The discussion in the literature on the question of how L2 grammatical knowledge is acquired has been influenced by the issue of noticing and attention. This article gives an overview of the important role of noticing...The discussion in the literature on the question of how L2 grammatical knowledge is acquired has been influenced by the issue of noticing and attention. This article gives an overview of the important role of noticing and attention in L2 acquisition.展开更多
The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab init...The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab initio students as connected to their personal and academic experiences. The claim of this research is that a procedural syllabus based on texts and tasks facilitates both the acquisition of Italian as a foreign language and the integration of language and content. Each text proposed to the learners was accompanied and enhanced by pre-, while-, and production-tasks. A particular emphasis was assigned to noticing and attention management tasks in the pre and while phase Production tasks in a later phase favoured interlanguage development by combining representational structures with controlled attention. The method of the study was a combination of qualitative and quantitative approach at any stage. Measures for written production during the course and to assess final exams were： Holistic Rating （fluency and creativity）, Accuracy Ratios （intelligibility index and error index）, and Complexity Ratios （dependent and coordinate clauses per t-units ratio and re-elaboration of a model or text type）. At the final exams, Texts and tasks learners outperformed non-texts and tasks learners. In conclusion, an input related to personal and/or academic interests, to be processed through tasks, allowed learners a rapid interlanguage change and development展开更多
提出一种基于SABO-GRU-Attention(subtraction average based optimizer-gate recurrent unitattention)的锂电池SOC(state of charge)估计方法。采用基于平均减法优化算法自适应更新GRU神经网络的超参数,融合SE(squeeze and excitation...提出一种基于SABO-GRU-Attention(subtraction average based optimizer-gate recurrent unitattention)的锂电池SOC(state of charge)估计方法。采用基于平均减法优化算法自适应更新GRU神经网络的超参数,融合SE(squeeze and excitation)注意力机制自适应分配各通道权重,提高学习效率。对马里兰大学电池数据集进行预处理,输入电压、电流参数,进行锂电池充放电仿真实验,并搭建锂电池荷电状态实验平台进行储能锂电池充放电实验。结果表明,提出的SOC神经网络估计模型明显优于LSTM、GRU以及PSO-GRU等模型,具有较高的估计精度与应用价值。展开更多
文摘The discussion in the literature on the question of how L2 grammatical knowledge is acquired has been influenced by the issue of noticing and attention. This article gives an overview of the important role of noticing and attention in L2 acquisition.
文摘The paper reports the results of a field study which was carried out at the Language Centre of the University of Naples and originated in the observation that learning the Italian language was not perceived by ab initio students as connected to their personal and academic experiences. The claim of this research is that a procedural syllabus based on texts and tasks facilitates both the acquisition of Italian as a foreign language and the integration of language and content. Each text proposed to the learners was accompanied and enhanced by pre-, while-, and production-tasks. A particular emphasis was assigned to noticing and attention management tasks in the pre and while phase Production tasks in a later phase favoured interlanguage development by combining representational structures with controlled attention. The method of the study was a combination of qualitative and quantitative approach at any stage. Measures for written production during the course and to assess final exams were： Holistic Rating （fluency and creativity）, Accuracy Ratios （intelligibility index and error index）, and Complexity Ratios （dependent and coordinate clauses per t-units ratio and re-elaboration of a model or text type）. At the final exams, Texts and tasks learners outperformed non-texts and tasks learners. In conclusion, an input related to personal and/or academic interests, to be processed through tasks, allowed learners a rapid interlanguage change and development
文摘提出一种基于SABO-GRU-Attention(subtraction average based optimizer-gate recurrent unitattention)的锂电池SOC(state of charge)估计方法。采用基于平均减法优化算法自适应更新GRU神经网络的超参数,融合SE(squeeze and excitation)注意力机制自适应分配各通道权重,提高学习效率。对马里兰大学电池数据集进行预处理,输入电压、电流参数,进行锂电池充放电仿真实验,并搭建锂电池荷电状态实验平台进行储能锂电池充放电实验。结果表明,提出的SOC神经网络估计模型明显优于LSTM、GRU以及PSO-GRU等模型,具有较高的估计精度与应用价值。
