this paper investigates learner-initiated responses to english language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. classroom discourse research has largely neglected learner init...

In this paper we propose a method to build fine-grained subjectivity lexicons including nouns, verbs and adjectives. The method, which is applied for Dutch, is based on the comparison of word frequencies of three corpora: Wikipedia, News and News comments. Comparison of the corpora is carried out with two measures: log-likelihood ratio and a percentage difference calculation. The first step of ...

Subjective behavior is essential for applications that must adapt their behavior to changing circumstances. Many different solutions have been proposed in the past, based, for example, on perspectives, roles, contextual layers, and “force trees”. Although these approaches are somehow equally expressive, each imposes a particular world view which may not be appropriate for all applications. We p...

The so-called subjectivity of conscious experience is central to much recent work in the philosophy of mind. Subjectivity is the alleged property of consciousness whereby one can know what it is like to have certain conscious states only if one has undergone such states oneself. I review neurophilosophical work on consciousness and concepts pertinent to this claim and argue that subjectivity el...

In this work, we present a sentence-level subjectivity detection method, which relies on Subjectivity Word Sense Disambiguation (SWSD). We use an unsupervised sense clustering-based method for SWSD. In our method, semantic resources tagged with emotions and sentiment polarities are used to apply subjectivity detection, intervening Word Sense Disambiguation sub-tasks. Through an experimental stu...

Subjectivity and meaning are both important properties of language. This paper explores their interaction, and brings empirical evidence in support of the hypotheses that (1) subjectivity is a property that can be associated with word senses, and (2) word sense disambiguation can directly benefit from subjectivity annotations.

Purpose The purpose of this study is to evaluate the effect learner–learner and learner–facilitator interactions on learner satisfaction their substitutability. Design/methodology/approach A quantitative survey research focusing 130 students was used collect data. Stratified sampling preferred for study, with a Likert type instrument being administered online. Findings Learner–learner mediate e...