Makinng the Right Moves in Teacher Development
The issue of conceptual approach to improving professional competence implies further involvement in research modelling. Since formal research tends to be perceived as a difficult process,many students feel that it is out of their reach.To illustrate the aspects comprising research stages,the aspects and field-specific examples are inroduced to be specifically focused for particular purposes.The information provided in the articleaims to helpthe reader perceive research not as a difficult process but rather as a powerful tool to systematically study and solve some of the problems in contemporary experience.
The features of operation of the inductive transducers. The algorithm of correction of non-linearity and hysteresis of conversion function of inductive transducers. A virtual instrument for the implementation of the proposed algorithm. Experimental research on the effectiveness of the proposed algorithm using a differential inductive transducer of linear displacement.
Although foreign language instruction has seen a big surge in the integration of technology-enhanced forms of delivery of knowledge and interaction, research focusing on the value of computer-mediated communication (CMC) in the language classroom has not been extensive and has not received wide coverage. This article examines and outlines general findings regarding the educational capacity, benefits and limitations of three major CMC tools (text-based chats, discussion boards and wikis) for enhancing foreign and second language acquisition processes. Some insights are offered into the importance of specific CMC tools for supporting the collaborative nature of learning and learner autonomy, fostering students’ reflection and critical thinking skills and affording higher motivational gains and engagement in the language learning process.
Second language (L2) speakers often experience difficulty discriminating speech sounds of the nonnative language, which can result in phonolexical ambiguity. We report two experiments that examine how L2 Russian speakers may utilize contextual constraints for phonolexical ambiguity resolution during speech comprehension. L2 ambiguous words constitute minimal pairs with palatalized and unpalatalized consonants in the Russian language, where the phonological feature of palatalization marks semantic, morphological, or syntactic distinctions between words. L2 performance is compared to that of a control group of Russian native speakers. The results demonstrate that L2 listeners rely on contextual information for meaning disambiguation during sentence comprehension, but that the relative reliance on different types of context is task specific.
This study discusses a number of methods that can be used jointly for error detection and correction, namely blacklists and pre-compiled dictionaries, a word2vec model, an N-gram language model and a tripartite error model. Our system consists of two standalone modules, an error detection confidence classifier, built with the help of supervised machine learning methods, and a corrector that processes words flagged as misspellings by the classifier. The error detection classifier uses word2vec filtered vector scores as one of the features. Apart from that, to achieve higher accuracy while having little training data, we use a hybrid error model that combines three approaches: the traditional channel model that uses single letter edits, the model introduced by Brill and Moore, and an extended version of the channel model that uses wider context edits. Combining these tools and methods we achieved rather promising results: our system effectively handles both known and unknown words, including difficult cases such as slang.
The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theoretical underpinnings, this handbook focuses on conceptual replications/extensions of, and new research on, classroom learning or Instructed SLA (ISLA). In chapters from leading experts, the Handbook reports on the tenets of several models that have postulated the roles of cognitive processes in the L2 learning process and also covers two major methodological data-elicitation procedures to be employed in addressing learner cognitive processes (think-aloud protocols and eye-tracking). With a dedicated interest in the role of this research in pedagogical ramifications, this handbook strives for deeper understanding of how L2 learners process L2 data in instructional settings.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.