Music Genre Classification Using DenseNet and Data Augmentation

It can be said that the automatic classification of musical genres plays a very important role in the current digital technology world in which the creation,distribution,and enjoyment of musical works have undergone huge changes.As the number ofmusic products increases daily and themusic genres are extremely rich,storing,classifying,and searching these works manually becomes difficult,if not impossible.Automatic classification ofmusical genres will contribute to making this possible.The research presented in this paper proposes an appropriate deep learning model along with an effective data augmentation method to achieve high classification accuracy for music genre classification using Small Free Music Archive(FMA)data set.For Small FMA,it is more efficient to augment the data by generating an echo rather than pitch shifting.The research results show that the DenseNet121 model and data augmentation methods,such as noise addition and echo generation,have a classification accuracy of 98.97%for the Small FMA data set,while this data set lowered the sampling frequency to 16000 Hz.The classification accuracy of this study outperforms that of the majority of the previous results on the same Small FMA data set.

Music Genre Classification Using African Buffalo Optimization

In the discipline of Music Information Retrieval(MIR),categorizing musicfiles according to their genre is a difficult process.Music genre classifica-tion is an important multimedia research domain for classification of music data-bases.In the proposed method music genre classification using features obtained from audio data is proposed.The classification is done using features extracted from the audio data of popular online repository namely GTZAN,ISMIR 2004 and Latin Music Dataset(LMD).The features highlight the differences between different musical styles.In the proposed method,feature selection is per-formed using an African Buffalo Optimization(ABO),and the resulting features are employed to classify the audio using Back Propagation Neural Networks(BPNN),Support Vector Machine(SVM),Naïve Bayes,decision tree and kNN classifiers.Performance evaluation reveals that,ABO based feature selection strategy achieves an average accuracy of 82%with mean square error(MSE)of 0.003 when used with neural network classifier.

Analysis on the Application of Genre-based Approach to English Teaching

The awareness of applying genre in teaching and learning language has been aroused recently, and the choices of genres are connected closely with teachers' teaching goals and the needs of students. This paper which holds certain pedagogic purpose, analyzes genre-based teaching approach via an analysis on an English text book named Changes (level 1), aiming to help EFL teachers cultivate their genre awareness.

A Genre-Based Approach to the Teaching of Writing

The essay explains why the writing skill is often perceived to be the most difficult language skill to master; to what extent can a genre approach to teaching writing help students master the skill of writing compare briefly to other skills such as product approach and process approach; and introduce a new approach process-genre approach.

The Application Study on Genre-based Approach in the English Exposition Writing Teaching for Professional College English Major Students

The previous studies show that the major problems faced by the students in writing can be classified into two categories, that is, they don't know"what to write"and"how to write". The researchers found that the specific problems existing in their writings are identified as poor content, incomplete generic structure and misuse of cohesive devices. Therefore, on the basis of the previous studies, this study attempts to use Martin's genre theory to resolve the existed problems of the Professional College English major's students in writing and enhance students' discourse writing ability. Meanwhile, this study tries to answer the following questions:(1) Compared with the traditional writing teaching methods, whether the genre-based writing method has a significant effect to improve students' writing skills;(2) Whether the genre-based writing method is possible to increase students' interest in writing. The experimental result and the questionnaire show that genre-based approach in ESL writing teaching really can improve students' writing achievement and enhance students' interest in English writing.

genre的含义及其汉译

genre自古希腊时期开始在多个学科里被人们研究和重视。本文讨论了自上世纪八十年代以来系统功能语言学对genre的研究,发现该术语有两个不同的含义:1.语篇的各种类型;2.某一特定语篇类型的必要组成因素。基于上述发现,论文讨论了现存对genre的翻译的不准确性。最后本文建议把第一种含义的genre译成"篇类",第二种含义的genre译成"篇格"

Is This a Poem or Notes Towards a Poem?——on Margaret Atwood’s Genre

文学作品的体裁按照四分法应包括诗歌、小说、散文和戏剧，就诗歌而言，可分为抒情诗和叙事诗。“注释”是否应算作文学体裁家族中的一员则很少有人去探讨。如果“注释”不能算作诗歌，那么，加拿大著名诗人玛格丽特阿特伍德的“ＮｏｔｅｓＴｏｗａｒｄｓａＰｏｅｍＴｈａｔＣａｎＮｅｖｅｒＢｅＷｒｉｔｔｅｎ”（为一首永远写不成的诗而作的注释）是否应算作诗呢？诗歌的定义又是什么呢？如果说诗歌的基本特征是通过抒发强烈的感受和情绪以反映社会生活，那么，我们应当用一分为二的分析方法来探讨阿特伍德的这些印刷符号。诗可以写不出来，但可以想象出来，甚至口头表达出来。作品中的“你们”、“我们”的关系又是什么？是作者和读者的关系吗？

The Application of Genre-based Approach in Teaching English Reading in Mid-level Professional School

Reading is a complex process,and effective reading is preceded by discourse patterns,namely genre knowledge of the passage structure.Genre-based approach applies the theory of genre and genre analysis to the classroom,and develops teaching activities revolving around the schematic structure of a text.It is attempted by teaching genre knowledge to cultivate students' genre awareness under certain social and cultural environment for enhancing their reading comprehension.

体裁理论研究概观——兼Understanding Genre一文述评

最近20年来,体裁理论、体裁分析以及体裁教学在我国学界呈现出方兴未艾的趋势。然而,国内的研究对新修辞学派体裁观的关注和应用仍然不足,这就不利于对专业或学术语篇进行多维度的有效分析。本期登载的丹麦哥本哈根大学Auken博士撰写的长文Understanding Genre,围绕"体裁是基于日常的情境而产生的典型性的社会行为"这一论断,阐述了该理论和实践研究最基本的六个特征。基于对该文的理解和国内研究现状,我们提出未来体裁研究的建议。

Genre Analysis in an Asian Academic Setting

This study is a genre analysis carried out on postgraduates＇ theses and dissertations in Iran as an Asian academic setting. The researchers seek to uncover： （1） the generic structure of MA theses, （2） the generic structure of Ph.D. dissertations, （3） any probable differences between these two groups. ＂statement of the problem＂ section of 48 MA and Ph.D. dissertations from 2001 to 2008 in Teaching English as a Foreign Language （TEFL） at Mazandaran, Tehran and Allame Tabatabaee universities was selected. For the quantitative method of data analysis, frequency counts, and for the qualitative method, genre analysis was used. Samples were categorized both according to the year they were written and the university they belonged to. The study enjoyed a second rater with inter-rater reliability about 0.93. Results revealed that there was a significant difference in writing ＂statement of the problem＂ in different time periods and different universities in the sense that students in different degrees, time periods, and universities employed quite different generic structures for writing. However, postgraduates in recent years （especially 2005-2008）; regardless of their degree and university, seem to use much more similar generic structures which indicates a general genre awareness.

A Genre-Based Approach to Developing Learning and Teaching Academic Writing Skills With Relation to the Omani Technical Context

Teachers are supposed to apply the Genre-Based Approach(GBA)to teach academic writing in the Foundation Year Program(FYP)in the colleges of technology.However,students in these colleges find it difficult to produce a formal piece of academic work(Al-Husseini,2004).Students seem to face lot of writing problems and so the author conducted this study to have a better understanding of what is happening.He carried a questionnaire study to reveal the causes of difficulties in academic writing.The author restricted his focus on research to lack of practice in applying these skills in students’writing as that is more relevant in the technical colleges’context.The study proved that the absence of practicing learning and teaching academic writing due to the insufficient use of the GBA,partly discourage the adequate mastering of these skills.Following the GBA to tackle such problem might be useful.As a consequence,the author considers this research study’s results as an additional evidence for the value of the GBA in developing the learning and teaching of academic writing skills to FYP Omani students in the technical colleges.

A Contrastive Genre Analysis of Chinese and American University Admission Brochures

This study mainly uses the move and step analysis to conduct a contrastive genre analysis on the selected 20 Chinese ad-mission brochures(CABs) and 20 American admission brochures(AABs).Differences in moves,move sequences and step arrange-ments have revealed themselves in this comparison.Firstly,Chinese university admission brochures cast more focus on basic infor-mation about the university,the application procedure and admission criteria,while American universities,besides offering such in-formation,also emphasize the promotional function of the admission brochures.They use appealing and creative moves to commer-cially‘sell'advantages of the university to the potential applicants.Secondly,based on Kress & van Leeuwen's visual grammarsymbolic meaning,images and colors in admission brochures are also explored and analyzed as language.For one thing,after count-ing the frequency of the four categories of images,namely portrait,campus scenery,campus life pictures and graphs,it is foundthat,compared with CABs,AABs have a highly more obvious tendency in using images.The images are used as an effective tool toincrease the sense of credibility,identity-recognition,attract reader's attention,and help understanding,making the facts and in-formation more intuitive.For another thing,the main colors used in the brochures are yet another noticeable feature.Especially inAmerican brochures,universities tend to use their‘traditional colors' in the brochure to achieve a sense of consistency.Some Chi-nese brochures also follow this promotional strategy,yet a large percentage of them do not use any recognizable colors other thanthe printed black and white.Based on these differences,suggestions are put forward from perspectives including choice of movesand steps to improve the quality of CABs,hopefully raising their acceptance in the international level.

Genre Analysis of Book Review

Schema theory is the first one to explain the process of reading comprehension theory,thus it has a great influence onthe reading teaching.This paper,with a brief introduction of schema theory,and based on the schema mechanism analysis,puts for-ward its application in the China English reading teaching strategies.

Instructing Mini-saga with Process Genre Approach in Chinese College EFL Writing

Mini-saga, a brand-new writing genre, is a short story with exactly 50 words, which can be instructed with process genre approach in Chinese college EFL writing classes. Process genre approach emphasizes both the knowledge of context, especially the purpose for writing and skills in using language. Guided by the approach, students need to consider how to achieve certain social purposes in context with appropriate language and structure while composing mini-sagas. Detailed instruction procedures can be designed to instruct students to work out mini-sagas, which can arouse their interest and motivation in English writing, encourage their writing innovation and originality, develop their writing skills, and dig their writing potentials.

A Genre——based Analysis of English Refusal Letters

The present study analyzes ten English refusal letters of two subcategories based on Swales' genre analysis model and finds that difference exists in the generic features of the two subcategorized types. Teachers should reveal the underlying rationale behind linguistic features of a specific genre so that students can not only identify genre but also apply it appropriately.

The Application of Genre- based Pedagogy in College English Reading and Writing Instruction

The genre-base pedagogy is based on genre and genre analysis theories. It provides a new direction to improve the teaching effect of College English reading and writing. This paper analyzes the notion of genre, highlights genre analysis and genre-based pedagogy for its advantages in language teaching, clearifies the relationship between reading and writing, and then presents a sample class which adopts genre-based pedagogy to textbook-based College English reading and writing instruction.

Genre Analysis of English Abstracts in petroleum Articles

Abstract:This article endeavors to investigate the difference and similarities between English abstracts in the field of petroleum written by native academicians and Chinese scholars by means of comparison.It is researched from two aspects:macro-genre structure and micro-linguistic features based on corpus study in order to find out the reason why some articles are good enough to be employed in the international research organization such as EI or SCI,and propose constructive instructions for informative abstract writing.

Genre-Based Approach in Business Translation Teaching

Genre-based teaching approach is a pedagogy based on genre and genre analysis theory.Based on this teaching approach,the paper puts forward a three-stage model appropriate for the teaching of business English reading.It develops teaching activities focusing on the schematic structure of a discourse.Its purpose is to make students know that the discourses with different genres have different communicative purposes and discourse structures.Through a theoretical analysis and empirical study of the model,it is concluded that genre-based teaching approach can effectively help students improve their ability of business English reading comprehension.

Interdiscursivity and Promotional Discourse:A Corpus-Assisted Genre Analysis of About Us Texts on Chinese University Websites

The debate on the marketization of discourse in higher education has sparked and sustained interest among researchers in discourse and education studies across a diversity of contexts.While most research in this line has focused on marketized discourses such as advertisements,little attention has been paid to promotional discourse in public institutions such as the About us texts on Chinese university websites.The goal of the present study is twofold:first,to describe the generic features of the university About us texts in China;and second,to analyze how promotional discourse is interdiscursively incorporated in the discourse by referring to the broader sociopolitical context.Findings have indicated five main moves:giving an overview,stressing historical status,displaying strengths,pledging political and ideological allegiance,and communicating goals and visions.Move 3,displaying strengths,has the greatest amount of information and can be further divided into six sub-moves which presents information on campus facilities,faculty team,talent cultivation,disciplinary fields construction,academic research,and international exchange.The main linguistic and rhetorical strategies used in these moves are analyzed and discussed.

Genre Effect on L2 Syntactic Complexity and Holistic Rating for Writing Quality of Intermediate EFL Learners

This exploratory study examines whether genre has an impact on syntactic complexity and holistic rating in EFL writing. Over 300 sample texts produced by intermediate learners were collected from a test and some regular after-class assignments for English writing courses. Each participant completed two writing tasks, one argumentative and the other narrative. Results show that genre type has a significant impact on L2 syntactic complexity. Genre effect is found stronger with timed writing tasks. L2 holistic ratings show correlation with syntactic complexity on the different measure(s) depending on genre type and planning conditions. Regression analyses reveal that for timed writing tasks, clausal density(clauses per sentence) is a reliable predictor for holistic assessment on intermediate EFL learners’ writing quality. It is found to account for 6% of the score variance for timed writing and 10% for timed argumentative writing. Genre is evidenced to be related to EFL writing holistic ratings. Closer examination indicates that while syntactic complexity is predictive of holistic writing scores for argumentative writing, it does not correlate with holistic scores for narrative writing. Other linguistic features rather than syntactic complexity may be accountable. Overall, the study lends support to genre effect in the relationship between syntactic complexity and L2 writing quality holistic rating.