The Experts below are selected from a list of 114516 Experts worldwide ranked by ideXlab platform
Patrick Langdon - One of the best experts on this subject based on the ideXlab platform.
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a new Interaction technique involving eye gaze tracker and scanning system
Proceedings of the 2013 Conference on Eye Tracking South Africa, 2013Co-Authors: Pradipta Biswas, Patrick LangdonAbstract:This paper presents a new Input Interaction system for people with severe disabilities by combining eye gaze tracking and single switch scanning Interaction techniques. The system is faster than only scanning based systems while more comfortable to use than existing eye gaze tracking based systems. We reported results from a couple of user studies that show the new system is equally fast compared to existing eye tracking systems that does not involve scanning, participants with no prior experience with eye tracking based system could learn using this new system successfully within 10 minutes but it demands higher mental effort in comparison to another new modality of Interaction- a gesture based system.
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a new Input system for disabled users involving eye gaze tracker and scanning interface
Journal of Assistive Technologies, 2011Co-Authors: Pradipta Biswas, Patrick LangdonAbstract:Purpose – This paper aims to present a new Input Interaction system for people with severe disabilities. The new system works based on eye gaze tracking and single switch scanning Interaction techniques. It combines eye gaze tracking and scanning in a unique way which is faster than only scanning‐based systems while more comfortable to use than only eye gaze tracking‐based systems, which is also supported by a user study.Design/methodology/approach – The aim was to design a new Interaction technique combining eye tracking and scanning technique for severely disabled people. A comparative study with eight users involving only an eye tracking system and the system combining eye tracking and scanning was conducted.Findings – The participants rated the new system easier and less strenuous to use than the eye gaze tracking‐based system, while the new system did not slow the speed of Interaction.Originality/value – This new method based on eye gaze tracking and single switch scanning Interaction techniques has ...
Susan M Gass - One of the best experts on this subject based on the ideXlab platform.
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Input Interaction and output in second language acquisition
2014Co-Authors: Susan M Gass, Alison MackeyAbstract:As VanPatten and Williams note in Chapter 1 , a distinction needs to be made between models and theories. Notably, they distinguish between the how and the why . They also describe hypotheses, which differ from theories in that a hypothesis “does not unify various phenomena; it is usually an idea about a single phenomenon.” This chapter deals with Input, Interaction, feedback, and output in second language acquisition. These constructs have been integrated and were originally referred to as the Interaction Hypothesis. However, following a significant amount of empirical work leading to greater specificity and theoretical advancement, it is now generally referred to in the literature as the Interaction approach .
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Second Language Acquisition
Language Acquisition, 2009Co-Authors: Susan M GassAbstract:The intent of this chapter is to provide a selective overview of current second language acquisition (SLA) research. I begin by presenting several approaches to SLA, including formal linguistics, sociolinguistics/sociocultural theory and psycholinguistics. I then consider the roles of Input, Interaction, feedback and output as they relate to the acquisition of second language knowledge. The goal of this latter part is to show how this view of acquisition (the Input/Interaction/Output (IIO) approach) allows researchers to take into account a number of concepts which are necessary for understanding how second language learning takes place. In particular, I consider the role of attention as it relates to second language (L2) learning, particularly in the context of Input, Interaction, feedback and output. [See Vihman, Saxton and Peters, this volume for discussions of the role of attention in first language acquisition: SFC.]
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Input Interaction and output an overview
Aila Review, 2006Co-Authors: Susan M Gass, Alison MackeyAbstract:This paper presents an overview of what has come to be known as the Interaction Hypothesis, the basic tenet of which is that through Input and Interaction with interlocutors, language learners have opportunities to notice differences between their own formulations of the target language and the language of their conversational partners. They also receive feedback which both modifies the linguistic Input they receive and pushes them to modify their output during conversation. This paper focuses on the major constructs of this approach to SLA, namely, Input, Interaction, feedback and output, and discusses recent literature that addresses these issues.
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Input Interaction and second language production
Studies in Second Language Acquisition, 1994Co-Authors: Susan M Gass, Evangeline Marlos VaronisAbstract:The role of conversational Interactions in the development of a second language has been central in the recent second language acquisition literature. While a great deal is now known about the way in which nonnative speakers interact with native speakers and other nonnative speakers, little is known about the lasting effects of these Interactions on a nonnative's linguistic development. This paper specifically investigates the relationship among Input, Interaction, and second language production. Through data from native–nonnative speaker Interactions in a direction-giving task, we show that both modified Input and Interaction affect task performance. However, only Interaction has an effect on subsequent task performance.
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Input Interaction and the second language learner
1994Co-Authors: Susan M GassAbstract:Contents: Preface. Modeling Second Language Acquisition. The Question of Evidence. The Nature and Function of Output. Input and Second Language Acquisition Theories. The Role of Interaction. Comprehension, Output, and the Creation of Learner Systems. Epilogue: Classroom Implications and Applications.
Pradipta Biswas - One of the best experts on this subject based on the ideXlab platform.
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a new Interaction technique involving eye gaze tracker and scanning system
Proceedings of the 2013 Conference on Eye Tracking South Africa, 2013Co-Authors: Pradipta Biswas, Patrick LangdonAbstract:This paper presents a new Input Interaction system for people with severe disabilities by combining eye gaze tracking and single switch scanning Interaction techniques. The system is faster than only scanning based systems while more comfortable to use than existing eye gaze tracking based systems. We reported results from a couple of user studies that show the new system is equally fast compared to existing eye tracking systems that does not involve scanning, participants with no prior experience with eye tracking based system could learn using this new system successfully within 10 minutes but it demands higher mental effort in comparison to another new modality of Interaction- a gesture based system.
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a new Input system for disabled users involving eye gaze tracker and scanning interface
Journal of Assistive Technologies, 2011Co-Authors: Pradipta Biswas, Patrick LangdonAbstract:Purpose – This paper aims to present a new Input Interaction system for people with severe disabilities. The new system works based on eye gaze tracking and single switch scanning Interaction techniques. It combines eye gaze tracking and scanning in a unique way which is faster than only scanning‐based systems while more comfortable to use than only eye gaze tracking‐based systems, which is also supported by a user study.Design/methodology/approach – The aim was to design a new Interaction technique combining eye tracking and scanning technique for severely disabled people. A comparative study with eight users involving only an eye tracking system and the system combining eye tracking and scanning was conducted.Findings – The participants rated the new system easier and less strenuous to use than the eye gaze tracking‐based system, while the new system did not slow the speed of Interaction.Originality/value – This new method based on eye gaze tracking and single switch scanning Interaction techniques has ...
Jimmy Lin - One of the best experts on this subject based on the ideXlab platform.
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umd ttic uw at semeval 2016 task 1 attention based multi perspective convolutional neural networks for textual similarity measurement
North American Chapter of the Association for Computational Linguistics, 2016Co-Authors: John Wieting, Kevin Gimpel, Jinfeng Rao, Jimmy LinAbstract:We describe an attention-based convolutional neural network for the English semantic textual similarity (STS) task in the SemEval2016 competition (Agirre et al., 2016). We develop an attention-based Input Interaction layer and incorporate it into our multiperspective convolutional neural network (He et al., 2015), using the PARAGRAM-PHRASE word embeddings (Wieting et al., 2016) trained on paraphrase pairs. Without using any sparse features, our final model outperforms the winning entry in STS2015 when evaluated on the STS2015 data.
Alison Mackey - One of the best experts on this subject based on the ideXlab platform.
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Input Interaction and output in second language acquisition
2014Co-Authors: Susan M Gass, Alison MackeyAbstract:As VanPatten and Williams note in Chapter 1 , a distinction needs to be made between models and theories. Notably, they distinguish between the how and the why . They also describe hypotheses, which differ from theories in that a hypothesis “does not unify various phenomena; it is usually an idea about a single phenomenon.” This chapter deals with Input, Interaction, feedback, and output in second language acquisition. These constructs have been integrated and were originally referred to as the Interaction Hypothesis. However, following a significant amount of empirical work leading to greater specificity and theoretical advancement, it is now generally referred to in the literature as the Interaction approach .
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Input Interaction and corrective feedback in l2 learning
2012Co-Authors: Alison MackeyAbstract:The question of how Interaction and corrective feedback affect second language (L2) learning has increasingly attracted the interest of researchers in recent years. This book describes the processes involved in Interaction-driven second language learning and presents a methodological framework for studying them. A substantial amount of research on Interaction has been carried out over the past two decades; the author provides a timely, comprehensive, and up-to-date survey of this significant body of work. In particular, she explores the recent growth in research into the role of cognifitve and social factors in evaluating how Interaction works. Researchers, research students, and all those working within the field of second language acquisition will find this book an authoritative and valuable resource.
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Input Interaction and output an overview
Aila Review, 2006Co-Authors: Susan M Gass, Alison MackeyAbstract:This paper presents an overview of what has come to be known as the Interaction Hypothesis, the basic tenet of which is that through Input and Interaction with interlocutors, language learners have opportunities to notice differences between their own formulations of the target language and the language of their conversational partners. They also receive feedback which both modifies the linguistic Input they receive and pushes them to modify their output during conversation. This paper focuses on the major constructs of this approach to SLA, namely, Input, Interaction, feedback and output, and discusses recent literature that addresses these issues.
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Input Interaction and second language development an empirical study of question formation in esl
Studies in Second Language Acquisition, 1999Co-Authors: Alison MackeyAbstract:This study examines the relationship between different types of conversational Interaction and SLA. Long's (1996) updated version of the Interactionist hypothesis claims that implicit negative feedback, which can be obtained through negotiated Interaction, facilitates SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass (1997). Some support for the Interaction hypothesis has been provided by studies that have explored the effects of Interaction on production (Gass & Varonis, 1994), on lexical acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed output (see Swain, 1995), and for specific Interactional features such as recasts (Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found effects for Interaction on grammatical development (Loschky, 1994). The central question addressed by the current study was: Can conversational Interaction facilitate second language development? The study employed a pretest-posttest design. Adult ESL learners (N = 34) of varying L1 backgrounds were divided into four experimental groups and one control group. They took part in task-based Interaction. Research questions focused on the developmental outcomes of taking part in various types of Interaction. Active participation in Interaction and the developmental level of the learner were considered. Results of this study support claims concerning a link between Interaction and grammatical development and highlight the importance of active participation in the Interaction.