Hasil untuk "Comparative grammar"

N. Hyams

M. Stubbs

Eric Antwi

In contemporary Ghanaian senior high schools, WhatsApp has emerged as a central medium for leadership communication, merging institutional authority with the informal dynamics of online interactions. This shift creates new avenues where power is linguistically constructed, negotiated, and contested. The study explores how senior high school leaders utilise language in WhatsApp messages to assert and maintain authority over teachers. While prior research on educational leadership has predominantly focused on structural or behavioural dimensions of power, there has been limited attention paid to how authority is linguistically enacted in mobile-mediated communication. Guided by French and Raven’s (1959) five-base typology of power, the study employed a qualitative single case study design to investigate how linguistic choices reflect different bases of authority. The data consisted of sixty-eight (68) screenshot messages produced by twelve (12) school administrators, one (1) Head of School, three (3) Deputy Heads, and eight (8) Heads of Department. Purposive sampling was employed to select messages that illustrated leadership power, and the data were analysed thematically. The study revealed that three of the five power bases coercive, legitimate, and reward were evident in the leadership discourse. Two distinct subtypes of coercive power situational and discursive emerged, offering new insights into how authority is linguistically articulated in institutional online contexts. The study concludes that language serves as a vital resource for legitimising authority in digital school leadership. These findings suggest that leadership training should focus on the strategic and balanced use of language to promote collaboration, motivation, and a positive organisational culture.

Mingucci, Giulia

This paper explores the role of perceptual reiteration in the formation of experience according to Aristotle’s psychology and epistemology. Beginning with an analysis of sense perception (aisthesis), it examines the retention of perceptual traces (phantasia) and their reiteration in experience (empeiria). This ultimately establishes the fundamental role of sense perception in grounding our epistemic and practical relationship to reality, revealing a novel perspective on how reiteration shapes the behaviour of both humans and non-humans.

Chen Zhang, Jiuheng Lin, Xiao Liu et al.

While large language models (LLMs) have shown promise in translating extremely low-resource languages using resources like dictionaries, the effectiveness of grammar books remains debated. This paper investigates the role of grammar books in translating extremely low-resource languages by decomposing it into two key steps: grammar rule retrieval and application. To facilitate the study, we introduce ZhuangRules, a modularized dataset of grammar rules and their corresponding test sentences. Our analysis reveals that rule retrieval constitutes a primary bottleneck in grammar-based translation. Moreover, although LLMs can apply simple rules for translation when explicitly provided, they encounter difficulties in handling more complex rules. To address these challenges, we propose representing grammar rules as code functions, considering their similarities in structure and the benefit of code in facilitating LLM reasoning. Our experiments show that using code rules significantly boosts both rule retrieval and application, ultimately resulting in a 13.1% BLEU improvement in translation.

A. Syafiq, Amalia Rahmawati, Anwari Anwari et al.

YouTube video is one alternative solution in teaching speaking during pandemic. This study attempts to find the use of YouTube videos to improve speaking skill of students and how teaching and learning process using YouTube videos are implemented in the class. A classroom action research was conducted to first semester college students of Muhammadiyah University of Kudus in 2020. The population of this study was all nonEnglish program and the samples were 85 students in redundant class chosen using purposive sampling. The data were obtained from speaking assessment and interview and later analyzed by using constant comparative method and descriptive statistic. This study showed that YouTube video as English learning material improved speaking skill of students including fluency, vocabulary, pronunciation, grammar, and content. Therefore, it can be concluded that the use of YouTube Video is able to improve the students‟ speaking skill during online learning in pandemic Covid-19. Further study may concern on the use of YouTube Video to teach other English skills like reading and writing.

Li Ma

With the development of language research and language teaching, people realize that grammatical competence is an important part of communicative competence. In foreign language teaching, grammar teaching is not only necessary but also the main way to achieve the goal of communicative competence. This article mainly studies the virtual reality technology college English immersive context teaching method based on artificial intelligence and machine learning. The purpose is to improve students’ English learning ability. Through the comparative teaching experiment of two classes of freshmen in a university, the experimental class conducted VR technology-based immersive virtual context teaching from the perspective of constructivism, while the control class adopted common multimedia equipment and traditional teaching methods. In the classroom, teachers occupy most of the time, students only passively receive a lot of information from teachers, they have little chance to participate in the exchange of information and express ideas in the target language, and most of the time they are “immersed” in the Chinese environment. The overall English level was also better than that of the control class, with an average score of 2.8 points higher. This shows that college English immersive context teaching combining constructivism theory and VR technology can indeed improve students’ English level.

Victor Marrahí-Gómez, Jose Belda-Medina

The integration of Augmented Reality (AR) in language learning has garnered attention in the field of education, yet its effectiveness in enhancing grammar proficiency among secondary school students remains relatively unexplored, especially given that previous research has predominantly focused on vocabulary acquisition at the primary and college levels. This study, based on a mixed-methods approach and convenience sampling, is aimed at assessing students’ attitudes toward the integration of technology (H1) in language learning and examining the impact of using AR on grammar learning (H2) and motivation (H3) among secondary education students. Employing a mixed-method approach and convenience sampling, the research involved 130 students aged 14 to 15 from two secondary schools, divided into an experimental group (n = 64) and a control group (n = 66). Both groups received instruction on English comparative and superlative forms and completed a variety of exercises. The control group followed a traditional approach using a printed handbook, while the experimental group engaged with an AR-based lesson containing equivalent grammar activities and vocabulary in a multimedia format. Pre and post-tests were administered to evaluate grammar proficiency, accompanied by pre and post-surveys. Semi-structured discussion was used for the qualitative data. The findings revealed a strong interest in integrating AR technology into grammar learning, underscored by a positive attitude toward its implementation in secondary education. However, no statistically significant differences were detected in grammar learning performance between the two student groups. These findings emphasize the importance of providing proper teacher training in secondary education to effectively utilize AR technology and highlight the need for further research to explore its effectiveness and long-term impact.

Gwendolyn Hyslop

Saima aslam

<!--StartFragment--> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 43.2pt; margin-bottom: 0cm; margin-left: 43.2pt; text-align: justify; line-height: normal;"><span style="font-size: 12.0pt; font-family: &quot;Times New Roman&quot;,serif;" lang="EN-US"><span style="mso-spacerun: yes;">&nbsp;</span>Eco-criticism is relatively considered a new term in Urdu literature although a brief review of Urdu literature particularly poetry indicates that environmental problems have always been critically observed by the literary minds. Ecocriticism is a kind of literary criticism that discuss the relationship of the physical environment as a living entity with literature and not just as a background of social dialogue. It is a theoretical technique that was introduced in the 90s in the west, however, Imdad Imam Asar has been considered the earliest critic who used this technique in Urdu literature through his book &ldquo;KashifulHaqaiq&rdquo;. Afterwards, Maulvi Muhammad Ismail Merathi used ecological perspectives in their poetry at a time when ecological studies and organizations had yet not been established. Dr. Wazir Agha, Nasir Kazmi, Majeed Amjad, Parveen Shakir and Tariq Naeem pronounced the disturbing effects of deforestation on nature, particularly on birds. Urdu poets mourned the high industrial ambitions of humans which destroyed the environmental beauty and awarded air pollution, global warming, climate change and drought to nature and humans. Poets like Mustafa Zaidi, Zia Jalandhari and others believed that environmental destruction is not limited to the physical aspects only it also disturbed the social behavior of the humans. Some modern poets like KishwarNaheed, Yousaf Zafar and Saeed Aasi associated the decay of humanity with environmental change in their poems and warns humans against it. </span></p> <!--EndFragment-->

Piergiuseppe Mallozzi, Hussein Sibai, Inigo Incer et al.

We propose a context-sensitive grammar for the systematic exploration of the design space of the topology of 3D robots, particularly unmanned aerial vehicles. It defines production rules for adding components to an incomplete design topology modeled over a 3D grid. The rules are local. The grammar is simple, yet capable of modeling most existing UAVs as well as novel ones. It can be easily generalized to other robotic platforms. It can be thought of as a building block for any design exploration and optimization algorithm.

Vladislav Makarov, Marat Movsin

GF(2)-grammars are a somewhat recently introduced grammar family that have some unusual algebraic properties and are closely connected to unambiguous grammars. In "Bounded languages described by GF(2)-grammars", Makarov proved a necessary condition for subsets of $a_1^* a_2^* \cdots a_k^*$ to be described by some GF(2)-grammar. By extending these methods further, we prove an even stronger upper bound for these languages. Moreover, we establish a lower bound that closely matches the proven upper bound. Also, we prove the exact characterization for the special case of linear GF(2)-grammars. Finally, by using the previous result, we show that the class of languages described by linear GF(2)-grammars is not closed under GF(2)-concatenation

Dafna Ben-Zion, Ella Gabitov, Anat Prior et al.

Giulio Iacoli

Recensione del libro Insegnare letteratura. Teorie e pratiche per una didattica indocile a cura di Emanuele Zinato.

Guilherme Espada, Leon Ingelse, Paulo Canelas et al.

Genetic Programming (GP) is an heuristic method that can be applied to many Machine Learning, Optimization and Engineering problems. In particular, it has been widely used in Software Engineering for Test-case generation, Program Synthesis and Improvement of Software (GI). Grammar-Guided Genetic Programming (GGGP) approaches allow the user to refine the domain of valid program solutions. Backus Normal Form is the most popular interface for describing Context-Free Grammars (CFG) for GGGP. BNF and its derivatives have the disadvantage of interleaving the grammar language and the target language of the program. We propose to embed the grammar as an internal Domain-Specific Language in the host language of the framework. This approach has the same expressive power as BNF and EBNF while using the host language type-system to take advantage of all the existing tooling: linters, formatters, type-checkers, autocomplete, and legacy code support. These tools have a practical utility in designing software in general, and GP systems in particular. We also present Meta-Handlers, user-defined overrides of the tree-generation system. This technique extends our object-oriented encoding with more practicability and expressive power than existing CFG approaches, achieving the same expressive power of Attribute Grammars, but without the grammar vs target language duality. Furthermore, we evidence that this approach is feasible, showing an example Python implementation as proof. We also compare our approach against textual BNF-representations w.r.t. expressive power and ergonomics. These advantages do not come at the cost of performance, as shown by our empirical evaluation on 5 benchmarks of our example implementation against PonyGE2. We conclude that our approach has better ergonomics with the same expressive power and performance of textual BNF-based grammar encodings.

Amparo Jiménez-Ivars

This paper addresses the asylum seekers' right to language access and specifically the provision of telephonic interpreting services for people crossing the US southern border. An overview of the language access situation is presented in relation to basic asylum seekers' rights. The fundamentals of interpreting professionalism in this realm are also reviewed. The study aim is to examine interpreters' perceptions of their work environment as contractors for the two major language service providers working with the US Immigration and Customs Enforcement agency and the US Department of Homeland Security. For this purpose, a corpus study was conducted based on online reviews posted on job search engines by current or past interpreter contractors. Findings identify perceptions of several inadequate management practices that negatively affect the work environment, job satisfaction and professional demands in terms of required qualifications, testing, training and supervision. The flaws observed point to an absence of the professional standards and motivation required to enable quality performance and therefore, professionalism. A proposal to offer professional services by engaged citizens is made.

Yoon Kim

Sequence-to-sequence learning with neural networks has become the de facto standard for sequence prediction tasks. This approach typically models the local distribution over the next word with a powerful neural network that can condition on arbitrary context. While flexible and performant, these models often require large datasets for training and can fail spectacularly on benchmarks designed to test for compositional generalization. This work explores an alternative, hierarchical approach to sequence-to-sequence learning with quasi-synchronous grammars, where each node in the target tree is transduced by a node in the source tree. Both the source and target trees are treated as latent and induced during training. We develop a neural parameterization of the grammar which enables parameter sharing over the combinatorial space of derivation rules without the need for manual feature engineering. We apply this latent neural grammar to various domains -- a diagnostic language navigation task designed to test for compositional generalization (SCAN), style transfer, and small-scale machine translation -- and find that it performs respectably compared to standard baselines.

Satyaki Sikdar, Neil Shah, Tim Weninger

Recent work at the intersection of formal language theory and graph theory has explored graph grammars for graph modeling. However, existing models and formalisms can only operate on homogeneous (i.e., untyped or unattributed) graphs. We relax this restriction and introduce the Attributed Vertex Replacement Grammar (AVRG), which can be efficiently extracted from heterogeneous (i.e., typed, colored, or attributed) graphs. Unlike current state-of-the-art methods, which train enormous models over complicated deep neural architectures, the AVRG model is unsupervised and interpretable. It is based on context-free string grammars and works by encoding graph rewriting rules into a graph grammar containing graphlets and instructions on how they fit together. We show that the AVRG can encode succinct models of input graphs yet faithfully preserve their structure and assortativity properties. Experiments on large real-world datasets show that graphs generated from the AVRG model exhibit substructures and attribute configurations that match those found in the input networks.

Христо Кючуков

Introduction. The paper presents observations of the author on acquisition of case markers in the Romani language of two Roma children from Bulgaria. This is the first study ever done on acquisition of case system of Romani by children in their natural environment. The study is done in one of the biggest Roma settlement of Bulgaria in the city of Sofia. Romani being a new-Indian language has some features from the Indian languages but also adapted some features from some European languages. It has the ability to express one and the same idea either with a preposition or with a case marker. Methods. The author uses the longitudinal observation of the children in their natural environment, where a woman – representative of the community, was trained to audio record the interviews between parents, family members, community members and the children. This method is known from other studies in field of sociolinguistics and psycholinguistics (Labov, 1973) Results. The study is investigating what is used more frequently by the children - prepositions or case markers. For this purpose, the utterances of the parents and the children with case markers and with the prepositions have been analyzed. It was found that in the age between 1 to 2   parents and respectively their children use more case markers. In the age from 2 to 3 children use more prepositions. It seems that Roma children need more experience with the language in order to connect the case marker with the function of the preposition in the Romani language.

Nobue Tanaka-Ellis, Sachiyo Sekiguchi

This paper reports on how an undergraduate global leadership course was designed and implemented at a Japanese mid-sized private university to match the Japanese government’s initiative of fostering global individuals through education. By incorporating a flipped learning approach (Bergmann & Sam, 2012) and the content materials from a Massive Open Online Course (MOOC), the university was able to offer a global leadership program to Japanese students with some “hidden” English language assistance. The language support was provided by employing Content and Language Integrated Learning (CLIL), a pedagogical approach that is gaining global popularity (Coyle, Hood, & Marsh, 2010). Flipped learning was introduced to maximise the face-to-face class time for the activities to enhance active learning. Content learning was designed to be done online, before coming to every class. In order to support flipped learning and CLIL, ubiquitous learning was also incorporated to the program design. This paper also focuses on capturing the leadership program and develop the understanding of roles of each stakeholder by mapping human and nonhuman actors to see what resources were involved in manifesting this highly complex learning environment. The student perception on the leadership program was compared through interviews conducted in Weeks 4 and 14, to see if the program was successfully perceived as a leadership program, or perceived as just another English language program. Some implications of designing this type of multifunctional course are discussed to conclude the paper.