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Hamiltonian stabilization additional L 2 adaptive control and its application to hydro turbine generating setsZeng, Y., Zhang, L., Guo, Yakun, Qian, J. January 2015 (has links)
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Student Perceptions of Praise in L2 Written FeedbackMatthews, Kate 12 July 2023 (has links) (PDF)
Providing students with meaningful written feedback is a difficult task that teachers must perform in an ESL classroom. Although many studies have looked at written feedback in terms of directness, criticism, and suggestions, very few studies have examined praise in the form of written feedback and what students' perceptions of praise are. To determine the effect that praise has on ESL students, we examined student responses to two praise types given student proficiency levels and cultural backgrounds. In this study, 109 students from an intensive English Program participated in a survey that asked for opinions on person and performance praise comments. In addition, three different focus groups were conducted to complement the findings of the surveys. Results showed that students in lower proficiency levels saw praise as valuable and change-invoking. In addition, students of Romance cultures seemed to appreciate praise more than those of Asian cultures. An interaction effect also showed that high proficiency Asian students viewed praise as less kind, valuable, positive, and clear than low and high proficiency level Romance students. In the quantitative data, students didn’t seem to notice the difference in praise type, but comments from the focus groups demonstrated that students noticed a difference between the two and preferred performance praise over person praise. This study can help teachers and administrators develop an informed praise philosophy and recognize which type of praise is best for their particular group of students while examining proficiency level and cultural background.
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Prosodia in L2: giudizi percettivi di italofoni sulla produzione di apprendenti svedesi : Fenomeni diatopici nella percezione degli italofoni / Prosody in L2: the perceptive judgments of native Italians on the productions by Swedish learners : Diatopic phenomena in the natives’ perceptionGreco, Alberto January 2017 (has links)
In the L2 learning process, prosody is among the most determinant linguistic features for a fully pragmatic competence. Additionally, this ability is often crucial for the disambiguation of certain structures and thus also crucial for perceptive acceptability. Italian prosodic configurations dramatically vary through the diatopic dimension. Nevertheless, certain prosodic structures and patterns can still be perceived as effective and acceptable. With these perspectives, we explored the oral acceptability in L2 of advanced Swedish learners of Italian through perceptive judgments by natives. Despite the lack of acoustic analysis and the limitation in the size of the sample of our study, the results showed a strong indication for a regional variation of the perception by the Italian natives, not only considering the production of learners but also considering the natives themselves. Finally, we discuss some of the didactic implications which may be considered particularly useful for native teachers in L2 contexts.
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Um método para estimar observáveis GPS usando redes neurais artificiais / A method to estimate GPS data observables using artificial neural networksSilva, Carlos Augusto Uchôa da 27 June 2003 (has links)
O NAVSTAR-GPS, com uma grande variedade de conjuntos receptores e sua aplicabilidade prática em diversas áreas, transformou-se no mais difundido dos sistemas de posicionamento. Porém, necessidades cada vez maiores em termos de precisão trouxeram consigo o ônus de um custo elevado com a aquisição de equipamentos de dupla freqüência. Este trabalho consiste no desenvolvimento de um método que possibilite a modelagem das observáveis GPS, através de Redes Neurais Artificiais, bem como a agregação destes dados a um arquivo gerado por um receptor de uma freqüência, conferindo-lhe características específicas de arquivos gerados por receptores de dupla freqüência e código P. Isto possibilita que dados gerados por receptores de uma freqüência, a imensa maioria dos receptores utilizados no Brasil, possam ser processados como vetores de bases longas. Os resultados obtidos indicam que o uso de modelos neurais, treinados por algoritmos de aprendizado supervisionado, são uma alternativa promissora para estimar dados GPS. / The NAVSTAR-GPS, with a great variety of receivers and its practical aplicabillity in several areas, transformed itself in the most known positioning system. But the necessity of improving the results precision brings with it a cost increasing caused by the use of equipments of dual frequency equipments. This work consist on the development of a method that makes possible the GPS data modelling using Neural Networks, as well as the aggregation of these data into a file generated by single frequency receiver, providing to the system specific characteristics of files generated by double frequency an P code receiver. This makes possible that data generated by receivers of single frequency, the majority of receivers in Brazil, can be processed as vectors of long bases. The results obtained indicate that the use of Neural Network models, with algorithms of supervised learning are a promissing alternative to estimate GPS data.
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O PAPEL DA INSTRUÇÃO EXPLÍCITA E DA MEMÓRIA DE TRABALHO NA LEITURA EM L2Pasquali, Eren Melo Moraes 01 November 2012 (has links)
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Previous issue date: 2012-11-01 / This study aims at investigating the role of explicit instruction and working memory on the L2 reading skills of undergraduate students of the Systems Analysis and Development Course of a technology college in Pelotas. For that purpose, a study was conducted with 44 informants divided into experimental group and control group. Four research instruments were used to collect data during the ESP classes: a pretest, a posttest, a retention test, and a working memory test. First, the pretest was applied in order to observe the students knowledge about the conjunctions while reading texts in English. Then, explicit instruction was given on that grammar topic only for the experimental group. The posttest, which was taken by both groups, aimed at observing the performance of the participants of the experimental group after instruction and comparing this performance to that of the control group. The third test, applied three months after instruction, aimed at observing the retention of the target forms. Finally, the working memory test was administered to check if there would be correlation between L2 reading competence and working memory, that is, if the participants with higher working memory scores (higher spans) would also be the ones who would correctly answer the greater number of questions in the reading test. The posttest results reveal that explicit instruction has an important role in the acquisition of the target conjunctions; however, no correlation was found in this particular group of participants between the results of the reading test and the working memory test / O presente estudo foi realizado com o objetivo de investigar o papel da instrução explícita e da memória de trabalho na leitura em L2 de alunos do curso de Análise e Desenvolvimento de Sistemas de uma faculdade de tecnologia de Pelotas. Para tanto, um estudo foi desenvolvido com 44 informantes divididos em Grupo Experimental e Grupo Controle. Para a coleta de dados foram utilizados quatro instrumentos de pesquisa durante as aulas de inglês instrumental: pré-teste, pós-teste, teste de retenção e teste de memória de trabalho. Primeiramente, o pré-teste foi realizado com o objetivo de observar o conhecimento dos alunos acerca das conjunções em inglês durante a leitura de textos em L2. Em seguida, houve a instrução explícita sobre o tópico gramatical em questão somente para o grupo experimental. O pós-teste, que foi realizado para ambos os grupos, pretendia observar o desempenho dos informantes do Grupo Experimental após a instrução e comparar esse desempenho com o do Grupo Controle. O terceiro teste, realizado três meses após a instrução, teve o objetivo de observar a retenção das formas-alvo. Finalmente, o teste de memória de trabalho foi aplicado para observar se haveria relação entre a competência de leitura em L2 e a memória de trabalho, ou seja, se os informantes com maior amplitude de memória de trabalho seriam também os que acertariam o maior número de questões no teste de leitura. Os resultados do pós-teste revelam que a instrução explícita desempenha papel importante para a aquisição do conhecimento das conjunções, porém na amostra investigada não foi encontrada correlação entre o desempenho nos testes de leitura e memória de trabalho
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Étude des choix didactiques et des démarches d'enseignement / apprentissage de la littérature dans les cursus universitaires de FLE : le cas de l'université de Birzeit en Palestine / Didactical choices and teaching-learning approaches for literature in a university French department : the case of Birzeit University, PalestineMarcant, Marie-Dominique 19 October 2016 (has links)
Cette recherche porte sur l’enseignement de la littérature dans un cursus universitaire de français langue étrangère. Elle questionne la notion de culture littéraire à travers les « canons littéraires », les littératures « mineures » selon la terminologie de G. Deleuze, et leur contextualisation d’une part, et, d’autre part, à travers la mise en place de pratiques enseignantes visant sa transmission / construction. Cette recherche étant ancrée dans les sciences humaines par ses champs d’étude – la littérature et la didactique – et étant, par conséquent, relativement subjective, nous avons choisi d’étudier un cas particulier, celui dans lequel nos questions sont apparues, afin de mettre en évidence ses spécificités mais aussi des traits généralisables ou, du moins, ouvrant des pistes de réflexions transposables dans d’autres contextes. Pour effectuer cette étude, nous avons privilégié une approche inductive et compréhensive et nous avons opté pour une méthode mixte ou une triangulation permettant le croisement de différentes données dans le but d’avoir une vision globale de la situation en termes de pratiques, de potentiels et de limites. Les résultats obtenus dans ce contexte ouvrent un champ de possibles pour penser une didactique du FLE adaptée à un enseignement littéraire en milieu universitaire. / This research focuses on teaching literature at a university-level French language department. It questions the concept of literary culture through the concepts of “literary canon”, “minor” literature, following G. Deleuze’s terminology, and their contextualization on the one hand, and on the other, through the implementation of teaching practices aiming at transmitting / building it. This research, rooted in human sciences because of its fields of study – literature and didactics – and as a consequence, being relatively subjective, is focused on a specific case, the one where our questions first emerged from: the French department at Birzeit University in Palestine. This approach allows us to enhance the specificities of this context while drawing at the same time some features that could be generalized, or at least that could open some opportunities for transferable reflections on other contexts. In conducting this study an inductive and comprehensive approach has been favored. A mixed-method approach or triangulation was used, allowing us to cross-compare data in order to get a more global view of the situation in terms of practice, potential and limits. The results obtained in this context then open new horizons to think adapted French as a foreign language didactics to literary teaching/learning in an academic context.
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Um método para estimar observáveis GPS usando redes neurais artificiais / A method to estimate GPS data observables using artificial neural networksCarlos Augusto Uchôa da Silva 27 June 2003 (has links)
O NAVSTAR-GPS, com uma grande variedade de conjuntos receptores e sua aplicabilidade prática em diversas áreas, transformou-se no mais difundido dos sistemas de posicionamento. Porém, necessidades cada vez maiores em termos de precisão trouxeram consigo o ônus de um custo elevado com a aquisição de equipamentos de dupla freqüência. Este trabalho consiste no desenvolvimento de um método que possibilite a modelagem das observáveis GPS, através de Redes Neurais Artificiais, bem como a agregação destes dados a um arquivo gerado por um receptor de uma freqüência, conferindo-lhe características específicas de arquivos gerados por receptores de dupla freqüência e código P. Isto possibilita que dados gerados por receptores de uma freqüência, a imensa maioria dos receptores utilizados no Brasil, possam ser processados como vetores de bases longas. Os resultados obtidos indicam que o uso de modelos neurais, treinados por algoritmos de aprendizado supervisionado, são uma alternativa promissora para estimar dados GPS. / The NAVSTAR-GPS, with a great variety of receivers and its practical aplicabillity in several areas, transformed itself in the most known positioning system. But the necessity of improving the results precision brings with it a cost increasing caused by the use of equipments of dual frequency equipments. This work consist on the development of a method that makes possible the GPS data modelling using Neural Networks, as well as the aggregation of these data into a file generated by single frequency receiver, providing to the system specific characteristics of files generated by double frequency an P code receiver. This makes possible that data generated by receivers of single frequency, the majority of receivers in Brazil, can be processed as vectors of long bases. The results obtained indicate that the use of Neural Network models, with algorithms of supervised learning are a promissing alternative to estimate GPS data.
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Acquisition of ergative case in L2 Hindi-UrduRanjan, Rajiv 01 May 2016 (has links)
This dissertation contributes to an ongoing debate on the types of linguistic features which can be acquired in a second language by looking at the multiple learning challenges related to the ergative case system (the appearance of –ne with the subject) in Hindi-Urdu by classroom learners. Some hypotheses in second language research hold that interpretable features (features which contribute semantic information) can be acquired in a second language, whereas uninterpretable features (features which express grammatical information) cannot be easily acquired, if ever. Additionally, hypotheses in second language processing hold that the second language learners are able to process semantic information but not grammatical information. This dissertation investigates at the acquisition process of second language learners of Hindi-Urdu acquiring the uninterpretable ergative case. In Hindi-Urdu, the subject of a sentence appears with the ergative case marker –ne, when the verb is transitive and in the perfective aspect. In my dissertation, I test the validity of the aforementioned hypotheses and investigate the acquisition and acquisitional process of ergative case in L2 Hindi-Urdu by L1 English speakers by analyzing data collected by using an acceptability/grammaticality judgement task, a self-paced reading task and a production task from Hindi-Urdu learners and native speakers.
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L’apprentissage de l’orthographe chez les apprenants chinois du français L2 : une analyse portant sur un corpus écrit / Orthographic learning by Chinese-speaking university learners of French L2 : an analysis based on a written corpusLi, Yilun 06 September 2018 (has links)
Dans l’apprentissage du français écrit, la norme orthographique représente un lieu de difficulté majeure. Confronté à des complexités multiples, tout scripteur aura un long trajet à parcourir avant d’arriver à la maîtrise complète des traitements orthographiques, et ceci est sans doute d’autant plus vrai lorsqu’il s’agit de s’approprier le système orthographique du français dans une langue étrangère. Cette étude vise donc à analyser la réalisation orthographique, chez les apprenants chinois du français L2. Pour ce faire, nous examinons les données issues d’une tâche écrite semi-spontanée, en nous attachant plus particulièrement au profil développemental des apprenants chinois, et leur tendances interlangagières face aux problèmes de l’orthographe lexicale, de l’accord en nombre et genre et de la morphologie verbale. En outre, une analyse des erreurs commises par les apprenants, ainsi que les explications possibles pour interpréter ces erreurs sont également présentées, en faisant référence aux caractéristiques spécifiques de l’apprentissage de la langue étrangère. / In the area of written French, the orthographic learning represents a major difficulty. Faced with multiple complexities, any writer will have a long way to go before arriving at the complete control of spelling, and this is probably more true when it comes to appropriating this French system in a foreign language which is typologically distinct from the French language. This study aims to analyze the orthographic realization in French L2, for Chinese learners. To do this, we examine data from a semi-spontaneous writing task, focusing in particular on the developmental profile of learners, and their interlanguage tendencies in relation to the problems of lexical orthography, number/gender agreement, and verbal morphology. In addition, an errors analysis as well as possible explanations for interpreting these errors are also presented, with reference to the specific characteristics of L2 learning.
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Processamento da correferência anafórica de pronomes e nomes repetidos em brasileiros aprendizes de francês como L2Gadelha, Luisa de Araujo Pereira 20 April 2012 (has links)
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Previous issue date: 2012-04-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims to investigate the coreferential processing of learners of a L2 (french) in three proficiency levels (beginner, intermediate, advanced) and compare them with native french speakers. It will be analyzed the extent to which the proficiency influences the processing of the L2 in the specific phenomenon of Repeated Name Penalty (Gordon & Chan 1995, Gordon & Hendrick, 1998; Chambers & Smyth, 1998) and Informational Load Hypothesis (Almor, 1999), besides relating the processing of the L2 Shallow Structure Hypothesis (Felser, 2006) and the Declarative/Procedural Model (Ullman, 2001). Two self-observation reading experiments were applied. In the first experiment, we analyzed the reading times for pronouns and repeated names in retrieved anaphoric in the subject position with learners from the three proficiency levels. The results show that each level of proficiency presents a pattern processing. The second experiment was applied to native speakers of French language and reading times compared with the performance of learners of an advanced level in the first experiment. There was a difference in processing between the two groups, although both suffer repeated name penalty, concerning the processing time; Learners process slower than natives, confirming the Shallow Structure Hypothesis and the Declarative/Procedural Model. / Este trabalho pretende investigar o processamento correferencial de aprendizes de L2 (francês) em três níveis de proficiência (iniciante, intermediário, avançado) e compará-los com falantes nativos de francês. Analisaremos até que ponto a proficiência influencia o processamento da L2 no fenômeno específico da Penalidade do Nome Repetido (Gordon & Chan 1995, Gordon & Hendrick, 1998; Chambers & Smyth, 1998) e Hipótese da Carga Informacional (Almor, 1999), além de relacionar o processamento da L2 com a Hipótese da Estrutura Rasa (Felser, 2006) e o Modelo Declarativo-Procedural (Ullman, 2001). Foram aplicados dois experimentos de leitura automonitorada. No primeiro experimento, analisamos os tempos de leitura de pronomes e nomes repetidos em retomadas anafóricas na posição de sujeito com os aprendizes dos três níveis de proficiência. Os resultados mostram que cada nível de proficiência apresenta um padrão de processamento. O segundo experimento foi aplicado com falantes nativos de língua francesa e os tempos de leitura comparados com o desempenho dos aprendizes de nível avançado no primeiro experimento. Observou-se uma diferença de processamento entre os dois grupos, embora ambos sofram penalidade do nome repetido, no que concerne ao tempo de processamento; os aprendizes processam de maneira menos rápida que os nativos, confirmando a Hipótese da Estrutura Rasa e o Modelo Declarativo-Procedural.
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