27,580 research outputs found
THE IMPLICATION ON TEACHING EFL (ENGLISH FOREIGN LANGUAGE) READING FUN TO VARIOUS LEVELS OF INDONESIAN STUDENTS
For some students, EFL (English Foreign Language) reading is one of the most
uninteresting subjects because it can make them bored easily. Kweldju (1996) found that
students were not interested in reading although they thought some texts books were useful
for their study. Meanwhile, English is a compulsory subject that must be studied by
Indonesian students. If they get bad to comprehend EFL reading, it means that their English
is still bad so that they cannot get the information from the reading text. The goal of the
teaching EFL reading in Indonesia is to comprehend the reading texts on which Indonesian
students must be able to read science-related texts written in English. This paper analyzes
some strategies such as metacognitive and extensive reading to make students enjoyable
when learning English reading
Survey on Evaluation Methods for Dialogue Systems
In this paper we survey the methods and concepts developed for the evaluation
of dialogue systems. Evaluation is a crucial part during the development
process. Often, dialogue systems are evaluated by means of human evaluations
and questionnaires. However, this tends to be very cost and time intensive.
Thus, much work has been put into finding methods, which allow to reduce the
involvement of human labour. In this survey, we present the main concepts and
methods. For this, we differentiate between the various classes of dialogue
systems (task-oriented dialogue systems, conversational dialogue systems, and
question-answering dialogue systems). We cover each class by introducing the
main technologies developed for the dialogue systems and then by presenting the
evaluation methods regarding this class
Deep Reinforcement Learning for Dialogue Generation
Recent neural models of dialogue generation offer great promise for
generating responses for conversational agents, but tend to be shortsighted,
predicting utterances one at a time while ignoring their influence on future
outcomes. Modeling the future direction of a dialogue is crucial to generating
coherent, interesting dialogues, a need which led traditional NLP models of
dialogue to draw on reinforcement learning. In this paper, we show how to
integrate these goals, applying deep reinforcement learning to model future
reward in chatbot dialogue. The model simulates dialogues between two virtual
agents, using policy gradient methods to reward sequences that display three
useful conversational properties: informativity (non-repetitive turns),
coherence, and ease of answering (related to forward-looking function). We
evaluate our model on diversity, length as well as with human judges, showing
that the proposed algorithm generates more interactive responses and manages to
foster a more sustained conversation in dialogue simulation. This work marks a
first step towards learning a neural conversational model based on the
long-term success of dialogues
THE IMPLICATION OF FUNCTIONAL THEORY IN TEACHING READING A DESCRIPTIVE TEXT FOR MIDDLE AGE STUDENTS (Functional Communication Activities in Language Teaching)
Functional theory views language as means of communication. So, communicative
competence is the goal of language teaching. One of the most characteristic features of
communicative language teaching is that it pays systemic attention to functional as well as
structural aspects of language, combining these into a more fully communicative view.
Teaching language as communication focuses on the ability to use language for different
purposes. In this article the writer focused on functional communication activities in
language teaching. The aim of this article is to know the implementation of functional
communication activities in teaching reading a descriptive text for middle age students
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