L’acquisition de l’expression de la spatialité en mandarin langue étrangère par des apprenants francophones

L’espace fait partie, avec le temps, des catégories fondamentales de la cognition humaine. L’objectif de ce travail est de déterminer les structurations linguistiques transitoires employées par les apprenants francophones pour exprimer l’espace en mandarin. La procédure utilisée est l’analyse d’un corpus de productions orales issues d’une étude expérimentale de vingt mois menée auprès d’apprenants adultes francophones du mandarin de niveau débutant, intermédiaire et avancé. L’analyse des expressions spatiales par les apprenants nous permet de détailler le processus d’acquisition des différentes structures exprimant la spatialité en mandarin et, plus précisément, la façon dont les options linguistiques façonnent la production des apprenants à chaque niveau de l’apprentissage.The space, with time, is part of fundamental categories of human cognition. The main objective of this work is to determine the transient language structuring used by French-speaking learners to express space in Mandarin. The procedure used is the analysis of an oral corpus from an experimental study during twenty months with French-speaking adult learners of three different Mandarin levels: beginner, intermediate and advanced. The analysis of spatial expressions by French learners will detail the process of acquisition of the different structures expressing spatiality in Mandarin; to be more precise, we will show how the language options shape the learners production at each level of learning

Ontology-based Fuzzy Markup Language Agent for Student and Robot Co-Learning

An intelligent robot agent based on domain ontology, machine learning mechanism, and Fuzzy Markup Language (FML) for students and robot co-learning is presented in this paper. The machine-human co-learning model is established to help various students learn the mathematical concepts based on their learning ability and performance. Meanwhile, the robot acts as a teacher's assistant to co-learn with children in the class. The FML-based knowledge base and rule base are embedded in the robot so that the teachers can get feedback from the robot on whether students make progress or not. Next, we inferred students' learning performance based on learning content's difficulty and students' ability, concentration level, as well as teamwork sprit in the class. Experimental results show that learning with the robot is helpful for disadvantaged and below-basic children. Moreover, the accuracy of the intelligent FML-based agent for student learning is increased after machine learning mechanism.Comment: This paper is submitted to IEEE WCCI 2018 Conference for revie

L'acquisition de l'expression de la spatialité en mandarin langue étrangère par des apprenants francophones

This thesis intervenes in the field of foreign language acquisition. The main objective is to determine the transient language structuring used by French-speaking learners to express space in Mandarin. The procedure used is the analysis of an oral corpus from an experimental study during twenty months with French-speaking adult learners of three different Mandarin levels: beginner, intermediate and advanced. To achieve our goal, we focus primarily on the acquisition of directional verbs in Mandarin, then on the calculation of spatial coordinates that involve the "habitual thought" about Mandarin verbs lái (come) and qù (go). The analysis of spatial expressions by French learners will detail the process of acquiring specific sets of the form/function relationship in Mandarin; to be more precise, we will show how the language options shape the learners production at each level of learning. The acquisition of the verbs lái (come) and qù (go) and of the calculation of spatial coordinates, in turn, will reveal the cognitive process of space conceptualization by the French learners.Cette thèse s'inscrit dans le cadre des travaux sur l'acquisition des langues étrangères. L'objectif principal est de déterminer les structurations linguistiques transitoires employées par les apprenants francophones pour exprimer l'espace en mandarin langue étrangère. La procédure utilisée est l'analyse d'un corpus de productions orales issues d'une étude expérimentale de vingt mois menée auprès d'apprenants adultes francophones du mandarin de niveau débutant, intermédiaire et avancé. Pour atteindre l'objectif fixé, nous nous penchons d'abord sur l'acquisition des verbes directionnels en mandarin, puis sur les calculs des coordonnées spatiales qui impliquent l'" habitual thought " du mandarin concernant les verbes lái (venir) et qù (aller). L'analyse des expressions spatiales par les apprenants nous permettra ensuite de détailler le processus d'acquisition des ensembles spécifiques de la relation forme/fonction du mandarin et, plus précisément, la façon dont les options linguistiques façonnent la production des apprenants à chaque niveau de l'apprentissage. L'étude de l'acquisition des verbes de repérage ainsi que du calcul des coordonnées spatiales, quant à elles, nous dévoileront le processus cognitif de la conceptualisation du domaine spatial

An Application of CMMI to the Requirements Development of Cellular Phone Handset Functions

[[abstract]]Functions of cellular phones are changing with each passing days, and the developing processes of them are different depending on different developers. Once the functions of a cellular phone no longer meet customers? requirements, developers will try to do some modifications on the developing procedures. This study aims to improve the developing procedures of cellular functions by adopting the Requirement Development (RD) of Capability Maturity Model Integration (CMMI), attempting to make the functions meet consumers? requirements. The essence of Quality Function Development (QFD) is to tell what the consumers need. This term also best represents consumers? satisfaction. Generally, QFD is well adopted by every enterprise to develop, design, manufacture, and sell integrated products. Based upon the RD of CMMI continuous representation model, this study applies QFD to give a complete analysis of the development of cellular phone functions. We would also evaluate the design of the phones, and then analyses the results by means of SWOT. SWOT helps to distinguish the advantages and disadvantages of each strategy, and after that, the best proposal would come out. In the procedure of cell phone function modifications, developers could save not only time but also cost to develop a new function. Therefore, the development of cellular phone functions could be a basis for combining CMMI and the developing of cellular phones

Vol. 10, n° 2

Ce nouveau numéro de CORELA vient conclure à la fois le volume 10 mais aussi les 10 premières années de la revue ; il prend ainsi une double importance. Deux grands thèmes sont abordés dans cette publication : l'acquisition et la sociolinguistique. Vous allez découvrir effectivement un article sur l'acquisition de l'expression de la spatialité en mandarin par des francophones et un autre sur le plurilinguisime et l'insécurité linguistique chez les lycéens algériens

On the Equitable Coloring of Halin Graphs

Halin圖 是一個在平面上由內部點度數大於2的樹及連接樹的葉子的圈所組成的平面圖,我們將Halin圖用 來表示. 如果圖上的點可以用 個顏色來著色使得相鄰的點著不同的顏色且顏色類的大小差最多是1,我們就說這個圖是可均勻著色. 令 表圖上的點的最大度數,陳伯亮等人,提出以下這個猜測: 如果一個連通圖 不是 ,這三類的話,則 可以用 個顏色來均勻著色. 在這篇論文中我們要證明任意的Halin圖,除了 ,皆可以用 個顏色來均勻著色.A Halin graph is a planar graph consisting of a tree with no vertex of degree two and a cycly connecting the leaves of the tree. We write . A graph is said to be equitably -colorable if the vertices of is colored with colors such that there are no two adjacent vertices of the same color and the size of the color classes differ by at most one. Let be the maximum degree of a vertex in graph . Chen et al. conjectured that a connected graph is equitable -colorable if is not a complete graph , or an odd cycle , or a complete bipartite graph for all . In this thesis, we prove that any Halin graph except has an equitable -coloring.1 Introduction 5 2 The Equitable _-Coloring Conjecture 8 3 The Proof of E_CC for Halin Graphs 12 4 Conclusion 2