English language(EL) and French language(FL) are very similar in their language attributes-lexicon,syntax and tenses.During FL acquisition,especially during the early acquisition stages,FL learners are strongly influe...English language(EL) and French language(FL) are very similar in their language attributes-lexicon,syntax and tenses.During FL acquisition,especially during the early acquisition stages,FL learners are strongly influenced by their EL forms.The essential point of this paper is to distinguish the differences and similarities of the EL and FL,then to suggest some strategies to restrain the negative transfer effectively,which would be helpful in third language acquisition.展开更多
English language(EL) and French language(FL) are very similar in their language attributes-lexicon,syntax and tenses.During FL acquisition,especially during the early acquisition stages,FL learners are strongly influe...English language(EL) and French language(FL) are very similar in their language attributes-lexicon,syntax and tenses.During FL acquisition,especially during the early acquisition stages,FL learners are strongly influenced by their EL forms.The essential point of this paper is to distinguish the differences and similarities of the EL and FL,then to suggest some strategies to restrain the negative transfer effectively,which would be helpful in third language acquisition.展开更多
French,the language then spread in a wide range,stands in the breach and become one of the main sources of the foreign fea-tures in English.Nevertheless,the process by which English underwent the influence from French...French,the language then spread in a wide range,stands in the breach and become one of the main sources of the foreign fea-tures in English.Nevertheless,the process by which English underwent the influence from French cannot have been comparable withthat which led to the majority of Scandinavian addition,because the contacts between English and French was limited onto several as-pects.This essay aims to find out the main influence French brought to Middle English during the period of c.1100-c.1400 on everycontext.展开更多
The current financial education framework has an increasing need to introduce tools that facilitate the application of theoretical models to real-world data and contexts.However,only a limited number of free tools are...The current financial education framework has an increasing need to introduce tools that facilitate the application of theoretical models to real-world data and contexts.However,only a limited number of free tools are available for this purpose.Given this lack of tools,the present study provides two approaches to facilitate the implementa-tion of an event study.The first approach consists of a set of MS Excel files based on the Fama–French five-factor model,which allows the application of the event study methodology in a semi-automatic manner.The second approach is an open-source R-programmed tool through which results can be obtained in the context of an event study without the need for programming knowledge.This tool widens the calculus possibilities provided by the first approach and offers the option to apply not only the Fama–French five-factor model but also other models that are common in the finan-cial literature.It is a user-friendly tool that enables reproducibility of the analysis and ensures that the calculations are free of manipulation errors.Both approaches are freely available and ready-to-use.展开更多
The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL (foreign language) learning and teaching and to discuss practical solutions to be used in a FL classroom to t...The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL (foreign language) learning and teaching and to discuss practical solutions to be used in a FL classroom to teach the worm about the worm by questioning the stereotypes learners have of other nations and languages. This paper is an attempt to present some ideas of FL teachers' role in developing students' socio-cultural competence with the aim of raising their cross-cultural awareness and questioning the stereotypes students bring into a FL classroom. The methodology used was an analysis of fragment of tape scripts from listening comprehension activities from a course book preparing Polish secondary students for the school leaving exam. The topics discussed concern opinions about attitudes towards and judgments of various cultural aspects, be it drinking tea or discussing the weather, impressions people have about other nations, or languages people speak.展开更多
EFL (English as a Foreign Language) speaking is a very demanding skill that requires learners' socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role...EFL (English as a Foreign Language) speaking is a very demanding skill that requires learners' socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners' speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students' inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 (second language) vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.展开更多
Language anxiety and language motivation have been studied extensively by experts in foreign language (FL) learning. Both of these constructs have been found to be closely correlated to FL achievement. In this artic...Language anxiety and language motivation have been studied extensively by experts in foreign language (FL) learning. Both of these constructs have been found to be closely correlated to FL achievement. In this article, the author has reviewed foreign language anxiety, language motivation and the relationship between language motivation and language anxiety.展开更多
微调后的大语言模型(Large language models,LLMs)在多任务中表现出色,但集中式训练存在用户隐私泄漏的风险。联邦学习(Federated learning,FL)通过本地训练避免了数据共享,但LLMs庞大的参数量对资源受限的设备和通信带宽构成挑战,导致...微调后的大语言模型(Large language models,LLMs)在多任务中表现出色,但集中式训练存在用户隐私泄漏的风险。联邦学习(Federated learning,FL)通过本地训练避免了数据共享,但LLMs庞大的参数量对资源受限的设备和通信带宽构成挑战,导致在边缘网络中部署困难。结合分割学习(Split learning,SL),联邦分割学习可以有效解决这一问题。基于模型深层权重的影响更为显著,以及对部分层的训练准确率略低于整体模型训练的发现,本文按照Transformer层对模型进行分割,同时引入低秩适应(Low⁃rank adaption,LoRA)进一步降低资源开销和提升安全性。因此,在设备端,仅对最后几层进行低秩适应和训练,然后上传至服务器进行聚合。为了降低开销并保证模型性能,本文提出了基于联邦分割学习与LoRA的RoBERTa预训练模型微调方法。通过联合优化边缘设备的计算频率和模型微调的秩,在资源受限的情况下最大化秩,提高模型的准确率。仿真结果显示,仅训练LLMs最后3层的情况下,在一定范围内(1~32)增加秩的取值可以提高模型的准确率。同时,增大模型每轮的容忍时延和设备的能量阈值可以进一步提升模型的准确率。展开更多
文摘English language(EL) and French language(FL) are very similar in their language attributes-lexicon,syntax and tenses.During FL acquisition,especially during the early acquisition stages,FL learners are strongly influenced by their EL forms.The essential point of this paper is to distinguish the differences and similarities of the EL and FL,then to suggest some strategies to restrain the negative transfer effectively,which would be helpful in third language acquisition.
文摘English language(EL) and French language(FL) are very similar in their language attributes-lexicon,syntax and tenses.During FL acquisition,especially during the early acquisition stages,FL learners are strongly influenced by their EL forms.The essential point of this paper is to distinguish the differences and similarities of the EL and FL,then to suggest some strategies to restrain the negative transfer effectively,which would be helpful in third language acquisition.
文摘French,the language then spread in a wide range,stands in the breach and become one of the main sources of the foreign fea-tures in English.Nevertheless,the process by which English underwent the influence from French cannot have been comparable withthat which led to the majority of Scandinavian addition,because the contacts between English and French was limited onto several as-pects.This essay aims to find out the main influence French brought to Middle English during the period of c.1100-c.1400 on everycontext.
基金the Secretaria d’Universitats i Recerca del Departament d’Empresa i Coneixement of the Catalan government,and to Universitat Ramon Llull for their financial support.The financial support for this work did not influence its outcome.
文摘The current financial education framework has an increasing need to introduce tools that facilitate the application of theoretical models to real-world data and contexts.However,only a limited number of free tools are available for this purpose.Given this lack of tools,the present study provides two approaches to facilitate the implementa-tion of an event study.The first approach consists of a set of MS Excel files based on the Fama–French five-factor model,which allows the application of the event study methodology in a semi-automatic manner.The second approach is an open-source R-programmed tool through which results can be obtained in the context of an event study without the need for programming knowledge.This tool widens the calculus possibilities provided by the first approach and offers the option to apply not only the Fama–French five-factor model but also other models that are common in the finan-cial literature.It is a user-friendly tool that enables reproducibility of the analysis and ensures that the calculations are free of manipulation errors.Both approaches are freely available and ready-to-use.
文摘The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL (foreign language) learning and teaching and to discuss practical solutions to be used in a FL classroom to teach the worm about the worm by questioning the stereotypes learners have of other nations and languages. This paper is an attempt to present some ideas of FL teachers' role in developing students' socio-cultural competence with the aim of raising their cross-cultural awareness and questioning the stereotypes students bring into a FL classroom. The methodology used was an analysis of fragment of tape scripts from listening comprehension activities from a course book preparing Polish secondary students for the school leaving exam. The topics discussed concern opinions about attitudes towards and judgments of various cultural aspects, be it drinking tea or discussing the weather, impressions people have about other nations, or languages people speak.
文摘EFL (English as a Foreign Language) speaking is a very demanding skill that requires learners' socio-pragmatic as well as strategic competence in any interactional situation, and lexis proves to play a crucial role in this process. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners' speaking production. To this end, 40 EFL teachers and 200 Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students' inability to speak English. In the present paper, among the many suggestions that could be proposed to deal with this situation, it is argued that one efficient way would be to assist the students during the process of L2 (second language) vocabulary learning through vocabulary learning strategy instruction. Pedagogical and research implication will be given in response to the difficulties encountered in this area as have been identified by the EFL teachers and learners surveyed.
文摘Language anxiety and language motivation have been studied extensively by experts in foreign language (FL) learning. Both of these constructs have been found to be closely correlated to FL achievement. In this article, the author has reviewed foreign language anxiety, language motivation and the relationship between language motivation and language anxiety.