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resource</title> <meta name="description" content="Search results for: language resource"> <meta name="keywords" content="language resource"> <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 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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="language resource"> <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> 6206</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: language resource</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6206</span> The Role of Language Strategy on International Survival of Firm: A Conceptual Framework from Resource Dependence Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sazzad%20Hossain%20Talukder">Sazzad Hossain Talukder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Survival in the competitive international market with unforeseen environmental contingencies has always been a concern of the firms that led to adopting different strategies to deal with different situations. Language strategy is considered to enhance the international performance of a firm by organizing language diversity and fostering communications within and outside the firm. Yet there is a lack of theoretical attention or model development on the role of language strategy on firm international survival. From resource dependence perspective, the adoption of language strategy and its relationship with firm survival are determined by the firm´s capability to prevent dependency concentration and/or increase relative power on the external environment. However, the impact of language strategy on firm survival is complex and multifaceted as the strategy influence firm performance indirectly through communication, coordination, learning and value creation. The evidence of various types of language strategies and different forms of firm survival also bring in complexities to understand the effects of a language strategy on the international survival of a firm. Based on language literatures and resource dependence logic, certain propositions are developed to conceptualize the relationship between language strategy and firm international survival in this conceptual paper. For the purpose of this paper, a conceptual model is proposed to examine how different kinds of language strategy foster reduction of resource dependency that lead to firm international survival in respond to local responsiveness and global integration. In this proposed model, it is theorized that language strategy has a positive relationship with the international survival of the firm, as the strategy is likely to reduce external resource dependency and increase the ability to continue independent operations both in short and long term. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20strategy" title="language strategy">language strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20diversity" title=" language diversity"> language diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=firm%20international%20survival" title=" firm international survival"> firm international survival</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20dependence%20logic" title=" resource dependence logic"> resource dependence logic</a> </p> <a href="https://publications.waset.org/abstracts/98483/the-role-of-language-strategy-on-international-survival-of-firm-a-conceptual-framework-from-resource-dependence-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98483.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">280</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">6205</span> Resource Creation Using Natural Language Processing Techniques for Malay Translated Qur'an</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nor%20Diana%20Ahmad">Nor Diana Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Atwell"> Eric Atwell</a>, <a href="https://publications.waset.org/abstracts/search?q=Brandon%20Bennett"> Brandon Bennett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Text processing techniques for English have been developed for several decades. But for the Malay language, text processing methods are still far behind. Moreover, there are limited resources, tools for computational linguistic analysis available for the Malay language. Therefore, this research presents the use of natural language processing (NLP) in processing Malay translated Qur’an text. As the result, a new language resource for Malay translated Qur’an was created. This resource will help other researchers to build the necessary processing tools for the Malay language. This research also develops a simple question-answer prototype to demonstrate the use of the Malay Qur’an resource for text processing. This prototype has been developed using Python. The prototype pre-processes the Malay Qur’an and an input query using a stemming algorithm and then searches for occurrences of the query word stem. The result produced shows improved matching likelihood between user query and its answer. A POS-tagging algorithm has also been produced. The stemming and tagging algorithms can be used as tools for research related to other Malay texts and can be used to support applications such as information retrieval, question answering systems, ontology-based search and other text analysis tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20resource" title="language resource">language resource</a>, <a href="https://publications.waset.org/abstracts/search?q=Malay%20translated%20Qur%27an" title=" Malay translated Qur'an"> Malay translated Qur'an</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing%20%28NLP%29" title=" natural language processing (NLP)"> natural language processing (NLP)</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20processing" title=" text processing"> text processing</a> </p> <a href="https://publications.waset.org/abstracts/92441/resource-creation-using-natural-language-processing-techniques-for-malay-translated-quran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92441.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">318</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">6204</span> Review of Speech Recognition Research on Low-Resource Languages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=XuKe%20Cao">XuKe Cao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reviews the current state of research on low-resource languages in the field of speech recognition, focusing on the challenges faced by low-resource language speech recognition, including the scarcity of data resources, the lack of linguistic resources, and the diversity of dialects and accents. The article reviews recent progress in low-resource language speech recognition, including techniques such as data augmentation, end to-end models, transfer learning, and multi-task learning. Based on the challenges currently faced, the paper also provides an outlook on future research directions. Through these studies, it is expected that the performance of speech recognition for low resource languages can be improved, promoting the widespread application and adoption of related technologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=low-resource%20languages" title="low-resource languages">low-resource languages</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20recognition" title=" speech recognition"> speech recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20augmentation%20techniques" title=" data augmentation techniques"> data augmentation techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=NLP" title=" NLP"> NLP</a> </p> <a href="https://publications.waset.org/abstracts/193863/review-of-speech-recognition-research-on-low-resource-languages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193863.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">12</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">6203</span> Teaching English in Low Resource-Environments: Problems and Prospects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gift%20Chidi-Onwuta">Gift Chidi-Onwuta</a>, <a href="https://publications.waset.org/abstracts/search?q=Iwe%20Nkem%20Nkechinyere"> Iwe Nkem Nkechinyere</a>, <a href="https://publications.waset.org/abstracts/search?q=Chikamadu%20Christabelle%20Chinyere"> Chikamadu Christabelle Chinyere</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teaching of English is a resource-driven activity that requires rich resource-classroom settings for the delivery of effective lessons and the acquisition of interpersonal skills for integration in a target-language environment. However, throughout the world, English is often taught in low-resource classrooms. This paper is aimed to reveal the common problems associated with teaching English in low-resource environments and the prospects for teachers who found themselves in such undefined teaching settings. Self-structured and validated questionnaire in a closed-ended format, open question format and scaling format was administered to teachers across five countries: Nigeria, Cameroun, Iraq, Turkey, and Sudan. The study adopts situational language teaching theory (SLTT), which emphasizes a performance improvement imperative. This study inclines to this model because it maintains that learning must be fun and enjoyable like playing a favorite sport, just as in real life. Since teaching resources make learning engaging, we found this model apt for the current study. The perceptions of teachers about accessibility and functionality of teaching material resources, the nature of teaching outcomes in resource-less environments, their levels of involvement in improvisation and the prospects associated with resource limitations were sourced. Data were analysed using percentages and presented in frequency tables. Results: showed that a greater number of teachers across these nations do not have access to sufficient productive resource materials that can aid effective English language teaching. Teaching outcomes, from the findings, are affected by low material resources; however, results show certain advantages to teaching English with limited resources: flexibility and autonomy with students and creativity and innovation amongst teachers. Results further revealed group work, story, critical thinking strategy, flex, cardboards and flashcards, dictation and dramatization as common teaching strategies, as well as materials adopted by teachers to overcome low resource-related challenges in classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20materials" title="teaching materials">teaching materials</a>, <a href="https://publications.waset.org/abstracts/search?q=low-resource%20environments" title=" low-resource environments"> low-resource environments</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=situational%20language%20theory" title=" situational language theory"> situational language theory</a> </p> <a href="https://publications.waset.org/abstracts/147517/teaching-english-in-low-resource-environments-problems-and-prospects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147517.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">130</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">6202</span> Introducing Standardized Nursing Language in Reporting Nursing Care in Resource-Limited Care Environments: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naomi%20Mutea">Naomi Mutea</a>, <a href="https://publications.waset.org/abstracts/search?q=Jossete%20Jones"> Jossete Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project aimed at exploring the views and perceptions of nurse leaders and educators regarding use of International Classification for Nursing Practice (ICNP) in an informal approach which involved face to face discussions, after which a decision would be made on whether to proceed and propose introduction of ICNP project in Kenya as a pilot project which would mean all nurses would use a standard approach to reporting and documenting nursing care. In addition the project was to determine the best approaches/methods that can be used to introduce ICNP in the Kenyan nursing education and practice environment using the findings of the pilot project. Further four cardex reports were reviewed to establish if nurses on the bedside used a standardized language in documenting and reporting care processes. The cardex reports showed that nurses do not use ICNP or any other standardized language. The results of the discussions revealed that this would be a challenge due to several challenges experienced in conducting nursing research in resource-limited environments. The following questions were asked during the informal discussions with the educators/leaders: •What is currently being taught in terms of standardized nursing language? •Are you familiar with ICNP? •Do you view it advantageous to have a standardized language? •What is the greatest need at the moment in terms of curriculum development for BSN regarding use of standardized nursing language? •If you had a wish to change something in your curriculum, what would that be? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing" title="nursing">nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=standardized%20language" title=" standardized language"> standardized language</a>, <a href="https://publications.waset.org/abstracts/search?q=ICNP" title=" ICNP"> ICNP</a>, <a href="https://publications.waset.org/abstracts/search?q=resource-limited%20care%20environments" title=" resource-limited care environments "> resource-limited care environments </a> </p> <a href="https://publications.waset.org/abstracts/21378/introducing-standardized-nursing-language-in-reporting-nursing-care-in-resource-limited-care-environments-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21378.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">417</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">6201</span> Neural Machine Translation for Low-Resource African Languages: Benchmarking State-of-the-Art Transformer for Wolof</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheikh%20Bamba%20Dione">Cheikh Bamba Dione</a>, <a href="https://publications.waset.org/abstracts/search?q=Alla%20Lo"> Alla Lo</a>, <a href="https://publications.waset.org/abstracts/search?q=Elhadji%20Mamadou%20Nguer"> Elhadji Mamadou Nguer</a>, <a href="https://publications.waset.org/abstracts/search?q=Siley%20O.%20Ba"> Siley O. Ba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose two neural machine translation (NMT) systems (French-to-Wolof and Wolof-to-French) based on sequence-to-sequence with attention and transformer architectures. We trained our models on a parallel French-Wolof corpus of about 83k sentence pairs. Because of the low-resource setting, we experimented with advanced methods for handling data sparsity, including subword segmentation, back translation, and the copied corpus method. We evaluate the models using the BLEU score and find that transformer outperforms the classic seq2seq model in all settings, in addition to being less sensitive to noise. In general, the best scores are achieved when training the models on word-level-based units. For subword-level models, using back translation proves to be slightly beneficial in low-resource (WO) to high-resource (FR) language translation for the transformer (but not for the seq2seq) models. A slight improvement can also be observed when injecting copied monolingual text in the target language. Moreover, combining the copied method data with back translation leads to a substantial improvement of the translation quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=backtranslation" title="backtranslation">backtranslation</a>, <a href="https://publications.waset.org/abstracts/search?q=low-resource%20language" title=" low-resource language"> low-resource language</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20machine%20translation" title=" neural machine translation"> neural machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=sequence-to-sequence" title=" sequence-to-sequence"> sequence-to-sequence</a>, <a href="https://publications.waset.org/abstracts/search?q=transformer" title=" transformer"> transformer</a>, <a href="https://publications.waset.org/abstracts/search?q=Wolof" title=" Wolof"> Wolof</a> </p> <a href="https://publications.waset.org/abstracts/135110/neural-machine-translation-for-low-resource-african-languages-benchmarking-state-of-the-art-transformer-for-wolof" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135110.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">6200</span> Evaluation and Compression of Different Language Transformer Models for Semantic Textual Similarity Binary Task Using Minority Language Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Gracia%20Corazon%20Cayanan">Ma. Gracia Corazon Cayanan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kai%20Yuen%20Cheong"> Kai Yuen Cheong</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Sha"> Li Sha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Training a language model for a minority language has been a challenging task. The lack of available corpora to train and fine-tune state-of-the-art language models is still a challenge in the area of Natural Language Processing (NLP). Moreover, the need for high computational resources and bulk data limit the attainment of this task. In this paper, we presented the following contributions: (1) we introduce and used a translation pair set of Tagalog and English (TL-EN) in pre-training a language model to a minority language resource; (2) we fine-tuned and evaluated top-ranking and pre-trained semantic textual similarity binary task (STSB) models, to both TL-EN and STS dataset pairs. (3) then, we reduced the size of the model to offset the need for high computational resources. Based on our results, the models that were pre-trained to translation pairs and STS pairs can perform well for STSB task. Also, having it reduced to a smaller dimension has no negative effect on the performance but rather has a notable increase on the similarity scores. Moreover, models that were pre-trained to a similar dataset have a tremendous effect on the model’s performance scores. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semantic%20matching" title="semantic matching">semantic matching</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20textual%20similarity%20binary%20task" title=" semantic textual similarity binary task"> semantic textual similarity binary task</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20resource%20minority%20language" title=" low resource minority language"> low resource minority language</a>, <a href="https://publications.waset.org/abstracts/search?q=fine-tuning" title="fine-tuning">fine-tuning</a>, <a href="https://publications.waset.org/abstracts/search?q=dimension%20reduction" title=" dimension reduction"> dimension reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=transformer%20models" title=" transformer models"> transformer models</a> </p> <a href="https://publications.waset.org/abstracts/145745/evaluation-and-compression-of-different-language-transformer-models-for-semantic-textual-similarity-binary-task-using-minority-language-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145745.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">211</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">6199</span> Post Apartheid Language Positionality and Policy: Student Teachers' Narratives from Teaching Practicum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Mort">Thelma Mort</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This empirical, qualitative research uses interviews of four intermediate phase English language student teachers at one university in South Africa and is an exploration of student teacher learning on their teaching practicum in their penultimate year of the initial teacher education course. The country’s post-apartheid language in education policy provides a context to this study in that children move from mother tongue language of instruction in foundation phase to English as a language of instruction in Intermediate phase. There is another layer of context informing this study which is the school context; the student teachers’ reflections are from their teaching practicum in resource constrained schools, which make up more than 75% of schools in South Africa. The findings were that in these schools, deep biases existed to local languages, that language was being used as a proxy for social class, and that conditions necessary for language acquisition were absent. The student teachers’ attitudes were in contrast to those found in the schools, namely that they had various pragmatic approaches to overcoming obstacles and that they saw language as enabling interdisciplinary work. This study describes language issues, tensions created by policy in South African schools and also supplies a regional account of learning to teach in resource constrained schools in Cape Town, where such language tensions are more inflated. The central findings in this research illuminate attitudes to language and language education in these teaching practicum schools and the complexity of learning to be a language teacher in these contexts. This study is one of the few local empirical studies regarding language teaching in the classroom and language teacher education; as such it offers some background to the country’s poor performance in both international and national literacy assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20apartheid" title=" post apartheid"> post apartheid</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher" title=" student teacher"> student teacher</a> </p> <a href="https://publications.waset.org/abstracts/101586/post-apartheid-language-positionality-and-policy-student-teachers-narratives-from-teaching-practicum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101586.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">6198</span> Foreign Language Curriculum of Mongolian Higher Educational Institutions, Problems and Solutions: In the Example of the Curriculum at National University of Mongolia </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sainbilegt%20Dashdorj">Sainbilegt Dashdorj</a>, <a href="https://publications.waset.org/abstracts/search?q=Delgerekhtsetseg%20Tsedev"> Delgerekhtsetseg Tsedev</a>, <a href="https://publications.waset.org/abstracts/search?q=Odontuya%20Mishigdorj"> Odontuya Mishigdorj</a>, <a href="https://publications.waset.org/abstracts/search?q=Bat-Uchral%20Ganzorigt"> Bat-Uchral Ganzorigt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To develop a content-based recommendation of foreign language teaching for foreign language majoring and non-majoring classes at domestic universities by comparing the current situation, the environmental conditions, the curriculum, the plan, the content and so on of Mongolian foreign language teaching with the ones at the universities in the education development leading countries was set as the main goal and thus, it is considered to become an important step not only for solving an urgent foreign language teaching issue at Mongolian higher educational institutions but also for enhancing the foreign language knowledge of the national human resource in the globalizing world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CEFR" title="CEFR">CEFR</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20standart" title=" content standart"> content standart</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20curriculum" title=" language curriculum"> language curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a> </p> <a href="https://publications.waset.org/abstracts/35509/foreign-language-curriculum-of-mongolian-higher-educational-institutions-problems-and-solutions-in-the-example-of-the-curriculum-at-national-university-of-mongolia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35509.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">577</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">6197</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.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">452</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">6196</span> The Advancements of Transformer Models in Part-of-Speech Tagging System for Low-Resource Tigrinya Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamm%20Kidane">Shamm Kidane</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Abdella"> Ibrahim Abdella</a>, <a href="https://publications.waset.org/abstracts/search?q=Fitsum%20Gaim"> Fitsum Gaim</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Mulugeta"> Simon Mulugeta</a>, <a href="https://publications.waset.org/abstracts/search?q=Sirak%20Asmerom"> Sirak Asmerom</a>, <a href="https://publications.waset.org/abstracts/search?q=Natnael%20Ambasager"> Natnael Ambasager</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoel%20Ghebrihiwot"> Yoel Ghebrihiwot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The call for natural language processing (NLP) systems for low-resource languages has become more apparent than ever in the past few years, with the arduous challenges still present in preparing such systems. This paper presents an improved dataset version of the Nagaoka Tigrinya Corpus for Parts-of-Speech (POS) classification system in the Tigrinya language. The size of the initial Nagaoka dataset was incremented, totaling the new tagged corpus to 118K tokens, which comprised the 12 basic POS annotations used previously. The additional content was also annotated manually in a stringent manner, followed similar rules to the former dataset and was formatted in CONLL format. The system made use of the novel approach in NLP tasks and use of the monolingually pre-trained TiELECTRA, TiBERT and TiRoBERTa transformer models. The highest achieved score is an impressive weighted F1-score of 94.2%, which surpassed the previous systems by a significant measure. The system will prove useful in the progress of NLP-related tasks for Tigrinya and similarly related low-resource languages with room for cross-referencing higher-resource languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tigrinya%20POS%20corpus" title="Tigrinya POS corpus">Tigrinya POS corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=TiBERT" title=" TiBERT"> TiBERT</a>, <a href="https://publications.waset.org/abstracts/search?q=TiRoBERTa" title=" TiRoBERTa"> TiRoBERTa</a>, <a href="https://publications.waset.org/abstracts/search?q=conditional%20random%20fields" title=" conditional random fields"> conditional random fields</a> </p> <a href="https://publications.waset.org/abstracts/177822/the-advancements-of-transformer-models-in-part-of-speech-tagging-system-for-low-resource-tigrinya-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177822.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">103</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">6195</span> Effectiveness of Public Speaking Extracurricular in Gontor in Raising Leaders of the Advanced Global World's Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ummi%20Sholihah%20Pertiwi%20Abidin">Ummi Sholihah Pertiwi Abidin</a>, <a href="https://publications.waset.org/abstracts/search?q=Khusnul%20Hajar%20Nuansari"> Khusnul Hajar Nuansari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human resource is one of the most important components that can not be separated from communication fields, either in a large community like a mass or narrow ones such as an institution, office, group and even family. Human resource is an asset which is often used as a tool to achieve certain goals. Therefore, development of human resources is essential for improving skills and character of a person especially at the time that has entered globalization era. People are required to be able to compete both in the local and international arena, no matter what. This paper raised topic related to human resource development solution by a unique educational leadership and communication skill improvement through a linguistic approach. Here the authors want to go by form of public speaking method applied in Modern Islamic Boarding School Darussalam Gontor as the extracurricular activity that is using three languages, they are: Indonesian as the mother language or the nation language of the students, Arabic and English as the second language and Gontor’s mean to supply its students to be able to conquer the globalization needs. This implementation produced the establishment of great leaders through confidence growing to speak in public by adjusting the listener context. In linguistic term, it will help enhancing verbal and nonverbal communication skills and so forth in owning a lot of vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20speaking" title="public speaking">public speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=Gontor" title=" Gontor"> Gontor</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a> </p> <a href="https://publications.waset.org/abstracts/64091/effectiveness-of-public-speaking-extracurricular-in-gontor-in-raising-leaders-of-the-advanced-global-worlds-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64091.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">253</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">6194</span> Resource Framework Descriptors for Interestingness in Data </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20B.%20Abhilash">C. B. Abhilash</a>, <a href="https://publications.waset.org/abstracts/search?q=Kavi%20Mahesh"> Kavi Mahesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human beings are the most advanced species on earth; it's all because of the ability to communicate and share information via human language. In today's world, a huge amount of data is available on the web in text format. This has also resulted in the generation of big data in structured and unstructured formats. In general, the data is in the textual form, which is highly unstructured. To get insights and actionable content from this data, we need to incorporate the concepts of text mining and natural language processing. In our study, we mainly focus on Interesting data through which interesting facts are generated for the knowledge base. The approach is to derive the analytics from the text via the application of natural language processing. Using semantic web Resource framework descriptors (RDF), we generate the triple from the given data and derive the interesting patterns. The methodology also illustrates data integration using the RDF for reliable, interesting patterns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=RDF" title="RDF">RDF</a>, <a href="https://publications.waset.org/abstracts/search?q=interestingness" title=" interestingness"> interestingness</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20base" title=" knowledge base"> knowledge base</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20data" title=" semantic data"> semantic data</a> </p> <a href="https://publications.waset.org/abstracts/130576/resource-framework-descriptors-for-interestingness-in-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130576.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">6193</span> Transportation Language Register as One of Language Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diyah%20Atiek%20Mustikawati">Diyah Atiek Mustikawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language register refers to a variety of a language used for particular purpose or in a particular social setting. Language register also means as a concept of adapting one’s use of language to conform to standards or tradition in a given professional or social situation. This descriptive study tends to discuss about the form of language register in transportation aspect, factors, also the function of use it. Mostly, language register in transportation aspect uses short sentences in form of informal register. The factor caused language register used are speaker, word choice, background of language. The functions of language register in transportations aspect are to make communication between crew easily, also to keep safety when they were in bad condition. Transportation language register developed naturally as one of variety of language used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20register" title="language register">language register</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20variety" title=" language variety"> language variety</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation" title=" transportation"> transportation</a> </p> <a href="https://publications.waset.org/abstracts/37039/transportation-language-register-as-one-of-language-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37039.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">486</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">6192</span> An Interactive Online Academic Writing Resource for Research Students in Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eleanor%20K.%20P.%20Kwan">Eleanor K. P. Kwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English academic writing, it has been argued, is an acquired language even for English speakers. For research students whose English is not their first language, however, the acquisition process is often more challenging. Instead of hoping that students would acquire the conventions themselves through extensive reading, there is a need for the explicit teaching of linguistic conventions in academic writing, as explicit teaching could help students to be more aware of the different generic conventions in different disciplines in science. This paper presents an interuniversity effort to develop an online academic writing resource for research students in five subdisciplines in engineering, upon the completion of the needs analysis which indicates that students and faculty members are more concerned about students’ ability to organize an extended text than about grammatical accuracy per se. In particular, this paper focuses on the materials developed for thesis writing (also called dissertation writing in some tertiary institutions), as theses form an essential graduation requirement for all research students and this genre is also expected to demonstrate the writer’s competence in research and contributions to the research community. Drawing on Swalesian move analysis of research articles, this online resource includes authentic materials written by students and faculty members from the participating institutes. Highlight will be given to several aspects and challenges of developing this online resource. First, as the online resource aims at moving beyond providing instructions on academic writing, a range of interactive activities need to be designed to engage the users, which is one feature which differentiates this online resource from other equally informative websites on academic writing. Second, it will also include discussion on divergent textual practices in different subdisciplines, which help to illustrate different practices among these subdisciplines. Third, since theses, probably one of the most extended texts a research student will complete, require effective use of signposting devices to facility readers’ understanding, this online resource will also provide both explanation and activities on different components that contribute to text coherence. Finally results from piloting will also be included to shed light on the effectiveness of the materials, which could be useful for future development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20academic%20purposes" title=" English for academic purposes"> English for academic purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20language%20learning%20materials" title=" online language learning materials"> online language learning materials</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20writing" title=" scientific writing"> scientific writing</a> </p> <a href="https://publications.waset.org/abstracts/62962/an-interactive-online-academic-writing-resource-for-research-students-in-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62962.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">269</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">6191</span> Resource Management Framework in Cloud Computing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gagandeep%20Kaur">Gagandeep Kaur</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonal%20Chawla"> Sonal Chawla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a Cloud Computing environment, resource provisioning, resource allocation and resource scheduling is the most complex issues these days. Cloud User expects the best resource utilization and Cloud Provider expects revenue maximization by considering budget and time constraints. In this research paper, Resource Management Framework has been proposed to allocate the resources to Cloud Users and Cloud Providers in Cloud environment. The main aim of the proposed work is to provide the resources and services to Cloud Providers and Cloud Users in an efficient and effective manner. The proposed framework has been simulated and tested using the CloudSim simulator tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20allocation" title=" resource allocation"> resource allocation</a>, <a href="https://publications.waset.org/abstracts/search?q=auction" title=" auction"> auction</a>, <a href="https://publications.waset.org/abstracts/search?q=provisioning" title=" provisioning"> provisioning</a> </p> <a href="https://publications.waset.org/abstracts/145409/resource-management-framework-in-cloud-computing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145409.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">149</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">6190</span> Resource Constrained Time-Cost Trade-Off Analysis in Construction Project Planning and Control</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sangwon%20Han">Sangwon Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Chengquan%20Jin"> Chengquan Jin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Time-cost trade-off (TCTO) is one of the most significant part of construction project management. Despite the significance, current TCTO analysis, based on the Critical Path Method, does not consider resource constraint, and accordingly sometimes generates an impractical and/or infeasible schedule planning in terms of resource availability. Therefore, resource constraint needs to be considered when doing TCTO analysis. In this research, genetic algorithms (GA) based optimization model is created in order to find the optimal schedule. This model is utilized to compare four distinct scenarios (i.e., 1) initial CPM, 2) TCTO without considering resource constraint, 3) resource allocation after TCTO, and 4) TCTO with considering resource constraint) in terms of duration, cost, and resource utilization. The comparison results identify that ‘TCTO with considering resource constraint’ generates the optimal schedule with the respect of duration, cost, and resource. This verifies the need for consideration of resource constraint when doing TCTO analysis. It is expected that the proposed model will produce more feasible and optimal schedule. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=time-cost%20trade-off" title="time-cost trade-off">time-cost trade-off</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithms" title=" genetic algorithms"> genetic algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20path" title=" critical path"> critical path</a>, <a href="https://publications.waset.org/abstracts/search?q=resource%20availability" title=" resource availability"> resource availability</a> </p> <a href="https://publications.waset.org/abstracts/91630/resource-constrained-time-cost-trade-off-analysis-in-construction-project-planning-and-control" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91630.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">186</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">6189</span> Enhancing English Language Learning through Learners Cultural Background</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Attahiru">A. Attahiru</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabi%20Abdullahi%20Danjuma"> Rabi Abdullahi Danjuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Bint"> Fatima Bint</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language and culture are two concepts which are closely related that one affects the other. This paper attempts to examine the definition of language and culture by discussing the relationship between them. The paper further presents some instructional strategies for the teaching of language and culture as well as the influence of culture on language. It also looks at its implication to language education and finally some recommendation and conclusion were drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship" title=" relationship"> relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/22922/enhancing-english-language-learning-through-learners-cultural-background" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22922.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">415</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">6188</span> Aspects of Diglossia in Arabic Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adil%20Ishag">Adil Ishag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diglossia emerges in a situation where two distinctive varieties of a language are used alongside within a certain community. In this case, one is considered as a high or standard variety and the second one as a low or colloquial variety. Arabic is an extreme example of a highly diglossic language. This diglossity is due to the fact that Arabic is one of the most spoken languages and spread over 22 Countries in two continents as a mother tongue, and it is also widely spoken in many other Islamic countries as a second language or simply the language of Quran. The geographical variation between the countries where the language is spoken and the duality of the classical Arabic and daily spoken dialects in the Arab world on the other hand; makes the Arabic language one of the most diglossic languages. This paper tries to investigate this phenomena and its relation to learning Arabic as a first and second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language" title="Arabic language">Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20and%20second%20language" title=" first and second language"> first and second language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/24533/aspects-of-diglossia-in-arabic-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24533.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">564</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">6187</span> Benchmarking Bert-Based Low-Resource Language: Case Uzbek NLP Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamshid%20Qodirov">Jamshid Qodirov</a>, <a href="https://publications.waset.org/abstracts/search?q=Sirojiddin%20Komolov"> Sirojiddin Komolov</a>, <a href="https://publications.waset.org/abstracts/search?q=Ravilov%20Mirahmad"> Ravilov Mirahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Olimjon%20Mirzayev"> Olimjon Mirzayev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, natural language processing tools play a crucial role in our daily lives, including various techniques with text processing. There are very advanced models in modern languages, such as English, Russian etc. But, in some languages, such as Uzbek, the NLP models have been developed recently. Thus, there are only a few NLP models in Uzbek language. Moreover, there is no such work that could show which Uzbek NLP model behaves in different situations and when to use them. This work tries to close this gap and compares the Uzbek NLP models existing as of the time this article was written. The authors try to compare the NLP models in two different scenarios: sentiment analysis and sentence similarity, which are the implementations of the two most common problems in the industry: classification and similarity. Another outcome from this work is two datasets for classification and sentence similarity in Uzbek language that we generated ourselves and can be useful in both industry and academia as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NLP" title="NLP">NLP</a>, <a href="https://publications.waset.org/abstracts/search?q=benchmak" title=" benchmak"> benchmak</a>, <a href="https://publications.waset.org/abstracts/search?q=bert" title=" bert"> bert</a>, <a href="https://publications.waset.org/abstracts/search?q=vectorization" title=" vectorization"> vectorization</a> </p> <a href="https://publications.waset.org/abstracts/182098/benchmarking-bert-based-low-resource-language-case-uzbek-nlp-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182098.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">54</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">6186</span> Models and Metamodels for Computer-Assisted Natural Language Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeny%20Pyshkin">Evgeny Pyshkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxim%20Mozgovoy"> Maxim Mozgovoy</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladislav%20Volkov"> Vladislav Volkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper follows a discourse on computer-assisted language learning. We examine problems of foreign language teaching and learning and introduce a metamodel that can be used to define learning models of language grammar structures in order to support teacher/student interaction. Special attention is paid to the concept of a virtual language lab. Our approach to language education assumes to encourage learners to experiment with a language and to learn by discovering patterns of grammatically correct structures created and managed by a language expert. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20instruction" title="computer-assisted instruction">computer-assisted instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20grammar%20models" title=" natural language grammar models"> natural language grammar models</a>, <a href="https://publications.waset.org/abstracts/search?q=HCI" title=" HCI"> HCI</a> </p> <a href="https://publications.waset.org/abstracts/15680/models-and-metamodels-for-computer-assisted-natural-language-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15680.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">519</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">6185</span> The Queer Language: A Case Study of the Hyderabadi Queers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sreerakuvandana%20Vandana">Sreerakuvandana Vandana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the term third gender is relatively new, the language that is in use has already made its way to the concept of identity. With the vast recognition and the transparency in expressing their identity without a tint of embarrassment, it is highly essential to take into account the idea of “identity” and “language”. The community however picks up language as a tool to assert their presence in the “mainstream”, albeit contradictory practices. The paper is an attempt to see how Koti claims and tries to be a language just like any other language. With that, it also identifies how the community wants to be identified as a unique group, but yet want to remain grounded to the ‘mainstream’. The work is an attempt to bring out the secret language of the LGBT community and understand their desire to be recognized as "main stream." The paper is also an attempt to bring into light this language and see if it qualifies to be a language at all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=queer" title=" queer"> queer</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/62333/the-queer-language-a-case-study-of-the-hyderabadi-queers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62333.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">541</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">6184</span> 2L1, a Bridge between L1 and L2</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Ginghina">Elena Ginghina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are two major categories of language acquisition: first and second language acquisition, which distinguish themselves in their learning process and in their ultimate attainment. However, in the case of a bilingual child, one of the languages he grows up with receives gradually the features of a second language. This phenomenon characterizes the successive first language acquisition, when the initial state of the child is already marked by another language. Nevertheless, the dominance of the languages can change throughout the life, if the exposure to language and the quality of the input are better in 2L1. Related to the exposure to language and the quality of the input, there are cases even at the simultaneous bilingualism, where the two languages although learned from birth one, differ from one another at some point. This paper aims to see, what makes a 2L1 to become a second language and under what circumstances can a L2 learner reach a native or a near native speaker level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20language%20acquisition" title=" first language acquisition"> first language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers%20of%20German" title=" native speakers of German"> native speakers of German</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/24096/2l1-a-bridge-between-l1-and-l2" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24096.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">574</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">6183</span> Developing Language Ownership: An Autoethnographic Perspective on Transformative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Abbey">Thomas Abbey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is part of an ongoing research addressing the experience of language learners in developing a sense of language ownership in their second language. For the majority of language learners, the main goal of learning a second or foreign language is to develop proficiency in the target language. Language proficiency comprises numerous intersecting competency skills ranging from causally listening to speaking using certain registers. This autoethnography analyzes lived experiences related to transitioning from learning a language in a classroom to being in an environment where the researcher's second language is the primary means of communication. Focused on lived experiences, the purpose of this research is to provide an insight into the experiences of language learners entering new environments and needing to navigate life within another language. Through reflections, this paper offers a critical account of experience traveling to Baku, Azerbaijan as a Russian language learner. The analysis for this paper focuses on the development of a sense of language ownership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autoethnography" title="autoethnography">autoethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ownership" title=" language ownership"> language ownership</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a> </p> <a href="https://publications.waset.org/abstracts/180528/developing-language-ownership-an-autoethnographic-perspective-on-transformative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6182</span> Learning Activities in Teaching Nihon-Go in the Philippines: Basis for a Proposed Action Plan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esperanza%20C.%20Santos">Esperanza C. Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Japanese Language was traditionally considered as a means of imparting culture and training aesthetic experience in students and therefore as something beyond the practical aims of language teaching and learning. Due to the complexity of foreign languages, lots of language learners and teachers shared deep reservations about the potentials of foreign language in enhancing the communication skills of the students. In spite of the arguments against the use of Foreign Language (Nihon-go) in the classroom, the researcher strongly support the use of Nihon-go in teaching communication skills as the researcher believes that Nihon-go is a valuable resource to be exploited in the classroom in order to help the students explore the language in an interesting and challenging way. The focus of this research is to find out the relationship between the preferences, opinions, and perceptions with the communication skills. This study also identifies the significance of the relationship between preferences, opinions and perceptions and communications skills in the activities employed in Foreign language (Nihon-go) among the junior and senior students in Foreign Language 2 at the Imus Institute, Imus Cavite during the academic year 2013-2014. The results of the study are expected to encourage further studies that particularly focused on the communication skills as brought about by the identified factors namely: preferences, opinions, and perceptions on the benefits factor namely the language acquisition; access to Japanese culture and students' interpretative ability. Therefore, this research is in its quest for the issues and concerns on how to effectively teach different learning activities in a Nihon-go class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preferences" title="preferences">preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=opinions" title=" opinions"> opinions</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/13506/learning-activities-in-teaching-nihon-go-in-the-philippines-basis-for-a-proposed-action-plan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13506.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">309</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">6181</span> Linguistic Attitudes and Language Learning Needs of Heritage Language Learners of Spanish in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheryl%20Bernardo-Hinesley">Sheryl Bernardo-Hinesley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heritage language learners are students who have been raised in a home where a minority language is spoken, who speaks or merely understand the minority heritage language, but to some degree are bilingual in the majority and the heritage language. In view of the rising university enrollment by Hispanics in the United States who have chosen to study Spanish, university language programs are currently faced with challenges of accommodating the language needs of heritage language learners of Spanish. The present study investigates the heritage language perception and language attitudes by heritage language learners of Spanish, as well as their classroom language learning experiences and needs. In order to carry out the study, a qualitative survey was used to gather data from university students. Analysis of students' responses indicates that heritage learners are motivated to learn the heritage language. In relation to the aspects of focus of a language course for heritage learners, results show that the aspects of interest are accent marks and spelling, grammatical accuracy, vocabulary, writing, reading, and culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language%20learners" title="heritage language learners">heritage language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20attitudes" title=" linguistic attitudes"> linguistic attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20in%20the%20US" title=" Spanish in the US"> Spanish in the US</a> </p> <a href="https://publications.waset.org/abstracts/104167/linguistic-attitudes-and-language-learning-needs-of-heritage-language-learners-of-spanish-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104167.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">212</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">6180</span> Links and Blocks: the Role of Language in Samuel Beckett’s Selected Plays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Su-Lien%20Liao">Su-Lien Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article explores the language in the four plays of Samuel Beckett–Waiting for Godot, Endgame, Krapp’s Last Tape, and Footfalls. It considers the way in which Beckett uses language, especially through fragmentation utterances, repetitions, monologues, contradictions, and silence. It discusses the function of language in modern society, in the theater of the absurd, and in the plays. Paradoxically enough, his plays attempts to communicate the incommunicability of language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Beckett" title=" Samuel Beckett"> Samuel Beckett</a>, <a href="https://publications.waset.org/abstracts/search?q=theater%20of%20the%20absurd" title=" theater of the absurd"> theater of the absurd</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a> </p> <a href="https://publications.waset.org/abstracts/2324/links-and-blocks-the-role-of-language-in-samuel-becketts-selected-plays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2324.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">444</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">6179</span> Impact of Climate Change on Water Resource Systems in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chia-Ling%20Chang">Chia-Ling Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hao-Bo%20Chang"> Hao-Bo Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global climate change alters rainfall characteristics, while the variation of these characteristics further influences environmental conditions, such as hydrologic responses, landslide areas, and the amounts of diffuse pollution. The variations of environmental conditions may impact the stability of water resource systems. The objective of this study is to assess the present conditions of major water resource systems in Taiwan. The impact of climate change on each system is also discussed herein. Compared to the water resource systems in northern Taiwan, the ratio of the precipitation during the rainy season to that during the dry season has a larger increase in southern Taiwan. This variation of hydrologic condition impacts the stability of water resource systems and increases the risk of normal water supply. The findings in this work can be important references for water resource management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basin%20management" title="basin management">basin management</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title=" climate change"> climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20resource%20system" title=" water resource system"> water resource system</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20resource%20management" title=" water resource management"> water resource management</a> </p> <a href="https://publications.waset.org/abstracts/70045/impact-of-climate-change-on-water-resource-systems-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70045.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">379</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">6178</span> Exploring the Application of Human Resource Management Bundles: A Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maniam%20Kaliannan">Maniam Kaliannan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on best practice or “bundles” of human resource management aims at providing a ‘universal solution’ to organizations yet critics challenge this view and place importance on the architecture of human resource processes in response to the dynamic needs of organizations. This paper identifies these best practices and explores how the applications of selected human resource management practices to a case study help solved their human resource problems. The case study includes insights on the problems faced; the approach taken to identify its root causes and explores how selected human resource management practices helped managed the overall predicament. The case study results supports the importance of aligning ‘bundles’ of practices with organizational architecture and ensuring that the architecture of human resource practices evolve with the changing needs of organizations. In addition, a framework based on the events of the case study is proposed to systematically manage their human resources <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bundles" title="bundles">bundles</a>, <a href="https://publications.waset.org/abstracts/search?q=best%20practices" title=" best practices"> best practices</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20management" title=" human resource management"> human resource management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20architecture" title=" organizational architecture"> organizational architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a> </p> <a href="https://publications.waset.org/abstracts/28914/exploring-the-application-of-human-resource-management-bundles-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28914.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">427</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">6177</span> Effectiveness of Language Learning Strategy Instruction Based on CALLA on Iranian EFL Language Strategy Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ever since the importance of language learning strategy instruction (LLS) has been distinguished, there has been growing interest on how to teach LLS in language learning classrooms. So thus this study attempted to implement language strategy instruction based on CALLA approach for Iranian EFL learners in a real classroom setting. The study was testing the hypothesis that strategy instruction result in improved linguistic strategy of students. The participant of the study were 240 EFL learners who received language learning instruction for four months. The data collected using Oxford strategy inventory for language learning. The results indicated the instruction had statistically significant effect on language strategy use of intervention group who received instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALLA" title="CALLA">CALLA</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction" title=" language learning strategy instruction"> language learning strategy instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20EFL%20language%20strategy" title=" Iranian EFL language strategy"> Iranian EFL language strategy</a> </p> <a href="https://publications.waset.org/abstracts/23853/effectiveness-of-language-learning-strategy-instruction-based-on-calla-on-iranian-efl-language-strategy-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23853.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">570</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20resource&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20resource&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20resource&page=4">4</a></li> <li class="page-item"><a class="page-link" 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