scholarly journals Online comments as input enhancement

2021 ◽  
Vol 29 (2) ◽  
pp. 44-54
Author(s):  
Dukhayel Aldukhayel
Keyword(s):  
Listening Comprehension ◽  
Vocabulary Learning ◽  
Input Enhancement ◽  
Teaching Of Reading ◽  
Online Comments ◽  
Different Types ◽  
L2 Learners ◽  
Youtube Videos ◽  
Linguistic Input

Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.

scholarly journals Evaluating evaluations: What different types of metapragmatic behaviour can tell us about participants’ understandings of the moral order

2018 ◽  
Vol 14 (1) ◽  
pp. 121-151 ◽  
Author(s):  
Bethan L. Davies
Keyword(s):  
Social Order ◽  
Moral Order ◽  
Daily Mail ◽  
Ordered Categories ◽  
The Social ◽  
Online Comments ◽  
Different Types ◽  
Linguistic Behaviour ◽  
Different Levels

Abstract Participant evaluations have been at the heart of recent discursive (im)politeness research, yet despite their importance, there has been little consideration of how we identify such behaviours and how we can substantiate their worth in an analysis. In this paper, it is proposed that we need to distinguish between different, ordered, categories of evaluation because these provide different levels of evidence for participants’ understandings of (im)politeness. Using online comments from Daily Mail articles relating to the Penelope Soto court hearings, I show that apparent agreements in the classification of linguistic behaviour as (im)polite can mask disagreements in the underlying rationales for those judgements. It is these rationales that provide the strongest warrant for analysts because they represent the ideological basis behind an individual’s understanding of politeness – why people should behave in this way. This links to Haugh’s (2013) use of ‘moral order’ and also Eelen’s (2001) key, but underdeveloped, notion of argumentativity. The rationale behind an individual’s judgement provides the argumentative link between metapragmatic behaviour and the social order. Classifications and positive/negative assessments of person are only clues to this underlying rationale, and need to be treated as such. Understanding these differences will assist analysts in assessing the ideological weight of metapragmatic behaviour and provide better-informed warrants for their analyses.

scholarly journals Active Subtitling as a Learning Tool for ESP Students

2021 ◽  
Vol 3 (8) ◽  
pp. 128-135
Author(s):  
Abdelouahab Elbakri
Keyword(s):  
Collaborative Learning ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
English For Specific Purposes ◽  
Learning Tool ◽  
Different Types ◽  
Audiovisual Translation ◽  
Teaching Learning ◽  
Pedagogical Application

This article aims at approaching subtitling as a tool for English for Specific Purposes (ESP) students. It provides a description of the important role audiovisual translation (AVT) plays in language teaching/learning. It is based on scholars' work, including (Sokoli 2006; Diaz Cintas  2013; Talavan 2007).  This paper tackles the pedagogical application of subtitling in an ESP context as it enhances individual and collaborative learning, exposure to and interaction with real and new complex situations, and developing different linguistic skills.  The article presents a classification of the different types of subtitles that are used in language teaching/learning and considers the pros of using subtitled videos as a didactic tool to enhance vocabulary learning for ESP students. Accordingly, the paper emphasises active subtitling, a technique in which learners create their own subtitles, especially with the groundbreaking progress of IT technology (Diaz Cintas 2012; Talavan 2013). The article ends by presenting the findings of an experiment I have conducted in my engineering classes on the basis of active subtitles.

scholarly journals The effects of instructor language choice on second language vocabulary learning and listening comprehension

2018 ◽  
Vol 24 (2) ◽  
pp. 250-272 ◽  
Author(s):  
Jang Ho Lee ◽  
Glenn S. Levine
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Vocabulary Learning ◽  
First Language ◽  
Language Choice ◽  
Code Switching ◽  
Phrasal Verbs ◽  
Advanced Learners ◽  
Proficiency Level ◽  
L2 Learners

The present study examined the interaction effects between teachers’ choice of language in lexical explanation and second language (L2) learners’ proficiency level on the learning of phrasal verbs and listening comprehension in a meaning-focused listening activity. Undergraduate L2 learners with two different levels of proficiency (intermediate and advanced) were assigned to three different conditions. These conditions included (1) code-switching, in which teachers briefly switched to learners’ first language for vocabulary teaching purposes, (2) L2-only, in which teachers maintained L2 for overall instruction and vocabulary teaching, and (3) control condition, in which learners were not given instruction about target vocabulary. The results revealed that teachers’ instruction about target vocabulary brought about more gains in learning of phrasal verbs than lack thereof. In addition, teachers’ use of code-switching benefited intermediate-level learners most, who were able to gain similar levels of vocabulary learning and listening comprehension to advanced learners.

Effects of internal and external attentional manipulations and working memory on second language vocabulary learning

2021 ◽  
pp. 136216882110301
Author(s):  
Yeu-Ting Liu ◽  
Hossein Nassaji ◽  
Wen-Ta Tseng
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Experimental Design ◽  
Vocabulary Learning ◽  
Theory And Practice ◽  
Experimental Conditions ◽  
Input Enhancement ◽  
L2 Learners ◽  
L2 Vocabulary ◽  
Target Words

In light of mixed findings in existing input enhancement research, Issa and Morgan-Short in a 2019 article urged researchers to compare the relative effects of input enhancement that taps into learners’ attention to the external format of second language (L2) target forms (e.g. through capitalizing or boldfacing the forms) and input enhancement that taps into learners’ attention to the internal attributes of L2 target forms (e.g. via increasing the frequency of the forms). In response to this call, the study described in this article drew on a pretest-treatment–posttest-experimental-design to explore whether working memory (WM) capacity modulates the extent to which L2 learners benefit from input enhancement engaged by internal and external attentional manipulations for partially-acquired L2 vocabulary. Analyses of these learners’ lexical gains under different experimental conditions showed that although compound input enhancement engaged by internal attentional manipulations did indeed lead to better lexical gains, such manipulations did not unequivocally lead to greater gains than the external manipulations in all cases. Furthermore, simple input enhancement engaged by internal attentional manipulations (i.e. varying the contextual supports for the target words) could be as effective as compound input enhancement. Importantly, we found that the aforementioned pedagogical effects of internal and external manipulations were both modulated by differences in WM capacity, albeit to differing extents. Insights from this study provide important pedagogical implications for differentiated input enhancement theory and practice.

Dual stain kit for the microscopic gram classification of ocular infection bacteria

1993 ◽  
Vol 51 ◽  
pp. 248-249
Author(s):  
Jacob S. Hanker ◽  
Dale N. Holdren ◽  
Kenneth L. Cohen ◽  
Beverly L. Giammara
Keyword(s):  
Contact Lenses ◽  
Ocular Infection ◽  
Gram Negative Bacteria ◽  
Gram Negative ◽  
Gram Staining ◽  
Ocular Infections ◽  
Different Types ◽  
Culture Positive ◽  
Increased Susceptibility

Keratitis and conjunctivitis (infections of the cornea or conjunctiva) are ocular infections caused by various bacteria, fungi, viruses or parasites; bacteria, however, are usually prominent. Systemic conditions such as alcoholism, diabetes, debilitating disease, AIDS and immunosuppressive therapy can lead to increased susceptibility but trauma and contact lens use are very important factors. Gram-negative bacteria are most frequently cultured in these situations and Pseudomonas aeruginosa is most usually isolated from culture-positive ulcers of patients using contact lenses. Smears for staining can be obtained with a special swab or spatula and Gram staining frequently guides choice of a therapeutic rinse prior to the report of the culture results upon which specific antibiotic therapy is based. In some cases staining of the direct smear may be diagnostic in situations where the culture will not grow. In these cases different types of stains occasionally assist in guiding therapy.

Explanatory Power for Medical Expert Systems: Studies in the Representation of Causal Relationships for Clinical Consultations

1982 ◽  
Vol 21 (03) ◽  
pp. 127-136 ◽  
Author(s):  
J. W. Wallis ◽  
E. H. Shortliffe
Keyword(s):  
Explanatory Power ◽  
Prototype System ◽  
Inference Rules ◽  
Medical Expert ◽  
Comprehensive Knowledge ◽  
Different Types ◽  
Medical Expert Systems ◽  
Explanation System ◽  
Systems Studies

This paper reports on experiments designed to identify and implement mechanisms for enhancing the explanation capabilities of reasoning programs for medical consultation. The goals of an explanation system are discussed, as is the additional knowledge needed to meet these goals in a medical domain. We have focussed on the generation of explanations that are appropriate for different types of system users. This task requires a knowledge of what is complex and what is important; it is further strengthened by a classification of the associations or causal mechanisms inherent in the inference rules. A causal representation can also be used to aid in refining a comprehensive knowledge base so that the reasoning and explanations are more adequate. We describe a prototype system which reasons from causal inference rules and generates explanations that are appropriate for the user.

TURN TAKING STRATEGIES IN POLITICAL DEBATES

2020 ◽  
Vol 2 (2) ◽  
pp. 56-63
Author(s):  
Desi Dwi Natalia ◽  
Fajar Subekti ◽  
Ni Ketut Mirahayuni
Keyword(s):  
Dominant Strategy ◽  
Political Debates ◽  
Communication Mechanism ◽  
Turn Taking ◽  
Youtube Videos ◽  
Presidential Debate ◽  
Descriptive Qualitative

This article reports on two separate studies—Natalia (2019) and Subekti (2019)—on  communication mechanism in political debates. Specifically these studies focus on turn taking strategies adopted in political debates by political figures during their campaign for presidency or in dealing with specific issues. Both studies adopted Stenstrom’s (1994) classification of turn taking strategies which include three main strategies: taking the turn, holding the turn, and yielding the turn, each of which was further specified into more specific strategies. The data were two Youtube videos: first, Trump and Clinton First Presidential Debate 2016 (36 minutes 22 seconds [Natalia, 2019]) and second, BBC World Debate “Why Poverty”November 30,2012 (47 minutes 16 seconds, [Subekti, 2019]). Employing descriptive qualitative, with the aim of analyzing turn taking strategies adopted in the debates, both studies found interesting points: first, Stenstrom’s three strategies appeared in the debates; second, taking the turn strategy was the dominant strategy, followed by holding the turn strategy and the least used one was yielding to turn; and third, interruption which was a specific type of taking the turn strategy seems to be most often used in the debater’s attempt to maintain the turn and present their points and thus dominate the debate.

scholarly journals Deep Learning Methods for Classification of Certain Abnormalities in Echocardiography

Electronics ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 495
Author(s):  
Imayanmosha Wahlang ◽  
Arnab Kumar Maji ◽  
Goutam Saha ◽  
Prasun Chakrabarti ◽  
Michal Jasinski ◽  
...  
Keyword(s):  
Deep Learning ◽  
Short Term Memory ◽  
Support Vector ◽  
Variational Autoencoder ◽  
Different Types ◽  
Static Images ◽  
Long Short Term Memory ◽  
2D And 3D ◽  
Better Than

This article experiments with deep learning methodologies in echocardiogram (echo), a promising and vigorously researched technique in the preponderance field. This paper involves two different kinds of classification in the echo. Firstly, classification into normal (absence of abnormalities) or abnormal (presence of abnormalities) has been done, using 2D echo images, 3D Doppler images, and videographic images. Secondly, based on different types of regurgitation, namely, Mitral Regurgitation (MR), Aortic Regurgitation (AR), Tricuspid Regurgitation (TR), and a combination of the three types of regurgitation are classified using videographic echo images. Two deep-learning methodologies are used for these purposes, a Recurrent Neural Network (RNN) based methodology (Long Short Term Memory (LSTM)) and an Autoencoder based methodology (Variational AutoEncoder (VAE)). The use of videographic images distinguished this work from the existing work using SVM (Support Vector Machine) and also application of deep-learning methodologies is the first of many in this particular field. It was found that deep-learning methodologies perform better than SVM methodology in normal or abnormal classification. Overall, VAE performs better in 2D and 3D Doppler images (static images) while LSTM performs better in the case of videographic images.

scholarly journals Preventing corneal blindness caused by keratitis using artificial intelligence

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Zhongwen Li ◽  
Jiewei Jiang ◽  
Kuan Chen ◽  
Qianqian Chen ◽  
Qinxiang Zheng ◽  
...  
Keyword(s):  
Early Diagnosis ◽  
Vision Loss ◽  
Learning System ◽  
Automated Classification ◽  
Slit Lamp ◽  
Resource Limited ◽  
The World ◽  
Different Types ◽  
Corneal Blindness

AbstractKeratitis is the main cause of corneal blindness worldwide. Most vision loss caused by keratitis can be avoidable via early detection and treatment. The diagnosis of keratitis often requires skilled ophthalmologists. However, the world is short of ophthalmologists, especially in resource-limited settings, making the early diagnosis of keratitis challenging. Here, we develop a deep learning system for the automated classification of keratitis, other cornea abnormalities, and normal cornea based on 6,567 slit-lamp images. Our system exhibits remarkable performance in cornea images captured by the different types of digital slit lamp cameras and a smartphone with the super macro mode (all AUCs>0.96). The comparable sensitivity and specificity in keratitis detection are observed between the system and experienced cornea specialists. Our system has the potential to be applied to both digital slit lamp cameras and smartphones to promote the early diagnosis and treatment of keratitis, preventing the corneal blindness caused by keratitis.

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