BACKGROUND KNOWLEDGE AND SECONDARY KNOWLEDGE BASES IN LEARNINGS YSTEMS

This paper presents the differences and relations between background knowledge and domain theories in learning systems. The roles they play during learning procedures are discussed. It is emphasized that background knowledge plays an important role in enhancing the ability of a learning system. An explanation based learning system with domain theory in primary knowledge base and background knowledge in secondary knowledge base is introduced as an example. It shows how background knowledge can be used to solve some of the problems caused by incomplete domain theory in an explanation based learning system. The system can accomplish knowledge level learning through purely deductive approach. At last the acquisition of background knowledge is briefly discussed.

Attribute reduction based on background knowledge and its application in classification of astronomical spectra data

To improve the efficiency of the attribute reduction, we present an attribute reduction algorithm based on background knowledge and information entropy by making use of background knowledge from research fields. Under the condition of known background knowledge, the algorithm can not only greatly improve the efficiency of attribute reduction, but also avoid the defection of information entropy partial to attribute with much value. The experimental result verifies that the algorithm is effective. In the end, the algorithm produces better results when applied in the classification of the star spectra data.

The Effect of Background Knowledge On Chinese EFL Learners' Reading

With lots of researches concerning reading, the effect of background knowledge on L2 reading comprehension has been in the spotlight. This research aims at finding out the role of background knowledge on reading when Chinese EFL readers have certain linguistic proficiency. A group of advanced freshmen of Shandong Agricultural University takes part in the research. The results speak loud for our present situation in China's EFL teaching: advocation of culture teaching.

The Effect of Background Knowledge on EFL Learners＇ Reading Comprehension

Schema is known to play an important role in reading comprehension. The schema embodying the learners background knowledge of cultural familiar materials facilitates the understanding of the text （Pritchard, 1990）. Also Steffensen, Joag-Dev, and Anderson （1979） and Nelson （1987） proposed that the schemata embodying background knowledge influenced how well the text would be comprehended. However, Hudson （1982） and Carrell （1984） found there was no significant background effect in advanced level learners. From those studies, it seems that background effect is different at different language proficiency levels. Thus, the present study examines the interaction between background knowledge and language proficiency in reading comprehension. The participants were freshmen of National Chiayi University. They were divided into three language proficiency levels based on the General English Proficiency Test. Four reading comprehension tests were constructed to assess their reading comprehension： cultural familiar/unfamiliar text and topic familiar/unfamiliar text. The results of this study showed that participants had better performance on the culture/topic familiar text than the culture/topic unfamiliar text. Thus the findings suggest that the teacher can use teaching activities, such as pre-reading activities or vocabulary teaching to increase the background knowledge when teaching readings to EFL （English as a foreign language） learners

On Constructing the Cognitive Model of Knowledge Acquisition in Globalization-Oriented Study

This paper which is directed to constructing the cognitive model of knowledge acquisition in view of the increasing need of globalization-oriented study, points out features of globalization-oriented study, and proposes the importance and necessity for constructing the CMKAGS （cognitive model of knowledge acquisition in globalization-oriented study） which includes attention, background knowledge, and chunking memory that involves semantic chunking, information encoding as well as choice of information encoding. The cognitive model of knowledge acquisition in question aims at helping e-learners to memorize their learned knowledge and improve their studies effectively and efficiently, whether they study in enhanced conditions or in natural conditions

THE ROLE OF BACKGROUND KNOWLEDGE IN READING TEACHING

For a long time, it has been thought that any reader can comprehend a text well if such factors asvocabulary and grammar are not beyond his knowledge. However, the reading effect seems unsatisfying,which poses a great challenge for reading teaching. In this paper, the author explores the reading process andapplies the Schema Theory, in order to prove the important role of background knowledge in readingcomprehension. Based on this discussion, suggested teaching methods are available for employing backgroundknowledge in reading teaching.

Cognitive analysis of discourse coherence

ICM （Idealized Cognitive Model） theory put forward by Lakoff has a guiding function in the analysis of discourse coherence without the coherent devices, based on which WANG Yin mentioned cognitive world. The cognitive world is of two kinds： ICM and background knowledge. The process of understanding discourse is the process of activating the human＇s ICM and background knowledge so that coherence is realized.

An Empirical Study on the Genetically Modified Food Risk Perceived by the College Students with Different Majors

The debate about the safety of genetically modified foods has never stopped,and different consumers have different judgments. On the basis of literature research,this paper designs the corresponding questionnaire for empirical analysis. With the college students as the object of study,this paper explores the differences in perceived genetically modified food risk by the college students with different majors,as well as the differences in the information processing mode adopted by the college students with different majors,and the differences in the perceived risk after adopting different information processing mode. The results show that there are significant differences in the perceived genetically modified food risk among the college students with different majors,the economics students have the highest average perceived risk; there are also significant differences in the information processing mode adopted by the college students with different majors,and the perceived risk is different when using the heuristic information processing mode.

Application of Schema Theory in Reading Teaching

Schema theory plays an important role in College English reading teaching.During the reading courses,teachers should try to activate the students' background knowledge and build up the rhetorical schema by using topic sentences and key words of a text,which can help the students get a better understanding of the text.

Background knowledge based privacy metric model for online social networks

The data of online social network （OSN） is collected currently by the third party for various purposes. One of the problems in such practices is how to measure the privacy breach to assure users. The recent work on OSN privacy is mainly focus on privacy-preserving data publishing. However, the work on privacy metric is not systematic but mainly focus on the traditional datasets. Compared with the traditional datasets, the attribute types in OSN are more diverse and the tuple is relevant to each other. The retweet and comment make the graph character of OSN notably. Furthermore, the open application programming interfaces （APIs） and lower register barrier make OSN open environment, in which the background knowledge is more easily achieved by adversaries. This paper analyzes the background knowledge in OSN and discusses its characteristics in detail. Then a privacy metric model faces OSN background knowledge based on kernel regression is proposed. In particular, this model takes the joint attributes and link knowledge into consideration. The effect of different data distributions is discussed. The real world data set from weibo.com has been adopted. It is demonstrated that the privacy metric algorithm in this article is effective in OSN privacy evaluation. The prediction error is 30% lower than that of the work mentioned above

The Impact of Pre-listening Activities on Predictions in English Listening Comprehension

The study intends to find out the impact of pre-listening activities on predictions in English listening comprehension.Based on the analysis of the verbal reports of the 8 subjects, listeners facilitated with the pre-listening activities were able to have a more detailed and complete predictions of the text content and their evaluation of their own listening comprehension showed more consistency with the predictions. Both vocabulary and background knowledge provided in the pre-listening activities were significant in the process. Whereas, listeners lacking the pre-listening activities could have some misleading predictions of the text content which were beyond the original listening texts.

Applying Schema Theory to EFL Reading and Listening

Schema theory has strong effects on our comprehension and has profound influences on EFL reading and listening.Both formal schema and content schema affects our understanding and interpretation of the text greatly. Based on schema theory, ways like developing vocabulary, reading relevant materials in learners' first language, introducing different types of text are useful to develop background knowledge, thus will facilitate reading and listening comprehension.

Factors Influencing Listening Comprehension of English Radio News Broadcasts

Several factors influence listening comprehension of English radio news broadcasts. The study adopted a questionnaire to investigate students' recognition of these factors. On the basis of this analysis, students put emphasis on vocabulary and background knowledge and they were aware of the approaches to better listening comprehension and making some practical preparations before doing the listening tasks. However some differences exist between the effective listeners and less-effective listeners,specially regarding to speech rate and out-of-class relevant practice.

A RESEARCH INTO THE EFFECT OF BACKGROUND KNOWLEDGE ON BUSINESS ENGLISH READING COMPREHENSION

With the arrival of the new millennium,the demand fortalented people with both professional knowledge and excellentlanguage abilities is getting stronger and stronger.For business major students,reading is paramount inBusiness English teaching and learning.And their reading abilityis often assessed by a text of reading comprehension.However,from my experience as a college teacher ofBusiness English,I have noticed some problems among studentswho have little knowledge of business.They seem to readBusiness English materials at a slower rate and with lessunderstanding than general English materials.Then there is the question:is Business English reading"simply"a problem of language competence? Or are there anyother more important factors?This article is an investigation into the effect of backgroundknowledge on Business English reading comprehension.Thestudy attempts to assess to what extent L2 readers might beaffected because of their lack of a background schematapresupposed by the author by comparing the test results of twopassages comparable in language lightness or heaviness.Morecomparable passages like these can be used in investigating intothe rival effects of background knowledge and linguisticcompetence.The implications of comprehension theory for L2pedagogy are discussed and suggestions for Business Englishteaching is put forward.

THE CULTURE-SPECIFIC SCHEMATA AND ESL READING METHODOLOGY

The relationship of culture-specific background knowledge and EFL/ESL reading methodology is to be explored. We illustrate this discussion of the culturally based and culturally biased nature of background knowledge with sample reading passages which have actually caused comprehension problems for EFL/ESL students. A reader's failure to activate an appropriate schema (formal or content) during reading is due to the fact that the schema, content schema in particular, culturally specific, which hinders him greatly from perfecting the reading comprehension. Some suggestions are brought forth for both ESL students and teachers to deal with the problem.

THE PSYCHOLINGUISTIC SCHEMA THEORY AND ESL READING METHODOLOGY

Schema theory research has shown importance of background knowledge within a psycholinguistic model of reading. This paper gives an overview of schema theory as part of a reader-centered, psycholinguistic processing model of EFL/ESL reading, in which we discuss how reading comprehension involves background knowledge that goes far beyond linguistic knowledge. The process of interpretation is realized by the employment of two basic modes of information processing, bottom-up and top-down processing. Then, a variety of techniques and classroom activities are suggested for accommodating this phenomenon in a reader-centered EFL/ESL reading program.

A Recommendation Mechanism for Web Publishing Based on Sentiment Analysis of Microblog

Microblog is a social platform with huge user community and mass data. We propose a semantic recommendation mechanism based on sentiment analysis for microblog. Firstly, the keywords and sensibility words in this mechanism are extracted by natural language processing including segmentation, lexical analysis and strategy selection. Then, we query the background knowledge base based on linked open data （LOD） with the basic information of users. The experiment result shows that the accuracy of recommendation is within the range of 70% -89% with sentiment analysis and semantic query. Compared with traditional recommendation method, this method can satisfy users＇ requirement greatly.