Identification of Software Bugs by Analyzing Natural Language-Based Requirements Using Optimized Deep Learning Features

Software project outcomes heavily depend on natural language requirements,often causing diverse interpretations and issues like ambiguities and incomplete or faulty requirements.Researchers are exploring machine learning to predict software bugs,but a more precise and general approach is needed.Accurate bug prediction is crucial for software evolution and user training,prompting an investigation into deep and ensemble learning methods.However,these studies are not generalized and efficient when extended to other datasets.Therefore,this paper proposed a hybrid approach combining multiple techniques to explore their effectiveness on bug identification problems.The methods involved feature selection,which is used to reduce the dimensionality and redundancy of features and select only the relevant ones;transfer learning is used to train and test the model on different datasets to analyze how much of the learning is passed to other datasets,and ensemble method is utilized to explore the increase in performance upon combining multiple classifiers in a model.Four National Aeronautics and Space Administration(NASA)and four Promise datasets are used in the study,showing an increase in the model’s performance by providing better Area Under the Receiver Operating Characteristic Curve(AUC-ROC)values when different classifiers were combined.It reveals that using an amalgam of techniques such as those used in this study,feature selection,transfer learning,and ensemble methods prove helpful in optimizing the software bug prediction models and providing high-performing,useful end mode.

Recent Advances on Deep Learning for Sign Language Recognition

Sign language,a visual-gestural language used by the deaf and hard-of-hearing community,plays a crucial role in facilitating communication and promoting inclusivity.Sign language recognition(SLR),the process of automatically recognizing and interpreting sign language gestures,has gained significant attention in recent years due to its potential to bridge the communication gap between the hearing impaired and the hearing world.The emergence and continuous development of deep learning techniques have provided inspiration and momentum for advancing SLR.This paper presents a comprehensive and up-to-date analysis of the advancements,challenges,and opportunities in deep learning-based sign language recognition,focusing on the past five years of research.We explore various aspects of SLR,including sign data acquisition technologies,sign language datasets,evaluation methods,and different types of neural networks.Convolutional Neural Networks(CNN)and Recurrent Neural Networks(RNN)have shown promising results in fingerspelling and isolated sign recognition.However,the continuous nature of sign language poses challenges,leading to the exploration of advanced neural network models such as the Transformer model for continuous sign language recognition(CSLR).Despite significant advancements,several challenges remain in the field of SLR.These challenges include expanding sign language datasets,achieving user independence in recognition systems,exploring different input modalities,effectively fusing features,modeling co-articulation,and improving semantic and syntactic understanding.Additionally,developing lightweight network architectures for mobile applications is crucial for practical implementation.By addressing these challenges,we can further advance the field of deep learning for sign language recognition and improve communication for the hearing-impaired community.

Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

Sentiment Analysis of Low-Resource Language Literature Using Data Processing and Deep Learning

Sentiment analysis, a crucial task in discerning emotional tones within the text, plays a pivotal role in understandingpublic opinion and user sentiment across diverse languages.While numerous scholars conduct sentiment analysisin widely spoken languages such as English, Chinese, Arabic, Roman Arabic, and more, we come to grapplingwith resource-poor languages like Urdu literature which becomes a challenge. Urdu is a uniquely crafted language,characterized by a script that amalgamates elements from diverse languages, including Arabic, Parsi, Pashtu,Turkish, Punjabi, Saraiki, and more. As Urdu literature, characterized by distinct character sets and linguisticfeatures, presents an additional hurdle due to the lack of accessible datasets, rendering sentiment analysis aformidable undertaking. The limited availability of resources has fueled increased interest among researchers,prompting a deeper exploration into Urdu sentiment analysis. This research is dedicated to Urdu languagesentiment analysis, employing sophisticated deep learning models on an extensive dataset categorized into fivelabels: Positive, Negative, Neutral, Mixed, and Ambiguous. The primary objective is to discern sentiments andemotions within the Urdu language, despite the absence of well-curated datasets. To tackle this challenge, theinitial step involves the creation of a comprehensive Urdu dataset by aggregating data from various sources such asnewspapers, articles, and socialmedia comments. Subsequent to this data collection, a thorough process of cleaningand preprocessing is implemented to ensure the quality of the data. The study leverages two well-known deeplearningmodels, namely Convolutional Neural Networks (CNN) and Recurrent Neural Networks (RNN), for bothtraining and evaluating sentiment analysis performance. Additionally, the study explores hyperparameter tuning tooptimize the models’ efficacy. Evaluation metrics such as precision, recall, and the F1-score are employed to assessthe effectiveness of the models. The research findings reveal that RNN surpasses CNN in Urdu sentiment analysis,gaining a significantly higher accuracy rate of 91%. This result accentuates the exceptional performance of RNN,solidifying its status as a compelling option for conducting sentiment analysis tasks in the Urdu language.

Researching Creativity in Second Language Acquisition:Book Review

In the realm of psychology and language acquisition,the exploration of“individual differences”-encompassing attributes such as personality traits,motivation,and language aptitude-has long been a focal point of scholarly investigation.Within this sphere,the book“Researching Creativity in Second Language Acquisition”by Ashleigh Pipes offers a fresh perspective on the role of creativity as a significant individual difference in Second Language Acquisition(SLA).Positioned against the backdrop of extensive empirical research on individual differences,this book stands out by focusing on the often overlooked aspect of creativity,which Pipes argues,holds paramount importance in SLA.

A Review of Research on Second Language Acquisition from a Positive Psychology Perspective

This paper reviews the research on second language acquisition from the perspective of positive psychology.First,it introduces the background and purpose of the study and discusses the significance of the application of positive psychology in the field of language acquisition.Then,the basic theories of positive psychology,including the core concepts and principles of positive psychology,are summarized.Subsequently,the theory of second language acquisition is defined and outlined,including the definition,characteristics,and related developmental theories of second language acquisition.On this basis,the study of second language acquisition from the perspective of positive psychology is discussed in detail.By combing and synthesizing the literature,this paper summarizes the current situation and trend of second language acquisition research under the perspective of positive psychology and puts forward some future research directions and suggestions.

Analysis of an Output-Oriented Teaching Method in College English under the Second Language Acquisition Theory

In the context of economic globalization,English has become increasingly essential for students’communication and professional activities,necessitating higher proficiency in speaking and listening.The theory of second language acquisition posits that college English teaching can purposefully guide students’learning and facilitate unconscious language acquisition.By integrating an output-oriented teaching method,students are provided with opportunities to practice and apply English,thereby addressing the traditional issue of“separation of learning and use.”This paper examines the application value of the output-oriented teaching method in college English under the second language acquisition theory and proposes several strategies to enhance college English classroom teaching.The goal is to develop students’linguistic competence and improve their practical English skills.

Research on the Application of Second Language Acquisition Theory in College English Speech Teaching

The teaching of English speeches in universities aims to enhance oral communication ability,improve English communication skills,and expand English knowledge,occupying a core position in English teaching in universities.This article takes the theory of second language acquisition as the background,analyzes the important role and value of this theory in English speech teaching in universities,and explores how to apply the theory of second language acquisition in English speech teaching in universities.It aims to strengthen the cultivation of English skilled talents and provide a brief reference for improving English speech teaching in universities.

Language Transfer Manifested in English Idiom Acquisition by Chinese EFL Learners

Idiom acquisition plays an important role in the process of second language learning and acquisition.Proper understanding of linguistic transfer in terms of English idiom acquisition is helpful for EFL learners to improve the efficiency of learning English and also facilitates the process of English teaching.This study examines the Chinese learner’s language transfer features manifested in their understanding of English idioms which are classified into five different types according to their linguistic forms and conceptual bases.The results suggest that equivalent linguistic forms and equivalent conceptual bases of idioms are helpful to cause positive transfer while different conceptual bases of idioms may result in negative cross-linguistic transfer.This article may contribute to the development of language transfer theory and provide pedagogical implications of how English idioms should be learned by students and taught by English teachers.

On the Role of Noticing in Second Language Acquisition and Learning

Apparent discrepancy exists between Schmidt's Noticing Hypothesis and Krashen's Input Hypothesis. Whilst Krashen highlights the importance of comprehensible input and asserts that language is acquired unconciously, the notion of conscious learning has gained wide support from Schmidt and other researchers. They argue that noticing enhances second language development as one crucial level of consciousness. By reviewing the theoretical constructs that underlie the role of noticing, this paper aims to justify the role of noticing as one crucial level of consciousness in enhancing second language learning.

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.

Exploration on Learning Strategy in Second Language Acquisition

Learning strategies can be seen as particular techniques used by learners to have a good mastery of a second language.This articles aims to summarize the different opinions about learning strategies from different scholars in the hope of inspiring peo⁃ple to seek for more efficient strategies to be successful learners.

FIRST LANGUAGE ACQUISITION AS A MODEL FOR SECOND LANGUAGE ACQUISITION: THE TOTAL PHYSICAL RESPONSE APPROACH IN SECOND LANGUAGE LEARNING AND TEACHING

L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.

Anderson's Cognitive Theory and Learning Strategy Studies in Second Language Acquisition

Second language acquisition can not be understood without addressing the interaction between language and cognition. Cognitive theory can extend to describe learning strategies as complex cognitive skills. Theoretical developments in Anderson’s production systems cover a broader range of behavior than other theories, including comprehension and production of oral and written texts as well as comprehension, problem solving, and verbal learning.Thus Anderson’s cognitive theory can be served as a rationale for learning strategy studies in second language acquisition.

Research Nexus and Implications of Learner Identity in Foreign Language Education

One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown that identity may influence the reasons behind language acquisition,especially in bilingual or multilingual societies.Learning English can provide EFL(English as a Foreign Language)students with a good sense of identity and encourage them to practice their agency,which can improve learning efficiency and effectiveness.This paper examines how the efficacy and results of language learning are influenced by the learner’s identity.

Learning Strategies in Second Language Acquisition

The proper use of learning strategies can facilitate language learning. There are abundant studies on L2 learning strategies and the initial research is studies on good language learners, which provides information on strategy use contributing to successful language learning. Strategies used by successful learners differ from less successful learners and strategies can be learned.

Teachers' Perspective on Language Learning Strategies in Second Language Acquisition

"Teaching how to learn"has become very popular nowadays,and it is also very important to explore language learn ing strategies(LLS) in second language acquisition(SLA). Teachers' perspective will greatly affect the result of strategy instruction and training and how to help students acquire second language effectively is worthy researching.

The Influence of Learning Style on Second Language Acquisition

Different theorists hold their own idea of learning style and thus lead to various models of learning style. Numerous studies in the field of second language acquisition has been done to prove whether there is a correlation between learning style and second language achievement. The bulk of research indicates that there is a strong relationship between learning styles and language learning outcomes. Learning style is of great importance in second language learning.

English Animation's Influence on Children's English Learning Based on Children's Language Acquisition Theory

This article aims to explore the feasibility of English animation-assisted children's English teaching based on the theoryof children's language acquisition, discusses its beneficial effects, and puts forward certain reference suggestions based on this.

BI-D1870 Causes the Rats’ Learning and Memory Acquisition Ability Impairment

Aim: To observe the rats’ learning and memory acquisition ability disturbance induced by BI-D1870. Methods: Male SD rats were randomly divided into control group, solvent control group and BI-D1870 group. The rats in the control group were intraperitoneally injected with saline, while those in the solvent control group were intraperitoneally injected with DMSO + sulfobutyl-β-cyclodextrin solvent, and those in the BI-D1870 group were intraperitoneally injected with BI-D1870. All the rats’ appearance and behavior were daily observed, and body weight was recorded on the day 15, 30, 45, 60, 75 and 82 of BI-D1870 injected. Morris water maze was used to screen the rats’ learning and memory acquisition ability on the day 22 - 25, 52 - 55, and 82 - 85 of training by BI-D1870 treated. The successful rates of the rats’ memory impairment were respectively calculated for three times screening. Results: During the whole experiment, there was no obvious difference in appearance and fur color in all rats. The rats’ agitation began to appear on the day 10th of BI-D1870 given. The agitation rats’ number and rats’ body weight gradually increased along with BI-D1870 treated (P P Conclusion: Intraperitoneal injection of BI-D1870 can induce the rats’ learning and memory acquisition ability disorder.