scholarly journals Vujović, Ramscar & Wonnacott (pre-print). Language learning as uncertainty reduction: The role of prediction error in linguistic generalization and item learning

2019 ◽  
Author(s):  
Maša Vujović ◽  
Michael Ramscar ◽  
Elizabeth Wonnacott
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Prediction Error ◽  
Large Scale ◽  
Web Based ◽  
Total N ◽  
Artificial Language Learning ◽  
Type Frequency ◽  
Learning As A Process

Discriminative theories frame language learning as a process whereby prediction error reduces uncertainty about the meaning of an utterance. Previous work proposed that learning a suffixing language promotes prediction error, and thus generalization, to a greater extent than prefixing, which in turn tended to promote item-learning. We explored this in two large-scale web-based artificial language learning experiments with adult learners (total N = 434). Although we found no overall benefit of suffixing on generalization, participants in the prefix condition were more affected by feature frequency, and were more likely to incorrectly overgeneralize a high frequency, but non-discriminating (in terms of affix use) feature than those in the suffix condition. We demonstrate computationally that this behaviour is in-line with the predictions of a naïve discriminative learning model which treats affixes as cues to nouns under prefixing, and nouns as cues to affixes under suffixing. For item learning, we did not see the predicted benefit of prefixing, although there was overall better item-learning of low type-frequency items, which we discuss in terms of differences in the entropy of individual items. The results demonstrate the crucial role of prediction error in linguistic generalization, and have implications for how generalization interacts with item-learning.

scholarly journals Input frequencies in processing of verbal morphology in L1 and L2: Evidence from Russian

2010 ◽  
Vol 2 (2) ◽  
Author(s):  
Elena Tkachenko ◽  
Tatiana Chernigovskaya
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Morphological Processing ◽  
Target Language ◽  
Verbal Morphology ◽  
L2 Learners ◽  
Type Frequency ◽  
L1 And L2 ◽  
Grammatical Structures

In this study we take a usage-based perspective on the analysis of data from the acquisition of verbal morphology by Norwegian adult learners of L2 Russian, as compared to children acquiring Russian as an L1. According to the usage-based theories, language learning is input-driven and frequency of occurrence of grammatical structures and lexical items in the input plays a key role in this process. We have analysed to what extent the acquisition and processing of Russian verbal morphology by children and adult L2 learners is dependent on the input factors, in particular on type and token frequencies. Our analysis of the L2 input based on the written material used in the instruction shows a different distribution of frequencies as compared to the target language at large. The results of the tests that elicited present tense forms of verbs belonging to four different inflectional classes (-AJ-, -A-, -I-, and -OVA-) have demonstrated that for both Russian children and L2 learners type frequency appears to be an important factor, influencing both correct stem recognition and generalisations. The results have also demonstrated token frequency effects. For L2 learners we observed also effects of formal instruction and greater reliance on morphological cues. In spite of the fact that L2 learners did not match completely any of the child groups, there are many similarities between L1 and L2 morphological processing, the main one being the role of frequency.

Exploring the Role of Web-Based Learning in Global Education

2016 ◽  
pp. 202-224 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Organizational Performance ◽  
Global Education ◽  
Digital Age ◽  
Educational Goals ◽  
Web Based ◽  
Web Based Learning ◽  
Performance Enhance

This chapter aims to explore the role of web-based learning (WBL) in global education, thus describing the theoretical and practical overview of WBL, the multifaceted applications of WBL tools in educational settings, the application of web-based language learning, the application of web-based problem-solving activities, and the significance of WBL in global education. The fulfillment of WBL is vital for schools that seek to serve students and educators, improve educational performance, enhance competitiveness, and reach continuous achievement in global education. Therefore, it is necessary for schools to explore their WBL, establish a strategic plan to usually check their technological advancements, and immediately respond to the WBL needs of students and educators. The chapter argues that applying WBL in global education has the potential to increase organizational performance and reach educational goals in the digital age.

scholarly journals Scaling Up Intervention Studies to Investigate Real-Life Foreign Language Learning in School

2019 ◽  
Vol 39 ◽  
pp. 161-188 ◽  
Author(s):  
Detmar Meurers ◽  
Kordula De Kuthy ◽  
Florian Nuxoll ◽  
Björn Rudzewitz ◽  
Ramon Ziai
Keyword(s):  
Language Learning ◽  
Large Scale ◽  
Intervention Studies ◽  
Full Range ◽  
Real Life ◽  
Foreign Language Learning ◽  
Time Frame ◽  
Field Trials ◽  
Web Based ◽  
Gold Standard Method

AbstractIntervention studies typically target a focused aspect of language learning that is studied over a relatively short time frame for a relatively small number of participants in a controlled setting. While for many research questions, this is effective, it can also limit the ecological validity and relevance of the results for real-life language learning. In educational science, large-scale randomized controlled field trials (RCTs) are seen as the gold standard method for addressing this challenge—yet they require intervention to scale to hundreds of learners in their varied, authentic contexts.We discuss the use of technology in support of large-scale interventions that are fully integrated in regular classes in secondary school. As an experimentation platform, we developed a web-based workbook to replace a printed workbook widely used in German schools. The web-based FeedBook provides immediate scaffolded feedback to students on form and meaning for various exercise types, covering the full range of constructions in the seventh-grade English curriculum.Following the conceptual discussion, we report on the first results of an ongoing, yearlong RCT. The results confirm the effectiveness of the scaffolded feedback, and the approach makes students and learning process variables accessible for the analysis of learning in a real-world context.

scholarly journals Using Open-Source Software for Sign Language Learning and Assessment

2019 ◽  
Vol 14 (19) ◽  
pp. 188
Author(s):  
Tobias Haug ◽  
Sarah Ebling
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Open Source ◽  
Sign Language ◽  
Open Source Software ◽  
Self Assessment ◽  
Web Based ◽  
Swiss German ◽  
Feedback Questionnaire ◽  
The Web

This study reports on the use of an open-source software for sign language learning and (self-)assessment. A Yes/No vocabulary size test for Swiss German Sign Language (Deutschschweizerische Gebärdensprache, DSGS) was developed, targeting beginning adult learners. The Web-based test, which can be used for self-assessment or placement purposes, was administered to 20 DSGS adult learners of ages 24 to 55 (M = 39.3). The learners filled out a background questionnaire, took the Yes/No test tests, and filled out a feedback questionnaire. The comments provided by the learners about the suitability of the Web-based DSGS vocabulary self-assessment instrument provided concrete feedback towards improvement of the system.

Metacognition and Learners' Interactions with a Web-Based CALL Grammar Exercise

2006 ◽  
pp. 209-233
Author(s):  
Wai Meng Chan
Keyword(s):  
Language Learning ◽  
Metacognitive Knowledge ◽  
Learning Theories ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Web Based ◽  
Effective Use ◽  
The Relationship ◽  
Positive Effect

The nature of learners’ interactions with the computer has received thus far relativelylittle attention in computer assisted language learning (CALL) research. In particular,few studies have investigated the role of metacognition, acknowledged in cognitiveand constructivist learning theories as an important factor contributing to thelearning outcome, in the processing of CALL tasks. This chapter reports on a qualitativestudy that examined the relationship between subjects’ metacognition and theirinteractions with a German language CALL grammar exercise. The data collected seemto indicate that the effective use of interactive aids is dependent on the extent oflearners’ metacognitive knowledge. Conversely, it was observed that interactive aidshad a positive effect on learners’ metacognition by supporting their strategy use andhelping them build new metacognitive knowledge. Excerpts from subjects’ think-aloudreports and retrospective interviews will be presented to illustrate these insights.

scholarly journals PREDICTION AND ERROR-BASED LEARNING IN L2 PROCESSING AND ACQUISITION

2021 ◽  
pp. 1-26
Author(s):  
Giulia Bovolenta ◽  
Emma Marsden
Keyword(s):  
Language Acquisition ◽  
Computational Modeling ◽  
Language Learning ◽  
Empirical Evidence ◽  
Language Processing ◽  
Prediction Error ◽  
Predictive Processing ◽  
L2 Processing ◽  
L1 And L2

Abstract There is currently much interest in the role of prediction in language processing, both in L1 and L2. For language acquisition researchers, this has prompted debate on the role that predictive processing may play in both L1 and L2 language learning, if any. In this conceptual review, we explore the role of prediction and prediction error as a potential learning aid. We examine different proposed prediction mechanisms and the empirical evidence for them, alongside the factors constraining prediction for both L1 and L2 speakers. We then review the evidence on the role of prediction in learning languages. We report computational modeling that underpins a number of proposals on the role of prediction in L1 and L2 learning, then lay out the empirical evidence supporting the predictions made by modeling, from research into priming and adaptation. Finally, we point out the limitations of these mechanisms in both L1 and L2 speakers.

scholarly journals Production and Substantive Bias in Phonological Learning

2021 ◽  
Vol 9 ◽  
Author(s):  
Youngah Do ◽  
Jonathan Havenhill
Keyword(s):  
Language Learning ◽  
Language Change ◽  
Pattern Learning ◽  
Artificial Language ◽  
Phonological Learning ◽  
Artificial Language Learning ◽  
Learning Contexts ◽  
Learning Conditions ◽  
Show Evidence

The role of inductive biases has been actively examined in work on phonological learning. While previous studies systematically supported a structural bias hypothesis, i.e., patterns with simpler phonological featural descriptions are easier to learn, the results have been mixed for a substantive bias hypothesis, i.e., phonetically motivated patterns are easier to learn. This study explores an explanation for the uncertain status of substantive bias in phonological learning. Among the aspects of phonetic substance, we focus on articulatory factors. We hypothesize that practice producing phonological patterns makes salient to learners the articulatory factors underlying articulatorily (un-)grounded patterns. An artificial language learning experiment was conducted to test the learning of postnasal (de)voicing, a pattern which is primarily grounded on articulatory components. We examine the role of production in the learning of articulatorily grounded (postnasal voicing) vs. ungrounded patterns (postnasal devoicing), by comparing the outcomes of perception-only vs. perception-with-production learning contexts, both in categorical and variable pattern learning conditions. The results show evidence for a production effect, but it was restricted to certain contexts, namely those involving a higher level of uncertainty and for languages exhibiting dominant natural patterns. We discuss the implications of our findings for phonological learning and language change.

scholarly journals Practical behavioural solutions to COVID-19: Changing the role of behavioural science in crises

2021 ◽  
Author(s):  
Charlotte Coosje Tanis ◽  
Floor Nauta ◽  
Meier Boersma ◽  
Maya van der Steenhoven ◽  
Denny Borsboom ◽  
...  
Keyword(s):  
Large Scale ◽  
Behavioural Change ◽  
Wide Band ◽  
Contact Network ◽  
Behavioural Science ◽  
Total N ◽  
Shopping Cart ◽  
Network Analyses ◽  
Long Time

For a very long time in the COVID-19 crisis, behavioural change leading to physical distancing behaviour was the only tool at our disposal to mitigate virus spread. In this large-scale naturalistic experimental study we show how we can use behavioural science to find ways to promote the desired physical distancing behaviour. During seven days in a supermarket we implemented different behavioural interventions: (i) rewarding customers for keeping distance; (i) providing signage to guide customers; and (iii) altering shopping cart regulations. We asked customers to wear a tag that measured distances to other tags using ultra-wide band at 1Hz. In total N = 4,232 customers participated in the study. We compared the number of contacts (< 1.5 m, corresponding to Dutch regulations) between customers using state-of-the-art contact network analyses. We found that rewarding customers and providing signage increased physical distancing, whereas shopping cart regulations did not impact physical distancing. Rewarding customers moreover reduced the duration of remaining contacts between customers. These results demonstrate the feasibility to conduct large-scale behavioural experiments that can provide guidelines for policy. While the COVID-19 crisis unequivocally demonstrates the importance of behaviour and behavioural change, behaviour is integral to many crises, like the trading of mortgages in the financial crisis or the consuming of goods in the climate crisis. We argue that by acknowledging the role of behaviour in crises, and redefining this role in terms of the desired behaviour and necessary behavioural change, behavioural science can open up new solutions to crises and inform policy. We believe that we should start taking advantage of these opportunities.

Albanian EFL Teachers’ Perceptions of the Role of Grammar Instruction in EFL Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 433
Author(s):  
Enriketa Söğütlü
Keyword(s):  
Language Learning ◽  
Large Scale ◽  
Classroom Practices ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Grammar Knowledge ◽  
Efl Learning

The role of grammar knowledge and the contribution it makes to foreign/second language learning has been one of the most hotly debated issues in language research. Studies and findings in the field have revealed that after a relatively long period of exaggerated underestimate, grammar stands now where it should. Various theories of learning have caused theories of language learning to emerge, which on their part have had a strong influence on language teachers regarding the strategies they adopt, develop and implement in their classroom practices. This paper attempts to explore some Albanian EFL teachers’ perceptions and beliefs on the role grammar knowledge and grammar instruction play in their students’ EFL learning. It also aims to investigate how these teachers’ attitudes influence their classroom practices of grammar instruction and grammar related activities. Since hardly any research on the issue has been conducted in Albania, this study may also serve as an incentive for further large-scale research, which might offer suggestions for improvement in EFL teaching strategies and expectations in Albania.

Phonetically natural rules benefit from a learning bias: a re-examination of vowel harmony and disharmony

Phonology ◽  
2020 ◽  
Vol 37 (1) ◽  
pp. 65-90 ◽  
Author(s):  
Alexander Martin ◽  
Sharon Peperkamp
Keyword(s):  
Language Learning ◽  
Speech Production ◽  
Memory Consolidation ◽  
Rule Learning ◽  
Vowel Harmony ◽  
Artificial Language ◽  
Learning Biases ◽  
Artificial Language Learning ◽  
Better Than

Substance-based phonological theories predict that a preference for phonetically natural rules (those which reflect constraints on speech production and perception) is encoded in synchronic grammars, and translates into learning biases. Some previous work has shown evidence for such biases, but methodological concerns with these studies mean that the question warrants further investigation. We revisit this issue by focusing on the learning of palatal vowel harmony (phonetically natural) compared to disharmony (phonetically unnatural). In addition, we investigate the role of memory consolidation during sleep on rule learning. We use an artificial language learning paradigm with two test phases separated by twelve hours. We observe a robust effect of phonetic naturalness: vowel harmony is learned better than vowel disharmony. For both rules, performance remains stable after twelve hours, regardless of the presence or absence of sleep.

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