CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>   <script> var _paq = window._paq = window._paq || []; /* tracker methods like "setCustomDimension" should be called before "trackPageView" */ _paq.push(['trackPageView']); _paq.push(['enableLinkTracking']); (function() { var u="//matomo.waset.org/"; _paq.push(['setTrackerUrl', u+'matomo.php']); _paq.push(['setSiteId', '2']); var d=document, g=d.createElement('script'), s=d.getElementsByTagName('script')[0]; g.async=true; g.src=u+'matomo.js'; s.parentNode.insertBefore(g,s); })(); </script>  <title>Search results for: corpus creation</title> <meta name="description" content="Search results for: corpus creation"> <meta name="keywords" content="corpus creation"> <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 Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="corpus creation" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2025/2026/2027">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form 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 creation"> <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> 2029</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: corpus creation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1999</span> Value Co-Creation in Used-Car Auctions: A Service Scientific Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Safdar%20Muhammad%20Usman">Safdar Muhammad Usman</a>, <a href="https://publications.waset.org/abstracts/search?q=Youji%20Kohda"> Youji Kohda</a>, <a href="https://publications.waset.org/abstracts/search?q=Katsuhiro%20Umemoto"> Katsuhiro Umemoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic market place plays an important intermediary role for connecting dealers and retail customers. The main aim of this paper is to design a value co-creation model in used-car auctions. More specifically, the study has been designed in order to describe the process of value co-creation in used-car auctions, to explore the co-created values in used-car auctions, and finally conclude the paper indicating the future research directions. Our analysis shows that economic values as well as non-economic values are co-created in used-car auctions. In addition, this paper contributes to the academic society broadening the view of value co-creation in service science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=value%20co-creation" title="value co-creation">value co-creation</a>, <a href="https://publications.waset.org/abstracts/search?q=used-car%20auctions" title=" used-car auctions"> used-car auctions</a>, <a href="https://publications.waset.org/abstracts/search?q=non-financial%20values" title=" non-financial values"> non-financial values</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20science" title=" service science"> service science</a> </p> <a href="https://publications.waset.org/abstracts/13011/value-co-creation-in-used-car-auctions-a-service-scientific-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13011.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">369</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">1998</span> The Different Learning Path Analysis of Students with Different Learning Attitudes and Styles in Arts Creation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tracy%20Ho">Tracy Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=Huann-Shyang%20Lin"> Huann-Shyang Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mina%20Lin"> Mina Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the different learning path of students with different learning attitude and learning styles in Arts Creation. Based on direct instruction, guided-discovery learning, and discovery learning theories, a tablet app including the following three learning areas were developed for students: (1) replication and remix practice area, (2) guided creation area, and (3) free creation area. Thirty. students with different learning attitude and learning styles were invited to use this app. Students’ learning behaviors were categorized and defined. The results will provide both educators and researchers with insights that can form a useful foundation for designing different content and strategy with the application of new technologies in school teaching. It also sheds light on how an educational App can be designed to enhance Arts Creation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=App" title="App">App</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20creation" title=" arts creation"> arts creation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20attitude" title=" learning attitude"> learning attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=tablet" title=" tablet"> tablet</a> </p> <a href="https://publications.waset.org/abstracts/72549/the-different-learning-path-analysis-of-students-with-different-learning-attitudes-and-styles-in-arts-creation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72549.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">283</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">1997</span> Corpus-Assisted Study of Gender Related Tiger Metaphors in the Chinese Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Na%20Xiao">Na Xiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Animal metaphors have many different connotations, ranging from loving emotions to derogatory epithets, but gender expressions using animal metaphors are often imbalanced. Generally, animal metaphors related to females tend to be negative. Little known about the reasons for the negative expressions of animal female metaphors in Chinese contexts still have not been quantified. The Modern Chinese Corpus at the Center for Chinese Linguistics at Peking University (CCL Corpus) provided the data for this research, which aims to identify the influencing variables of gender differences in the description of animal metaphors mapping humans in Chinese by observing the percentage of "tiger" metaphor, which is based on the conceptual metaphor theory. A quantitative research method was used in this study to statistically examine the gender attitude percentage of the "tiger" metaphor using corpus data. This study has proved that the tiger metaphors associated with humans in the Chinese context tend to be negative. Importantly, this study has also shown that the high proportion of tiger metaphorical idioms is what causes the high proportion of negative tiger metaphors that are related to women. This finding can be used as crucial information for future studies on other gender-related animal metaphorical idioms and can offer additional insights for understanding trends in other animal metaphors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=CCL%20corpus" title=" CCL corpus"> CCL corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphorical%20idioms" title=" metaphorical idioms"> metaphorical idioms</a>, <a href="https://publications.waset.org/abstracts/search?q=tigers" title=" tigers"> tigers</a> </p> <a href="https://publications.waset.org/abstracts/152992/corpus-assisted-study-of-gender-related-tiger-metaphors-in-the-chinese-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152992.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">1996</span> Redundancy in Malay Morphology: School Grammar versus Corpus Grammar </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaharani%20Ahmad">Zaharani Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Hashimah%20Jalaluddin"> Nor Hashimah Jalaluddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine and identify the issue of linguistic redundancy in two competing grammars of Malay, namely the school grammar and the corpus grammar. The former is a normative grammar which is formally and prescriptively taught in the classroom, whereas the latter is a descriptive grammar that is informally acquired and mastered by the students as native speakers of the language outside the classroom. Corpus grammar is depicted based on its actual used in natural occurring texts, as attested in the corpus. It is observed that the grammar taught in schools is incompatible with the grammar used in the corpus. For instance, a noun phrase containing nominal reduplicated form which denotes plurality (i.e. murid-murid ‘students’ which is derived from murid ‘student’) and a modifier categorized as quantifiers (i.e. semua ‘all’, seluruh ‘entire’, and kebanyakan ‘most’) is not acceptable in the school grammar because the formation (i.e. semua murid-murid ‘all the students’ kebanyakan pelajar-pelajar ‘most of the students’) is claimed to be redundant, and redundancy is prohibited in the grammar. Redundancy is generally construed as the property of speech and language by which more information is provided than is precisely required for the message to be understood, so that, if some information is omitted, the remaining information will still be sufficient for the message to be comprehended. Thus, the correct construction to be used is strictly the reduplicated form (i.e. murid-murid ‘students’) or the quantifier plus the root (i.e. semua murid ‘all the students’) with the intention that the grammatical meaning of plural is not repeated. Nevertheless, the so-called redundant form (i.e. kebanyakan pelajar-pelajar ‘most of the students’) is frequently used in the corpus grammar. This study shows that there are a number of redundant forms occur in the morphology of the language, particularly in affixation, reduplication and combination of both. Apparently, the so-called redundancy has grammatical and socio-cultural functions in communication that is to give emphasis and to stress the importance of the information delivered by the speakers or writers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20grammar" title="corpus grammar">corpus grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=redundancy" title=" redundancy"> redundancy</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20grammar" title=" school grammar"> school grammar</a> </p> <a href="https://publications.waset.org/abstracts/42192/redundancy-in-malay-morphology-school-grammar-versus-corpus-grammar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42192.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">347</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">1995</span> The Automatisation of Dictionary-Based Annotation in a Parallel Corpus of Old English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Elvira%20Ojanguren%20Lopez">Ana Elvira Ojanguren Lopez</a>, <a href="https://publications.waset.org/abstracts/search?q=Javier%20Martin%20Arista"> Javier Martin Arista</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aims of this paper are to present the automatisation procedure adopted in the implementation of a parallel corpus of Old English, as well as, to assess the progress of automatisation with respect to tagging, annotation, and lemmatisation. The corpus consists of an aligned parallel text with word-for-word comparison Old English-English that provides the Old English segment with inflectional form tagging (gloss, lemma, category, and inflection) and lemma annotation (spelling, meaning, inflectional class, paradigm, word-formation and secondary sources). This parallel corpus is intended to fill a gap in the field of Old English, in which no parallel and/or lemmatised corpora are available, while the average amount of corpus annotation is low. With this background, this presentation has two main parts. The first part, which focuses on tagging and annotation, selects the layouts and fields of lexical databases that are relevant for these tasks. Most information used for the annotation of the corpus can be retrieved from the lexical and morphological database Nerthus and the database of secondary sources Freya. These are the sources of linguistic and metalinguistic information that will be used for the annotation of the lemmas of the corpus, including morphological and semantic aspects as well as the references to the secondary sources that deal with the lemmas in question. Although substantially adapted and re-interpreted, the lemmatised part of these databases draws on the standard dictionaries of Old English, including The Student's Dictionary of Anglo-Saxon, An Anglo-Saxon Dictionary, and A Concise Anglo-Saxon Dictionary. The second part of this paper deals with lemmatisation. It presents the lemmatiser Norna, which has been implemented on Filemaker software. It is based on a concordance and an index to the Dictionary of Old English Corpus, which comprises around three thousand texts and three million words. In its present state, the lemmatiser Norna can assign lemma to around 80% of textual forms on an automatic basis, by searching the index and the concordance for prefixes, stems and inflectional endings. The conclusions of this presentation insist on the limits of the automatisation of dictionary-based annotation in a parallel corpus. While the tagging and annotation are largely automatic even at the present stage, the automatisation of alignment is pending for future research. Lemmatisation and morphological tagging are expected to be fully automatic in the near future, once the database of secondary sources Freya and the lemmatiser Norna have been completed. <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=historical%20linguistics" title=" historical linguistics"> historical linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=old%20English" title=" old English"> old English</a>, <a href="https://publications.waset.org/abstracts/search?q=parallel%20corpus" title=" parallel corpus"> parallel corpus</a> </p> <a href="https://publications.waset.org/abstracts/88538/the-automatisation-of-dictionary-based-annotation-in-a-parallel-corpus-of-old-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88538.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">215</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">1994</span> Value in Exchange: The Importance of Users Interaction as the Center of User Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramlan%20Jantan">Ramlan Jantan</a>, <a href="https://publications.waset.org/abstracts/search?q=Norfadilah%20Kamaruddin"> Norfadilah Kamaruddin</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahriman%20Zainal%20Abidin"> Shahriman Zainal Abidin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this era of technology, the co-creation method has become a new development trend. In this light, most design businesses have currently transformed their development strategy from being goods-dominant into service-dominant where more attention is given to the end-users and their roles in the development process. As a result, the conventional development process has been replaced with a more cooperative one. Consequently, numerous studies have been conducted to explore the extension of co-creation method in the design development process and most studies have focused on issues found during the production process. In the meantime, this study aims to investigate potential values established during the pre-production process, which is also known as the ‘circumstances value creation’. User involvement is questioned and crucially debate at the entry level of pre-production process in value in-exchange jointly spheres; thus user experiences took place. Thus, this paper proposed a potential framework of the co-creation method for Malaysian interactive product development. The framework is formulated from both parties involved: the users and designers. The framework will clearly give an explanation of the value of the co-creation method, and it could assist relevant design industries/companies in developing a blueprint for the design process. This paper further contributes to the literature on the co-creation of value and digital ecosystems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co-creation%20method" title="co-creation method">co-creation method</a>, <a href="https://publications.waset.org/abstracts/search?q=co-creation%20framework" title=" co-creation framework"> co-creation framework</a>, <a href="https://publications.waset.org/abstracts/search?q=co-creation" title=" co-creation"> co-creation</a>, <a href="https://publications.waset.org/abstracts/search?q=co-production" title=" co-production"> co-production</a> </p> <a href="https://publications.waset.org/abstracts/100837/value-in-exchange-the-importance-of-users-interaction-as-the-center-of-user-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100837.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">182</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">1993</span> Tagging a corpus of Media Interviews with Diplomats: Challenges and Solutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roberta%20Facchinetti">Roberta Facchinetti</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Corrizzato"> Sara Corrizzato</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Cavalieri"> Silvia Cavalieri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Increasing interconnection between data digitalization and linguistic investigation has given rise to unprecedented potentialities and challenges for corpus linguists, who need to master IT tools for data analysis and text processing, as well as to develop techniques for efficient and reliable annotation in specific mark-up languages that encode documents in a format that is both human and machine-readable. In the present paper, the challenges emerging from the compilation of a linguistic corpus will be taken into consideration, focusing on the English language in particular. To do so, the case study of the InterDiplo corpus will be illustrated. The corpus, currently under development at the University of Verona (Italy), represents a novelty in terms both of the data included and of the tag set used for its annotation. The corpus covers media interviews and debates with diplomats and international operators conversing in English with journalists who do not share the same lingua-cultural background as their interviewees. To date, this appears to be the first tagged corpus of international institutional spoken discourse and will be an important database not only for linguists interested in corpus analysis but also for experts operating in international relations. In the present paper, special attention will be dedicated to the structural mark-up, parts of speech annotation, and tagging of discursive traits, that are the innovational parts of the project being the result of a thorough study to find the best solution to suit the analytical needs of the data. Several aspects will be addressed, with special attention to the tagging of the speakers’ identity, the communicative events, and anthropophagic. Prominence will be given to the annotation of question/answer exchanges to investigate the interlocutors’ choices and how such choices impact communication. Indeed, the automated identification of questions, in relation to the expected answers, is functional to understand how interviewers elicit information as well as how interviewees provide their answers to fulfill their respective communicative aims. A detailed description of the aforementioned elements will be given using the InterDiplo-Covid19 pilot corpus. The data yielded by our preliminary analysis of the data will highlight the viable solutions found in the construction of the corpus in terms of XML conversion, metadata definition, tagging system, and discursive-pragmatic annotation to be included via Oxygen. <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=diplomats%E2%80%99%20interviews" title=" diplomats’ interviews"> diplomats’ interviews</a>, <a href="https://publications.waset.org/abstracts/search?q=tagging%20system" title=" tagging system"> tagging system</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive-pragmatic%20annotation" title=" discursive-pragmatic annotation"> discursive-pragmatic annotation</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20linguistics" title=" english linguistics"> english linguistics</a> </p> <a href="https://publications.waset.org/abstracts/143495/tagging-a-corpus-of-media-interviews-with-diplomats-challenges-and-solutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143495.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">192</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">1992</span> Statistical Comparison of Machine and Manual Translation: A Corpus-Based Study of Gone with the Wind </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yanmeng%20Liu">Yanmeng Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article analyzes and compares the linguistic differences between machine translation and manual translation, through a case study of the book Gone with the Wind. As an important carrier of human feeling and thinking, the literature translation poses a huge difficulty for machine translation, and it is supposed to expose distinct translation features apart from manual translation. In order to display linguistic features objectively, tentative uses of computerized and statistical evidence to the systematic investigation of large scale translation corpora by using quantitative methods have been deployed. This study compiles bilingual corpus with four versions of Chinese translations of the book Gone with the Wind, namely, Piao by Chunhai Fan, Piao by Huairen Huang, translations by Google Translation and Baidu Translation. After processing the corpus with the software of Stanford Segmenter, Stanford Postagger, and AntConc, etc., the study analyzes linguistic data and answers the following questions: 1. How does the machine translation differ from manual translation linguistically? 2. Why do these deviances happen? This paper combines translation study with the knowledge of corpus linguistics, and concretes divergent linguistic dimensions in translated text analysis, in order to present linguistic deviances in manual and machine translation. Consequently, this study provides a more accurate and more fine-grained understanding of machine translation products, and it also proposes several suggestions for machine translation development in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus-based%20analysis" title="corpus-based analysis">corpus-based analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20deviances" title=" linguistic deviances"> linguistic deviances</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title=" machine translation"> machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20evidence" title=" statistical evidence"> statistical evidence</a> </p> <a href="https://publications.waset.org/abstracts/109650/statistical-comparison-of-machine-and-manual-translation-a-corpus-based-study-of-gone-with-the-wind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109650.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">151</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">1991</span> Theater Metaphor in Event Quantification: A Corpus Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhuo%20Jing-Schmidt">Zhuo Jing-Schmidt</a>, <a href="https://publications.waset.org/abstracts/search?q=Jun%20Lang"> Jun Lang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numeral classifiers are common in Asian languages. Research on numeral classifiers primarily focuses on noun classifiers that quantify and individuate nominal referents. There is a scarcity of research on event quantification using verb classifiers. This study aims to understand the semantic and conceptual basis of event quantification in Chinese. From a usage-based Construction Grammar perspective, this study presents a corpus analysis of event quantification in Chinese. Drawing on a large balanced corpus of contemporary Chinese, we analyze 667 NOUN col-lexemes totaling 31136 tokens of a productive numeral classifier construction in Chinese. Using collostructional analysis of the collexemes, the results show that the construction quantifies and classifies dramatic events using a theater-based conceptual metaphor. We argue that the usage patterns reflect the cultural entrenchment of theater as in Chinese conceptualization and the construal of theatricality in linguistic expression. The study has implications for cognitive semantics and construction grammar. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=event%20quantification" title="event quantification">event quantification</a>, <a href="https://publications.waset.org/abstracts/search?q=classifier" title=" classifier"> classifier</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus" title=" corpus"> corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a> </p> <a href="https://publications.waset.org/abstracts/171981/theater-metaphor-in-event-quantification-a-corpus-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171981.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">90</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">1990</span> An Online Corpus-Based Bilingual Collocations Dictionary for Second/Foreign Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adriane%20Orenha-Ottaiano">Adriane Orenha-Ottaiano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collocations are conventionalized, recurrent and arbitrary lexical combinations. Due to the fact that they are highly specific for a particular language and may be contextually restricted, collocations pose a problem to EFL/ESL learners with regard to production or encoding. Taking that into account, the compilation of monolingual and bilingual collocations dictionaries for the referred audience is highly crucial and significant. Thus, the aim of this paper is to discuss the importance of the compilation of an Online Corpus-based Bilingual Collocations Dictionary, in the English-Portuguese and Portuguese-English directions. On a first phase, with the use of WordSmith Tools, the collocations were extracted from a Translation Learner Corpus (TLC), a parallel corpus made up of university students’ translations in the Portuguese-English direction, with approximately 100,000 words. In a second stage, based on the keywords analyzed from the TLC, more collocational patterns were extracted using the Sketch Engine. In order to include more collocations as well as to ensure dictionary users will have access to more frequent and recurrent collocations, we also use the frequency list from The Corpus of Contemporary American English, with the purpose of extracting more patterns. The dictionary focuses on all types of collocations (verbal, noun, adjectival and adverbial collocations), in order to help the referred audience use them more accurately and productively – so far the dictionary has more than 330 entries, and more than 3,500 collocations extracted. The idea of having the proposed dictionary in online format may allow to incorporate more qualitatively and quantitatively collocational information. Besides, more examples may be included, different from conventional printed collocations dictionaries. Being the first bilingual collocations dictionary in the aforementioned directions, it is hoped to achieve the challenge of meeting learners’ collocational needs as the collocations have been selected according to learners’ difficulties regarding the use of collocations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Corpus-Based%20Collocations%20Dictionary" title="Corpus-Based Collocations Dictionary">Corpus-Based Collocations Dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=Collocations" title=" Collocations "> Collocations </a>, <a href="https://publications.waset.org/abstracts/search?q=Bilingual%20Collocations%20Dictionary" title=" Bilingual Collocations Dictionary"> Bilingual Collocations Dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=Collocational%20Patterns" title=" Collocational Patterns"> Collocational Patterns</a> </p> <a href="https://publications.waset.org/abstracts/65812/an-online-corpus-based-bilingual-collocations-dictionary-for-secondforeign-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65812.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">313</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">1989</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">150</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">1988</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">209</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">1987</span> Variables, Annotation, and Metadata Schemas for Early Modern Greek</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eleni%20Karantzola">Eleni Karantzola</a>, <a href="https://publications.waset.org/abstracts/search?q=Athanasios%20Karasimos"> Athanasios Karasimos</a>, <a href="https://publications.waset.org/abstracts/search?q=Vasiliki%20Makri"> Vasiliki Makri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ioanna%20Skouvara"> Ioanna Skouvara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Historical linguistics unveils the historical depth of languages and traces variation and change by analyzing linguistic variables over time. This field of linguistics usually deals with a closed data set that can only be expanded by the (re)discovery of previously unknown manuscripts or editions. In some cases, it is possible to use (almost) the entire closed corpus of a language for research, as is the case with the Thesaurus Linguae Graecae digital library for Ancient Greek, which contains most of the extant ancient Greek literature. However, concerning ‘dynamic’ periods when the production and circulation of texts in printed as well as manuscript form have not been fully mapped, representative samples and corpora of texts are needed. Such material and tools are utterly lacking for Early Modern Greek (16th-18th c.). In this study, the principles of the creation of EMoGReC, a pilot representative corpus of Early Modern Greek (16th-18th c.) are presented. Its design follows the fundamental principles of historical corpora. The selection of texts aims to create a representative and balanced corpus that gives insight into diachronic, diatopic and diaphasic variation. The pilot sample includes data derived from fully machine-readable vernacular texts, which belong to 4-5 different textual genres and come from different geographical areas. We develop a hierarchical linguistic annotation scheme, further customized to fit the characteristics of our text corpus. Regarding variables and their variants, we use as a point of departure the bundle of twenty-four features (or categories of features) for prose demotic texts of the 16th c. Tags are introduced bearing the variants [+old/archaic] or [+novel/vernacular]. On the other hand, further phenomena that are underway (cf. The Cambridge Grammar of Medieval and Early Modern Greek) are selected for tagging. The annotated texts are enriched with metalinguistic and sociolinguistic metadata to provide a testbed for the development of the first comprehensive set of tools for the Greek language of that period. Based on a relational management system with interconnection of data, annotations, and their metadata, the EMoGReC database aspires to join a state-of-the-art technological ecosystem for the research of observed language variation and change using advanced computational approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20modern%20Greek" title="early modern Greek">early modern Greek</a>, <a href="https://publications.waset.org/abstracts/search?q=variation%20and%20change" title=" variation and change"> variation and change</a>, <a href="https://publications.waset.org/abstracts/search?q=representative%20corpus" title=" representative corpus"> representative corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=diachronic%20variables." title=" diachronic variables."> diachronic variables.</a> </p> <a href="https://publications.waset.org/abstracts/179339/variables-annotation-and-metadata-schemas-for-early-modern-greek" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179339.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">73</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">1986</span> Construction and Analysis of Tamazight (Berber) Text Corpus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zayd%20Khayi">Zayd Khayi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with the construction and analysis of the Tamazight text corpus. The grammatical structure of the Tamazight remains poorly understood, and a lack of comparative grammar leads to linguistic issues. In order to fill this gap, even though it is small, by constructed the diachronic corpus of the Tamazight language, and elaborated the program tool. In addition, this work is devoted to constructing that tool to analyze the different aspects of the Tamazight, with its different dialects used in the north of Africa, specifically in Morocco. It also focused on three Moroccan dialects: Tamazight, Tarifiyt, and Tachlhit. The Latin version was good choice because of the many sources it has. The corpus is based on the grammatical parameters and features of that language. The text collection contains more than 500 texts that cover a long historical period. It is free, and it will be useful for further investigations. The texts were transformed into an XML-format standardization goal. The corpus counts more than 200,000 words. Based on the linguistic rules and statistical methods, the original user interface and software prototype were developed by combining the technologies of web design and Python. The corpus presents more details and features about how this corpus provides users with the ability to distinguish easily between feminine/masculine nouns and verbs. The interface used has three languages: TMZ, FR, and EN. Selected texts were not initially categorized. This work was done in a manual way. Within corpus linguistics, there is currently no commonly accepted approach to the classification of texts. Texts are distinguished into ten categories. To describe and represent the texts in the corpus, we elaborated the XML structure according to the TEI recommendations. Using the search function may provide us with the types of words we would search for, like feminine/masculine nouns and verbs. Nouns are divided into two parts. The gender in the corpus has two forms. The neutral form of the word corresponds to masculine, while feminine is indicated by a double t-t affix (the prefix t- and the suffix -t), ex: Tarbat (girl), Tamtut (woman), Taxamt (tent), and Tislit (bride). However, there are some words whose feminine form contains only the prefix t- and the suffix –a, ex: Tasa (liver), tawja (family), and tarwa (progenitors). Generally, Tamazight masculine words have prefixes that distinguish them from other words. For instance, 'a', 'u', 'i', ex: Asklu (tree), udi (cheese), ighef (head). Verbs in the corpus are for the first person singular and plural that have suffixes 'agh','ex', 'egh', ex: 'ghrex' (I study), 'fegh' (I go out), 'nadagh' (I call). The program tool permits the following characteristics of this corpus: list of all tokens; list of unique words; lexical diversity; realize different grammatical requests. To conclude, this corpus has only focused on a small group of parts of speech in Tamazight language verbs, nouns. Work is still on the adjectives, prounouns, adverbs and others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamazight%20%28Berber%29%20language" title="Tamazight (Berber) language">Tamazight (Berber) language</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistic" title=" corpus linguistic"> corpus linguistic</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20rules" title=" grammar rules"> grammar rules</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20methods" title=" statistical methods"> statistical methods</a> </p> <a href="https://publications.waset.org/abstracts/175155/construction-and-analysis-of-tamazight-berber-text-corpus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175155.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">79</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">1985</span> The Value of Computerized Corpora in EFL Textbook Design: The Case of Modal Verbs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lexi%20Li">Lexi Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to contribute to the field of how computer technology can be exploited to enhance EFL textbook design. Specifically, the study demonstrates how computerized native and learner corpora can be used to enhance modal verb treatment in EFL textbooks. The linguistic focus is will, would, can, could, may, might, shall, should, must. The native corpus is the spoken component of BNC2014 (hereafter BNCS2014). The spoken part is chosen because the pedagogical purpose of the textbooks is communication-oriented. Using the standard query option of CQPweb, 5% of each of the nine modals was sampled from BNCS2014. The learner corpus is the POS-tagged Ten-thousand English Compositions of Chinese Learners (TECCL). All the essays under the “secondary school” section were selected. A series of five secondary coursebooks comprise the textbook corpus. All the data in both the learner and the textbook corpora are retrieved through the concordance functions of WordSmith Tools (version, 5.0). Data analysis was divided into two parts. The first part compared the patterns of modal verbs in the textbook corpus and BNC2014 with respect to distributional features, semantic functions, and co-occurring constructions to examine whether the textbooks reflect the authentic use of English. Secondly, the learner corpus was compared with the textbook corpus in terms of the use (distributional features, semantic functions, and co-occurring constructions) in order to examine the degree of influence of the textbook on learners’ use of modal verbs. Moreover, the learner corpus was analyzed for the misuse (syntactic errors, e.g., she can sings*.) of the nine modal verbs to uncover potential difficulties that confront learners. The results indicate discrepancies between the textbook presentation of modal verbs and authentic modal use in natural discourse in terms of distributions of frequencies, semantic functions, and co-occurring structures. Furthermore, there are consistent patterns of use between the learner corpus and the textbook corpus with respect to the three above-mentioned aspects, except could, will and must, partially confirming the correlation between the frequency effects and L2 grammar acquisition. Further analysis reveals that the exceptions are caused by both positive and negative L1 transfer, indicating that the frequency effects can be intercepted by L1 interference. Besides, error analysis revealed that could, would, should and must are the most difficult for Chinese learners due to both inter-linguistic and intra-linguistic interference. The discrepancies between the textbook corpus and the native corpus point to a need to adjust the presentation of modal verbs in the textbooks in terms of frequencies, different meanings, and verb-phrase structures. Along with the adjustment of modal verb treatment based on authentic use, it is important for textbook writers to take into consideration the L1 interference as well as learners’ difficulties in their use of modal verbs. The present study is a methodological showcase of the combination both native and learner corpora in the enhancement of EFL textbook language authenticity and appropriateness for learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20textbooks" title="EFL textbooks">EFL textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20corpus" title=" learner corpus"> learner corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=modal%20verbs" title=" modal verbs"> modal verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20corpus" title=" native corpus"> native corpus</a> </p> <a href="https://publications.waset.org/abstracts/112142/the-value-of-computerized-corpora-in-efl-textbook-design-the-case-of-modal-verbs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112142.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">129</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">1984</span> Semantic Textual Similarity on Contracts: Exploring Multiple Negative Ranking Losses for Sentence Transformers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yogendra%20Sisodia">Yogendra Sisodia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researchers are becoming more interested in extracting useful information from legal documents thanks to the development of large-scale language models in natural language processing (NLP), and deep learning has accelerated the creation of powerful text mining models. Legal fields like contracts benefit greatly from semantic text search since it makes it quick and easy to find related clauses. After collecting sentence embeddings, it is relatively simple to locate sentences with a comparable meaning throughout the entire legal corpus. The author of this research investigated two pre-trained language models for this task: MiniLM and Roberta, and further fine-tuned them on Legal Contracts. The author used Multiple Negative Ranking Loss for the creation of sentence transformers. The fine-tuned language models and sentence transformers showed promising results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=legal%20contracts" title="legal contracts">legal contracts</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20negative%20ranking%20loss" title=" multiple negative ranking loss"> multiple negative ranking loss</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20inference" title=" natural language inference"> natural language inference</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20transformers" title=" sentence transformers"> sentence transformers</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20textual%20similarity" title=" semantic textual similarity"> semantic textual similarity</a> </p> <a href="https://publications.waset.org/abstracts/156624/semantic-textual-similarity-on-contracts-exploring-multiple-negative-ranking-losses-for-sentence-transformers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156624.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">112</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">1983</span> Using A Corpus Approach To Investigate Positive University Images: A Comparison Between Chinese And ESC Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Han%20Hongmei">Han Hongmei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> University image is receiving attention because of its key role in influencing student choice, faculty loyalty, and social recognition. Therefore, all universities strive to promote their positive images. However, for most people, the positive image of a university is often from fragmented perceptual understanding. Since universities’ official websites are important channels for image promotion, a corpus approach to university profiles in their official websites can reveal holistic positive images of universities. This study aims to compare positive images of high-level universities in China and English-speaking countries based on a profile corpus of theseuniversities. It is found that the positive images revealed in these university profiles are similar, with some minor differences. The similarities are reflected in the campus environment, historical achievements, comprehensive characteristics, scientific research institutions, and diversified faculty; while the differences are reflected in their unique characteristics. Furthermore, the findings also reveal a gap between Chinese universities and high-level universities in the English-speaking countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university%20image" title="university image">university image</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20image" title=" positive image"> positive image</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20of%20university%20profiles" title=" corpus of university profiles"> corpus of university profiles</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20analysis" title=" comparative analysis"> comparative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=high-frequency%20words" title=" high-frequency words"> high-frequency words</a> </p> <a href="https://publications.waset.org/abstracts/146065/using-a-corpus-approach-to-investigate-positive-university-images-a-comparison-between-chinese-and-esc-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146065.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">1982</span> Words of Peace in the Speeches of the Egyptian President, Abdulfattah El-Sisi: A Corpus-Based Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20S.%20Negm">Mohamed S. Negm</a>, <a href="https://publications.waset.org/abstracts/search?q=Waleed%20S.%20Mandour"> Waleed S. Mandour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims primarily at investigating words of peace (lexemes of peace) in the formal speeches of the Egyptian president Abdulfattah El-Sisi in a two-year span of time, from 2018 to 2019. This paper attempts to shed light not only on the contextual use of the antonyms, war and peace, but also it underpins quantitative analysis through the current methods of corpus linguistics. As such, the researchers have deployed a corpus-based approach in collecting, encoding, and processing 30 presidential speeches over the stated period (23,411 words and 25,541 tokens in total). Further, semantic fields and collocational networkzs are identified and compared statistically. Results have shown a significant propensity of adopting peace, including its relevant collocation network, textually and therefore, ideationally, at the expense of war concept which in most cases surfaces euphemistically through the noun conflict. The president has not justified the action of war with an honorable cause or a valid reason. Such results, so far, have indicated a positive sociopolitical mindset the Egyptian president possesses and moreover, reveal national and international fair dealing on arising issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CADS" title="CADS">CADS</a>, <a href="https://publications.waset.org/abstracts/search?q=collocation%20network" title=" collocation network"> collocation network</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=critical%20discourse%20analysis" title=" critical discourse analysis"> critical discourse analysis</a> </p> <a href="https://publications.waset.org/abstracts/111022/words-of-peace-in-the-speeches-of-the-egyptian-president-abdulfattah-el-sisi-a-corpus-based-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111022.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">162</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">1981</span> Neologisms and Word-Formation Processes in Board Game Rulebook Corpus: Preliminary Results</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Athanasios%20Karasimos">Athanasios Karasimos</a>, <a href="https://publications.waset.org/abstracts/search?q=Vasiliki%20Makri"> Vasiliki Makri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focuses on the design and development of the first text Corpus based on Board Game Rulebooks (BGRC) with direct application on the morphological analysis of neologisms and tendencies in word-formation processes. Corpus linguistics is a dynamic field that examines language through the lens of vast collections of texts. These corpora consist of diverse written and spoken materials, ranging from literature and newspapers to transcripts of everyday conversations. By morphologically analyzing these extensive datasets, morphologists can gain valuable insights into how language functions and evolves, as these extensive datasets can reflect the byproducts of inflection, derivation, blending, clipping, compounding, and neology. This entails scrutinizing how words are created, modified, and combined to convey meaning in a corpus of challenging, creative, and straightforward texts that include rules, examples, tutorials, and tips. Board games teach players how to strategize, consider alternatives, and think flexibly, which are critical elements in language learning. Their rulebooks reflect not only their weight (complexity) but also the language properties of each genre and subgenre of these games. Board games are a captivating realm where strategy, competition, and creativity converge. Beyond the excitement of gameplay, board games also spark the art of word creation. Word games, like Scrabble, Codenames, Bananagrams, Wordcraft, Alice in the Wordland, Once uUpona Time, challenge players to construct words from a pool of letters, thus encouraging linguistic ingenuity and vocabulary expansion. These games foster a love for language, motivating players to unearth obscure words and devise clever combinations. On the other hand, the designers and creators produce rulebooks, where they include their joy of discovering the hidden potential of language, igniting the imagination, and playing with the beauty of words, making these games a delightful fusion of linguistic exploration and leisurely amusement. In this research, more than 150 rulebooks in English from all types of modern board games, either language-independent or language-dependent, are used to create the BGRC. A representative sample of each genre (family, party, worker placement, deckbuilding, dice, and chance games, strategy, eurogames, thematic, role-playing, among others) was selected based on the score from BoardGameGeek, the size of the texts and the level of complexity (weight) of the game. A morphological model with morphological networks, multi-word expressions, and word-creation mechanics based on the complexity of the textual structure, difficulty, and board game category will be presented. In enabling the identification of patterns, trends, and variations in word formation and other morphological processes, this research aspires to make avail of this creative yet strict text genre so as to (a) give invaluable insight into morphological creativity and innovation that (re)shape the lexicon of the English language and (b) test morphological theories. Overall, it is shown that corpus linguistics empowers us to explore the intricate tapestry of language, and morphology in particular, revealing its richness, flexibility, and adaptability in the ever-evolving landscape of human expression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=board%20game%20rulebooks" title="board game rulebooks">board game rulebooks</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20design" title=" corpus design"> corpus design</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20innovations" title=" morphological innovations"> morphological innovations</a>, <a href="https://publications.waset.org/abstracts/search?q=neologisms" title=" neologisms"> neologisms</a>, <a href="https://publications.waset.org/abstracts/search?q=word-formation%20processes" title=" word-formation processes"> word-formation processes</a> </p> <a href="https://publications.waset.org/abstracts/173035/neologisms-and-word-formation-processes-in-board-game-rulebook-corpus-preliminary-results" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173035.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">109</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">1980</span> The Use of Corpora in Improving Modal Verb Treatment in English as Foreign Language Textbooks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lexi%20Li">Lexi Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Vanessa%20H.%20K.%20Pang"> Vanessa H. K. Pang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to demonstrate how native and learner corpora can be used to enhance modal verb treatment in EFL textbooks in mainland China. It contributes to a corpus-informed and learner-centered design of grammar presentation in EFL textbooks that enhances the authenticity and appropriateness of textbook language for target learners. The linguistic focus is will, would, can, could, may, might, shall, should, must. The native corpus is the spoken component of BNC2014 (hereafter BNCS2014). The spoken part is chosen because pedagogical purpose of the textbooks is communication-oriented. Using the standard query option of CQPweb, 5% of each of the nine modals was sampled from BNCS2014. The learner corpus is the POS-tagged Ten-thousand English Compositions of Chinese Learners (TECCL). All the essays under the 'secondary school' section were selected. A series of five secondary coursebooks comprise the textbook corpus. All the data in both the learner and the textbook corpora are retrieved through the concordance functions of WordSmith Tools (version, 5.0). Data analysis was divided into two parts. The first part compared the patterns of modal verbs in the textbook corpus and BNC2014 with respect to distributional features, semantic functions, and co-occurring constructions to examine whether the textbooks reflect the authentic use of English. Secondly, the learner corpus was analyzed in terms of the use (distributional features, semantic functions, and co-occurring constructions) and the misuse (syntactic errors, e.g., she can sings*.) of the nine modal verbs to uncover potential difficulties that confront learners. The analysis of distribution indicates several discrepancies between the textbook corpus and BNCS2014. The first four most frequent modal verbs in BNCS2014 are can, would, will, could, while can, will, should, could are the top four in the textbooks. Most strikingly, there is an unusually high proportion of can (41.1%) in the textbooks. The results on different meanings shows that will, would and must are the most problematic. For example, for will, the textbooks contain 20% more occurrences of 'volition' and 20% less of 'prediction' than those in BNCS2014. Regarding co-occurring structures, the textbooks over-represented the structure 'modal +do' across the nine modal verbs. Another major finding is that the structure of 'modal +have done' that frequently co-occur with could, would, should, and must is underused in textbooks. Besides, these four modal verbs are the most difficult for learners, as the error analysis shows. This study demonstrates how the synergy of native and learner corpora can be harnessed to improve EFL textbook presentation of modal verbs in a way that textbooks can provide not only authentic language used in natural discourse but also appropriate design tailed for the needs of target learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20Foreign%20Language" title="English as Foreign Language">English as Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20textbooks" title=" EFL textbooks"> EFL textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20corpus" title=" learner corpus"> learner corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=modal%20verbs" title=" modal verbs"> modal verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20corpus" title=" native corpus"> native corpus</a> </p> <a href="https://publications.waset.org/abstracts/109495/the-use-of-corpora-in-improving-modal-verb-treatment-in-english-as-foreign-language-textbooks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109495.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">145</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">1979</span> The Omani Learner of English Corpus: Source and Tools </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anood%20Al-Shibli">Anood Al-Shibli </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Designing a learner corpus is not an easy task to accomplish because dealing with learners’ language has many variables which might affect the results of any study based on learners’ language production (spoken and written). Also, it is very essential to systematically design a learner corpus especially when it is aimed to be a reference to language research. Therefore, designing the Omani Learner Corpus (OLEC) has undergone many explicit and systematic considerations. These criteria can be regarded as the foundation to design any learner corpus to be exploited effectively in language use and language learning studies. Added to that, OLEC is manually error-annotated corpus. Error-annotation in learner corpora is very essential; however, it is time-consuming and prone to errors. Consequently, a navigating tool is designed to help the annotators to insert errors’ codes in order to make the error-annotation process more efficient and consistent. To assure accuracy, error annotation procedure is followed to annotate OLEC and some preliminary findings are noted. One of the main results of this procedure is creating an error-annotation system based on the Omani learners of English language production. Because OLEC is still in the first stages, the primary findings are related to only one level of proficiency and one error type which is verb related errors. It is found that Omani learners in OLEC has the tendency to have more errors in forming the verb and followed by problems in agreement of verb. Comparing the results to other error-based studies indicate that the Omani learners tend to have basic verb errors which can found in lower-level of proficiency. To this end, it is essential to admit that examining learners’ errors can give insights to language acquisition and language learning and most errors do not happen randomly but they occur systematically among language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error-annotation%20system" title="error-annotation system">error-annotation system</a>, <a href="https://publications.waset.org/abstracts/search?q=error-annotation%20manual" title=" error-annotation manual"> error-annotation manual</a>, <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=verbs%20related%20errors" title=" verbs related errors "> verbs related errors </a> </p> <a href="https://publications.waset.org/abstracts/102230/the-omani-learner-of-english-corpus-source-and-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102230.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">1978</span> The Rendering of Sex-Related Expressions by Court Interpreters in Hong Kong: 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=Yee%20Yan%20Crystal%20Kwong">Yee Yan Crystal Kwong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The essence of rape is the absence of consent to sexual intercourse. Yet, the definition of consent is not absolute and allows for subjectivity. In this case, the accuracy of oral interpretation becomes very important as the narratives of events and situation, as well as the register and style of speakers would influence the juror decision making. This paper first adopts a corpus-based approach to investigate how court interpreters in Hong Kong handle expressions that refer to sexual activities. The data of this study will be based on online corpus :From legislation to translation, from translation to interpretation: The narrative of sexual offences. The corpus comprises the transcription of five separate rape trials and all of these trials were heard with the presence of an interpreter. Since there are plenty of sex-related expressions used by witnesses and defendants in the five cases, emphasis will be put on those which have an impact on the definition of rape. With an in-depth analysis of the interpreted utterances, different interpreting approaches will be identified to observe how interpreters retain the intended meanings. Interviews with experienced court interpreters will also be conducted to revisit the validity of the traditional verbatim standard. At the end of this research, various interpreting approaches will be compared and evaluated. A redefinition of interpreters' institutional role, as well as recommendations for interpreting learners will be provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=court%20interpreting" title="court interpreting">court interpreting</a>, <a href="https://publications.waset.org/abstracts/search?q=interpreters" title=" interpreters"> interpreters</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20translation" title=" legal translation"> legal translation</a>, <a href="https://publications.waset.org/abstracts/search?q=slangs" title=" slangs"> slangs</a> </p> <a href="https://publications.waset.org/abstracts/51781/the-rendering-of-sex-related-expressions-by-court-interpreters-in-hong-kong-a-corpus-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51781.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">266</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">1977</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">70</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">1976</span> The Acquisition of Case in Biological Domain Based on Text Mining</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shen%20Jian">Shen Jian</a>, <a href="https://publications.waset.org/abstracts/search?q=Hu%20Jie"> Hu Jie</a>, <a href="https://publications.waset.org/abstracts/search?q=Qi%20Jin"> Qi Jin</a>, <a href="https://publications.waset.org/abstracts/search?q=Liu%20Wei%20Jie"> Liu Wei Jie</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen%20Ji%20Yi"> Chen Ji Yi</a>, <a href="https://publications.waset.org/abstracts/search?q=Peng%20Ying%20Hong"> Peng Ying Hong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to settle the problem of acquiring case in biological related to design problems, a biometrics instance acquisition method based on text mining is presented. Through the construction of corpus text vector space and knowledge mining, the feature selection, similarity measure and case retrieval method of text in the field of biology are studied. First, we establish a vector space model of the corpus in the biological field and complete the preprocessing steps. Then, the corpus is retrieved by using the vector space model combined with the functional keywords to obtain the biological domain examples related to the design problems. Finally, we verify the validity of this method by taking the example of text. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=text%20mining" title="text mining">text mining</a>, <a href="https://publications.waset.org/abstracts/search?q=vector%20space%20model" title=" vector space model"> vector space model</a>, <a href="https://publications.waset.org/abstracts/search?q=feature%20selection" title=" feature selection"> feature selection</a>, <a href="https://publications.waset.org/abstracts/search?q=biologically%20inspired%20design" title=" biologically inspired design"> biologically inspired design</a> </p> <a href="https://publications.waset.org/abstracts/88075/the-acquisition-of-case-in-biological-domain-based-on-text-mining" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88075.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">1975</span> Ultrasonic Assessment of Corpora lutea and Plasma Progesterone Levels in Early Pregnant and Non Pregnant Cows</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdurraouf%20O.%20Gaja">Abdurraouf O. Gaja</a>, <a href="https://publications.waset.org/abstracts/search?q=Salah%20Y.%20A.%20Al-Dahash"> Salah Y. A. Al-Dahash</a>, <a href="https://publications.waset.org/abstracts/search?q=Guru%20Solmon%20Raju"> Guru Solmon Raju</a>, <a href="https://publications.waset.org/abstracts/search?q=Chikara%20Kubota"> Chikara Kubota</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Corpus luteum cross sectional (by ultrasonography) and plasma progesterone (by DELFIA) were estimated in early pregnant and non pregnant cows on days 14th and 20th to 23rd post insemination. On day 14th, corpus luteum sectional area was 348.43 mm2 in pregnant and 387.84mm2 in non pregnant cows. Within days 20th to 23rd, corpus luteum sectional area ranged between 342.06 and 367.90 mm2 in pregnant and between 193.85 and 270.69 mm2 in non pregnant cows. Plasma progesterone level was 2.43 ng/ml in pregnant and 2.46 ng/ml in non pregnant cows on day 14th, while during days 20th to 23rd the level ranged between 2.47 and 2,84 ng/ml in pregnant and between 0.53 and 1.17 ng/ml in non pregnant cows. Results of both luteal tissue areas as well as plasma progesterone levels were highly significantly deferent (P<0.01) between pregnant and non pregnant cows during days 20th to 23rd, but there were no significant differences on day 14th. The correlation between CL cross-sectional area and plasma progesterone level was 0.4 in pregnant cows and 0.99 in non pregnant cow. It is clear, from this study, that ultrasonic assessment of corpora lutea is a viable alternative to determine plasma progesterone levels for early pregnancy diagnosis in cows. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=progesterone" title="progesterone">progesterone</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasonography" title=" ultrasonography"> ultrasonography</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20luteum" title=" corpus luteum"> corpus luteum</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnancy%20diagnosis" title=" pregnancy diagnosis"> pregnancy diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=cow" title=" cow"> cow</a> </p> <a href="https://publications.waset.org/abstracts/1328/ultrasonic-assessment-of-corpora-lutea-and-plasma-progesterone-levels-in-early-pregnant-and-non-pregnant-cows" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1328.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">313</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">1974</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 btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</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">1973</span> Verb Bias in Mandarin: The Corpus Based Study of Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jou-An%20Chung">Jou-An Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate the verb bias of the Mandarin verbs in children’s reading materials and provide the criteria for categorization. Verb bias varies cross-linguistically. As Mandarin and English are typological different, this study hopes to shed light on Mandarin verb bias with the use of corpus and provide thorough and detailed criteria for analysis. Moreover, this study focuses on children’s reading materials since it is a significant issue in understanding children’s sentence processing. Therefore, investigating verb bias of Mandarin verbs in children’s reading materials is also an important issue and can provide further insights into children’s sentence processing. The small corpus is built up for this study. The corpus consists of the collection of school textbooks and Mandarin Daily News for children. The files are then segmented and POS tagged by JiebaR (Chinese segmentation with R). For the ease of analysis, the one-word character verbs and intransitive verbs are excluded beforehand. The total of 20 high frequency verbs are hand-coded and are further categorized into one of the three types, namely DO type, SC type and other category. If the frequency of taking Other Type exceeds the threshold of 25%, the verb is excluded from the study. The results show that 10 verbs are direct object bias verbs, and six verbs are sentential complement bias verbs. The paired T-test was done to assure the statistical significance (p = 0.0001062 for DO bias verb, p=0.001149 for SC bias verb). The result has shown that in children’s reading materials, the DO biased verbs are used more than the SC bias verbs since the simplest structure of sentences is easier for children’s sentence comprehension or processing. In sum, this study not only discussed verb bias in child's reading materials but also provided basic coding criteria for verb bias analysis in Mandarin and underscored the role of context. Sentences are easier for children’s sentence comprehension or processing. In sum, this study not only discussed verb bias in child corpus, but also provided basic coding criteria for verb bias analysis in Mandarin and underscored the role of context. <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=verb%20bias" title=" verb bias"> verb bias</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20language" title=" child language"> child language</a>, <a href="https://publications.waset.org/abstracts/search?q=psycholinguistics" title=" psycholinguistics"> psycholinguistics</a> </p> <a href="https://publications.waset.org/abstracts/66403/verb-bias-in-mandarin-the-corpus-based-study-of-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66403.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">298</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">1972</span> Designing a Corpus Database to Enhance the Learning of Old English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raquel%20Mateo%20Mendaza">Raquel Mateo Mendaza</a>, <a href="https://publications.waset.org/abstracts/search?q=Carmen%20Novo%20Urraca"> Carmen Novo Urraca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current paper presents the elaboration of a corpus database that aligns two different corpora in order to simplify the search of information both for researchers and students of Old English. This database comprises the information contained in two main reference corpora, namely the Dictionary of Old English Corpus (DOEC), compiled at the University of Toronto, and the York-Toronto-Helsinki Parsed Corpus of Old English (YCOE). The first one provides information on all surviving texts written in the Old English language. The latter offers the syntactical and morphological annotation of several texts included in the DOEC. Although both corpora are closely related, as the YCOE includes the DOE source text identifier, the main problem detected is that there is not an alignment of texts that allows for the search of whole fragments to be further analysed in terms of morphology and syntax. The database proposed in this paper gathers all this information and presents it in a simple, more accessible, visual, and educational way. The alignment of fragments has been done in an automatized way. However, some problems have emerged during the creating process particularly related to the lack of correspondence in the division of fragments. For this reason, it has been necessary to revise the whole entries manually to obtain a truthful high-quality product and to carefully indicate the gaps encountered in these corpora. All in all, this database contains more than 60,000 entries corresponding with the DOE fragments annotated by the YCOE. The main strength of the resulting product is its research and teaching implications in the study of Old English. The use of this database will help researchers and students in the study of different aspects of the language, such as inflectional morphology, syntactic behaviour of given words, or translation studies, among others. By means of the search of words or fragments, the annotated information on morphology and syntax will be automatically displayed, automatizing, and speeding up the search of data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alignment" title="alignment">alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20database" title=" corpus database"> corpus database</a>, <a href="https://publications.waset.org/abstracts/search?q=morphosyntactic%20analysis" title=" morphosyntactic analysis"> morphosyntactic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Old%20English" title=" Old English"> Old English</a> </p> <a href="https://publications.waset.org/abstracts/131554/designing-a-corpus-database-to-enhance-the-learning-of-old-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131554.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">138</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">1971</span> LACGC: Business Sustainability Research Model for Generations Consumption, Creation, and Implementation of Knowledge: Academic and Non-Academic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Satpreet%20Singh">Satpreet Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces the new LACGC model to sustain the academic and non-academic business to future educational and organizational generations. The consumption of knowledge and the creation of new knowledge is a strength and focal interest of all academics and Non-academic organizations. Implementing newly created knowledge sustains the businesses to the next generation with growth without detriment. Existing models like the Scholar-practitioner model and Organization knowledge creation models focus specifically on academic or non-academic, not both. LACGC model can be used for both Academic and Non-academic at the domestic or international level. Researchers and scholars play a substantial role in finding literature and practice gaps in academic and non-academic disciplines. LACGC model has unrestricted the number of recurrences because the Consumption, Creation, and implementation of new ideas, disciplines, systems, and knowledge is a never-ending process and must continue from one generation to the next. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academics" title="academics">academics</a>, <a href="https://publications.waset.org/abstracts/search?q=consumption" title=" consumption"> consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=creation" title=" creation"> creation</a>, <a href="https://publications.waset.org/abstracts/search?q=generations" title=" generations"> generations</a>, <a href="https://publications.waset.org/abstracts/search?q=non-academics" title=" non-academics"> non-academics</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/145923/lacgc-business-sustainability-research-model-for-generations-consumption-creation-and-implementation-of-knowledge-academic-and-non-academic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145923.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">202</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">1970</span> Value Creation of My Health Bank of National Health Insurance: Service Dominant Logic Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu%20Hua%20Yan">Yu Hua Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: This research attempts to extend and apply the concept of service dominant logic on My Health Bank platform, analyzed to find out are there any significant difference in wills to participate (potential factors for value) on the results of value co-creation? Methods: The questionnaires were delivered from August 2017 to October 2017 in hospitals. 167 valid ones were received, with an effective response rate of 98.2%. Results: This research employed the questionnaire method in collecting research data, with patients that have used My Health Bank as objects, to whom questionnaires were sent. Regarding the factors influencing therapeutic effects, in the statistics of capability and interaction, it reached a significant level (p <0.1). Regarding the factors influencing satisfaction on medical service, in the statistics of capability and interaction, it reached a significant level (p <0.001). Conclusion: Regarding the contributions of this research, it is possible to clarify its contents with the studies on value co-creation to enrich the literature of the studies of service dominant logic and value co-creation in Taiwan. Regarding its contribution in practice, the results of this research allows the value advocator – the government, to have a broader view in the consideration of making the policies on value co-creation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=My%20Health%20Bank" title="My Health Bank">My Health Bank</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive" title=" interactive"> interactive</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20creation" title=" value creation"> value creation</a> </p> <a href="https://publications.waset.org/abstracts/95773/value-creation-of-my-health-bank-of-national-health-insurance-service-dominant-logic-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95773.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> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=67">67</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=68">68</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=corpus%20creation&page=3" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2025 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>