Uncovering the myth of learning to read Chinese characters: phonetic, semantic, and orthographic strategies used by Chinese as foreign language learners

Oral Session - 6A: Lexical modeling: no. 6A.3Chinese is considered to be one of the most challenging orthographies to be learned by non-native speakers, in particular, the character. Chinese character is the basic reading unit that converges sound, form and meaning. The predominant type of Chinese character is semantic-phonetic compound that is composed of phonetic and semantic radicals, giving the clues of the sound and meaning, respectively. Over the last two decades, psycholinguistic research has made significant progress in specifying the roles of phonetic and semantic radicals in character processing among native Chinese speakers …postprin

(Dis)connections between specific language impairment and dyslexia in Chinese

Poster Session: no. 26P.40Specific language impairment (SLI) and dyslexia describe language-learning impairments that occur in the absence of a sensory, cognitive, or psychosocial impairment. SLI is primarily defined by an impairment in oral language, and dyslexia by a deficit in the reading of written words. SLI and dyslexia co-occur in school-age children learning English, with rates ranging from 17% to 75%. For children learning Chinese, SLI and dyslexia also co-occur. Wong et al. (2010) first reported on the presence of dyslexia in a clinical sample of 6- to 11-year-old school-age children with SLI. The study compared the reading-related cognitive skills of children with SLI and dyslexia (SLI-D) with 2 groups of children …postprin

Essential Speech and Language Technology for Dutch: Results by the STEVIN-programme

Computational Linguistics; Germanic Languages; Artificial Intelligence (incl. Robotics); Computing Methodologie

Satellite Workshop On Language, Artificial Intelligence and Computer Science for Natural Language Processing Applications (LAICS-NLP): Discovery of Meaning from Text

This paper proposes a novel method to disambiguate important words from a collection of documents. The hypothesis that underlies this approach is that there is a minimal set of senses that are significant in characterizing a context. We extend Yarowsky’s one sense per discourse [13] further to a collection of related documents rather than a single document. We perform distributed clustering on a set of features representing each of the top ten categories of documents in the Reuters-21578 dataset. Groups of terms that have a similar term distributional pattern across documents were identified. WordNet-based similarity measurement was then computed for terms within each cluster. An aggregation of the associations in WordNet that was employed to ascertain term similarity within clusters has provided a means of identifying clusters’ root senses

Speaking while listening: Language processing in speech shadowing and translation

Contains fulltext : 233349.pdf (Publisher’s version ) (Open Access)Radboud University, 25 mei 2021Promotores : Meyer, A.S., Roelofs, A.P.A.199 p

A Crosslinguistic/Cultural Perspective of Learning Chinese as a Foreign Language in Canadian Universities

This study examines adult student learning of Chinese as a foreign language (CFL) in a Canadian university context, focusing in particular on how students’ diverse prior language(s) and experiences influence their CFL learning and how student motivation develops. It aims at gaining a better understanding of the nature of adult CFL learning; at yielding pedagogic implications and raising questions for further research. Framed by sociocultural theory and cognitive linguistic perspectives, the research was guided by the following questions: 1) What elements of Chinese as a foreign language challenge student learning? 2) How do students’ prior language(s) and language learning experience influence their CFL learning? 3) How does student motivation influence CFL learning and develop in CFL study? This is a qualitative multicase study with university students in Canada studying Chinese as a foreign language. Multiple data collection methods were employed such as survey, interviews, observation, and review of students’ written work. This study yielded the following pedagogic and research implications: The pedagogical implications for CFL curriculum development and pedagogical improvement point to: 1) the importance of pedagogic knowledge in CFL instruction; 2) the need to attune curriculum and syllabus to students’ learning characteristics, needs, interests, and expectations; 3) the need for commitment to prompt feedback on students’ assignments; 4) the importance of identifying opportunities for experiential learning to stimulate student motivation; and 5) the importance of offering students socio-psychological support in addition to academic support; as well as 6) encouraging peer collaboration. Specific to CFL instruction, the study indicates the need to pay particular attention to the teaching of Chinese tones and characters. The implications for further research can be focused on the inquiries into: 1) comparison of the errors by students from different language backgrounds (e.g. Oriental languages and European languages) to capture the learning characteristics of CFL learning; 2) CFL learner internal and external conditions for transfer of prior knowledge; 3) learning motivation: the influence of different contexts on motivational intensity (e.g. CFL learning in China and Canada); or the influence of different motivational orientations on student achievement