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ENGLISH LANGUAGE a /AS Level for AQA Teacher’S Resource A/AS Level English Language for AQA
Brighter Thinking ENGLISH LANGUAGE A /AS Level for AQA Teacher’s Resource A/AS Level English Language for AQA CAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 8BS, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/ukschools/9781107490024 (Free online) www.cambridge.org/ukschools/9781107490178 (Cambridge Elevate-enhanced Edition) © Cambridge University Press 2015 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 A catalogue record for this publication is available from the British Library ISBN 978-1-107-490024 Free online ISBN 978-1-107-490178 Cambridge Elevate-enhanced Edition Additional resources for this publication at www.cambridge.org/ukschools Cover image © 2013 Fabian Oefner www.fabianoefner.com Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. NOTICE TO TEACHERS The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use only. Worksheets and copies of them remain in the copyright of Cambridge University Press. The publishers would like to thank Ian Cushing for his contribution to this Teacher’s Resource. -
Recent Developments Which Affect Spelling
Recent developments which affect spelling VALERIE YULE On the possibility of removing the unnecessary difficulties in English spelling while leaving the basic appearance of English print intact Introduction errour, aether, exotick, horrour and musick have been replaced in the printed word by demon, econ- Recent developments in English language include omy, error, ether, exotic, horror, music, and his the rise of many Englishes throughout the world omelette, mediaeval and programme have been and home dialects appearing in broadcasting, replaced in the USA by omelet, medieval and pro- which are increasing in salience rather than dimin- gram. In SMS texting, advertising spelling and ishing with globalisation; huge increases in the personal correspondence the process has contin- international vocabulary held in common by mod- ued, even to the extent of producing private ern languages, particularly technical and scientific codes with acronyms. ‘U’ is among the standard words; and the increases in alternatives in com- shortenings in Internet correspondence. munication. Two restricted English vocabularies Meanwhile, cognitive psychologists have shown as a way to increase the accessibility of English that a consistent spelling helps learners. In cross- language have received publicity; both are called cultural research such as that by Seymour et al. Globish, one by a Frenchman, Jean-Paul Nerrière, of 1500 words (2009), and one by an Indian of 4000 words with an accompanying Indianised spelling (Gogate, 2002). English is now even more the common language DR VALERIE YULE holds an of the world. Four hundred million people speak MA (Psychology) and PhD English as their first language. But how many of (Education), and a diploma these can read it? And how many spell it? One esti- in Education. -
Final Study Report on CEF Automated Translation Value Proposition in the Context of the European LT Market/Ecosystem
Final study report on CEF Automated Translation value proposition in the context of the European LT market/ecosystem FINAL REPORT A study prepared for the European Commission DG Communications Networks, Content & Technology by: Digital Single Market CEF AT value proposition in the context of the European LT market/ecosystem Final Study Report This study was carried out for the European Commission by Luc MEERTENS 2 Khalid CHOUKRI Stefania AGUZZI Andrejs VASILJEVS Internal identification Contract number: 2017/S 108-216374 SMART number: 2016/0103 DISCLAIMER By the European Commission, Directorate-General of Communications Networks, Content & Technology. The information and views set out in this publication are those of the author(s) and do not necessarily reflect the official opinion of the Commission. The Commission does not guarantee the accuracy of the data included in this study. Neither the Commission nor any person acting on the Commission’s behalf may be held responsible for the use which may be made of the information contained therein. ISBN 978-92-76-00783-8 doi: 10.2759/142151 © European Union, 2019. All rights reserved. Certain parts are licensed under conditions to the EU. Reproduction is authorised provided the source is acknowledged. 2 CEF AT value proposition in the context of the European LT market/ecosystem Final Study Report CONTENTS Table of figures ................................................................................................................................................ 7 List of tables .................................................................................................................................................. -
Glimpses of Globish (Parallel English)
============================================================================= Glimpses of Globish (Parallel English) .. It may link Mankind .. Non-ambiguous spellings. 1/1/2014 Author Madhukar N. Gogate. Author's website [www.mngogate.com] Refer Indexpage biodata for author's contact (email-id) & articles E01, E02 & note (e) that clarifies [Globish]. Circulate... Comment. .... (set 1)................................................... Introduction A ...................................................................... English language has many merits (refer E01), but its spellings are irregular and not reformable within it, in view of their Worldwide use in billions of publications, documents, road signs, websites etc. Here is an option. One can write English words (pressure, will) etc = (preshar, wil) etc in Hindi script . There are dictionaries & books of sentences [English in Roman, sounds & meanings in Hindi script].. That is a case of parallel English, without any spelling problems ! Such introductory books might be there in other scripts too. Take a global view. Globish is parallel English in Roman script, with non-ambiguous spellings. Chemistry symbols (based on A-Z a-z) are known to all well-educated people in World. Now alphabets are 26, elements exceed 100. So combinations (Ca, Cu etc) are used. (Ca) = Calcium only. No ambiguity. In same way, connect Graphemes & Phonemes. Graphemes are (a, aa, ae, au, b) etc. in set 3 below. Phonemes are sounds in brackets. This might not suit other languages. Use (A-Z a-z) symbols provided on Worldwide millions of PC etc. English & Globish would be like land travel and air travel. Both co-exist. Let us try. Ignore few slight variations in Phonemes, for simplicity and popularity. We hear and read a language. With little practice, Globish words (dauktar, tyoob, eg) etc will look ok. -
Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona. -
Ruken C¸Akici
RUKEN C¸AKICI personal information Official Ruket C¸akıcı Name Born in Turkey, 23 June 1978 email [email protected] website http://www.ceng.metu.edu.tr/˜ruken phone (H) +90 (312) 210 6968 · (M) +90 (532) 557 8035 work experience 2010- Instructor, METU METU Research and Teaching duties 1999-2010 Research Assistant, METU — Ankara METU Teaching assistantship of various courses education 2002-2008 University of Edinburgh, UK Doctor of School: School of Informatics Philosophy Thesis: Wide-Coverage Parsing for Turkish Advisors: Prof. Mark Steedman & Prof. Miles Osborne 1999-2002 Middle East Technical University Master of Science School: Computer Engineering Thesis: A Computational Interface for Syntax and Morphemic Lexicons Advisor: Prof. Cem Bozs¸ahin 1995-1999 Middle East Technical University Bachelor of Science School: Computer Engineering projects 1999-2001 AppTek/ Lernout & Hauspie Inc Language Pairing on Functional Structure: Lexical- Functional Grammar Based Machine Translation for English – Turkish. 150000USD. · Consultant developer 2007-2011 TUB¨ MEDID Turkish Discourse Treebank Project, TUBITAK 1001 program (107E156), 137183 TRY. · Researcher · (Now part of COST Action IS1312 (TextLink)) 2012-2015 Unsupervised Learning Methods for Turkish Natural Language Processing, METU BAP Project (BAP-08-11-2012-116), 30000 TRY. · Primary Investigator 2013-2015 TwiTR: Turkc¸e¨ ic¸in Sosyal Aglarda˘ Olay Bulma ve Bulunan Olaylar ic¸in Konu Tahmini (TwiTR: Event detection and Topic identification for events in social networks for Turkish language), TUBITAK 1001 program (112E275), 110750 TRY. · Researcher· (Now Part of ICT COST Action IC1203 (ENERGIC)) 2013-2016 Understanding Images and Visualizing Text: Semantic Inference and Retrieval by Integrating Computer Vision and Natural Language Processing, TUBITAK 1001 program (113E116), 318112 TRY. -
ENG 300 – the History of the English Language Wadhha Alsaad
ENG 300 – The History of The English Language Wadhha AlSaad 13/4/2020 Chap 4: Middle English Lecture 1 Why did English go underground (before the Middle English)? The Norman Conquest in 1066, England was taken over by a French ruler, who is titled prior to becoming the king of England, was the duke of Normandy. • Norman → Norsemen (Vikings) → the men from the North. o The Normans invited on the Viking to stay on their lands in hope from protecting them from other Vikings, because who is better to fight a Viking then a Viking themselves. • About 3 hundred years later didn’t speak their language but spoke French with their dialect. o Norman French • William, the duke of Normandy, was able to conquer most of England and he crowned himself the king. o The Normans became the new overlord and the new rulers in England. ▪ They hated the English language believing that is it unsophisticated and crude and it wasn’t suitable for court, government, legal proceedings, and education. ▪ French and Latin replaced English: • The spoken language became French. • The written language, and the language of religion became Latin. ▪ The majority of the people who lived in England spoke English, but since they were illiterate, they didn’t produce anything so there weren’t any writing recordings. ▪ When it remerges in the end 13th century and the more so 14th century, it is a very different English, it had something to do with inflection. • Inflection: (-‘s), gender (lost in middle English), aspect, case. ▪ When Middle English resurfaces as a language of literature, thanks to Geoffrey Chaucer who elevated the vernaculars the spoken language to the status of literature, most of the inflections were gone. -
Teaching Globish with GNG and Skype
Teaching Globish with GNG and Skype by David Hon This book is owned by the writer. Any unauthorized copying in any media, including publishing on the Internet or giving out by other means, is forbidden and protected under international copyright provisions. US Copyright Registry Case # 1-603560081 © 2011 David Hon Table of Contents Preface (in Globish) .......................................................................2 Beginning (also in Globish) ..........................................................3 Chapter 1 - Teaching the English That Adult Students Want .....5 Chapter 2 - The Value of Globish - English ................................10 Chapter 3 - What is GNG ( Globish IN Globish TM )? ...............15 Chapter 4 - Why Use Skype to Teach GNG? .............................20 Chapter 5 - Skype+GNG = The Hybrid Classroom ...................25 Chapter 6 - Immersion with "Most Useful" Words ...................28 Chapter 6 - Why 1500 Globish Words? ......................................33 Chapter 8 - Parent - Child and Other Variations .......................46 Chapter 9 - Ending This Beginning ...........................................51 Chapter 10 - Other Globish Materials ........................................56 Preface (in Globish) I am writing most of this book in English for English teachers and for administrators who want to understand the ideas of Globish and of hybrid courses. It is also for students of English who would like to show their English teachers how to structure a hybrid course in Globish. It is only the first part of a longer book to come, but I hope it explains some useful directions. Combined with online distance learning and student study with self-paced lessons, this method can give language skills faster and better. It can be done less expensively, in small or individual classes at any time, with no need for traveling to a school classroom. The end product will be students who have more sureness because they are using -- and speaking -- more correct English. -
Globalização E Expansão Cons- Cienciológica Através Dos Idiomas
302 Temas da Conscienciologia Globalização e Expansão Cons- cienciológica Através dos Idiomas Globalization and Conscientiological Expansion through Languages Globalización y Expansión Concienciológica a través de los Idiomas Luis Minero* * Graduado em Química. Pesquisador e Resumo: Diretor Administrativo da IAC. Este artigo apresenta um estudo da relação entre a globalização e a expan- [email protected] são e integração da Conscienciologia através de vários idiomas. Diferentes ca- ......................................................... racterísticas da globalização são apresentadas, fazendo-se a correlação com a Conscienciologia. Esta pesquisa sugere que, com a globalização, alguns valo- res regionais e idiomas menores ficam marginalizados e desaparecem, enquanto Palavras-chave outros se expandem. Uma análise básica da estrutura e característica dos idio- Conscienciologia mas é apresentada, evidenciando como as pessoas entendem o mundo em que Cultura vivem e, ao mesmo tempo, como as linguagens as condicionam. Através dos Globalização paralelos estudados entre a globalização e a análise dos idiomas, este trabalho Idiomas pretende contribuir para a criação de novas associações de idéias, enfatizando Poliglotismo a importância de se investir na prática do poliglotismo e na conscientização dos seus efeitos, concluindo que neste momento da globalização, e dentro do con- Keywords texto do Estado Mundial, as conscins mais lúcidas não podem se permitir estar Conscientiology restritas por nenhuma limitação idiomática. Culture Abstract: Globalization This article presents a study in regards to the relation between globalization Languages and the expansion and integration of conscientiology through different languages. Polyglotism Different characteristics of globalization are presented and correlated with conscientiology. This research suggests that, with globalization, some regional Palabras-clave values and less expressive languages become marginalized and eventually Concienciología disappear, while other languages expand. -
The Openhart 2013 Evalua on Workshop
Welcome to the OpenHaRT 2013 Evalua8on Workshop Informaon Technology Laboratory nist.gov/itl Informaon Access Division nist.gov/itl/iad Mark Przybocki, Mul(modal Informaon Group nist.gov/itl/iad/mig August 23rd, 2013 Washington D.C. , Omni Shoreham hotel The Mul8modal Informa8on Group’s Project Areas § Speech Recogni(on § Speaker Recogni(on § Dialog Management § Human Assisted Speaker Recogni(on § Topic Detec(on and Tracking § Speaker Segmentaon § Spoken Document Retrieval § Language Recogni(on § Voice Biometrics § ANSI/NIST-ITL Standard Voice Record § Tracking (Person/Object) § Text-to-Text § Event Detec(on § Speech-to-Text § Event Recoun(ng § Speech-to-Speech § Predic(ve Video Analy(cs § Image-to-Text § Metric Development § Named En(ty Iden(ficaon § (new) Data Analy(cs § Automac Content Extrac(on 2 Defini8on: MIG’s Evalua8on Cycle Evalua'on Driven Research NIST Data NIST Researchers Performance Planning NIST Core technology Assessment development Analysis and NIST NIST Workshop 3 NIST’s MT Program’s Legacy – Past 10 Years • 27 Evaluaon Events -- tracking the state-of-the-art in performance – (4) technology types text-text speech-text speech-speech Handwri[en_Images-text – (9) languages Arabic-2, Chinese, Dari, Farsi, Hindi, Korean, Pashto, Urdu, English • 11 genres of structured and unstructured content (nwire, web, Bnews, Bconv, food, speeches, editorials, handwri(ng-2, blogs, SMS, dialogs) • 60 Evaluaon Test Sets available to MT researchers (source, references, metrics, sample system output and official results for comparison) • Over 85 research groups >400 Primary Systems Evaluated AFRL – American Univ. Cairo – Apptek – ARL – BBN – BYU – Cambridge – Chinese Acad. Sci. – 5% 3% 1% CMU – Columbia Univ. – Fujitsu Research – 11% OpenMT Google – IBM – JHU – Kansas State – KCSL – Language Weaver – Microsoh Research – Ohio TIDES State – Oxford – Qatar – Queen Mary (London) – 23% 57% TRANSTAC RWTH Aachen – SAIC - Sakhr – SRI – Stanford – Systran – UMD – USC ISI – Univ. -
Statistical Machine Translation from English to Tuvan*
Statistical Machine Translation from English to Tuvan* Rachel Killackey, Swarthmore College rkillac [email protected] Linguistics Senior Thesis 2013 Abstract This thesis aims to describe and analyze findings of the Tuvan Machine Translation Project, which attempts to create a functional statistical machine translation (SMT) model between English and Tuvan, a minority language spoken in southern Siberia. Though most Tuvan speakers are also fluent in Russian, easily accessible SMT technology would allow for simpler English translation without the use of Russian as an intermediary language. The English to Tuvan half of the system that I examine makes consistent morphological errors, particularly involving the absence of the accusative suffix with the basic form -ni. Along with a typological analysis of these errors, I show that the introduction of novel data that corrects for the missing accusative suffix can improve the performance of an SMT system. This result leads me to conclude that SMT can be a useful avenue for efficient translation. However, I also argue that SMT may benefit from the incorporation of some linguistic knowledge such as morphological rules in the early steps of creating a system. 1. Introduction This thesis explores the field of machine translation (MT), the use of computers in rendering one natural language into another, with a specific focus on MT between English and Tuvan, a Turkic language spoken in south central Siberia. While MT is a growing force in the translation of major languages with millions of speakers such as French, Spanish, and Russian, minority and non-dominant languages with relatively few numbers of speakers have been largely ignored. -
Making Amharic to English Language Translator For
Hana Demas Making Amharic to English Language Translator for iOS Helsinki Metropolia University of Applied Sciences Degree Programme In Information Technology Thesis Date 5.5.2016 2 Author(s) Hana Belete Demas Title Amharic To English Language Translator For iOS Number of Pages 54 pages + 1 appendice Date 5 May 2016 Degree Information Technology Engineering Degree Programme Information Technology Specialisation option Software Engineering Instructor(s) Petri Vesikivi The purpose of this project was to build a language translator for Amharic-English language pair, which in the beginning of the project was not supported by any of the known translation systems. The goal of this project was to make a language translator application for Amharic English language pair using swift language for iOS platform. The project has two components. The first one is the language translator application described above and the second component is an integrated Amharic custom keyboard which makes the user able to type Amharic letters which are not supported by iOS 9 system keyboard. The Amharic language has more than 250 letters and numbers and they are represented using extended keys. The project was implemented using the Swift language. At the end of the project an iOS application to translate English to Amharic and vice versa was made. The translator applications uses the translation system which was built on the Microsoft Translator Hub and accessed using Microsoft Translator API. The application can be used to translate texts from Amharic to English or vice versa. Keywords API, iOS, Custom Keyboard, Swift, Microsoft Translator Hub 3 Contents 1. Introduction ............................................................................................................... 1 2.