Knowledge-enriched joint-learning model for implicit emotion cause extraction

Emotion cause extraction(ECE)task that aims at extracting potential trigger events of certain emotions has attracted extensive attention recently.However,current work neglects the implicit emotion expressed without any explicit emotional keywords,which appears more frequently in application scenarios.The lack of explicit emotion information makes it extremely hard to extract emotion causes only with the local context.Moreover,an entire event is usually across multiple clauses,while existing work merely extracts cause events at clause level and cannot effectively capture complete cause event information.To address these issues,the events are first redefined at the tuple level and a span-based tuple-level algorithm is proposed to extract events from different clauses.Based on it,a corpus for implicit emotion cause extraction that tries to extract causes of implicit emotions is constructed.The authors propose a knowledge-enriched jointlearning model of implicit emotion recognition and implicit emotion cause extraction tasks(KJ-IECE),which leverages commonsense knowledge from ConceptNet and NRC_VAD to better capture connections between emotion and corresponding cause events.Experiments on both implicit and explicit emotion cause extraction datasets demonstrate the effectiveness of the proposed model.

An Article Review： Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses

This review discusses Nezakat-Alhossaini, Youhanaee, and Moinzadeh＇s research study entitled ＂Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses.＂ This study was chosen for evaluation because it strives to attach significance to explicit instruction in L2 acquisition, unlike other more recent research, which seeks to reinforce implicit instruction as it is viewed as the idealistic goal of language learning （Rebuschat ＆ William, 2009）. The present review will be developed by means of an evaluation of Alhossaini and her colleagues＇ study, consisting of a concise summary of the study, a classification of the philosophical perspective, the selection of criteria, and the strengths and weaknesses of the study. In this review, I hope that I succeed to broadly navigate the research enterprise, commencing with the philosophical perspective of research, such as the epistemological and ontological stances shaping the philosophical perspective and then colouring the research. By reviewing this study, I would also hope that I successfully evaluate the research quality by using appropriate criteria in an attempt to suggest potential directions for further research （under strengths and weaknesses of the study）.

Implicit Learning and Explicit Learning in Second Language Vocabulary Acquisition

Implicit and explicit learning strategies of SL vocabulary acquisition are summarized based on precious studies and experiments. It is concluded that implicit learning strategies dolittlehelpto SL vocabulary acquisition, but explicit learning strategies play a very important part in SL vocabulary acquisition. Besides, an assumption is proposed: the more obvious explicit learning is in vocabulary acquisition, the more words learners can acquire. It is hoped that this research has certain implications for SL learners and teaching.

The Correlation between Explicit Grammatical Knowledge,Implicit Grammatical Knowledge and Reading Comprehension Ability of Senior High School Students

The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.

An Analysis of the Relationship between Implicit and Explicit Knowledge——the Grammar Study

The discussions about cognition psychology in the field of second language acquisition(SLA) exert great influence on language teaching practice and theoretical research.Interface positions on the role of explicit and implicit knowledge in SLA have led to further exploration by different researchers.This paper,on the basis of previous studies,makes a brief review of the relation ship between implicit and explicit knowledge,focusing on the analysis of interface position and its role in grammar teaching and learning.

Implicit Learning and Explicit Learning in the Context of Teaching Chinese as a Foreign Language By Analyzing the Textbook Kuaile Hanyu

With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.

Study on Implicit and Explicit Learning Theory in English Grammar Teaching

The teachers use explicit learning in the traditional teaching of English grammar, which pays great attention to the master of grammar knowledge points. Nowadays, some English teachers excessively emphasize the importance of teaching grammar imperceptibly, but neglect to explain the rules of grammar. The diametrically isolation of implicit and explicit learning doesn＇t correspond with the English grammar teaching. So the teachers should combine the two learning styles in order to make the best use of them to teach English grammar.

The Influence of Implicit and Explicit Learning in English Education

It is very important to understand the differences and relationships between implicit learning and explicit learning no matter from the theoretical perspective or practical perspective. It would make the English teaching in China more feasible and effective if these two kinds of learning patterns could be combined appropriately. Seen from the theoretical perspective, the logical explanation to different achievements made by implicit learners and explicit learners gives a significant inspiration for English teaching. Seen from the practical perspective, even a little child can master the mother tongue quickly while an adult seems to find it more difficult to be proficient of another language. In this paper, the author makes a tentative study on the influence of implicit and explicit learning in English teaching. This is a meaningful topic whether for the teaching material editors, English teachers or to the learners themselves.

The Understanding of Implicit Linguistic Knowledge in Second Language Research

Implicit knowledge acquisition is the goal of second language (L2) learning. Ellis (2006;2009) argues that it is implicit rather than explicit knowledge which underlines linguistic competence reflected in actual speech production and comprehension. Thus, this review aims to elucidatethe theoretical nature of implicit and explicit linguistics knowledge and how these types of knowledge are distinguished in terms of their representation and processing in use. The overall goal is to make the understanding of implicit knowledge easier to a wide audience of L2 researchers, especially those who are not interested in the absence of awareness of the target feature to be learnt at the point of learning.

Lexical Bundles and Implicit Lexical Knowledge

In recent years, there have been emergent interests in L2 learners＇ implicit lexical knowledge. Researchers employed psycholinguistic methods to investigate the online processing of formulaic sequences in L2 （idioms and collocations） and find evidence for holistic processing of the target linguistic sequences. This paper reviews and comments on lexical bundles and related concepts, trying to make clear this well focused research area in second language acquisition （SLA）. Literature is reviewed and criticized on frequency effect in L2 learning, formulaic sequences, and implicit/explicit knowledge/learning, including their theoretical basis, methodology, and conclusion. In this paper, the author argues that sufficient practice, either receptive or productive, can turn explicit knowledge implicit, making it automatically accessed and retrieved. Suggestions on further study in lexical bundles are given.

Global Value Chain Embeddedness,Knowledge Spillovers,and Clustered Firms' Innovation Performance

Empirical evidence of the effects of global value chain( GVC) embeddedness on clustered firms' innovation is presented in this paper. The intermediary roles of the two types of knowledge spillover( explicit and implicit) in GVC embeddedness and clustered firms' innovation are considered, and the effects of structure embeddedness,relationship embeddedness,and acknowledgement embeddedness on clustered firms' innovation are examined. Analysis is based on the sample of 134 export-oriented firms from the Shaoxing industrial cluster in Zhejiang province of China. Results show that although GVC embeddedness is associated with high use of external knowledge sources,clustered firms' innovation is promoted indirectly through explicit knowledge spillover. Intrinsic connections exist among the different dimensions of GVC embeddedness,that is,structure embeddedness not only directly improves relationship embeddedness but also indirectly improves acknowledgement embeddedness through relationship embeddedness.

A Case Study of the Explicit and Implicit Teaching:Based on a Senior High Grammar Course

More researchers have been attempting to clarify some appropriate approaches in teaching and learning grammar especially in the implicit or explicit way. I would attempt to find out some hints in the grammar course offered by a senior teacher of a senior high in order to provide some ideas and inspirations toward future teaching and researches.

The Critical Discussion of the Second Language Learning in the Classroom in China

Over the past decades,Chinese students have employed various methods with a large amount of time and enormous efforts on learning English.However,the result is still far from satisfaction.Therefore,how to learn English more effectively in the classroom has become a major concern not only for students,but also for teachers and linguists.This paper consists of two sections,and each section has the same three topics,exploring the second language learning issues according to the literature review and my personal English learning context in China.Hopefully,it can help Chinese students and teachers to have a better understanding of some common issues related to the second language learning.

Development of Implicit and Explicit Knowledge of Grammatical Structures in Chinese EFL Learners

Although the theoretical distinction between implicit and explicit knowledge of a second language has long been recognized,minimal documented description exists of the development of the two types of knowledge in L2 learners due to the difficulty in finding separate measures of the two types.To address this gap,this study first investigated the construct validity of the four tests developed by R.Ellis(2005)intended to distinguish between the two knowledge types:anoral imitation test,a timed grammaticality judgment test(G J T),an untimed GJ T and a metalinguistic knowledge test.The four tests,all examining 17 English grammatical structures,were administered to 88 native speakers of Chinese studying English as their major at the first three year levels in a Chinese university.The results from a confirmatory factor analy sis(CFA)confirmed the two-factor solution for the implicit/explicit model proposed in R.Ellis(2005).Repeated measures ANOVA was then used to reveal develop mental trends of the two knowledge types in the EFL learners across the three y ear levels.The results showed that learners at higher year level(or higher proficiency level)generally had higher level of both implicit and explicit knowledge of grammatical structures,and overall,the Chinese EFL learners possessed hig her level of exp licit knowledge than implicit knowledge.With regard to individual grammatical structures,the results of this study confirmed R.Ellis(2006b)finding that the level of difficulty of grammatical structures varied according to whether it was implicit or explicit knowledge of the structures involved.

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

This paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups： A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests： An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners＇ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. （189 words）

Language and the Learner

In the process of English teaching and learning, the learners come across a lot of difficulties as a second language learn er. This article will analyze some theories which will help the teachers and learners in SLA. These theories include contras tive analysis, monitor theory and the connections of explicit learning and implicit learning.

认知群体感知工具对在线协作学习知识建构水平的影响研究

认知群体感知工具是协作学习者感知群体认知信息、提升学习效果的重要技术支撑。不同信息复杂程度的认知群体感知工具对在线协作学习中学习者的知识建构水平影响程度如何尚需进一步探索。文章从认知信息复杂度出发,设计了实时的显性/隐性认知群体感知工具,并通过对比实验,利用统计分析、卡方检验、认知网络分析,分析两种认知群体感知工具对在线协作学习知识建构水平的影响程度。研究结果表明:两种认知群体感知工具有助于在线协作学习中高水平知识建构行为的发生。显性/隐性认知群体感知工具支持下的学习者知识建构行为特征及知识建构模式存在差异性。其中,显性认知群体感知工具能促进协商型对话和升华型对话;隐性认知群体感知工具则更能促进协商型对话的生成。研究结论有助于教师调整教学策略,引导学习者完成协作任务并提升知识构建水平。

中国特色学徒制:知识传递与转化的“桥梁”

中国特色学徒制是一种独特而有效的职业教育模式,是工匠精神传承的重要载体,为知识的传递与转化架起了一座“桥梁”,旨在通过师傅与学徒之间的互动和传承,实现隐性知识与显性知识的传递与转化。

如何有效实现化肥减量化施用?——基于农户认知视角的分析

有效实现化肥减量化施用对我国农业转变增长方式至关重要,能否实现化肥减量化施用又与农户认知不无联系。首先,从理论上分析农户认知对化肥减量化施用的影响,在此基础上,利用黑龙江垦区447户农户的实地调查数据,实证检验农户认知对化肥减量化施用的影响。研究结果表明,黑龙江垦区农户存在化肥减量化施用的空间,提高农户显性知识和隐性知识水平对化肥减量化施用有着显著的促进作用;农户认知对化肥减量化施用的影响呈现异质性,在中高分位点上农户认知的促进作用更为有效。为尽快实现化肥减量化施用,需要采取积极有效的措施提升农户显性知识和隐性知识水平,而且要关注中高分位点上的农户认知状况,并采取针对性的措施提高其认知水平。