This paper discusses the relationship between commanding those basic information contained in a text and the final purpose of comprehending in a text-reading process.By using the main topic and the central meaning tha...This paper discusses the relationship between commanding those basic information contained in a text and the final purpose of comprehending in a text-reading process.By using the main topic and the central meaning that all texts have as two main examples,the author mainly illustrates what a reader should pay attention to in reading a text.展开更多
Despite that language learning strategy(LLS) has been heatedly discussed since its emergence in 1975, its conceptualization, categorization and strategy training models are still in dispute. However, what commonly rev...Despite that language learning strategy(LLS) has been heatedly discussed since its emergence in 1975, its conceptualization, categorization and strategy training models are still in dispute. However, what commonly revealed by most studies is that there is a positive correlation between the use of language learning strategy and language learners' performance. This paper applies Dornyei's classification, known as cognitive strategies, metacognitive strategies, social strategies and affective strategies. By reviewing previous studies on the application of metacognitive strategy in English as a second language(ESL) reading comprehension, plenty of useful implications for reading pedagogy are suggested. It further explains how certain important metacognitive strategies, namely Semantic Mapping(SM) and Experience-Text-Relationship(ETR), can be implemented in second language reading comprehension, aiming to encourage language learners to be aware of learning strategies,"learn how to learn"(Cohen, 1988, p66)!展开更多
针对标书文本重要信息的抽取需求,提出一种基于BERT(bidirectional encoder representations from transformers)的阅读理解式标书文本信息抽取方法。该方法将信息抽取任务转换为阅读理解任务,根据标书文本内容,生成对应问题,再抽取标...针对标书文本重要信息的抽取需求,提出一种基于BERT(bidirectional encoder representations from transformers)的阅读理解式标书文本信息抽取方法。该方法将信息抽取任务转换为阅读理解任务,根据标书文本内容,生成对应问题,再抽取标书文本片段作为问题答案。利用BERT预训练模型,得到强健的语言模型,获取更深层次的上下文关联。相比传统的命名实体识别方法,基于阅读理解的信息抽取方法能够很好地同时处理非嵌套实体和嵌套实体的抽取,也能充分利用问题所包含的先验语义信息,区分出具有相似属性的信息。从中国政府采购网下载标书文本数据进行了实验,本文方法总体EM(exact match)值达到92.41%,F1值达到95.03%。实验结果表明本文提出的方法对标书文本的信息抽取是有效的。展开更多
文摘This paper discusses the relationship between commanding those basic information contained in a text and the final purpose of comprehending in a text-reading process.By using the main topic and the central meaning that all texts have as two main examples,the author mainly illustrates what a reader should pay attention to in reading a text.
文摘Despite that language learning strategy(LLS) has been heatedly discussed since its emergence in 1975, its conceptualization, categorization and strategy training models are still in dispute. However, what commonly revealed by most studies is that there is a positive correlation between the use of language learning strategy and language learners' performance. This paper applies Dornyei's classification, known as cognitive strategies, metacognitive strategies, social strategies and affective strategies. By reviewing previous studies on the application of metacognitive strategy in English as a second language(ESL) reading comprehension, plenty of useful implications for reading pedagogy are suggested. It further explains how certain important metacognitive strategies, namely Semantic Mapping(SM) and Experience-Text-Relationship(ETR), can be implemented in second language reading comprehension, aiming to encourage language learners to be aware of learning strategies,"learn how to learn"(Cohen, 1988, p66)!
