Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 4

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  computer-assisted language learning
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Automatically generated language learning exercises for Finno-Ugric languages

100%
Ferenczi Z.
Linguistics Beyond and Within
|
2023
|
vol. 9
23-35
EN
Morphologically rich languages always constitute a great challenge for language learners. The learner must be able to understand the information encoded in different word forms of the same root and to generate the correct word form to express certain syntactic functions and grammatical relations by conjugating a verb or declining a noun, an adjective or a pronoun. One way to improve one’s language skills is through exercises that focus on certain aspects of grammar. In this paper, a language learning application is presented that is intended to help learners of Finnish and Hungarian (with Hungarian and Finnish L1, respectively) acquire new vocabulary items, as well as practice some grammar aspects that according to surveys are considered difficult by learners of these languages with the other Finno-Ugric language being the learner’s native tongue, while alleviating the need to create these exercises manually. This application is a result of an on-going research project. In this research project, bilingual translation pairs and additional monolingual data were collected that can be utilized to build language learning exercises and an online bilingual dictionary with the help of automatic methods. Several linguistic patterns and rules were defined in order to automatically select example sentences that focus on a given part of the target language. These sentences were automatically annotated with the help of language processing tools. Due to the large size of the previously collected data sets, to date, only a subset of the analyzed sentences and the bilingual translation pairs has been manually evaluated. The results of this evaluation are discussed in this paper in order to estimate the precision of the methodology presented here. To ensure the precision of the information and the reliability of the application, only manually validated data sets are displayed. In this project, continuous data validation is planned, since it leads to more and more examples and vocabulary items that learners can benefit from.
2
Publication available in full text mode
Content available

Ocena telekolaboracyjnych projektów pisarskich realizowanych na platformach synchronicznych

75%
Kotuła K.
Neofilolog
|
2020
|
issue 54/1
171-187
EN
This article deals with the issue of assessment in the context of telecollaborative writing activities conducted on synchronous platforms such as Google Docs. Based on the research conducted by the author among secondary school students learning French, the attempt is made to discuss various areas of participants’ activity which can be subjected to assessment: text planning, text composition, project management through comments, linguistic corrections, etc. A conclusion is reached that the outcome of collaborative writing projects is greatly determined by how L2 students engage in the process of writing using Web-based word processing tools. In our opinion, it is impossible to consider the creation of a universal assessment grid suitable for all teaching contexts. Instead, a teacher willing to integrate such activities in his curriculum has to show a great deal of flexibility and adaptability.
3
Publication available in full text mode
Content available

Students' perceptions on the use of selected mobile apps in the process of acquiring L2 pronunciation – a preliminary study

75%
Matysiak A.
Językoznawstwo
|
2023
|
vol. 19
|
issue 2
209-233
PL
Powszechna dostępność i multimodalność nowoczesnych technologii czynią je szczególnie użytecznymi w procesie nauczania języka obcego, w tym nauczania wymowy. Sklep internetowy Google Play Store oferuje obecnie ponad 300 aplikacji do nauki wymowy angielskiej. Wiele z nich otrzymało wysokie oceny: od 4,5 do 4,9 na 5 możliwych. Większość z tych aplikacji jest dostępna za darmo. Ze względu na ich zdolność do zindywidualizowanego, dostosowanego do potrzeb ucznia, samodzielnego przyswajania wiedzy na zasadzie „anytime – anywhere” i automatycznej informacji zwrotnej na temat indywidualnych postępów aplikacje te zyskują coraz większą popularność wśród uczących się języka angielskiego na całym świecie. W niniejszym artykule przedstawiono wyniki badania pilotażowego, w którym zbadano pięć najwyżej ocenianych darmowych aplikacji: Elsa Speak – Learning English Pronunciation firmy ELSA, English Pronunciation 2019 – Correct Pronunciation firmy Grounders, English Pronunciation – Learn Pronunciation firmy NVG Std, Pronounce It autorstwa Maclo Studios oraz Quick Pronunciation Tool autorstwa Tiago English Tutor. W badaniu wzięło udział 20 studentów pierwszego roku studiów licencjackich filologii angielskiej Uniwersytetu Łódzkiego. Studenci testowali pięć aplikacji i odpowiadali na pytania związane z ich wyglądem, użytecznością, potencjałem do samodzielnego uczenia się, nauczania i oceny wymowy. Wyniki badania ujawniły praktyczne zastosowania aplikacji przez uczących się oraz ich opinie na temat wartości wykorzystania tych aplikacji w procesie uczenia się i przyswajania wymowy angielskiej.
EN
The accessibility and multimodality of modern technologies make them particularly beneficial for pronunciation learning and teaching. Google Play Store offers more than 300 English pronunciation apps, many of which have received high ratings ranging from 4.5 to 4.9 out of 5 stars. Most of these apps are available for free. Due to their capacity for individualized, customized, self-paced “anytime – anywhere” learning and automated feedback on individual performance and progress, these apps are gaining increasing popularity among English learners worldwide. This paper reports on a small-scale study that examined five of the highest-rated free apps: Elsa Speak – Learning English Pronunciation by ELSA, English Pronunciation 2019 – Correct Pronunciation by Grounders, English Pronunciation by NVG Std, Pronounce It by Maclo Studios, and Quick Pronunciation Tool by Tiago English Tutor. Twenty first-year BA students of English Philology from the University of Łódź participated in the study by testing the five apps and answering questions related to their overall design, utility, potential for learning, teaching, and pronunciation assessment. The results of the study revealed the learners’ practical uses of the apps and their views on the value of using these apps for practising, teaching, and assessing English pronunciation skills.
4

The diversity of lexical functions in Bulgarian and Russian: an approach to compatible digital comparative lexicography

75%
Timoshenko S., Shemanaeva O.
Cognitive Studies
|
2010
|
issue 10
EN
The diversity of lexical functions in Bulgarian and Russian: an approach to compatible digital comparative lexicographyThis paper presents an approach to the creation of Russian-Bulgarian digital dictionary of collocations using the apparatus of lexical functions. The project is aimed not only at the high-quality translation and word sense disambiguation but also at the cross-linguistic analysis and at comparing the semantics and compatibility of the words in Slavic languages (here: Russian and Bulgarian) by means of digital lexicographical data. Another important application is computer-assisted language learning: Bulgarian data can be incorporated in the educational project being developed for Russian and English at the Institute for Information Transmission Problems of the Russian Academy of Sciences.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.