Hacking Smart Machines with Smarter Ones: How to Extract Meaningful Data from Machine Learning Classifiers

Machine Learning (ML) algorithms are used to train computers to perform a variety of complex tasks and improve with experience. Computers learn how to recognize patterns, make unintended decisions, or react to a dynamic environment. Certain trained machines may be more effective than others because they are based on more suitable ML algorithms or because they were trained through superior training sets. Although ML algorithms are known and publicly released, training sets may not be reasonably ascertainable and, indeed, may be guarded as trade secrets. While much research has been performed about the privacy of the elements of training sets, in this paper we focus our attention on ML classifiers and on the statistical information that can be unconsciously or maliciously revealed from them. We show that it is possible to infer unexpected but useful information from ML classifiers. In particular, we build a novel meta-classifier and train it to hack other classifiers, obtaining meaningful information about their training sets. This kind of information leakage can be exploited, for example, by a vendor to build more effective classifiers or to simply acquire trade secrets from a competitor's apparatus, potentially violating its intellectual property rights

Eye dialect. Literary device and problems in Spanish translation.

En este trabajo, estudio el Dialecto Visual como recurso literario y los problemas que plantea en su traducción al español. Para empezar, examino el Dialecto Visual como técnica literaria para definir los rasgos dialectales de los personajes de una obra literaria. Los autores usan las competencias grafo- fonémicas de los lectores para dibujar ortográficamente las pronunciaciones dialectales de los personajes. El desarrollo del trabajo consiste en el análisis de nueve obras literarias en las cuales distingo entre dos tipos de manipulación: Dialecto Visual, propiamente dicho, y Dialecto Cuasifonético. Por último, considero esta técnica en las traducciones españolas de las mismas obras para comprobar cómo los traductores se enfrentan al Dialecto Visual en español. Los resultados de este análisis muestran a los lectores la relevancia del Dialecto Visual como recurso literario y los métodos utilizados por los escritores para aplicar está técnica en textos literarios.Departamento de Filología InglesaGrado en Estudios Inglese

The contribution of individual differences to L2 pronunciation learning: Insights from research and pedagogical implications

Adult second language (L2) learning often exhibits great variability in its rate and outcome. Although research shows that learning trajectories are partly shaped by social and contextual factors (e.g. Larson-Hall, 2008), certain learner factors play an important role in enhancing L2 pronunciation learning by helping L2 learners notice and process input efficiently, whereas certain learner factors may impede L2 pronunciation learning by impairing attention control or slowing down L2 input processing. Therefore, in order for language teachers to provide effective instruction and help their students improve their L2 pronunciation proficiency, it is beneficial for them to understand the differential impact of learner characteristics on L2 learning and adapt such understanding to their instruction and learning activities. The aim of the current article is to provide a review of existing studies that have explored individual differences (IDs) in relation to L2 pronunciation acquisition and to present implications for effective L2 pronunciation teaching. The article begins with an introduction of the paradigm shift in L2 pronunciation research and the conceptual framework of ID proposed by Dörnyei (2009). This is followed by a summary of the processes involved in L2 pronunciation learning. The third section focuses on the characteristics of four IDs that have been found to influence the development of L2 pronunciation. Those IDs include foreign language learning aptitude (e.g. Saito and Hanzawa, 2016), musical aptitude (e.g. Milovanov et al., 2010), L2 learning motivation (e.g. Moyer, 1999) and anxiety (e.g. Baran-Łucarz, 2016). Based on the discussion in the third section, the last section will offer various applications of IDs research findings to L2 pronunciation instruction (e.g. instructional approaches, feedback, and pronunciation syllabi) for successful L2 pronunciation teaching

Regional and foreign accent processing in English: can listeners adapt?

Recent data suggest that the first presentation of a foreign accent triggers a delay in word identification, followed by a subsequent adaptation. This study examines under what conditions the delay resumes to baseline level. The delay will be experimentally induced by the presentation of sentences spoken to listeners in a foreign or a regional accent as part of a lexical decision task for words placed at the end of sentences. Using a blocked design of accents presentation, Experiment 1 shows that accent changes cause a temporary perturbation in reaction times, followed by a smaller but long-lasting delay. Experiment 2 shows that the initial perturbation is dependent on participants' expectations about the task. Experiment 3 confirms that the subsequent long-lasting delay in word identification does not habituate after repeated exposure to the same accent. Results suggest that comprehensibility of accented speech, as measured by reaction times, does not benefit from accent exposure, contrary to intelligibility

Listener Background in L2 Speech Evaluation

Listeners are integral parts of second language (L2) oral performance assessment. However, evaluation of listeners is susceptible to listener background variables and biases. These variables and preexisting biases distort native speaker (NS) listeners’ perceptions of non-native speakers’ (NNSs) speech performance and contribute errors into their oral performance assessment. Among listener background variables, listeners’ first language status, the amount of exposure to different English varieties, listeners’ educational background, prior language teaching experience, NNSs’ linguistic stereotyping, and listener attitude have been investigated in the literature and assumed to exert sizable amount of variation in speakers’ oral proficiency true scores. To minimize listeners’ bias in the assessment context, listeners are provided with intensive training programs in which they are trained how to rate NNSs’ speech more objectively utilizing scoring rubrics. To mediate listeners’ bias in social contexts, the literature has provided strands of evidence in favor of structured intergroup contact programs, which are inoculations particularly devised to improve NSs’ attitude, thereby making them more receptive to NNSs’ English varieties. To enhance L2 listeners’ self-efficacy and foster their autonomy, L2 instructors are encouraged to emphasize explicit instruction of listening strategies

Mandarin Chinese as a Second Language: A Review of Literature

Mandarin Chinese has become increasing prevalent in the modern world. Accordingly, research of Chinese as a second language has developed greatly over the past few decades. This paper reviews research on the difficulties of acquiring a second language in general and research that specifically details the difficulty of acquiring Chinese as a second language. Based on this research, the author also reveals some areas that should be researched further in order to advance the field

Developing intonation in children through storytelling technique

El siguiente proyecto de aula pretende reportar el impacto de la implementación en la técnica “Storytelling”, la cual consiste en una forma oral donde el relator lleva a cabo una historia con una audiencia en vivo (Phillips, 2013), con el fin de promover la entonación en la lengua inglesa, proporcionando a los estudiantes apoyo en el mejoramiento y corrección de la producción oral. Con el propósito de exponer a los estudiantes a la entonación de la lengua extranjera, los profesionales diseñaron tareas que incluían soporte visual (libros grandes ilustrados sin texto), suficiente input and output de entonación y buscaron la activación del conocimiento previo de los estudiantes. El estudio fue llevado a cabo en una escuela pública en Pereira, Colombia. Los participantes fueron 33 estudiantes de preescolar cuyas edades oscilaban entre los 4 y los 6 años. El grupo fue observado por cuarenta minutos durante seis clases. La observación de clase se realizó por medio de un formato previamente diseñado que fue utilizado como herramienta para la retroalimentación empleado por los implementadores del proyecto. Las reflexiones demostraron resultados sobre la importancia de planear y diseñar lecciones, incluyendo la técnica “Storytelling” para fomentar el desarrollo de la entonación en la lengua inglesa, además de fortalecer otras áreas de aprendizaje como vocabulario y habilidad de escucha. Por otro lado, a través de esta experiencia de los profesionales tuvieron la oportunidad de reflexionar sobre aspectos tales como el crecimiento profesional, respuestas de los estudiantes y resultados durante la implementación del proyecto de aula. Basado en lo anterior, la importancia de este estudio radica en que los resultados servirán para futuros estudios que implementen la técnica “storytelling” para el desarrollo de la entonación de la lengua inglesa en niños