusiness"> agribusiness</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=phraseological%20units" title=" phraseological units"> phraseological units</a>, <a href="https://publications.waset.org/abstracts/search?q=materials%20design" title=" materials design"> materials design</a> </p> <a href="https://publications.waset.org/abstracts/190242/english-for-academic-and-specific-purposes-a-corpus-informed-approach-to-designing-vocabulary-teaching-materials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6979</span> A Corpus-Assisted Discourse Analysis of Adjectival Collocation of the Word 'Education' in the American Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ngan%20Nguyen">Ngan Nguyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study analyses adjectives collocating with the word ‘education’ in the American language of the Corpus of Global Web-based English using a combination of corpus linguistic and discourse analytical methods to examine not only language patterns but also social political ideologies around the topic. Significant conclusions are deduced: (1) there are a large number of adjectival collocates of the word education which have been identified and classified into four categories representing four different aspects of education: level, quality, forms and types of education; (2) education, as in combination with three first categories, carries the meaning as the act and process of teaching and learning while with the last category having the meaning of a particular kind of teaching or training; (3) higher education is the topic that gains most concerns from the American public; (4) five most significant ideologies are discovered from the corpus: higher education associates with financial affairs, higher education is an industry, monetary policy of the government on higher education, people require greater accessibility to higher education and people value higher education. The study contributes to the field of developing meanings of words through corpus analysis and the field of discourse analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adjectival%20collocation" title="adjectival collocation">adjectival collocation</a>, <a href="https://publications.waset.org/abstracts/search?q=American%20context" title=" American context"> American context</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistics" title=" corpus linguistics"> corpus linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/56903/a-corpus-assisted-discourse-analysis-of-adjectival-collocation-of-the-word-education-in-the-american-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56903.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6978</span> Linguistic Accessibility and Audiovisual Translation: Corpus Linguistics as a Tool for Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juan-Pedro%20Rica-Peromingo">Juan-Pedro Rica-Peromingo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The important change taking place with respect to the media and the audiovisual world in Europe needs to benefit all populations, in particular those with special needs, such as the deaf and hard-of-hearing population (SDH) and blind and partially-sighted population (AD). This recent interest in the field of audiovisual translation (AVT) can be observed in the teaching and learning of the different modes of AVT in the degree and post-degree courses at Spanish universities, which expand the interest and practice of AVT linguistic accessibility. We present a research project led at the UCM which consists of the compilation of AVT activities for teaching purposes and tries to analyze the creation and reception of SDH and AD: the AVLA Project (Audiovisual Learning Archive), which includes audiovisual materials carried out by the university students on different AVT modes and evaluations from the blind and deaf informants. In this study, we present the materials created by the students. A group of the deaf and blind population has been in charge of testing the student's SDH and AD corpus of audiovisual materials through some questionnaires used to evaluate the students’ production. These questionnaires include information about the reception of the subtitles and the audio descriptions from linguistic and technical points of view. With all the materials compiled in the research project, a corpus with both the students’ production and the recipients’ evaluations is being compiled: the CALING (Corpus de Accesibilidad Lingüística) corpus. Preliminary results will be presented with respect to those aspects, difficulties, and deficiencies in the SDH and AD included in the corpus, specifically with respect to the length of subtitles, the position of the contextual information on the screen, and the text included in the audio descriptions and tone of voice used. These results may suggest some changes and improvements in the quality of the SDH and AD analyzed. In the end, demand for the teaching and learning of AVT and linguistic accessibility at a university level and some important changes in the norms which regulate SDH and AD nationally and internationally will be suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audiovisual%20translation" title="audiovisual translation">audiovisual translation</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistics" title=" corpus linguistics"> corpus linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20accessibility" title=" linguistic accessibility"> linguistic accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/143995/linguistic-accessibility-and-audiovisual-translation-corpus-linguistics-as-a-tool-for-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6977</span> Corpus-Based Model of Key Concepts Selection for the Master English Language Course "Government Relations"</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Pozdnyakova">Elena Pozdnyakova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> “Government Relations” is a field of knowledge presently taught at the majority of universities around the globe. English as the default language can become the language of teaching since the issues discussed are both global and national in character. However for this field of knowledge key concepts and their word representations in English don’t often coincide with those in other languages. International master’s degree students abroad as well as students, taught the course in English at their national universities, are exposed to difficulties, connected with correct conceptualizing of terminology of GR in British and American academic traditions. The study was carried out during the GR English language course elaboration (pilot research: 2013 -2015) at Moscow State Institute of Foreign Relations (University), Russian Federation. Within this period, English language instructors designed and elaborated the three-semester course of GR. Methodologically the course design was based on elaboration model with the special focus on conceptual elaboration sequence and theoretical elaboration sequence. The course designers faced difficulties in concept selection and theoretical elaboration sequence. To improve the results and eliminate the problems with concept selection, a new, corpus-based approach was worked out. The computer-based tool WordSmith 6.0 was used with the aim to build a model of key concept selection. The corpus of GR English texts consisted of 1 million words (the study corpus). The approach was based on measuring effect size, i.e. the percent difference of the frequency of a word in the study corpus when compared to that in the reference corpus. The results obtained proved significant improvement in the process of concept selection. The corpus-based model also facilitated theoretical elaboration of teaching materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus-based%20study" title="corpus-based study">corpus-based study</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20the%20default%20language" title=" English as the default language"> English as the default language</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20concepts" title=" key concepts"> key concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=measuring%20effect%20size" title=" measuring effect size"> measuring effect size</a>, <a href="https://publications.waset.org/abstracts/search?q=model%20of%20key%20concept%20selection" title=" model of key concept selection "> model of key concept selection </a> </p> <a href="https://publications.waset.org/abstracts/42802/corpus-based-model-of-key-concepts-selection-for-the-master-english-language-course-government-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6976</span> Multimedia Technologies Utilisation as Predictors of Lecturers’ Teaching Effectiveness in Colleges of Education in South-West, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abel%20Olusegun%20Egunjobi">Abel Olusegun Egunjobi</a>, <a href="https://publications.waset.org/abstracts/search?q=Olusegun%20Oyeleye%20Adesanya"> Olusegun Oyeleye Adesanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching effectiveness of lecturers in a tertiary institution in Nigeria is one of the determinants of the lecturer’s productivity. In this study, therefore, lecturers’ teaching effectiveness was examined vis-à-vis their multimedia technologies utilisation in Colleges of Education (CoE) in South-West, Nigeria. This is for the purpose of ascertaining the relationship and contribution of multimedia technologies utilisation to lecturers’ teaching effectiveness in Nigerian colleges of education. The descriptive survey research design was adopted in the study, while a multi-stage sampling procedure was used in the study. A stratified sampling technique was used to select colleges of education, and a simple random sampling method was employed to select lecturers from the selected colleges of education. A total of 862 lecturers (627 males and 235 females) were selected from the colleges of education used for the study. The instrument used was lecturers’ questionnaire on multimedia technologies utilisation and teaching effectiveness with a reliability coefficient of 0.85 at 0.05 level of significance. The data collected were analysed using descriptive statistics, multiple regression, and t-test. The findings showed that the level of multimedia technologies utilisation in colleges of education was low, whereas lecturers’ teaching effectiveness was high. Findings also revealed that the lecturers used multimedia technologies purposely for personal and professional developments, so also for up to date news on economic and political matters. Also, findings indicated that laptop, Ipad, CD-ROMs, and computer instructional software were the multimedia technologies frequently utilised by the lecturers. There was also a significant difference in the teaching effectiveness between lecturers in the Federal and State COE. The government should, therefore, make adequate provision for multimedia technologies in the COE in Nigeria for lecturers’ utilisation in their instructions so as to boost their students’ learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%E2%80%99%20teaching%20effectiveness" title=" lecturers’ teaching effectiveness"> lecturers’ teaching effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20technologies%20utilisation" title=" multimedia technologies utilisation"> multimedia technologies utilisation</a>, <a href="https://publications.waset.org/abstracts/search?q=Southwest%20Nigeria" title=" Southwest Nigeria"> Southwest Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/112117/multimedia-technologies-utilisation-as-predictors-of-lecturers-teaching-effectiveness-in-colleges-of-education-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112117.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6975</span> Smartphones in the (Class) Room in Pandemic and Post-pandemic Times: a Study in an Ecological Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Junia%20Braga">Junia Braga</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio%20carlos%20Martins"> Antonio carlos Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcos%20Racilan"> Marcos Racilan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drawing on the ecological approach, this paper reports a qualitative study that aims to understand how mobile technologies were integrated during the pandemic in the context of language teaching and the use of these technologies in post-pandemic times. Seventy-six teachers answered a questionnaire about their experiences. The findings show how the network with peers scaffolded this experience and played a crucial role in their appropriation of those technologies. They also suggest that this network may have contributed to the normalisation of digital technology use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ecological%20perspective" title="ecological perspective">ecological perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technologies" title=" mobile technologies"> mobile technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/152099/smartphones-in-the-class-room-in-pandemic-and-post-pandemic-times-a-study-in-an-ecological-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6974</span> The Impact of Information and Communication Technologies on Teaching Performance at an Iranian University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yusef%20Hedjazi">Yusef Hedjazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeedeh%20Nazari%20Nooghabi"> Saeedeh Nazari Nooghabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New information and communication technologies (ICT) as one of the main needs of Faculty members in the process of teaching and learning has used in Irans higher education system since 2000.The main purpose of this study is to investigate the role of information and communication technologies (ICT) in teaching performance of Agricultural and Natural Resources Faculties at University of Tehran. The statistical population of the study consisted of all 250 faculties in Agriculture and Natural Resources Colleges and a questionnaire was used to collect data. The reliability of the questionnaire was confirmed by computing of Cronbachs Alpha coefficient at greater than .72. The study showed a significant relationship between agricultural Faculty members teaching performance and competency in using ICT. The results of the regression analysis also explained 51.7% of the variance, teaching performance. The six independent variables that accounted for the explained variance were experience in using educational websites or software, use of educational multimedia (e.g. film and CD, etc), making a presentation using PowerPoint, familiarity with online education websites, using News group to discuss on educational subjects with colleagues and students, and using Electronic communication (messengers) to solve studentsproblems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technologies" title="information and communication technologies">information and communication technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20and%20natural%20resources" title=" agricultural and natural resources"> agricultural and natural resources</a>, <a href="https://publications.waset.org/abstracts/search?q=faculties" title=" faculties"> faculties</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance"> teaching performance</a> </p> <a href="https://publications.waset.org/abstracts/51711/the-impact-of-information-and-communication-technologies-on-teaching-performance-at-an-iranian-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51711.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6973</span> A Preliminary Study for Building an Arabic Corpus of Pair Questions-Texts from the Web: Aqa-Webcorp</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wided%20Bakari">Wided Bakari</a>, <a href="https://publications.waset.org/abstracts/search?q=Patrce%20Bellot"> Patrce Bellot</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Neji"> Mahmoud Neji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the development of electronic media and the heterogeneity of Arabic data on the Web, the idea of building a clean corpus for certain applications of natural language processing, including machine translation, information retrieval, question answer, become more and more pressing. In this manuscript, we seek to create and develop our own corpus of pair’s questions-texts. This constitution then will provide a better base for our experimentation step. Thus, we try to model this constitution by a method for Arabic insofar as it recovers texts from the web that could prove to be answers to our factual questions. To do this, we had to develop a java script that can extract from a given query a list of html pages. Then clean these pages to the extent of having a database of texts and a corpus of pair’s question-texts. In addition, we give preliminary results of our proposal method. Some investigations for the construction of Arabic corpus are also presented in this document. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=web" title=" web"> web</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus" title=" corpus"> corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=search%20engine" title=" search engine"> search engine</a>, <a href="https://publications.waset.org/abstracts/search?q=URL" title=" URL"> URL</a>, <a href="https://publications.waset.org/abstracts/search?q=question" title=" question"> question</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20building" title=" corpus building"> corpus building</a>, <a href="https://publications.waset.org/abstracts/search?q=script" title=" script"> script</a>, <a href="https://publications.waset.org/abstracts/search?q=Google" title=" Google"> Google</a>, <a href="https://publications.waset.org/abstracts/search?q=html" title=" html"> html</a>, <a href="https://publications.waset.org/abstracts/search?q=txt" title=" txt"> txt</a> </p> <a href="https://publications.waset.org/abstracts/46758/a-preliminary-study-for-building-an-arabic-corpus-of-pair-questions-texts-from-the-web-aqa-webcorp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46758.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6972</span> Native Language Identification with Cross-Corpus Evaluation Using Social Media Data: ’Reddit’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasmeen%20Bassas">Yasmeen Bassas</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Kuebler"> Sandra Kuebler</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20Riddell"> Allen Riddell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Native language identification is one of the growing subfields in natural language processing (NLP). The task of native language identification (NLI) is mainly concerned with predicting the native language of an author’s writing in a second language. In this paper, we investigate the performance of two types of features; content-based features vs. content independent features, when they are evaluated on a different corpus (using social media data “Reddit”). In this NLI task, the predefined models are trained on one corpus (TOEFL), and then the trained models are evaluated on different data using an external corpus (Reddit). Three classifiers are used in this task; the baseline, linear SVM, and logistic regression. Results show that content-based features are more accurate and robust than content independent ones when tested within the corpus and across corpus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NLI" title="NLI">NLI</a>, <a href="https://publications.waset.org/abstracts/search?q=NLP" title=" NLP"> NLP</a>, <a href="https://publications.waset.org/abstracts/search?q=content-based%20features" title=" content-based features"> content-based features</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20independent%20features" title=" content independent features"> content independent features</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20corpus" title=" social media corpus"> social media corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=ML" title=" ML"> ML</a> </p> <a href="https://publications.waset.org/abstracts/142396/native-language-identification-with-cross-corpus-evaluation-using-social-media-data-reddit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142396.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6971</span> Awareness and Utilization of E-Learning Technologies in Teaching and Learning of Human Kinetics and Health Education Courses in Nigeria Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Laro%20ABUBAKAR">Ibrahim Laro ABUBAKAR</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examined the Availability and Utilization of E-Learning Technologies in Teaching of Human Kinetics and Health Education courses in Nigerian Universities, specifically, Universities in Kwara State. Two purposes were formulated to guide the study from which two research questions and two hypotheses were raised. The descriptive research design was used in the research. Three Hundred respondents (100 Lecturers and 200 Students) made up the population for the study. There was no sampling, as the population of the study was not much. A structured questionnaire tagged ‘Availability and Utilization of E-Learning Technologies in Teaching and Learning Questionnaire’ (AUETTLQ) was used for data collection. The questionnaire was subjected to face and content validation, and it was equally pilot tested. The validation yielded a reliability coefficient of 0.78. The data collected from the study were statistically analyzed using frequencies and percentage count for personal data of the respondents, mean and standard deviation to answer the research questions. The null hypotheses were tested at 0.05 level of significance using the independent t-test. One among other findings of this study showed that lecturers and Student are aware of synchronous e-learning technologies in teaching and learning of Human Kinetics and Health Education but often utilize the synchronous e-learning technologies. It was recommended among others that lecturers and Students should be sensitized through seminars and workshops on the need to maximally utilize available e-learning technologies in teaching and learning of Human Kinetics and Health Education courses in Universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=utilization" title=" utilization"> utilization</a>, <a href="https://publications.waset.org/abstracts/search?q=E-Learning" title=" E-Learning"> E-Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20kinetics%20synchronous" title=" human kinetics synchronous"> human kinetics synchronous</a> </p> <a href="https://publications.waset.org/abstracts/110014/awareness-and-utilization-of-e-learning-technologies-in-teaching-and-learning-of-human-kinetics-and-health-education-courses-in-nigeria-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6970</span> Information and Communication Technology (ICT) and Yoruba Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayoola%20Idowu%20Olasebikan">Ayoola Idowu Olasebikan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global community has become increasingly dependent on various kinds of technologies out of which Information and Communication Technologies (ICTs) appear to be the most prominent. ICTs have become multipurpose tools which have had a revolutionary impact on how we see the world and how we live in it. Yoruba is the most widely spoken African language outside Africa but it remains one of the badly spoken language in the world as a result of its outdated teaching method in the African schools which prevented its standard version from being spoken and written. This paper conducts a critical review of the traditional methods of teaching Yoruba language. It then examines the possibility of leveraging on ICTs for improved methods of teaching Yoruba language to achieve global standard and spread. It identified key ICT platforms that can be deployed for the teaching of Yoruba language and the constraints facing each of them. The paper concludes that Information and Communication Technologies appear to provide veritable opportunity for paradigm shift in the methods of teaching Yoruba Language. It also opines that Yoruba language has the potential to transform economic fortune of Africa for sustainable development provided its teaching is taken beyond the brick and mortar classroom to the virtual classroom/global information super highway called internet or any other ICTs medium. It recommends that students and teachers of Yoruba language should be encouraged to acquire basic skills in computer and internet technology in order to enhance their ability to develop and retrieve electronic Yoruba language teaching materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Africa" title="Africa">Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20method" title=" teaching method"> teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba%20language" title=" Yoruba language "> Yoruba language </a> </p> <a href="https://publications.waset.org/abstracts/48266/information-and-communication-technology-ict-and-yoruba-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6969</span> Semantic Preference across Research Articles: A Corpus-Based Study of Adjectives in English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vald%C3%AAnia%20Carvalho%20e%20Almeida">Valdênia Carvalho e Almeida</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of the present study is to investigate the semantic preference of the most frequent adjectives in research articles through a corpus-based analysis of texts published in journals in Applied Linguistics (AL). The corpus used in this study contains texts published in the period from 2014 to 2018 in the three journals: Language Learning and Technology; English for Academic Purposes, and TESOL Quaterly, totaling more than one million words. A corpus-based analysis was carried out on the corpus to identify the most frequent adjectives that co-occurred in the three journals. By observing the concordance lines of the adjectives and analyzing the words they associated with, the semantic preferences of each adjective were determined. Later, the AL corpus analysis was compared to the investigation of the same adjectives in a corpus of Chemistry. This second part of the study aimed to identify possible differences and similarities between the two corpora in relation to the use of the adjectives in research articles from both areas. The results show that there are some preferences which seem to be closely related not only to the academic genre of the texts but also to the specific domain of the discipline and, to a lesser extent, to the context of research in each journal. This research illustrates a possible contribution of Corpus Linguistics to explore the concept of semantic preference in more detail, considering the complex nature of the phenomenon. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistics" title=" corpus linguistics"> corpus linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20article" title=" research article"> research article</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20preference" title=" semantic preference"> semantic preference</a> </p> <a href="https://publications.waset.org/abstracts/107205/semantic-preference-across-research-articles-a-corpus-based-study-of-adjectives-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107205.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6968</span> Using Assistive Technologies in Teaching Children with Disabilities in Jordan: Teachers' Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kholoud%20Adeeb.%20Al-Dababneh">Kholoud Adeeb. Al-Dababneh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating teachers' perceptions of using assistive technologies in teaching children with disabilities in Jordan. The researcher developed a study instrument (questionnaire) to examine teachers' perceptions regarding the use of assistive technologies in teaching children with disabilities. The validity and reliability of the research instrument were checked. A random sample of 260 teachers who teach children with disabilities participated in the study by completing the questionnaire; fifteen teachers were later interviewed. Results revealed that the use of assistive technology by teachers in teaching children with disabilities was high. The results also revealed that there are statistically significant differences at (α= .05) according to the type of disability in favor of teachers of children with specific learning disabilities (SLD), according to educational settings in favor of local public schools (inclusion settings). The results revealed that there were no statistically significant differences attributed to the teacher's level of education and teachers' gender. In light of the study results, the researcher addressed several recommendations and future implications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assistive%20technologies" title="assistive technologies">assistive technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title=" children with disabilities"> children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/123242/using-assistive-technologies-in-teaching-children-with-disabilities-in-jordan-teachers-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6967</span> Practice of Applying MIDI Technology to Train Creative Teaching Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zhuo">Yang Zhuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the integration of MIDI technology as one of the important digital technologies in music teaching, from the perspective of teaching practice, into the process of cultivating students' teaching skills. At the same time, the framework elements of the learning environment for music education students are divided into four aspects: digital technology supported learning space, new knowledge learning, teaching methods, and teaching evaluation. In teaching activities, more attention should be paid to students' subjectivity and interaction between them so as to enhance their emotional experience in teaching practice simulation. In the process of independent exploration and cooperative interaction, problems should be discovered and solved, and basic knowledge of music and teaching methods should be exercised in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=MIDI" title=" MIDI"> MIDI</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/167874/practice-of-applying-midi-technology-to-train-creative-teaching-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6966</span> A Self-Built Corpus-Based Study of Four-Word Lexical Bundles in Native English Teachers’ EFL Classroom Discourse in Northeast China: The Significance of Stance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fang%20Tan">Fang Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focuses on the appropriate use of lexical bundles in spoken discourse, particularly in English as a Foreign Language (EFL) classrooms in Northeast China. While previous studies have mainly examined lexical bundles in written discourse, there is a need to investigate their usage in spoken discourse due to the limited availability of spoken discourse corpora. English teachers’ use of lexical bundles is crucial for effective teaching and communication in the EFL classroom. The aim of this study is to investigate the functions of four-word lexical bundles in native English teachers’ EFL oral English classes in Northeast China. Specifically, the research focuses on the usage of stance bundles, which were found to be the most significant type of bundle in the analyzed corpus. By comparing the self-built university spoken English classroom discourse corpus with the other self-built university English for General Purposes (EGP) corpus, the study aims to highlight the difference in bundle usage between native and non-native teachers in EFL classrooms. The research employs a corpus-based study. The observed corpus consists of more than 300,000 tokens, in which the data has been collected in the past five years. The reference corpus is composed of over 800,000 tokens, in which the data has been collected over 12 years. All the primary data collection involved transcribing and annotating spoken English classes taught by native English teachers. The analysis procedures included identifying and categorizing four-word lexical bundles, with specific emphasis on stance bundles. Frequency counts, and comparisons with the Chinese English teachers’ corpus were conducted to identify patterns and differences in bundle usage. The research addresses the following questions: 1) What are the functions of four-word lexical bundles in native English teachers’ EFL oral English classes? 2) How do stance bundles differ in usage between native and non-native English teachers’ classes? 3) What implications can be drawn for English teachers’ professional development based on the findings? In conclusion, this study provides valuable insights into the usage of four-word lexical bundles, particularly stance bundles, in native English teachers’ EFL oral English classes in Northeast China. The research highlights the difference in bundle usage between native and non-native English teachers’ classes and provides implications for English teachers’ professional development. The findings contribute to the understanding of lexical bundle usage in EFL classroom discourse and have theoretical importance for language teaching methodologies. The self-built university English classroom discourse corpus used in this research is a valuable resource for future studies in this field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20classroom%20discourse" title="EFL classroom discourse">EFL classroom discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=four-word%20lexical%20bundles" title=" four-word lexical bundles"> four-word lexical bundles</a>, <a href="https://publications.waset.org/abstracts/search?q=stance" title=" stance"> stance</a>, <a href="https://publications.waset.org/abstracts/search?q=implication" title=" implication"> implication</a> </p> <a href="https://publications.waset.org/abstracts/171953/a-self-built-corpus-based-study-of-four-word-lexical-bundles-in-native-english-teachers-efl-classroom-discourse-in-northeast-china-the-significance-of-stance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6965</span> Grammatically Coded Corpus of Spoken Lithuanian: Methodology and Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Kamandulyt%C4%97-Merfeldien%C4%97">L. Kamandulytė-Merfeldienė</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper deals with the main issues of methodology of the <em>Corpus of Spoken Lithuanian </em>which was started to be developed in 2006. At present, the corpus consists of 300,000 grammatically annotated word forms. The creation of the corpus consists of three main stages: collecting the data, the transcription of the recorded data, and the grammatical annotation. Collecting the data was based on the principles of balance and naturality. The recorded speech was transcribed according to the CHAT requirements of CHILDES. The transcripts were double-checked and annotated grammatically using CHILDES. The development of the Corpus of Spoken Lithuanian has led to the constant increase in studies on spontaneous communication, and various papers have dealt with a distribution of parts of speech, use of different grammatical forms, variation of inflectional paradigms, distribution of fillers, syntactic functions of adjectives, the mean length of utterances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CHILDES" title="CHILDES">CHILDES</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20of%20spoken%20Lithuanian" title=" corpus of spoken Lithuanian"> corpus of spoken Lithuanian</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20annotation" title=" grammatical annotation"> grammatical annotation</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20disambiguation" title=" grammatical disambiguation"> grammatical disambiguation</a>, <a href="https://publications.waset.org/abstracts/search?q=lexicon" title=" lexicon"> lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=Lithuanian" title=" Lithuanian"> Lithuanian</a> </p> <a href="https://publications.waset.org/abstracts/58169/grammatically-coded-corpus-of-spoken-lithuanian-methodology-and-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6964</span> Learning Management System Technologies for Teaching Computer Science at a Distance Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Goosen">Leila Goosen</a>, <a href="https://publications.waset.org/abstracts/search?q=Dalize%20van%20Heerden"> Dalize van Heerden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The performance outcomes of first year Computer Science and Information Technology students across the world are of great concern, whether they are being taught in a face-to-face environment or via distance education. In the face-to-face environment, it is, however, somewhat easier to teach and support students than it is in a distance education environment. The face-to-face academic can more easily gauge the level of understanding and participation of students and implement interventions to address issues, which may arise. With the inroads that Web 2.0 and Web 3.0 technologies are making, the world of online teaching and learning are rapidly expanding, bringing about technologies, which allows for similar interactions between online academics and their students as available to their face-to-face counter parts. At the University of South Africa (UNISA), the Learning Management System (LMS) is called myUNISA and it is deployed on a SAKAI platform. In this paper, we will take a look at some of the myUNISA technologies implemented in the teaching of a first year programming course, how they are implemented and, in some cases, we will indicate how this affects the performance outcomes of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=Distance%20Education%20Technologies" title=" Distance Education Technologies"> Distance Education Technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=Learning%20Management%20System" title=" Learning Management System"> Learning Management System</a>, <a href="https://publications.waset.org/abstracts/search?q=face-to-face%20environment" title=" face-to-face environment"> face-to-face environment</a> </p> <a href="https://publications.waset.org/abstracts/16369/learning-management-system-technologies-for-teaching-computer-science-at-a-distance-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16369.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6963</span> Introducing Data-Driven Learning into Chinese Higher Education English for Academic Purposes Writing Instructional Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingwen%20Ou">Jingwen Ou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing for academic purposes in a second or foreign language is one of the most important and the most demanding skills to be mastered by non-native speakers. Traditionally, the EAP writing instruction at the tertiary level encompasses the teaching of academic genre knowledge, more specifically, the disciplinary writing conventions, the rhetorical functions, and specific linguistic features. However, one of the main sources of challenges in English academic writing for L2 students at the tertiary level can still be found in proficiency in academic discourse, especially vocabulary, academic register, and organization. Data-Driven Learning (DDL) is defined as “a pedagogical approach featuring direct learner engagement with corpus data”. In the past two decades, the rising popularity of the application of the data-driven learning (DDL) approach in the field of EAP writing teaching has been noticed. Such a combination has not only transformed traditional pedagogy aided by published DDL guidebooks in classroom use but also triggered global research on corpus use in EAP classrooms. This study endeavors to delineate a systematic review of research in the intersection of DDL and EAP writing instruction by conducting a systematic literature review on both indirect and direct DDL practice in EAP writing instructional settings in China. Furthermore, the review provides a synthesis of significant discoveries emanating from prior research investigations concerning Chinese university students’ perception of Data-Driven Learning (DDL) and the subsequent impact on their academic writing performance following corpus-based training. Research papers were selected from Scopus-indexed journals and core journals from two main Chinese academic databases (CNKI and Wanfang) published in both English and Chinese over the last ten years based on keyword searches. Results indicated an insufficiency of empirical DDL research despite a noticeable upward trend in corpus research on discourse analysis and indirect corpus applications for material design by language teachers. Research on the direct use of corpora and corpus tools in DDL, particularly in combination with genre-based EAP teaching, remains a relatively small fraction of the whole body of research in Chinese higher education settings. Such scarcity is highly related to the prevailing absence of systematic training in English academic writing registers within most Chinese universities' EAP syllabi due to the Chinese English Medium Instruction policy, where only English major students are mandated to submit English dissertations. Findings also revealed that Chinese learners still held mixed attitudes towards corpus tools influenced by learner differences, limited access to language corpora, and insufficient pre-training on corpus theoretical concepts, despite their improvements in final academic writing performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistics" title="corpus linguistics">corpus linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=data-driven%20learning" title=" data-driven learning"> data-driven learning</a>, <a href="https://publications.waset.org/abstracts/search?q=EAP" title=" EAP"> EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=tertiary%20education%20in%20China" title=" tertiary education in China"> tertiary education in China</a> </p> <a href="https://publications.waset.org/abstracts/180900/introducing-data-driven-learning-into-chinese-higher-education-english-for-academic-purposes-writing-instructional-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180900.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6962</span> Examination of Readiness of Teachers in the Use of Information-Communication Technologies in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikolina%20Ribari%C4%87">Nikolina Ribarić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper compares the readiness of chemistry teachers to use information and communication technologies in chemistry in 2018. and 2021. A survey conducted in 2018 on a sample of teachers showed that most teachers occasionally use visualization and digitization tools in chemistry teaching (65%) but feel that they are not educated enough to use them (56%). Also, most teachers do not have adequate equipment in their schools and are not able to use ICT in teaching or digital tools for visualization and digitization of content (44%). None of the teachers find the use of digitization and visualization tools useless. Furthermore, a survey conducted in 2021 shows that most teachers occasionally use visualization and digitization tools in chemistry teaching (83%). Also, the research shows that some teachers still do not have adequate equipment in their schools and are not able to use ICT in chemistry teaching or digital tools for visualization and digitization of content (14%). Advances in the use of ICT in chemistry teaching are linked to pandemic conditions and the obligation to conduct online teaching. The share of 14% of teachers who still do not have adequate equipment to use digital tools in teaching is worrying. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry" title="chemistry">chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20content" title=" digital content"> digital content</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a> </p> <a href="https://publications.waset.org/abstracts/144099/examination-of-readiness-of-teachers-in-the-use-of-information-communication-technologies-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6961</span> Spoken Subcorpus of the Kazakh Language: History, Content, Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuralay%20Bimoldaevna%20Kuderinova">Kuralay Bimoldaevna Kuderinova</a>, <a href="https://publications.waset.org/abstracts/search?q=Beisenkhan%20Samal"> Beisenkhan Samal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The history of creating a linguistic corpus in Kazakh linguistics begins only in 2016. Though within this short period of time, the linguistic corpus has become a national corpus and its several subcorpora, namely historical, cultural, spoken, dialectological, writers’ subcorpus, proverbs subcorpus and poetic texts subcorpus, have appeared and are working effectively. Among them, the spoken corpus has its own characteristics. The Kazakh language is one of the languages belonging to the Kypchak-Nogai group of Turkic peoples. The Kazakh language is a language that, as a part of the former Soviet Union, was directly influenced by the Russian language and underwent major changes in its spoken and written forms. After the Republic of Kazakhstan gained independence, the Kazakh language received the status of the state language in 1991. However, today, the prestige of the Russian language is still higher than that of the Kazakh language. Therefore, the direct influence of the Russian language on the structure, style, and vocabulary of the Kazakh language continues. In particular, it can be said that the national practice of the spoken language is disappearing, as the spoken form of Kazakh is not used in official gatherings and events of state importance. In this regard, it is very important to collect and preserve examples of spoken language. Recording exemplary spoken texts, converting them into written form, and providing their audio along with orphoepic explanations will serve as a valuable tool for teaching and learning the Kazakh language. Therefore, the report will cover interesting aspects and scientific foundations related to the creation, content, and methodology of the oral subcorpus of the Kazakh language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spoken%20corpus" title="spoken corpus">spoken corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakh%20language" title=" Kazakh language"> Kazakh language</a>, <a href="https://publications.waset.org/abstracts/search?q=orthoepic%20norm" title=" orthoepic norm"> orthoepic norm</a>, <a href="https://publications.waset.org/abstracts/search?q=LLM" title=" LLM"> LLM</a> </p> <a href="https://publications.waset.org/abstracts/192605/spoken-subcorpus-of-the-kazakh-language-history-content-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">8</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6960</span> The Effectiveness of Implementing Interactive Training for Teaching Kazakh Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samal%20Abzhanova">Samal Abzhanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Saule%20Mussabekova"> Saule Mussabekova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, a new system of education is being created in Kazakhstan in order to develop the system of education and to satisfy the world class standards. For this purpose, there have been established new requirements and responsibilities to the instructors. Students should not be limited with providing only theoretical knowledge. Also, they should be encouraged to be competitive, to think creatively and critically. Moreover, students should be able to implement these skills into practice. These issues could be resolved through the permanent improvement of teaching methods. Therefore, a specialist who teaches the languages should use up-to-date methods and introduce new technologies. The result of the investigation suggests that an interactive teaching method is one of the new technologies in this field. This paper aims to provide information about implementing new technologies in the process of teaching language. The paper will discuss about necessity of introducing innovative technologies and the techniques of organizing interactive lessons. At the same time, the structure of the interactive lesson, conditions, principles, discussions, small group works and role-playing games will be considered. Interactive methods are carried out with the help of several types of activities, such as working in a team (with two or more group of people), playing situational or role-playing games, working with different sources of information, discussions, presentations, creative works and learning through solving situational tasks and etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20education" title="interactive education">interactive education</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20methods" title=" interactive methods"> interactive methods</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20of%20education" title=" system of education"> system of education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20a%20language" title=" teaching a language"> teaching a language</a> </p> <a href="https://publications.waset.org/abstracts/46245/the-effectiveness-of-implementing-interactive-training-for-teaching-kazakh-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6959</span> Implementation of Computer-Based Technologies into Foreign Language Teaching Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Golovchun%20Aleftina">Golovchun Aleftina</a>, <a href="https://publications.waset.org/abstracts/search?q=Dabyltayeva%20Raikhan"> Dabyltayeva Raikhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, in the world of widely developing cross-cultural interactions and rapidly changing demands of the global labor market, foreign language teaching and learning has taken a special role not only in school education but also in everyday life. Cognitive Lingua-Cultural Methodology of Foreign Language Teaching originated in Kazakhstan brings a communicative approach to the forefront in foreign language teaching that gives raise a variety of techniques to make the language learning a real communication. One of these techniques is Computer Assisted Language Learning. In our article, we aim to: demonstrate what learning benefits students are likely to get by teachers having implemented computer-based technologies into foreign language teaching process; prove that technology-based classroom serves as the best tool for interactive and efficient language learning; give examples of classroom sufficient organization with computer-based activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20assisted%20language%20learning" title="computer assisted language learning">computer assisted language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20benefits" title=" learning benefits"> learning benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching%20process" title=" foreign language teaching process"> foreign language teaching process</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a> </p> <a href="https://publications.waset.org/abstracts/6819/implementation-of-computer-based-technologies-into-foreign-language-teaching-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6819.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6958</span> A Corpus-Based Analysis of Japanese Learners' English Modal Auxiliary Verb Usage in Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Nakayama">S. Nakayama</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For non-native English speakers, using English modal auxiliary verbs appropriately can be among the most challenging tasks. This research sought to identify differences in modal verb usage between Japanese non-native English speakers (JNNS) and native speakers (NS) from two different perspectives: frequency of use and distribution of verb phrase structures (VPS) where modal verbs occur. This study can contribute to the identification of JNNSs' interlanguage with regard to modal verbs; the main aim is to make a suggestion for the improvement of teaching materials as well as to help language teachers to be able to teach modal verbs in a way that is helpful for learners. To address the primary question in this study, usage of nine central modals (‘can’, ‘could’, ‘may’, ‘might’, ‘shall’, ‘should’, ‘will’, ‘would’, and ‘must’) by JNNS was compared with that by NSs in the International Corpus Network of Asian Learners of English (ICNALE). This corpus is one of the largest freely-available corpora focusing on Asian English learners’ language use. The ICNALE corpus consists of four modules: ‘Spoken Monologue’, ‘Spoken Dialogue’, ‘Written Essays’, and ‘Edited Essays’. Among these, this research adopted the ‘Written Essays’ module only, which is the set of 200-300 word essays and contains approximately 1.3 million words in total. Frequency analysis revealed gaps as well as similarities in frequency order. Specifically, both JNNSs and NSs used ‘can’ with the most frequency, followed by ‘should’ and ‘will’; however, usage of all the other modals except for ‘shall’ was not identical to each other. A log-likelihood test uncovered JNNSs’ overuse of ‘can’ and ‘must’ as well as their underuse of ‘will’ and ‘would’. VPS analysis revealed that JNNSs used modal verbs in a relatively narrow range of VPSs as compared to NSs. Results showed that JNNSs used most of the modals with bare infinitives or the passive voice only whereas NSs used the modals in a wide range of VPSs including the progressive construction and the perfect aspect, both of which were the structures where JNNSs rarely used the modals. Results of frequency analysis suggest that language teachers or teaching materials should explain other modality items so that learners can avoid relying heavily on certain modals and have a wide range of lexical items to reflect their feelings more accurately. Besides, the underused modals should be more stressed in the classroom because they are members of epistemic modals, which allow us to not only interject our views into propositions but also build a relationship with readers. As for VPSs, teaching materials should present more examples of the modals occurring in a wide range of VPSs to help learners to be able to express their opinions from a variety of viewpoints. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistics" title="corpus linguistics">corpus linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20learners%20of%20English" title=" Japanese learners of English"> Japanese learners of English</a>, <a href="https://publications.waset.org/abstracts/search?q=modal%20auxiliary%20verbs" title=" modal auxiliary verbs"> modal auxiliary verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=International%20Corpus%20Network%20of%20Asian%20Learners%20of%20English" title=" International Corpus Network of Asian Learners of English"> International Corpus Network of Asian Learners of English</a> </p> <a href="https://publications.waset.org/abstracts/113604/a-corpus-based-analysis-of-japanese-learners-english-modal-auxiliary-verb-usage-in-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113604.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6957</span> A Research on Flipped-Classroom Teaching Model in English for Academic Purpose Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Shuang">Li Shuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rigid teaching procedures and limited academic performance assessment methods, traditional teaching model stands in the way of college English reform in China, which features EAP (English for Academic Purpose) teaching. Flipped-classroom teaching, which has been extensively applied to science subjects teaching, however, covers the shortage of traditional teaching model in EAP teaching, via creatively inverting traditional teaching procedures. Besides, the application of flipped-classroom teaching model in EAP teaching also proves that this new teaching philosophy is not confined to science subjects teaching; it goes perfectly well with liberal-arts subjects teaching. Data analysis, desk research survey, and comparative study are referred to in the essay so as to prove its feasibility and advantages in EAP teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EAP" title="EAP">EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching%20method" title=" traditional teaching method"> traditional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped-classroom%20teaching%20model" title=" flipped-classroom teaching model"> flipped-classroom teaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20model%20design" title=" teaching model design"> teaching model design</a> </p> <a href="https://publications.waset.org/abstracts/76113/a-research-on-flipped-classroom-teaching-model-in-english-for-academic-purpose-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6956</span> Corporate Cautionary Statement: A Genre of Professional Communication </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chie%20Urawa">Chie Urawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cautionary statements or disclaimers in corporate annual reports need to be carefully designed because clear cautionary statements may protect a company in the case of legal disputes and may undermine positive impressions. This study compares the language of cautionary statements using two corpora, Sony’s cautionary statement corpus (S-corpus) and Panasonic’s cautionary statement corpus (P-corpus), illustrating the differences and similarities in relation to the use of meaningful cautionary statements and critically analyzing why practitioners use the way. The findings describe the distinct differences between the two companies in the presentation of the risk factors and the way how they make the statements. The word ability is used more for legal protection in S-corpus whereas the word possibility is used more to convey a better impression in P-corpus. The main similarities are identified in the use of lexical words and pronouns, and almost the same wordings for eight years. The findings show how they make the statements unique to the company in the presentation of risk factors, and the characteristics of specific genre of professional communication. Important implications of this study are that more comprehensive approach can be applied in other contexts, and be used by companies to reflect upon their cautionary statements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cautionary%20statements" title="cautionary statements">cautionary statements</a>, <a href="https://publications.waset.org/abstracts/search?q=corporate%20annual%20reports" title=" corporate annual reports"> corporate annual reports</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus" title=" corpus"> corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20factors" title=" risk factors"> risk factors</a> </p> <a href="https://publications.waset.org/abstracts/84605/corporate-cautionary-statement-a-genre-of-professional-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6955</span> A Corpus-Based Study on the Styles of Three Translators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Yunhong">Wang Yunhong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper is preoccupied with the different styles of three translators in their translating a Chinese classical novel Shuihu Zhuan. Based on a parallel corpus, it adopts a target-oriented approach to look into whether and what stylistic differences and shifts the three translations have revealed. The findings show that the three translators demonstrate different styles concerning their word choices and sentence preferences, which implies that identification of recurrent textual patterns may be a basic step for investigating the style of a translator. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus" title="corpus">corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20choices" title=" lexical choices"> lexical choices</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20characteristics" title=" sentence characteristics"> sentence characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=style" title=" style"> style</a> </p> <a href="https://publications.waset.org/abstracts/73431/a-corpus-based-study-on-the-styles-of-three-translators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">268</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6954</span> Corpus Linguistics as a Tool for Translation Studies Analysis: A Bilingual Parallel Corpus of Students’ Translations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juan-Pedro%20Rica-Peromingo">Juan-Pedro Rica-Peromingo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, corpus linguistics has become a key research methodology for Translation Studies, which broadens the scope of cross-linguistic studies. In the case of the study presented here, the approach used focuses on learners with little or no experience to study, at an early stage, general mistakes and errors, the correct or incorrect use of translation strategies, and to improve the translational competence of the students. Led by Sylviane Granger and Marie-Aude Lefer of the Centre for English Corpus Linguistics of the University of Louvain, the MUST corpus (MUltilingual Student Translation Corpus) is an international project which brings together partners from Europe and worldwide universities and connects Learner Corpus Research (LCR) and Translation Studies (TS). It aims to build a corpus of translations carried out by students including both direct (L2 > L1) an indirect (L1 > L2) translations, from a great variety of text types, genres, and registers in a wide variety of languages: audiovisual translations (including dubbing, subtitling for hearing population and for deaf population), scientific, humanistic, literary, economic and legal translation texts. This paper focuses on the work carried out by the Spanish team from the Complutense University (UCMA), which is part of the MUST project, and it describes the specific features of the corpus built by its members. All the texts used by UCMA are either direct or indirect translations between English and Spanish. Students’ profiles comprise translation trainees, foreign language students with a major in English, engineers studying EFL and MA students, all of them with different English levels (from B1 to C1); for some of the students, this would be their first experience with translation. The MUST corpus is searchable via Hypal4MUST, a web-based interface developed by Adam Obrusnik from Masaryk University (Czech Republic), which includes a translation-oriented annotation system (TAS). A distinctive feature of the interface is that it allows source texts and target texts to be aligned, so we can be able to observe and compare in detail both language structures and study translation strategies used by students. The initial data obtained point out the kind of difficulties encountered by the students and reveal the most frequent strategies implemented by the learners according to their level of English, their translation experience and the text genres. We have also found common errors in the graduate and postgraduate university students’ translations: transfer errors, lexical errors, grammatical errors, text-specific translation errors, and cultural-related errors have been identified. Analyzing all these parameters will provide more material to bring better solutions to improve the quality of teaching and the translations produced by the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20studies" title="corpus studies">corpus studies</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20corpus" title=" students’ corpus"> students’ corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20MUST%20corpus" title=" the MUST corpus"> the MUST corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20studies" title=" translation studies"> translation studies</a> </p> <a href="https://publications.waset.org/abstracts/107474/corpus-linguistics-as-a-tool-for-translation-studies-analysis-a-bilingual-parallel-corpus-of-students-translations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6953</span> Exploring the Use of Adverbs in Two Young Learners Written Corpora</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chrysanthi%20S.%20Tiliakou">Chrysanthi S. Tiliakou</a>, <a href="https://publications.waset.org/abstracts/search?q=Katerina%20T.%20Frantzi"> Katerina T. Frantzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing has always been considered a most demanding skill for English as a Foreign Language learners as well as for native speakers. Novice foreign language writers are asked to handle a limited range of vocabulary to produce writing tasks at lower levels. Adverbs are the parts of speech that are not used extensively in the early stages of English as a Foreign Language writing. An additional problem with learning new adverbs is that, next to learning their meanings, learners are expected to acquire the proper placement of adverbs in a sentence. The use of adverbs is important as they enhance “expressive richness to one’s message”. By exploring the patterns of use of adverbs, researchers and educators can identify types of adverbs, which appear more taxing for young learners or that puzzle novice English as a Foreign Language writers with their placement, and focus on their teaching. To this end, the study examines the use of adverbs on two written Corpora of young learners of English of A1 – A2 levels and determines the types of adverbs used, their frequencies, problems in their use, and whether there is any differentiation between levels. The Antconc concordancing tool was used for the Greek Learner Corpus, and the Corpuscle concordancing tool for the Norwegian Corpus. The research found a similarity in the normalized frequencies of the adverbs used in the A1-A2 level Greek Learner Corpus with the frequencies of the same adverbs in the Norwegian Learner Corpus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20corpora" title="learner corpora">learner corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20adverbs" title=" use of adverbs"> use of adverbs</a> </p> <a href="https://publications.waset.org/abstracts/156823/exploring-the-use-of-adverbs-in-two-young-learners-written-corpora" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156823.pdf" target="_blank" class="btn btn-primary 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