Challenges in context-aware mobile language learning: the MASELTOV approach

Smartphones, as highly portable networked computing devices with embedded sensors including GPS receivers, are ideal platforms to support context-aware language learning. They can enable learning when the user is en-gaged in everyday activities while out and about, complementing formal language classes. A significant challenge, however, has been the practical implementation of services that can accurately identify and make use of context, particularly location, to offer meaningful language learning recommendations to users. In this paper we review a range of approaches to identifying context to support mobile language learning. We consider how dynamically changing aspects of context may influence the quality of recommendations presented to a user. We introduce the MASELTOV project’s use of context awareness combined with a rules-based recommendation engine to present suitable learning content to recent immigrants in urban areas; a group that may benefit from contextual support and can use the city as a learning environment

Games and turns:considering context in language use

This paper considers the ways in which Wittgenstein’s (1958) later philosophy and his ideas on language games, as well as Sacks’ (1992) work on conversational turns, has been applied in relation to the notion of context in language use discourse studies, and in particular discursive psychology. In terms of the application of Wittgenstein, I argue that it is not simply the case that he is referring to different language games as different interactional contexts, but rather that he is making a much more complex point concerning language use by competent users within a given game. In the case of Sacks, I argue that turns within conversation cannot be simply read of as evidence of a particular (inter-)action on the analyst’s part but rather must be considered in terms of how interlocutors render to one another the intelligibility of “what is going on” within the ordering of turns

Two perspectives on the language of special needs computing: towards a shared view

This paper reviews and examines the language used in literature that describes the educational and therapeutic use of microcomputers with people who have special needs. In the language of special needs computing two perspectives are identified. One perspective focuses on the microcomputer technology while the other focuses on the microcomputer user. While the language of both perspectives acknowledges the value of microcomputers, each perspective moves towards an acknowledgement that microcomputer use needs to be placed in an environmental context. This move in both language sets reflects an increasing focus on the potential barriers to microcomputer use. <br/

Controlled Rewriting Using Productions and Reductions

We investigate context-free grammars the rules of which can be used in a productive and in a reductive fashion, while the application of these rules is controlled by a regular language. We distinguish several modes of derivation for this kind of grammar. The resulting language families (properly) extend the family of context-free languages. We establish some closure properties of these language families and some grammatical transformations which yield a few normal forms for this type of grammar. Finally, we consider some special cases (viz. the context-free grammar is linear or left-linear), and generalizations, in particular, the use of arbitrary rather than regular control languages

Controlled Bidirectional Grammars

We investigate context-free grammars the rules of which can be used in a productive and in a reductive fashion, while the application of these rules is controlled by a regular language. We distinguish several modes of derivation for this kind of grammar. The resulting language families (properly) extend the family of context-free languages. We establish some closure properties of these language families and some grammatical transformations which yield a few normal forms for this type of grammar. Finally, we consider some special cases (viz. the context-free grammar is linear or left-linear), and generalizations, in particular, the use of arbitrary rather than regular control languages

LANGUAGE CHOICE IN MULTINGUAL COMMUNITIES

This article describe about language varieties in multilingual communities in the norm context . The paper are contains: (1) Introduction (2) Speech Community and Linguistic Repertoire (3) Domain of Language Use (4) Diglossia (5) Polyglossia (7) Code Mixing (8) Code Switching (9) Conclusion. The writer want to explain about varieties of language in daily conversation

Situating Grammar Instruction in the World Language Classroom: Four Content-Enriched Strategies

The role of grammar instruction in promoting communicative competence continues to be a controversial issue for the world language classroom teacher. Second language acquisition research suggests that critical to sustained progress in language use is a focus on form, which we define as attention to linguistic form in the context of performing a communicative task. We therefore offer here four content-enriched strategies for situating grammar in a communicative context: textual enhancement, input flood, structured input, and dictogloss. We present these tasks and activities within the framework of the Standards for Foreign Language Learning in the 21st Century (SFLL, 2006) to illustrate how a standards-based approach that integrates form-focused instruction with content increases student achievement in the target language

Complexity-entropy analysis at different levels of organization in written language

Written language is complex. A written text can be considered an attempt to convey a meaningful message which ends up being constrained by language rules, context dependence and highly redundant in its use of resources. Despite all these constraints, unpredictability is an essential element of natural language. Here we present the use of entropic measures to assert the balance between predictability and surprise in written text. In short, it is possible to measure innovation and context preservation in a document. It is shown that this can also be done at the different levels of organization of a text. The type of analysis presented is reasonably general, and can also be used to analyze the same balance in other complex messages such as DNA, where a hierarchy of organizational levels are known to exist

Blistering barnacles! What language do multilinguals swear in?!

The present contribution focuses on the effects of language dominance / attrition, context of acquisition, age of onset of learning, frequency of general use of a language and sociodemographic variables on self-reported language choice for swearing. The analysis is based on a database to which 1039 multilinguals contributed through a web based questionnaire. Results suggest that, according to the self-reports, swearing happens most frequently in the multilinguals’ dominant language. Mixed instruction, an early start in the learning process, and frequent use of a language all contribute to the choice of that language for swearing. Sociodemographic variables were not found to have any effect. Frequency of language choice for swearing was found to be positively correlated with perceived emotional force of swearwords in that language. Quantitative results based on answers to close-ended questions corresponded to participants’ responses to open-ended questions