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2022 ◽  
Vol 13 (1) ◽  
pp. 1-11
Author(s):  
Andrea Lofgren

This critical literature review provides study details for 36 studies examining the effect of glossing for language acquisition among English language learners (ELLs). Useful tables include specificity of participants, gloss types, target vocabulary items and text information about all studies. An analysis of these studies reveals that glossing is an effective means to enhance reading comprehension among ELLs. However, gloss language—whether L1 or English, may depend on learner factors. Other findings include the importance of proximity of gloss to text and the need for glosses that do not require readers to leave the text to access meaning. Considerations such as text genre, text length, targeted items for glossing, number of items to gloss, and gloss presentation are also examined and discussed, including which gloss types may result in trade-offs when glossing is used as a means to promote incidental vocabulary acquisition through independent reading. Several recommendations for further research are offered.


2021 ◽  
pp. 104492
Author(s):  
Sara R. Jaeger ◽  
Sok L. Chheang ◽  
Gastón Ares
Keyword(s):  

2021 ◽  
Vol 72 (2) ◽  
pp. 656-666
Author(s):  
Radek Čech ◽  
Ján Mačutek ◽  
Pavel Kosek

Abstract The paper focuses on dynamics of changes of several linguistic and text properties in diachronic development of Czech. Specifically, we analyze the proportion of identical word-forms (types), the average type length, text length, the proportion of hapax legomena, the moving average type-token ratio, and entropy. For the analysis, seven translations of the Gospel of Matthew from the 14th to the 21st century were used. The study reveals some differences in dynamics of changes of particular properties.


2021 ◽  
pp. 4110-4120
Author(s):  
Rawaa Hamza Ali ◽  
Jamal Mohamed Kadhim

In every system of security, to keep important data confidential, we need a high degree of protection. Steganography can be defined as a way of sending confidential texts through a secure medium of communications as well as protecting the information during the process of transmission. Steganography is a technology that is used to protect users' security and privacy. Communication is majorly achieved using a network through SMS, e-mail, and so on. The presented work suggested a technology of text hiding for protecting secret texts with Unicode characters. The similarities of glyphs  provided invisibility and increased the hiding capacity. In conclusion, the proposed method succeeded in securing confidential data and achieving high payload capacity by using the Huffman compression algorithm, which was implemented on an unlimited text length. In addition, this approach has the ability to hide a single bit in every digit or letter in the cover file. Also, the approach meets the cognitive transparency and does not make the modifications apparent on the original data. The method suggested in this work increases the security level through coding a secret message before embedding it within the cover text, with the use of the Advanced Encryption Standard (AES) algorithm.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaista Wasiuzzaman ◽  
Nur Firzanah Suhili

Purpose This study aims to investigate the drivers of successful equity crowdfunding campaigns in Malaysia. Design/methodology/approach Data for this study are collected manually from 5 different equity crowdfunding platforms in Malaysia. A total of 101 campaigns are analyzed, out of which the final sample used for this study is 97. The relationships are analyzed via ordinary least squares multiple regression analysis. Findings The results of the analysis show that minimum funding target, minimum investment required, pre-money valuation and length of pitch video are highly significant in influencing the success of the campaign. Percentage of equity retained is only significant at the 10% level. The size of the project team and the text length of the pitch are found to be insignificant. In addition, all the variables, except for equity retained and the minimum investment required, are found to have a positive impact on the success of an equity crowdfunding campaign in Malaysia. Originality/value To the best of the authors’ knowledge, this is the first study that investigates the success factors of equity crowdfunding campaigns in a developing country such as Malaysia. In addition, this study contributes to the literature on equity crowdfunding success via the inclusion of less-studied variables such as pre-money valuation and minimum investment required.


2021 ◽  
Author(s):  
◽  
Tatsuhiko Matsushita

<p>This thesis attempts to answer the following two main research questions:1) In what order should learners of Japanese as a second language learn words and characters in order to be able to read Japanese? 2) How will the order vary according to the purpose of learning? To answer these questions, a Vocabulary Database for Reading Japanese (VDRJ) and a Character Database of Japanese (CDJ) were first developed from the Balanced Contemporary Corpus of Written Japanese (BCCWJ) 2009 monitor version (NINJAL, 2009) which contains book texts and internet-forum site texts with 33 million running words in total. Word and character rankings for international students, non-academic learners and general written Japanese were included in these databases. These rankings were proven to be valid for their respective purposes as they provided higher text coverage for the target texts than other texts.  After analysing the use of vocabulary and characters in Japanese, three groups of domain-specific words, namely common academic words, limited-academic-domain words and literary words were extracted. In order to test the expected efficiency for learning these groups of words, an index entitled Text Covering Efficiency (TCE) in different types of texts was proposed. The TCE represents the expected return per unit of text length from learning a group of words. As such, the TCE score in the target text domain should determine the order in which words in this domain are most efficiently learned. Indeed, the extracted common academic words and limited-academic-domain words showed significantly higher text coverage and TCE scores in academic texts than in other texts. Literary words also provided high text coverage and high TCE scores in literary texts, despite a lower efficiency level than that of academic vocabulary in academic texts. Learning domain-specific words is expected to be much more efficient than learning other words at the intermediate level. At the advanced level or above, learning domain-specific words will be further more efficient in some domains such as the natural sciences. In sum, the TCE has been shown to provide useful information for deciding on the learning order of various groups of words.  Other findings based on the analyses using the databases and word lists include the features of some indices for dispersion and adjusted frequency, lexical features of different media and genres, indexicality of the distributions of word origins and parts of speech, and the discrepancy between learning orders of words and Kanji. A Lexical Learning Possibility Index for a Reading Text (LEPIX) was also proposed for the simplification of a text as a vocabulary learning resource.</p>


2021 ◽  
Author(s):  
◽  
Tatsuhiko Matsushita

<p>This thesis attempts to answer the following two main research questions:1) In what order should learners of Japanese as a second language learn words and characters in order to be able to read Japanese? 2) How will the order vary according to the purpose of learning? To answer these questions, a Vocabulary Database for Reading Japanese (VDRJ) and a Character Database of Japanese (CDJ) were first developed from the Balanced Contemporary Corpus of Written Japanese (BCCWJ) 2009 monitor version (NINJAL, 2009) which contains book texts and internet-forum site texts with 33 million running words in total. Word and character rankings for international students, non-academic learners and general written Japanese were included in these databases. These rankings were proven to be valid for their respective purposes as they provided higher text coverage for the target texts than other texts.  After analysing the use of vocabulary and characters in Japanese, three groups of domain-specific words, namely common academic words, limited-academic-domain words and literary words were extracted. In order to test the expected efficiency for learning these groups of words, an index entitled Text Covering Efficiency (TCE) in different types of texts was proposed. The TCE represents the expected return per unit of text length from learning a group of words. As such, the TCE score in the target text domain should determine the order in which words in this domain are most efficiently learned. Indeed, the extracted common academic words and limited-academic-domain words showed significantly higher text coverage and TCE scores in academic texts than in other texts. Literary words also provided high text coverage and high TCE scores in literary texts, despite a lower efficiency level than that of academic vocabulary in academic texts. Learning domain-specific words is expected to be much more efficient than learning other words at the intermediate level. At the advanced level or above, learning domain-specific words will be further more efficient in some domains such as the natural sciences. In sum, the TCE has been shown to provide useful information for deciding on the learning order of various groups of words.  Other findings based on the analyses using the databases and word lists include the features of some indices for dispersion and adjusted frequency, lexical features of different media and genres, indexicality of the distributions of word origins and parts of speech, and the discrepancy between learning orders of words and Kanji. A Lexical Learning Possibility Index for a Reading Text (LEPIX) was also proposed for the simplification of a text as a vocabulary learning resource.</p>


Author(s):  
Zeév Rudnick ◽  
Igor Wigman ◽  
Nadav Yesha

AbstractLet $$\Omega {\subset } {\mathbb {R}}^2$$ Ω ⊂ R 2 be a bounded planar domain, with piecewise smooth boundary $$\partial \Omega $$ ∂ Ω . For $$\sigma >0$$ σ > 0 , we consider the Robin boundary value problem $$\begin{aligned} -\Delta f =\lambda f, \qquad \frac{\partial f}{\partial n} + \sigma f = 0 \text{ on } \partial \Omega \end{aligned}$$ - Δ f = λ f , ∂ f ∂ n + σ f = 0 on ∂ Ω where $$ \frac{\partial f}{\partial n} $$ ∂ f ∂ n is the derivative in the direction of the outward pointing normal to $$\partial \Omega $$ ∂ Ω . Let $$0<\lambda ^\sigma _0\le \lambda ^\sigma _1\le \ldots $$ 0 < λ 0 σ ≤ λ 1 σ ≤ … be the corresponding eigenvalues. The purpose of this paper is to study the Robin–Neumann gaps $$\begin{aligned} d_n(\sigma ):=\lambda _n^\sigma -\lambda _n^0 . \end{aligned}$$ d n ( σ ) : = λ n σ - λ n 0 . For a wide class of planar domains we show that there is a limiting mean value, equal to $$2{\text {length}}(\partial \Omega )/{\text {area}}(\Omega )\cdot \sigma $$ 2 length ( ∂ Ω ) / area ( Ω ) · σ and in the smooth case, give an upper bound of $$d_n(\sigma )\le C(\Omega ) n^{1/3}\sigma $$ d n ( σ ) ≤ C ( Ω ) n 1 / 3 σ and a uniform lower bound. For ergodic billiards we show that along a density-one subsequence, the gaps converge to the mean value. We obtain further properties for rectangles, where we have a uniform upper bound, and for disks, where we improve the general upper bound.


2021 ◽  
Vol 4 (9) ◽  
pp. 179-193
Author(s):  
Emad Alsoufi ◽  
Ali AbuSeileek

This study aimed to identify the general trends, description and focus of research about the effectiveness of using games strategy in English language teaching and learning. That is, it investigated the strategies used, instrument, year of publication, publication type, participant, design of the study, skills and areas analyzed in the study, and length of text in studies about the effectiveness of games method. The study used a meta-analysis research design in data collection and analysis. The sample of the study consisted of 70 journal articles, conference proceedings, and graduate theses and dissertations published between 2000-2018. The instrument of the study was a meta-analysis checklist. The descriptive statistics, including frequencies and percentages were used to find differences between the different features. The findings revealed that strategies used in this study and, the feature games (regular) method had the highest frequency. Moreover, the test instrument had the highest frequency in the sample studies analyzed. However, the year 2016 obtained the highest frequency for the year of the study. The type of publication got the next highest frequency in favour of conference proceedings. This was followed by the participant type and level features (EFL learners, school, and 16 participants and more) in the study sample. The experimental design of studies about games strategies received a high frequency. There was also the frequency for skills and areas in studies about games strategies in favour of reading.  The feature games are more effective than other methods and the text length of 11 to 20 pages (2,645-4,729 words) category had the highest frequency. Finally, several related recommendations were introduced to the researchers, curricula designers, supervisors, and English teachers.  


2021 ◽  
Vol 12 ◽  
Author(s):  
Lénia Carvalhais ◽  
Teresa Limpo ◽  
Luísa Álvares Pereira

Writing is a foundational skill throughout school grades. This study analyzed the development of different levels of written language (word, sentence, and discourse) and explored the relationship between these levels and writing performance. About 95 Portuguese students from two cohorts—Grades 4–7 (n = 47) 6–9 (n = 48)—were asked to produce a descriptive text two times, with a 3-year interval. The produced texts were used to assess spelling, syntactic correctness and complexity, and descriptive discourse as well as text length and quality. The main results showed that there were improvements from Grades 4 to 7 and 6 to 9 in word- and sentence-level skills, along with increases in some dimensions of the descriptive discourse. Moreover, the older cohort performed better than the younger cohort in terms of spelling, syntactic complexity, and text quality, but not in terms of syntactic correctness, one dimension of the descriptive discourse, and text length. Regression analyses showed that writing performance was predicted by word and sentence levels in the younger cohort only, and by discourse-level variables in both cohorts. Overall, despite indicating a generalized growth in writing skills throughout schooling, this study also highlighted the areas that may need additional attention from teachers, mainly in terms of the descriptive features.


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