As a personality trait, ‘grit’ has been defined as a combination of perseverance and passion for long-term goals. Past research in social psychology has found grit as an important predictor of success across different populations in various academic and non-academic areas. Since successful mastery of a second language (L2) is highly dependent on learners’ sustained effort, the notion of grit and its relationship to language achievement gains immediate relevance in second language acquisition (SLA). The present study introduces the notion of grit and examines its relationship with motivational behaviors and language achievement in a sample of English as a foreign language learners (n = 191). Toward these ends, a language-specific grit scale was developed and validated to measure L2 learners’ grit. L2 grit was found to be positively related to students’ language learning motivation and achievement above and beyond domain-general grit. Taken together, and consistent with results of past research in social psychology, we propose that L2 grit be considered among other more established individual differences associated with L2 development.
Acknowledging that large language models have learned to use language can open doors to breakthrough language science. Achieving these breakthroughs may require abandoning some long-held ideas about how language knowledge is evaluated and reckoning with the difficult fact that we have entered a post-Turing test era.
This article provides a brief overview of the field of Natural Language Generation. The term Natural Language Generation (NLG), in its broadest definition, refers to the study of systems that verbalize some form of information through natural language. That information could be stored in a large database or knowledge graph (in data-to-text applications), but NLG researchers may also study summarisation (text-to-text) or image captioning (image-to-text), for example. As a subfield of Natural Language Processing, NLG is closely related to other sub-disciplines such as Machine Translation (MT) and Dialog Systems. Some NLG researchers exclude MT from their definition of the field, since there is no content selection involved where the system has to determine what to say. Conversely, dialog systems do not typically fall under the header of Natural Language Generation since NLG is just one component of dialog systems (the others being Natural Language Understanding and Dialog Management). However, with the rise of Large Language Models (LLMs), different subfields of Natural Language Processing have converged on similar methodologies for the production of natural language and the evaluation of automatically generated text.
Despite tremendous progress in neuroscience, we do not have a compelling narrative for the precise way whereby the spiking of neurons in our brain results in high-level cognitive phenomena such as planning and language. We introduce a simple mathematical formulation of six basic and broadly accepted principles of neuroscience: excitatory neurons, brain areas, random synapses, Hebbian plasticity, local inhibition, and inter-area inhibition. We implement a simulated neuromorphic system based on this formalism, which is capable of basic language acquisition: Starting from a tabula rasa, the system learns, in any language, the semantics of words, their syntactic role (verb versus noun), and the word order of the language, including the ability to generate novel sentences, through the exposure to a modest number of grounded sentences in the same language. We discuss several possible extensions and implications of this result.
While large language models (LLMs) have introduced novel paradigms in science and education, their adoption in higher education is constrained by inherent limitations. These include a tendency to produce inaccuracies and high computational requirements, which compromise the strict demands for accurate and reliable knowledge essential in higher education. Small language models (MiniLMs), by contrast, offer distinct advantages in professional education due to their lightweight nature and precise retrieval capabilities. This research takes "Atmospheric Physics" as an example. We established a specialized corpus and image repository by gathering over 550,000 full-text PDFs from over 130 international well-respected journals in Earth and environmental science. From this collection, we extracted over 100 million high-quality sentence-level corpus and more than 3 million high-resolution academic images. Using MiniLMs, these resources were organized into a high-dimensional vector library for precise retrieval and efficient utilization of extensive educational content. Consequently, we systematically redesigned the courses, textbooks, and teaching strategies for "Atmospheric Physics" based on MiniLMs. The course is designed as a "interdisciplinary-frontier" system, breaking down traditional boundaries between atmospheric science, space science, hydrology, and remote sensing. Teaching materials are transformed from static, lagging text formats into a dynamic digital resource library powered by MiniLM. For teaching methods, we have designed a question-based learning pathway. This paradigm promotes a shift from passive knowledge transfer to active cognitive development. Consequently, this MiniLM-driven "Atmospheric Physics" course demonstrates a specific avenue for "AI for education".
Abstract With the increase in the use of face masks as a health precaution in the post-pandemic era, the effects of wearing such masks on language learners’ speech perception, which depends highly on visual cues, remain uncertain. This study explores the impact of wearing face masks on the listening comprehension and word recognition of 254 learners of English as a foreign language at intermediate and lower-intermediate levels at a university in Saudi Arabia. Participants listened to a passage read by a native English speaker in one of three conditions assigned randomly: audio-visual-face (AV-F), audio-visual-mask (AV-M), or audio-only (A-O) groups. A series of multiple-choice questions measured their comprehension of the listening passage and recognition of words. Findings revealed significant differences in accuracy scores, with AV-M and A-O resulting in lower accuracy than AV-F, which was the highest in accuracy. Additionally, higher language proficiency correlated with better AV-F performance, indicating the participants’ experience in recognizing facial cues. This study supports other findings on the negative impact of face masks on second language learners’ listening comprehension and word recognition, emphasizing the significance of observing facial and lip movements for language learners. Relevant implications and recommendations are provided for educators and researchers working with language learners to support their listening comprehension and perception skills.
Special aspects of education, Language acquisition
Benchmarks play a significant role in the current evaluation of Large Language Models (LLMs), yet they often overlook the models' abilities to capture the nuances of human language, primarily focusing on evaluating embedded knowledge and technical skills. To address this gap, our study evaluates how well LLMs understand context-dependent expressions from a pragmatic standpoint, specifically in Korean. We use both Multiple-Choice Questions (MCQs) for automatic evaluation and Open-Ended Questions (OEQs) assessed by human experts. Our results show that GPT-4 leads with scores of 81.11 in MCQs and 85.69 in OEQs, closely followed by HyperCLOVA X. Additionally, while few-shot learning generally improves performance, Chain-of-Thought (CoT) prompting tends to encourage literal interpretations, which may limit effective pragmatic inference. Our findings highlight the need for LLMs to better understand and generate language that reflects human communicative norms.
Dhrubajyoti Pathak, Sanjib Narzary, Sukumar Nandi
et al.
Language Processing systems such as Part-of-speech tagging, Named entity recognition, Machine translation, Speech recognition, and Language modeling (LM) are well-studied in high-resource languages. Nevertheless, research on these systems for several low-resource languages, including Bodo, Mizo, Nagamese, and others, is either yet to commence or is in its nascent stages. Language model plays a vital role in the downstream tasks of modern NLP. Extensive studies are carried out on LMs for high-resource languages. Nevertheless, languages such as Bodo, Rabha, and Mising continue to lack coverage. In this study, we first present BodoBERT, a language model for the Bodo language. To the best of our knowledge, this work is the first such effort to develop a language model for Bodo. Secondly, we present an ensemble DL-based POS tagging model for Bodo. The POS tagging model is based on combinations of BiLSTM with CRF and stacked embedding of BodoBERT with BytePairEmbeddings. We cover several language models in the experiment to see how well they work in POS tagging tasks. The best-performing model achieves an F1 score of 0.8041. A comparative experiment was also conducted on Assamese POS taggers, considering that the language is spoken in the same region as Bodo.
Ionut Constantinescu, Tiago Pimentel, Ryan Cotterell
et al.
Humans appear to have a critical period (CP) for language acquisition: Second language (L2) acquisition becomes harder after early childhood, and ceasing exposure to a first language (L1) after this period (but not before) typically does not lead to substantial loss of L1 proficiency. It is unknown whether these CP effects result from innately determined brain maturation or as a stabilization of neural connections naturally induced by experience. In this study, we use language models (LMs) to test the extent to which these phenomena are peculiar to humans, or shared by a broader class of language learners. We vary the age of exposure by training LMs on language pairs in various experimental conditions, and find that LMs, which lack any direct analog to innate maturational stages, do not show CP effects when the age of exposure of L2 is delayed. Our results contradict the claim that CP effects are an inevitable result of statistical learning, and they are consistent with an innate mechanism for CP effects. We show that we can reverse-engineer the CP by introducing a regularizer partway through training to simulate a maturational decrease in plasticity. All in all, our results suggest that L1 learning on its own may not be enough to induce a CP, and additional engineering is necessary to make language models more cognitively plausible.
Óscar García-Sierra, Ana Fernández-Pampillón Cesteros, Miguel Ortega-Martín
Subword tokenization algorithms used by Large Language Models are significantly more efficient and can independently build the necessary vocabulary of words and subwords without human intervention. However, those subwords do not always align with real morphemes, potentially impacting the models' performance, though it remains uncertain when this might occur. In previous research, we proposed a method to assess the morphological quality of vocabularies, focusing on the overlap between these vocabularies and the morphemes of a given language. Our evaluation method was built on three quality measures, relevance, cohesion, and morphological accuracy, and a procedure for their assessment. By applying this method to vocabularies created by three subword tokenization algorithms, BPE, Wordpiece, and Unigram, we concluded that these vocabularies generally exhibit very low morphological quality. In this article, we apply this evaluation to the tokenizer of BETO, a BERT language model trained on large Spanish corpora. This evaluation, along with our previous results, helped us conclude that its vocabulary has a low morphological quality, and we also found that training the tokenizer in a larger corpus does not improve the morphological quality of the generated vocabulary. Additionally, this evaluation helps clarify the algorithm used by the tokenizer, that is, Wordpiece, given the inconsistencies between the authors' claims and the model's configuration.
Large Language Models (LLMs) are known for their remarkable ability to generate synthesized 'knowledge', such as text documents, music, images, etc. However, there is a huge gap between LLM's and human capabilities for understanding abstract concepts and reasoning. We discuss these issues in a larger philosophical context of human knowledge acquisition and the Turing test. In addition, we illustrate the limitations of LLMs by analyzing GPT-4 responses to questions ranging from science and math to common sense reasoning. These examples show that GPT-4 can often imitate human reasoning, even though it lacks understanding. However, LLM responses are synthesized from a large LLM model trained on all available data. In contrast, human understanding is based on a small number of abstract concepts. Based on this distinction, we discuss the impact of LLMs on acquisition of human knowledge and education.