926 research outputs found

    Using big data approach to create a treebank of informal and formal Indonesian

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    The Poetry of Prompts: The Collaborative Role of Generative Artificial Intelligence in the Creation of Poetry and the Anxiety of Machine Influence

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    2022 has been heralded as the year of generative artificial intelligence AI Generative AI like ChatGPT and Stable Diffusion along with a host of others launched late in the year and immediately disrupted the status quo of the literary and artworlds leading to outcries to ban AI Art and spawning an entirely new market of NFTs Fears over the death of the artist and the death of college composition however are unfounded when considering the historical adoption of emerging technologies by creatives and the reconsideration of authorship that began with poststructuralism and the Foucauldian Death of the Author in 196

    Workshop Proceedings of the 12th edition of the KONVENS conference

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    The 2014 issue of KONVENS is even more a forum for exchange: its main topic is the interaction between Computational Linguistics and Information Science, and the synergies such interaction, cooperation and integrated views can produce. This topic at the crossroads of different research traditions which deal with natural language as a container of knowledge, and with methods to extract and manage knowledge that is linguistically represented is close to the heart of many researchers at the Institut für Informationswissenschaft und Sprachtechnologie of Universität Hildesheim: it has long been one of the institute’s research topics, and it has received even more attention over the last few years

    Mind the source data! : Translation equivalents and translation stimuli from parallel corpora

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    Statements like ‘Word X of language A is translated with word Y of language B’ are incorrect, although they are quite common: words cannot be translated, as translation takes place on the level of sentences or higher. A better term for the correspondence between lexical items of source texts and their matches in target texts would be translation equivalence (Teq). In addition to Teq, there exists a reverse relation—translation stimulation (Tst), which is a correspondence between the lexical items of target texts and their matches (=stimuli) in source texts. Translation equivalents and translation stimuli must be studied separately and based on natural direct translations. It is not advisable to use pseudo-parallel texts, i.e. aligned pairs of translations from a ‘hub’ language, because such data do not reflect real translation processes. Both Teq and Tst are lexical functions, and they are not applicable to function words like prepositions, conjunctions, or particles, although it is technically possible to find Teq and Tst candidates for such words as well. The process of choosing function words when translating does not proceed in the same way as choosing lexical units: first, a relevant construction is chosen, and next, it is filled with relevant function words. In this chapter, the difference between Teq and Tst will be shown in examples from Russian–Finnish and Finnish–Russian parallel corpora. The use of Teq and Tst for translation studies and contrastive semantic research will be discussed, along with the importance of paying attention to the nature of the texts when analysing corpus findings.acceptedVersionPeer reviewe

    Лексичний підхід до викладання англійської граматики студентам військових та правоохоронних спеціальностей

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    Savchenko, O. O. Lexical approach to teaching english grammar to the students of military and law enforcement universities / Savchenko Olga Oleksandrivna, Horbach Natalia Lvivna, Kalchenko Tatiana Mykhailivna, Bortnyk Yulia Mykolayivna // Наукові інновації та передові технології. - 2023. - № 1(15). - С. 328-342. - DOI: https://doi.org/10.52058/2786-5274-2023-1(15)-328-342.Визначено, що лексичний підхід базується на здатності розуміти та створювати фрази іноземною мовою як лексичні одиниці (фрагменти). Лексичний підхід до навчання граматиці розуміється як навчання граматичним явищам, таким як словоформи, словосполучення та мовні моделі, що є скоріше лексикою, ніж граматичними правилами. Для підвищення ефективності усного мовлення навчання має бути зосереджене на виконанні цілого комплексу практичних граматичних дій, що передбачає розуміння правильної послідовності граматичних операцій. Оволодіння граматикою означає, що студент не тільки знає окреме правило, але й вміє реалізувати конкретне граматичне явище і правильно його вживає в мовленні. Запропоновано огляд основних теоретичних засад лексичного підходу з урахуванням методологічного підгрунтя та педагогічних наслідків використання даного підходу в контексті навчання фахівців військових та правоохоронних спеціальностей граматиці англійської мови.The lexical approach identifies lexis as the basis of language and emphasizes the principle that language consists of grammaticalised lexis. Over the past decades, this approach has gained great interest within second language acquisition as an alternative to traditional grammar-based teaching techniques. The lexical approach is based on the capacity of understanding and producing phrases in a foreign language as lexical entities (chunks). The lexical approach to teaching grammar is understood as teaching grammatical phenomena such as word forms, word combinations, and language patterns, which is rather a vocabulary than grammar rules. To improve oral language performance, teaching should be focused on doing the whole range of practical grammatical actions, which involves understanding the correct sequence of grammatical operations. Mastering grammar means that the student not only knows the particular rule but also knows how to implement the specific grammar phenomenon and uses it correctly in the speech. The lexical approach to teaching English to military and law enforcement specialists should be based on dealing with communicatively essential grammar material and professionally-oriented lexis selected according to the requirements of the syllabus, considering the strategies and ways of learning. This calls for the need to find new ways to update and optimize the process of teaching a foreign language in a military university to ensure mastering a foreign language, the specifics of which are determined by the subsequent professional activities of military specialists. The paper offers an overview of the basic theoretical principles of the lexical approach taking into account both the methodological foundations of the target issue in the context of teaching military specialists and its pedagogical implications for teaching grammar phenomena.Определено, что лексический подход основан на способности понимать и создавать фразы на иностранном языке как лексические единицы (фрагменты). Лексический подход к обучению грамматике понимается как обучение грамматическим явлениям, таким как словоформы, словосочетания и языковые модели, являющиеся скорее лексикой, чем грамматическими правилами. Для повышения эффективности устной речи обучение должно быть сосредоточено на выполнении целого комплекса практических грамматических действий, что предполагает понимание правильной последовательности грамматических операций. Овладение грамматикой означает, что студент не только знает отдельное правило, но и умеет реализовать конкретное грамматическое явление и правильно его употребляет в речи. Предложен обзор основных теоретических основ лексического подхода с учетом методологической основы и педагогических последствий использования данного подхода в контексте обучения специалистов военных и правоохранительных специальностей грамматике английского языка

    Investigating language corpora as a grammar development resource

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    The digital era has brought new concepts and transformations into language development and has given rise to technology-based approaches to learner autonomy. It has shifted the focus from deductive to inductive learning, where the concept of ‘noticing’ (Schmidt, 1990) language forms is promoted. Literature suggests that this type of student-centered self-discovery of lexico-grammatical patterns can be greatly aided by corpus linguistics methods, specifically ‘Data-Driven Learning’ (DDL) (Johns, 1986; Braun, 2005; O’Keeffe et al, 2007). It reports on the valuable potential of DDL for developing learners’ multi-literacies and cognitive strategies, particularly raising their awareness of lexico-grammatical patterning (O’Keeffe and Farr, 2003). However, insights from corpus-based studies have not been widely applied in teaching practices (Reppen, 2022; Zareva, 2017). It has also been proposed that DDL enhances accurate representation of language, raises cultural understanding, provides learners with the freedom to explore and discover the language, and fosters learner autonomy, thus making them more effective language learners (Flowerdew, 2015). This affordance led to the design of a longitudinal experimental study which aimed to provide useful skills and processes in the use of language corpora as a grammar development resource in the pre-intermediate EFL classroom in an Armenain context outside of higher education. The evaluation data included pre-, post-, progress-, delayed post-test data, and Learner Autonomy Profile (LAP) form, the statistical analysis of which revealed the beneficial impact of the computer-based inductive approach of DDL on the learners’ grammar competency, independent learning skills, as well as the contribution of cognitive strategies to proceduralization of knowledge. It also included semi-structured interview data, which uncovered the learners’ increased engagement in the learning process, the positive change in their attitudes towards their own learning, and the ways of demonstrating autonomous abilities in working with concordances. These data also brought to light some of the fears and challenges of using DDL, as well discussing its theoretical and pedagogical underpinnings aligned with psychological processes of learning. The findings will serve all the participants of this hugely important ELT sector - researchers, language educators and learners. They will gain insights as to what is necessary to tap learners’ implicit long-term knowledge, to prepare them both psychologically and practically for independence so that they can be armed with confidence, interest in discovering the language, knowledge about their own learning, and understanding of how to make use of their learning styles and strategies. Keywords: conventional/technology-enhanced EFL classroom, corpus linguistics, data-driven learning (DDL), inductive/deductive grammar learning, direct/indirect written feedback, explicit/implicit knowledge, language awareness, learner autonomy.N

    COMPLEX SENTENCES USED IN ENGLISH-MAJORED STUDENTS’ ESSAY WRITING: PEDAGOGICAL IMPLICATIONS

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    The research investigates the use of complex sentences in students’ essay writing, exploring pedagogical implications for teachers to enhance students’ writing proficiency. 212 essays were collected from English-majored students in the last semester for essay learning at Can Tho University, but only 162 essays were qualified for analysis, equivalent to the number of essays in the corpus by Truong & Do (2021). Their complex sentence structures were analyzed and compared with the corpus to identify similarities and differences in the use of complex sentence structures. The findings of this research suggest that there are clear patterns in the types and frequency of complex sentences used by students, which may have implications for the design of the curriculum as well as the teaching and learning of writing essays. Implications for classroom practice and future research directions are discussed.  Article visualizations

    Challenges in the translation of legal texts: the case in Kosovo

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    Our paper conducts a contrastive analysis between Albanian and English lexical units in the language of laws using corpora analysis. It fills a literature gap related to Corpus linguistics in order to better comprehend patterns of legal lexicon. We use KWIC Concordance to extract the top frequently words and concordance lines in order to analyse differences and similarities among lexical units in Albanian (Source Language) and English (Target Language) laws, compared to those identified in respective corpora. Additionally, we identify types of errors in translation, difficulties in translating legal texts, and factors that influence translators’ errors in translating certain laws of the Republic of Kosovo from Albanian into English. According to our analysis, both languages have in common the use of the same grammatical patterns such as: conjunctions, prepositions, and the use of the common noun forms. The rest have significant differences in their usage, especially with regards to particles and determiners. Our contrastive approach demonstrates that some of these laws were not originally written in Albanian and then translated into English language, as many articles within these laws lack the appropriate word structure and word order and in some cases are semantically ill-formed in the Source Language. Key words: analysis, corpus, language, legal, translation, KWIC Concordance. &nbsp
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