Task analysis

About: Task analysis is a research topic. Over the lifetime, 10432 publications have been published within this topic receiving 283481 citations.

Object Relational Graph With Teacher-Recommended Learning for Video Captioning

Abstract: Taking full advantage of the information from both vision and language is critical for the video captioning task. Existing models lack adequate visual representation due to the neglect of interaction between object, and sufficient training for content-related words due to long-tailed problems. In this paper, we propose a complete video captioning system including both a novel model and an effective training strategy. Specifically, we propose an object relational graph (ORG) based encoder, which captures more detailed interaction features to enrich visual representation. Meanwhile, we design a teacher-recommended learning (TRL) method to make full use of the successful external language model (ELM) to integrate the abundant linguistic knowledge into the caption model. The ELM generates more semantically similar word proposals which extend the groundtruth words used for training to deal with the long-tailed problem. Experimental evaluations on three benchmarks: MSVD, MSR-VTT and VATEX show the proposed ORG-TRL system achieves state-of-the-art performance. Extensive ablation studies and visualizations illustrate the effectiveness of our system.

Task‐Based Language Learning: A Review of Issues

Abstract: Theoretically motivated, empirical research into task-based language learning has been prompted by proposals for task-based language teaching. In this review I describe early and more recent proposals for how task-based learning can stimulate acquisition processes and the theoretical rationales that have guided research into them. I also describe taxonomies of task characteristics that have been proposed and claims made about the effects of task characteristics on interaction, attention to input, and speech production. I then relate the issues raised to findings described in the five empirical studies in this issue concerning the effects of pedagogic task design on the accuracy, fluency, and complexity of learner language; the influence of individual differences in cognitive and motivational variables on task performance; the extent to which tasks, and teacher interventions, promote the quantity and quality of interaction that facilitate L2 learning; and the generalizability of task-based learning research in laboratory contexts to instructed classroom settings.

Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development

Abstract: This classroom-based study investigated the metatalk of learners working in pairs on a text reconstruction task. Specifically, the study investigated the learners' level of engagement with linguistic choices, and whether the level of engagement affected subsequent language development. Data were collected over a 2-week period. In the first week, students completed one version of a text reconstruction task in pairs and all pair talk was audio recorded. In the second week, students completed another version of the task individually. Analysis of the pair talk data showed that pairs attended to a range of grammatical and lexical items, but that the nature of their engagement ranged from elaborate to limited. Elaborate engagement was operationalised as instances where learners deliberated and discussed language items and limited engagement where one learner made a suggestion and the other repeated, acknowledged or did not respond to the suggestion. Analysis of learner performance on a set of items that were co...

Implementation Intentions and Facilitation of Prospective Memory

Abstract: Forming detailed implementation intentions for a future behavior can increase the probability that the behavior is actually completed. We investigated whether this intention effect could be used to improve prospective memory in older adults. As expected, participants who formed an implementation intention were more than twice as likely to self-initiate the intended behavior (writing down the day of the week on every sheet of paper received during the experiment) compared with participants who either were merely instructed to do so or actively rehearsed the instruction. Forming an implementation intention, however did not improve performance on a task that required a response to salient cues. We conclude that detailed implementation intentions facilitate prospective memory on tasks that lack salient cues and require self-initiation.