Correction Of Language Errors Research Articles

The Importance and Challenges of Sign Language Translator- A Review

The study of using computers to understand and represent sign language has made significant strides in recent years. With robotic 'Ralph'-like finger-spelling hands, 'Cyber Gloves' (virtual reality sensors that collect both isolated and continuous signs), camera-based projects like the engaging Copycat American Sign Language game, and more, this essay covers significant efforts in the field. "sign recognition software," and "Hidden Markov Modelling and neural network systems." There are spoken language to sign language translation technologies like "Tessa" (Text and Sign Support Assistant; three-dimensional imaging) and "THETOS" (Text into Sign Language Automatic Translator, which operates in Polish; natural language processing), a Polish project. It is also investigated how this research might be used in education. The "ICICLE" (Interactive Computer Identification and Correction of Language Errors) project, for instance, builds a tutorial system for deaf or hard-of-hearing youngsters that analyses their English writing and provides specialized lessons and recommendations using intelligent computer-aided instruction. The article also takes into account synthesized signs, which are being included in instructional materials and may one day be created by students themselves.

Takwīn al-Bīah al-Lughawiyyah Litarqiyah al-Mahārah al-Intājiyyah fī al-Ma’āhid al-‘Aṣriyyah bi Ponorogo

This qualitative research aimed to find out: 1) the formation of formal and natural language environment to improve students' speaking skills in various modern Islamic boarding Schools at Ponorogo. 2) the formation of formal and natural language environment to improve students' writing skills in various Modern Islamic Boarding Schools at Ponorogo. The results indicate that: 1) Students' speaking skills are improved through the following Arabic language environmental activities: using Arabic in daily conversation, Arabic learning, the use of language laboratory, adding new daily vocabulary, annual language competition, listening to foreign language news, language error correction, speech competition, poetry reading, debate, and Arabic storytelling. 2) Students' writing skills are improved through the following Arabic language environmental activities: writing foreign-language articles, speeches, debate, English storytelling, poetry, songs, drama texts, and Arabic news texts, weekly writing exercises, and writing Arabic articles competition.

CHARACTERISTICS OF CLASSROOM INTERACTION OF ENGLISH LANGUAGE TEACHERS IN INDONESIA AND MALAYSIA

This study investigates characteristics of classroom interaction of English language teachers in Indonesia and Malaysia, focusing on language accuracy and classroom discourse. A qualitative method was employed in this study while the data was gathered through observation of six teaching sessions of English language teaching in secondary schools, involving three selected Indonesian teachers and three selected Malaysian teachers. The findings reveal that all teachers performed two characteristics of classroom interaction namely language accuracy and classroom discourse. In teachers’ language accuracy, the Indonesian and Malaysian teachers delivered pronunciation, vocabulary, instructions, questions, explanations, eliciting information, use of L1, and correction of language errors. They also applied monologue, dialogue, restructure discourse, fill gaps for students lack of language, use of L1/L2 both teachers and students, accepting incomplete answers from students, and accepting one word answers. These categories improved the quality of teacher-student and student-student interaction. Therefore, the findings might be implemented more widely to enrich both Indonesian and Malaysian English language teachers.

Error Correction in Oral Classroom English Teaching

<p>As is known to all, errors are inevitable in the process of language learning for Chinese students. Should we ignore students’ errors in learning English?</p><p>In common with other questions, different people hold different opinions. All teachers agree that errors students make in written English are not allowed. For the errors students make in oral English, opinions vary from person to person. Many teachers think we should mainly focus on fostering the students’ competence of using the languages fluently, and errors the students make can be ignored. As far as I am concerned, we shouldn’t teach students this way.</p><p>In theory, there is no doubt that students are allowed to make errors while learning English. As Li yang puts it, students should enjoy making mistakes. There is another saying that the more mistakes you make, the more you will learn. It shows that mistakes can unfold what students are poor in. The teacher can help them out in time. All students hope for teachers’ help. They are willing to follow teachers’ guidance when necessary. Only in this way can they improve their English little by little. On the other hand, if we ignore students’ errors in spoken English, they will never be able to communicate well with other in English or do well in exams. In fact, the language error usually occurs in classroom English teaching at junior high school.This thesis will talk about language error correction in classroom teaching at junior high shool through analyzing the types of errors and exploring the causes of errors. And it will put forward to some strategies to correct these errors.</p>

Sign Language Recognition and Translation: A Multidisciplined Approach From the Field of Artificial Intelligence

In recent years, research has progressed steadily in regard to the use of computers to recognize and render sign language. This paper reviews significant projects in the field beginning with finger-spelling hands such as "Ralph" (robotics), CyberGloves (virtual reality sensors to capture isolated and continuous signs), camera-based projects such as the CopyCat interactive American Sign Language game (computer vision), and sign recognition software (Hidden Markov Modeling and neural network systems). Avatars such as "Tessa" (Text and Sign Support Assistant; three-dimensional imaging) and spoken language to sign language translation systems such as Poland's project entitled "THETOS" (Text into Sign Language Automatic Translator, which operates in Polish; natural language processing) are addressed. The application of this research to education is also explored. The "ICICLE" (Interactive Computer Identification and Correction of Language Errors) project, for example, uses intelligent computer-aided instruction to build a tutorial system for deaf or hard-of-hearing children that analyzes their English writing and makes tailored lessons and recommendations. Finally, the article considers synthesized sign, which is being added to educational material and has the potential to be developed by students themselves.

Taalversorging - teoreties gefundeer in die taalpraktyk?

Language editing - theoretically grounded in language practice? This article focuses on the possibility of formulating a theory of language editing. Research indicates that language editing in practice is sometimes undertaken on a random basis. People tend to think that language editing comes naturally once a person has completed a language course. This is of course not true. Language editing should be implemented on a sound theoretical basis embedded in a strong linguistic framework. This theoretical grounding is based on a thorough knowledge and implementation of linguistic sub-disciplines: a command of language (linguistic competence), text linguistics and normative grammar. These three linguistic sub-disciplines form an integrated basis for a sound theoretical viewpoint on language editing. Furthermore, the term “language editing” is inadequate to describe the editing process as a whole. Language editing should not be simply seen as the correction of language errors, but rather as a complete editing (copy-editing) of the text.