Structural Analysis of Instruction Utterances

Abstract. In realizing video retrieval system, the crucial point is how to provide an effective access method of video contents. This paper fo-cuses on Japanese cooking instruction utterances and describes a method of analyzing structure of them, which leads to a summary of video. We detect a hierarchical structure of video contents by using linguistic and visual information. We found that the integration of visual information can improve the detection of task units better than using linguistic in-formation alone.

Fostering collaborative knowledge construction with visualization tools

This study investigates to what extent collaborative knowledge construction can be fostered by providing students with visualization tools as structural support. Thirty-two students of Educational Psychology took part in the study. The students were subdivided into dyads and asked to solve a case problem of their learning domain under one of two conditions: 1) with content-specific visualization 2) with content-unspecific visualization. Results show that by being provided with a content-specific visualization tool, both the process and the outcome of the cooperative effort improved. More specifically, dyads under that condition referred to more adequate concepts, risked more conflicts, and were more successful in integrating prior knowledge into the collaborative solution. Moreover, those learning partners had a more similar individual learning outcome

Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257

In a large scale survey of teachers’ perceptions of the challenges they face in teaching English to young primary school learners (Copland, Garton, & Burns, 2014), some of the key issues that are identified are as follows: teaching speaking, using only English in the classroom, enhancing motivation, maintaining discipline, catering for different individual needs (including special educational needs), dealing with parents, and teaching grammar as well as reading and writing. The relevance of Early Instructed Second Language Acquisition, edited by Rokita-Jaśkow and Ellis, is clearly shown by the fact that it addresses most of these central issues

The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning

There has been considerable research concerning peer interaction and the acquisition of children's scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children's scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget's (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children's learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning

Dialogue Act Recognition via CRF-Attentive Structured Network

Dialogue Act Recognition (DAR) is a challenging problem in dialogue interpretation, which aims to attach semantic labels to utterances and characterize the speaker's intention. Currently, many existing approaches formulate the DAR problem ranging from multi-classification to structured prediction, which suffer from handcrafted feature extensions and attentive contextual structural dependencies. In this paper, we consider the problem of DAR from the viewpoint of extending richer Conditional Random Field (CRF) structural dependencies without abandoning end-to-end training. We incorporate hierarchical semantic inference with memory mechanism on the utterance modeling. We then extend structured attention network to the linear-chain conditional random field layer which takes into account both contextual utterances and corresponding dialogue acts. The extensive experiments on two major benchmark datasets Switchboard Dialogue Act (SWDA) and Meeting Recorder Dialogue Act (MRDA) datasets show that our method achieves better performance than other state-of-the-art solutions to the problem. It is a remarkable fact that our method is nearly close to the human annotator's performance on SWDA within 2% gap.Comment: 10 pages, 4figure

Explicitness and ellipsis as features of conversational style in British English and Ecuadorian Spanish

In this article I examine differences in conversational style between British English and Ecuadorian Spanish which can be the source of communication conflict among speakers of these two languages in telephone conversations, and, presumably in other types of interaction. I look at the language of mediated and non-mediated telephone conversations and examine one feature that interacts with indirectness, i.e., the degree of explicitness participants employ to realize similar acts or moves in the two languages. In non-mediated telephone interactions both British English and Ecuadorian Spanish speakers appear to display a preference for the use of explicitness in formulating various telephone management moves. On the other hand, in mediated interactions, while the British appear to favour explicitness, Ecuadorians in the present study, make use of elliptical forms. The latter, however, tend to be accompanied by deference markers. Differences in the use of explicit and elliptical utterances are interpreted as reflecting that, in certain types of interactions, Ecuadorians favour a style that can be characterized as fast and deferential, but possibly rather abrupt to the English, whereas the latter appear to favour a less hurried style which emphasizes the expression of consideration rather than deference