Intonation, word order and focus projection in Serbo-Croatian

LoC Class: PG1224.7, LoC Subject Headings: Serbo-Croatian language--Intonation, Serbo-Croatian language--Word orde

UMSL Bulletin 2019-2020

The University Bulletin/Course Catalog 2019-2020 Edition.https://irl.umsl.edu/bulletin/1083/thumbnail.jp

Language, Discipline or Task? A Comparison Study of the Effectiveness of Different Methods for Delivering Content-based Instructions to EFL Students of Business Studies

This research aims to conduct a comparison study of the effectiveness of different CBI (content-based instruction) methods delivered to ESL students of business studies in order to investigate the interactions between different aspects of academic literacies, identify the strengths and weaknesses of different CBI methods, explore students’ perceptions and learning experience of the CBI programme under different types of instructions, and provide some pedagogical implications for CBI programmes. Some EAP (English for Academic Purposes) courses were criticised for their overemphasis on the general ‘academic core’ rather than the disciplinary generic feature, in spite of using subject content as a vehicle of language. By contrast, numerous immersion programmes which adopted the sheltered model were also accused of insufficient language development and difficulty in applying theory to problem-solving, though language learning was considered subconscious acquisition. The latest movement of learner-centred and task-based teaching was claimed to be the most effective instructional approach, because it may fill the gap between language instruction and discipline instruction, promote the advancement of critical and analytical thinking, and facilitate the development of diverse academic abilities in a holistic and collaborative manner. Consequently, language, disciplinary knowledge and problem-solving skills have become three major academic domains and their interrelationships are worthy of investigation. The basic strategy for this research includes delivering three different CBI methods to three groups, administering eight hybrid post-tests after each teaching session to examine students’ academic learning outcomes, and holding three blocks of semi-structured interviews to explore students’ learning experiences with different CBI interventions. The post-tests results were analysed using correlation test and MANOVA. Thematic content analysis was used to analyse the interview data

Taylor University Fort Wayne Catalog

The 1992-1994 academic catalog of Taylor University Fort Wayne.https://pillars.taylor.edu/tufw-catalogs/1092/thumbnail.jp

Taylor University Catalog 1992-1994

The 1992-1994 academic catalog of Taylor University in Upland, Indiana.https://pillars.taylor.edu/catalogs/1020/thumbnail.jp

Acquiring syntactic and semantic transformations in question answering

One and the same fact in natural language can be expressed in many different ways by using different words and/or a different syntax. This phenomenon, commonly called paraphrasing, is the main reason why Natural Language Processing (NLP) is such a challenging task. This becomes especially obvious in Question Answering (QA) where the task is to automatically answer a question posed in natural language, usually in a text collection also consisting of natural language texts. It cannot be assumed that an answer sentence to a question uses the same words as the question and that these words are combined in the same way by using the same syntactic rules. In this thesis we describe methods that can help to address this problem. Firstly we explore how lexical resources, i.e. FrameNet, PropBank and VerbNet can be used to recognize a wide range of syntactic realizations that an answer sentence to a given question can have. We find that our methods based on these resources work well for web-based Question Answering. However we identify two problems: 1) All three resources as of yet have significant coverage issues. 2) These resources are not suitable to identify answer sentences that show some form of indirect evidence. While the first problem hinders performance currently, it is not a theoretical problem that renders the approach unsuitable–it rather shows that more efforts have to be made to produce more complete resources. The second problem is more persistent. Many valid answer sentences–especially in small, journalistic corpora–do not provide direct evidence for a question, rather they strongly suggest an answer without logically implying it. Semantically motivated resources like FrameNet, PropBank and VerbNet can not easily be employed to recognize such forms of indirect evidence. In order to investigate ways of dealing with indirect evidence, we used Amazon’s Mechanical Turk to collect over 8,000 manually identified answer sentences from the AQUAINT corpus to the over 1,900 TREC questions from the 2002 to 2006 QA tracks. The pairs of answer sentences and their corresponding questions form the QASP corpus, which we released to the public in April 2008. In this dissertation, we use the QASP corpus to develop an approach to QA based on matching dependency relations between answer candidates and question constituents in the answer sentences. By acquiring knowledge about syntactic and semantic transformations from dependency relations in the QASP corpus, additional answer candidates can be identified that could not be linked to the question with our first approach

2009-2010 Graduate Catalog

Annual publication of degrees offered and their requirements for all graduate students enrolled at the University of Central Oklahoma

2010-2011 Graduate Catalog

Annual publication of degrees offered and their requirements for all graduate students enrolled at the University of Central Oklahoma