Titlebook: Computational and Corpus Approaches to Chinese Language Learning; Xiaofei Lu,Berlin Chen Book 2019 Springer Nature Singapore Pte Ltd. 2019

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Automated Chinese Essay Scoring Based on Multilevel Linguistic Featureshas not been implemented effectively or on a large scale because the task of essay scoring is very time-consuming. The solution to this problem is AES, where machines are used to automatically score essays. In fact, the application of AES to English learning has been successful. Due to differences i

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The Corpus Approach to the Teaching and Learning of Chinese as an L1 and an L2 in Retrospected L1 and L2 Chinese studies have been fairly successful in terms of the description of the Chinese (inter)language, but there is still much room for pedagogical implementation, that is, to transform the research into classroom friendly teaching materials.

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Data-Driven Adapting for Fine-Tuning Chinese Teaching Materials: Using Corpora as Benchmarksigate both the process and outcome of data-driven adapting using .-., a case study was conducted, involving a team of teachers working on the adaptation of texts. Results are discussed in terms of the effectiveness of the data-driven adapting practices by teachers in a classroom setting. Overall, th

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Context Analysis for Computer-Assisted Near-Synonym Learningervised and unsupervised methods. Experimental results show that training on the independent components that contain useful contextual features with minimized term dependence can improve the classifiers’ ability to discriminate among near-synonyms, thus yielding better performance.

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Visualizing Stylistic Differences in Chinese Synonymshe approach, together with comparisons with previous observations. Not only can the present approach provide a clearer and more nuanced picture than what introspection allows, it also enables us to go beyond the spoken versus written dichotomy and gain a broader perspective on stylistic variation.

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Acquisition of the Chinese Particle , by L2 Learners: A Corpus-Based Approachnstrate that learners generally use . in speech with a low frequency and a high degree of accuracy. Significant increase in frequency of use is observed between beginner and intermediate learners, while that in accuracy is observed between intermediate and advanced learners. Evidence from the curren

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