Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

Social hierarchy is established and maintained with distinct acts of aggression in male Drosophilamelanogaster

ABSTRACTSocial interactions pivot on an animal's experiences, internal states and feedback from others. This complexity drives the need for precise descriptions of behavior to dissect the fine detail of its genetic and neural circuit bases. In laboratory assays, male Drosophila melanogaster reliably exhibit aggression, and its extent is generally measured by scoring lunges, a feature of aggression in which one male quickly thrusts onto his opponent. Here, we introduce an explicit approach to identify both the onset and reversals in hierarchical status between opponents and observe that distinct aggressive acts reproducibly precede, concur or follow the establishment of dominance. We find that lunges are insufficient for establishing dominance. Rather, lunges appear to reflect the dominant state of a male and help in maintaining his social status. Lastly, we characterize the recurring and escalating structure of aggression that emerges through subsequent reversals in dominance. Collectively, this work provides a framework for studying the complexity of agonistic interactions in male flies, enabling its neurogenetic basis to be understood with precision.

Towards Robust Word Embeddings for Noisy Texts

Research on word embeddings has mainly focused on improving their performance on standard corpora, disregarding the difficulties posed by noisy texts in the form of tweets and other types of non-standard writing from social media. In this work, we propose a simple extension to the skipgram model in which we introduce the concept of bridge-words, which are artificial words added to the model to strengthen the similarity between standard words and their noisy variants. Our new embeddings outperform baseline models on noisy texts on a wide range of evaluation tasks, both intrinsic and extrinsic, while retaining a good performance on standard texts. To the best of our knowledge, this is the first explicit approach at dealing with these types of noisy texts at the word embedding level that goes beyond the support for out-of-vocabulary words.