54,465 research outputs found

    Authorship Identification in Bengali Literature: a Comparative Analysis

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    Stylometry is the study of the unique linguistic styles and writing behaviors of individuals. It belongs to the core task of text categorization like authorship identification, plagiarism detection etc. Though reasonable number of studies have been conducted in English language, no major work has been done so far in Bengali. In this work, We will present a demonstration of authorship identification of the documents written in Bengali. We adopt a set of fine-grained stylistic features for the analysis of the text and use them to develop two different models: statistical similarity model consisting of three measures and their combination, and machine learning model with Decision Tree, Neural Network and SVM. Experimental results show that SVM outperforms other state-of-the-art methods after 10-fold cross validations. We also validate the relative importance of each stylistic feature to show that some of them remain consistently significant in every model used in this experiment.Comment: 9 pages, 5 tables, 4 picture

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

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    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

    Methods to integrate a language model with semantic information for a word prediction component

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    Most current word prediction systems make use of n-gram language models (LM) to estimate the probability of the following word in a phrase. In the past years there have been many attempts to enrich such language models with further syntactic or semantic information. We want to explore the predictive powers of Latent Semantic Analysis (LSA), a method that has been shown to provide reliable information on long-distance semantic dependencies between words in a context. We present and evaluate here several methods that integrate LSA-based information with a standard language model: a semantic cache, partial reranking, and different forms of interpolation. We found that all methods show significant improvements, compared to the 4-gram baseline, and most of them to a simple cache model as well.Comment: 10 pages ; EMNLP'2007 Conference (Prague

    Vocabulary knowledge and reading

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    Includes bibliographical references (p. 35-43)Supported in part by the National Institute of Education under contract no. US-NIE-C-400-76-011

    An Efficient Probabilistic Deep Learning Model for the Oral Proficiency Assessment of Student Speech Recognition and Classification

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    Natural Language Processing is a branch of artificial intelligence (AI) that focuses on the interaction between computers and human language. Speech recognition systems utilize machine learning algorithms and statistical models to analyze acoustic features of speech, such as pitch, duration, and frequency, to convert spoken words into written text. The Student English Oral Proficiency Assessment and Feedback System provides students with a comprehensive evaluation of their spoken English skills and offers tailored feedback to help them improve. It can be used in language learning institutions, universities, or online platforms to support language education and enhance oral communication abilities. In this paper constructed a framework stated as Latent Dirichlet Integrated Deep Learning (LDiDL) for the assessment of student English proficiency assessment. The system begins by collecting a comprehensive dataset of spoken English samples, encompassing various proficiency levels. Relevant features are extracted from the samples, including acoustic characteristics and linguistic attributes. Leveraging Latent Dirichlet Allocation (LDA), the system uncovers latent topics within the data, enabling a deeper understanding of the underlying themes present in the spoken English. To further enhance the analysis, a deep learning model is developed, integrating the LDA topics with the extracted features. This model is trained using appropriate techniques and evaluated using performance metrics. Utilizing the predictions made by the model, the system generates personalized feedback for each student, focusing on areas of improvement such as vocabulary, grammar, fluency, and pronunciation. Simulation mode uses the native English speech audio for the LDiDL training and classification. The experimental analysis stated that the proposed LDiDL model achieves an accuracy of 99% for the assessment of English Proficiency
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