Cross Language Text Classification via Subspace Co-Regularized Multi-View Learning

In many multilingual text classification problems, the documents in different languages often share the same set of categories. To reduce the labeling cost of training a classification model for each individual language, it is important to transfer the label knowledge gained from one language to another language by conducting cross language classification. In this paper we develop a novel subspace co-regularized multi-view learning method for cross language text classification. This method is built on parallel corpora produced by machine translation. It jointly minimizes the training error of each classifier in each language while penalizing the distance between the subspace representations of parallel documents. Our empirical study on a large set of cross language text classification tasks shows the proposed method consistently outperforms a number of inductive methods, domain adaptation methods, and multi-view learning methods.Comment: Appears in Proceedings of the 29th International Conference on Machine Learning (ICML 2012

AN INTERCULTURAL PERSPECTIVE OF ERROR CORRECTION AND STUDENT LEARNING IN ENGLISH AS A FOREIGN LANGUAGE CONTEXT

Error correction is an essential component of language learning. It takes different forms that can affect language learning either positively or negatively. In the foreign language learning context, where the classroom is the only environment where the learners encounter the target language, error correction must be central to learning. It can easily be a demotivation factor to language learning. In this paper, the author examines error correction in High schools in Burkina Faso. The article explores how teachers deal with error corrections in the classroom and error treatment on student learning. The author conducted a qualitative study using classroom observations and interviews with teachers and students as data collection methods.  Article visualizations

Language transfer as a learning strategy: a case study in interlanguage

This study is an attempt to show that language transfer is a notion which is still relevant in a theory of language learning, at least in a formal multilingual educational setting. The first chapter, which is the background -against which the problem of language transfer is perceived, deals mainly with the different views of errors from contrastive analysis to error analysis. The second chapter deals with the methodology used for the collection of data, the data themselves, the subjects and the setting. And finally, in the last chapter, the problems linked with a theory of language learning seen from the learner's standpoint are studied. The advantages the teacher can show from a knowledge of interlanguage theory are briefly examined too in the last part

The effects of written languaging on new essay writing：a qualitative analysis

According to Swain（2006）, providing learners with the opportunity to language about or reflect on their developing linguistic knowledge in the course of L2 learning mediates L2 learning and development. In second language acquisition（SLA）research, languaging（e.g., collaborative dialogue, private speech）has been suggested as playing a crucial role in learning a second language（L2）. This study explored the effects of written languaging（ i.e., written self-explanations） about written corrective feedback provided on draft essays written by 24 Japanese learners of English. The effect of written languaging was assessed by new essay writing. The effect of written languaging in improving accuracy depended on error types such as articles and conditionals. In this article, I argue that L2 teachers may wish to ask their students to reflect, in diaries, journals, and portfolios, on the linguistic problems they have encountered during classroom activities

Modelling children's negation errors using probabilistic learning in MOSAIC.

Cognitive models of language development have often been used to simulate the pattern of errors in children’s speech. One relatively infrequent error in English involves placing inflection to the right of a negative, rather than to the left. The pattern of negation errors in English is explained by Harris & Wexler (1996) in terms of very early knowledge of inflection on the part of the child. We present data from three children which demonstrates that although negation errors are rare, error types predicted not to occur by Harris & Wexler do occur, as well as error types that are predicted to occur. Data from MOSAIC, a model of language acquisition, is also presented. MOSAIC is able to simulate the pattern of negation errors in children’s speech. The phenomenon is modelled more accurately when a probabilistic learning algorithm is used

Translation into any natural language of the error messages generated by any computer program

Since the introduction of the Fortran programming language some 60 years ago, there has been little progress in making error messages more user-friendly. A first step in this direction is to translate them into the natural language of the students. In this paper we propose a simple script for Linux systems which gives word by word translations of error messages. It works for most programming languages and for all natural languages. Understanding the error messages generated by compilers is a major hurdle for students who are learning programming, particularly for non-native English speakers. Not only may they never become "fluent" in programming but many give up programming altogether. Whereas programming is a tool which can be useful in many human activities, e.g. history, genealogy, astronomy, entomology, in many countries the skill of programming remains confined to a narrow fringe of professional programmers. In all societies, besides professional violinists there are also amateurs. It should be the same for programming. It is our hope that once translated and explained the error messages will be seen by the students as an aid rather than as an obstacle and that in this way more students will enjoy learning and practising programming. They should see it as a funny game.Comment: 14 pages, 1 figur

Kesalahan Pengucapan Vokal Bahasa Inggris Mahasiswa 'Kelas Berbicara' UIN Sunan Gunung Djati

Error pronunciation is one of the language learning processes. It may happen to all of the language learners, especially in learning a foreign language which the goal is to have more than one language in language skill. This research aims to describe the types of error pronunciation of English vowels which is spoken by ‘Speaking Class’ students in the Language Center of UIN Sunan Gunung Djati. The method used in this research is the descriptive qualitative method. This research uses the combination of vowel theories from Roach, McMahon, and Kelly, as well as the error analysis theory from Brown and Crystal. Based on the result, there are three types of error pronunciation of English, namely vowel addition of [e], [ɪ], [a], [ɜː], [ə]; vowel substitution of [ə], [æ], [uː], [ɔː], [ɪ], [iː], [e], [ʌ], [ɑː], [ɒ], [ɜː], [aɪ], [aʊ], [ɪə], [eɪ], [əʊ], [ɔɪ], [eə], [aʊə]; and vowel omission of [ɪ], [ə], [a], [e].Error pronunciation is one of the language learning processes. It may happen to all of the language learners, especially in learning a foreign language which the goal is to have more than one language in language skill. This research aims to describe the types of error pronunciation of English vowels which is spoken by ‘Speaking Class’ students in the Language Center of UIN Sunan Gunung Djati. The method used in this research is the descriptive qualitative method. This research uses the combination of vowel theories from Roach, McMahon, and Kelly, as well as the error analysis theory from Brown and Crystal. Based on the result, there are three types of error pronunciation of English, namely vowel addition of [e], [ɪ], [a], [ɜː], [ə]; vowel substitution of [ə], [æ], [uː], [ɔː], [ɪ], [iː], [e], [ʌ], [ɑː], [ɒ], [ɜː], [aɪ], [aʊ], [ɪə], [eɪ], [əʊ], [ɔɪ], [eə], [aʊə]; and vowel omission of [ɪ], [ə], [a], [e]

Error Analysis in the Teaching of English

The main purpose of this article is to discuss the importance of error analysis in the teaching of English as a foreign language. Although errors are bad things in learning English as a foreign language%2C error analysis is advantageous for both learners and teachers. For learners%2C error analysis is needed to show them in what aspect in grammar which is difficult for them%2C where as for teachers%2C it is required to evaluate themselves whether they are successful or not in teaching English.%0D%0AIn this article%2C the writer presented some English sentences containing grammatical errors. These grammatical errors were analyzed based on the theories presented by the linguists. This analysis aimed at showing the students the causes and kinds of the grammatical errors. By this way%2C the students are expected to increase their knowledge on the English grammar. Abstract in Bahasa Indonesia : errors%2C+mistake%2C+over+orrer%2C+covert+error%2C+interference%2C+overgeneralization%2C+grammar%2C+interlingual%2C+intralingual%2C+idiosyncrasies