Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

MultiMWE: building a multi-lingual multi-word expression (MWE) parallel corpora

Multi-word expressions (MWEs) are a hot topic in research in natural language processing (NLP), including topics such as MWE detection, MWE decomposition, and research investigating the exploitation of MWEs in other NLP fields such as Machine Translation. However, the availability of bilingual or multi-lingual MWE corpora is very limited. The only bilingual MWE corpora that we are aware of is from the PARSEME (PARSing and Multi-word Expressions) EU project. This is a small collection of only 871 pairs of English-German MWEs. In this paper, we present multi-lingual and bilingual MWE corpora that we have extracted from root parallel corpora. Our collections are 3,159,226 and 143,042 bilingual MWE pairs for German-English and Chinese-English respectively after filtering. We examine the quality of these extracted bilingual MWEs in MT experiments. Our initial experiments applying MWEs in MT show improved translation performances on MWE terms in qualitative analysis and better general evaluation scores in quantitative analysis, on both German-English and Chinese-English language pairs. We follow a standard experimental pipeline to create our MultiMWE corpora which are available online. Researchers can use this free corpus for their own models or use them in a knowledge base as model features

Providing Language Services in Small Health Care Provider Settings: Examples From the Field

Assesses recent innovations in language service programs and activities at healthcare provider settings with ten or fewer clinicians. Includes an eight-step plan to help providers develop a strategy to meet the needs of their patients

An intelligent computer- based tutoring approach for the management of negative transfer

This research addresses how a prototype of a language tutoring system, the Chinese Tutor, tackles the practical problem of negative transfer (i.e. mother tongue influence) in the learning of Chinese grammar by English-speaking students. The design of the Chinese Tutor has been based on the results of empirical studies carried out as part of this research. The results of the data analysis show that negative transfer can be used to account for almost 80% of the errors observed in the linguistic output of students in their study of Chinese. If the students can be helped to overcome these errors, the standard of their Chinese will be greatly improved. In this research, an approach of Intelligent Language Tutoring Systems (ILTSs) has been adopted for handling negative transfer. This is because there are several advantages of ILTSs, including interactive learning, highly individualised instruction and student-centred instruction [Wyatt 1984 .The Chinese Tutor contains five main components: the Expert Model, which contains all the linguistic knowledge for tutoring and serves as a standard for evaluating the student's performance; the Student Model, which collects information on the student's performance; the Diagnoser, which detects different types of error made by the student; the Tutor Model, which plans student learning, makes didactic decisions and chooses an appropriate tutorial strategy based on the student’s performance; and the Interface Module, which communicates between the student and the system. A general and robust solution to the treatment of negative transfer, i.e. the technique of Mixed Grammar has been devised. The rules in this grammar can be applied to detect arbitrary transfer errors by using a general set of rules. A number of students in the Department of East Asian Studies at the University of Durham have used the Chinese Tutor with positive results

Metro Richmond Latino Health Services & Resource Guide – 2006

This Guide was produced by the VCU Institute for Women’s Health, VCU Center on Health Disparities, and CLAS Act Virginia as a resource for the fall 2006 Latino Health Summit: Latino Cultures and Beliefs in Health Care. The purpose of this Guide is to provide a practical tool for community health care professionals to use in their work by assisting in cataloguing key provider and patient resources and services. The guide will be posted on the VCU Institute for Women’s Health and VCU Center on Health Disparities websites, which will be updated on a regular basis

Comparative Human and Automatic Evaluation of Glass-Box and Black-Box Approaches to Interactive Translation Prediction

Interactive translation prediction (ITP) is a modality of computer-aided translation that assists professional translators by offering context-based computer-generated continuation suggestions as they type. While most state-of-the-art ITP systems follow a glass-box approach, meaning that they are tightly coupled to an adapted machine translation system, a black-box approach which does not need access to the inner workings of the bilingual resources used to generate the suggestions has been recently proposed in the literature: this new approach allows new sources of bilingual information to be included almost seamlessly. In this paper, we compare for the first time the glass-box and the black-box approaches by means of an automatic evaluation of translation tasks between related languages such as English–Spanish and unrelated ones such as Arabic–English and English–Chinese, showing that, with our setup, 20%–50% of keystrokes could be saved using either method and that the black-box approach outperformed the glass-box one in five out of six scenarios operating under similar conditions. We also performed a preliminary human evaluation of English to Spanish translation for both approaches. On average, the evaluators saved 10% keystrokes and were 4% faster with the black-box approach, and saved 15% keystrokes and were 12% slower with the glass-box one; but they could have saved 51% and 69% keystrokes respectively if they had used all the compatible suggestions. Users felt the suggestions helped them to translate faster and easier. All the tools used to perform the evaluation are available as free/open–source software.Work partially funded by the Generalitat Valenciana through grant ACIF/2014/365, the Spanish government through project EFFORTUNE (TIN2015-69632-R), and by the Government of the Republic of Kazakhstan

Exploring the effectiveness of ChatGPT-based feedback compared with teacher feedback and self-feedback: Evidence from Chinese to English translation

ChatGPT,a cutting-edge AI-powered Chatbot,can quickly generate responses on given commands. While it was reported that ChatGPT had the capacity to deliver useful feedback, it is still unclear about its effectiveness compared with conventional feedback approaches,such as teacher feedback (TF) and self-feedback (SF). To address this issue, this study compared the revised Chinese to English translation texts produced by Chinese Master of Translation and Interpretation (MTI) students,who learned English as a Second/Foreign Language (ESL/EFL), based on three feedback types (i.e., ChatGPT-based feedback, TF and SF). The data was analyzed using BLEU score to gauge the overall translation quality as well as Coh-Metrix to examine linguistic features across three dimensions: lexicon, syntax, and cohesion.The findings revealed that TF- and SF-guided translation texts surpassed those with ChatGPT-based feedback, as indicated by the BLEU score. In terms of linguistic features,ChatGPT-based feedback demonstrated superiority, particularly in enhancing lexical capability and referential cohesion in the translation texts. However, TF and SF proved more effective in developing syntax-related skills,as it addressed instances of incorrect usage of the passive voice. These diverse outcomes indicate ChatGPT's potential as a supplementary resource, complementing traditional teacher-led methods in translation practice