Developing Learning System in Pesantren The Role of ICT

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance

Analyzing Granger causality in climate data with time series classification methods

Attribution studies in climate science aim for scientifically ascertaining the influence of climatic variations on natural or anthropogenic factors. Many of those studies adopt the concept of Granger causality to infer statistical cause-effect relationships, while utilizing traditional autoregressive models. In this article, we investigate the potential of state-of-the-art time series classification techniques to enhance causal inference in climate science. We conduct a comparative experimental study of different types of algorithms on a large test suite that comprises a unique collection of datasets from the area of climate-vegetation dynamics. The results indicate that specialized time series classification methods are able to improve existing inference procedures. Substantial differences are observed among the methods that were tested

Science and religion as languages: using the "language" metaphor to understand science, religion, and their relationship

In the field of science and religion, there is a need for a model that represents the dynamic science-religion interface without curtailing its rich complexities. This thesis proposes the “language” metaphor to describe and explore science, religion, and their relationship and sets out to assess its potential in this respect by considering its application in six areas of interest—namely, the definition of language; its changes over time; variations within languages; the relation between language and worldview; the relation of language, identity and power; and the significance of bilingualism and the role of translation. The systematic exploration of the metaphor reveals the multidimensional aspects of science and religion. Science and religion can both be seen as systems of communication made of mental constructs and rules. Science excels in communicating the knowledge of the physical world, while religion conveys faith, meaning, and life orientation. Science and religion change over time in response to factors that shift the needs of the linguistic community. Science and religion also structure people’s experiences of the world and shape their worldviews. Moreover, science and religion help to form people’s identities and power relations. The metaphor also yields an understanding of the fluid and dynamic science-religion relationship. When seen as languages, science and religion are not always in conflict or separated independently. Rather, for bilinguals, they are an integrated whole, used for different purposes and in different contexts, and conveying advantages such as cultural sensitivity and an expanded worldview. Bilinguals can facilitate the science-religion dialogue as translators who relay accurate information between different communities. It is concluded that the “language” metaphor is an innovative model that not only provides a helpful way of envisaging the complexities of the science-religion relationship but also advances the quest for understanding through perceiving a wide range of connections and associations

KEER2022

Avanttítol: KEER2022. DiversitiesDescripció del recurs: 25 juliol 202

Languaging School into Being : A Discourse Analysis of Online ELA Classes Within the Context of the COVID-19 Pandemic

At the beginning of the COVID-19 pandemic, school buildings across the United States shut their doors and transitioned students and teachers to remote learning, most often utilizing internet-based technology to provide either asynchronous or synchronous lessons. I was a high school English Language Arts teacher in Stone Valley School District in Northeastern New Jersey when the unprecedented school closures moved my classes online for the remainder of the 2019-2020 school year. As a teacher researcher who specialized in New Literacy Studies, I was particularly sensitive to how students and I used technology to continue lessons after the school building shut its doors. At first, students and I interfaced using the multimedia components of the BigBlueButton platform, an interface which my school district had mandated that teachers use to host synchronous classroom lessons. Soon enough, however, I noticed that students were more frequently turning off their cameras and microphones, sitting in unseen silence on the other end of their school-issued laptops; however, as the cameras and microphones were turned off, the Public Chat box came to life as students began to write messages as their means of participating in class. Without school buildings, classrooms, whiteboards, classroom desks, passing time, or athletics, “school” nevertheless continued on. I came to the realization that the pandemic had yielded a unique circumstance—a critical instance—during which a teacher researcher could explore the fundamental components of what made “school” (i.e., the institution of school) into what it was. Furthermore, since school now comprised, nearly entirely, dialogue between myself and my students, I started to conceive of school as something “languaged into being” by individuals who were interacting in roles along certain ways with words. I began to save the Public Chat transcripts, email messages, and notes pages that emerged from 47 synchronous sessions for three Grade 10 English Language Arts classes from March to June 2020. Using discourse analysis to unpack the ways in which language was used in the Public Chat, I found that students and I had indeed made discursive moves that languaged school into being. Students, for example, wrote in ways that positioned themselves to appear to me as “good” students, those who show to the teacher compliance, achievement, and perceived intelligence. Both students and I also seemed to write under the assumption of routinized habits and routines according to what we believed an English Language Arts class to be. Even when students used non-standard or untraditional discursive moves (e.g., emoji), they did so in ways that anchored them to the curriculum. And in the case of a student who used an expletive in class, it was other students who admonished him and circumscribed his behavior. Although language was how school appeared to be conjured into being through the dialectic among students and me—as might be expected from a social constructivist epistemology—there were also deeper structures at play that, perhaps, manifested the linguistic moves. The limitations and design of BigBlueButton interface, for example, reproduced traditional classroom learning styles rather than harnessing the full extent of the internet’s capabilities. Buoyed by counternarratives in the media about failing schools and ‘learning loss’ during the pandemic, an adherence to schedules, deadlines, and curricula strongly continued to reify school grades as important markers of success for my students. Furthermore, what I have called social routines—ways in which individuals habitually interact with tools and technology (broadly encompassing both new and old forms of technology)—manifested certain ways of engaging in roles, such as teacher and student. With the initial lockdown of the COVID-19 pandemic now in the past, fully online classes for public high school students have become an anomaly of a particular critical instance in history in retrospect. Still, the ways that students and their teacher interacted during these lessons as seen in the discursive moves that people use to language school into being, sheds light on the deeper structures and social routines of schooling that operate on a daily basis. Such insights may help future researchers, whether they examine in person or online schools, to identify social routines, mappable through discourse analysis, that individuals perform as ways of taking part in the educational system. This may be of particular interest for demographics in which these discursive moves and social routines do not appear, for it suggests that there are particular ways of using language that perpetuate the institution of school. Individuals who are predisposed to these habits and routines may be better able to succeed in schools, for they can not only anticipate what is to come in classes, but they also work synergistically with teachers to literally bring a certain kind of education into existence

Why you do not adore you in Hungarian

This paper provides an overview of the pronominal coding of local coreference relations in Hungarian. In Hungarian, unlike in English, personal pronouns do not normally take local antecedents even if favourable pragmatic conditions are available. The paper argues that complex forms of the reflexive anaphor are used for the coding of local coreference, and they outcompete, as it were, personal pronouns in this function

The Austronesian languages

This is a revised edition of the 2009 The Austronesian languages, which was published as a paperback in the then Pacific Linguistics series (ISBN 9780858836020). This revision includes typographical corrections, an improved index, and various minor content changes. The release of the open access edition serves to meet the strong ongoing demand for this important handbook, of which only 200 copies of the first edition were printed. This is the first single-authored book that attempts to describe the Austronesian language family in its entirety. Topics covered include: the physical and cultural background, official and national languages, largest and smallest languages in all major geographical regions, language contact, sound systems, linguistic palaeontology, morphology, syntax, the history of scholarship on Austronesian languages, and a critical assessment of the reconstruction of Proto Austronesian phonology.Australian National University, College of Asia and the Pacifi