KNOWLEDGE AND PROCESSING OF LANGUAGE CONFERENCE


Knowledge and Processing of Language Conference is one of the leading research topics in the international research conference domain. Knowledge and Processing of Language is a conference track under the Language and Linguistics Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Language and Linguistics.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Language and Linguistics).

Knowledge and Processing of Language is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Knowledge and Processing of Language Conference Track will be held at “Language and Linguistics Conference in Paris, France in July 2021” - “Language and Linguistics Conference in New York, United States in August 2021” - “Language and Linguistics Conference in Tokyo, Japan in September 2021” - “Language and Linguistics Conference in Zürich, Switzerland in September 2021” - “Language and Linguistics Conference in Barcelona, Spain in October 2021” - “Language and Linguistics Conference in San Francisco, United States in November 2021” - “Language and Linguistics Conference in Istanbul, Turkey in November 2021” - “Language and Linguistics Conference in Singapore, Singapore in November 2021” - “Language and Linguistics Conference in Bangkok, Thailand in December 2021” - “Language and Linguistics Conference in Paris, France in December 2021” .

Knowledge and Processing of Language is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

XXIV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

XXV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

XXVI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

XXVII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

XXVIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

XXIX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

XXX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

XXXI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

XXXII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

XXXIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

FINISHED

I. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

FINISHED

III. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

FINISHED

V. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

FINISHED

VI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

FINISHED

VII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

FINISHED

VIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

FINISHED

IX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

X. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

FINISHED

XI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

FINISHED

XII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

FINISHED

XIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

FINISHED

XIV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

FINISHED

XV. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

XVI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

FINISHED

XVII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

FINISHED

XVIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

FINISHED

XIX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

FINISHED

XX. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

FINISHED

XXI. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

FINISHED

XXII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

FINISHED

XXIII. INTERNATIONAL LANGUAGE AND LINGUISTICS CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

Previously Published Papers on "Knowledge and Processing of Language Conference"

  • A Game-Based Product Modelling Environment for Non-Engineer
    Authors: Guolong Zhong, Venkatesh Chennam Vijay, Ilias Oraifige, Keywords: Game-based learning, knowledge based engineering, product modelling, design automation. DOI:10.5281/zenodo. Abstract: In the last 20 years, Knowledge Based Engineering (KBE) has shown its advantages in product development in different engineering areas such as automation, mechanical, civil and aerospace engineering in terms of digital design automation and cost reduction by automating repetitive design tasks through capturing, integrating, utilising and reusing the existing knowledge required in various aspects of the product design. However, in primary design stages, the descriptive information of a product is discrete and unorganized while knowledge is in various forms instead of pure data. Thus, it is crucial to have an integrated product model which can represent the entire product information and its associated knowledge at the beginning of the product design. One of the shortcomings of the existing product models is a lack of required knowledge representation in various aspects of product design and its mapping to an interoperable schema. To overcome the limitation of the existing product model and methodologies, two key factors are considered. First, the product model must have well-defined classes that can represent the entire product information and its associated knowledge. Second, the product model needs to be represented in an interoperable schema to ensure a steady data exchange between different product modelling platforms and CAD software. This paper introduced a method to provide a general product model as a generative representation of a product, which consists of the geometry information and non-geometry information, through a product modelling framework. The proposed method for capturing the knowledge from the designers through a knowledge file provides a simple and efficient way of collecting and transferring knowledge. Further, the knowledge schema provides a clear view and format on the data that needed to be gathered in order to achieve a unified knowledge exchange between different platforms. This study used a game-based platform to make product modelling environment accessible for non-engineers. Further the paper goes on to test use case based on the proposed game-based product modelling environment to validate the effectiveness among non-engineers.
  • Effect of Social Media on Knowledge Work
    Authors: Pekka Makkonen, Georgios Lampropoulos, Kerstin Siakas, Keywords: Knowledge work, social media, social media services, improving work performance. DOI:10.5281/zenodo. Abstract: This paper examines the impact of social media on knowledge work. It discloses and highlights which specific aspects, areas and tasks of knowledge work can be improved by the use of social media. Moreover, the study includes a survey about higher education students’ viewpoints in regard to the use of social media as a means to enhance knowledge work and knowledge sharing. The analysis has been conducted based both on empirical data and on discussions about the sources dealing with knowledge work and how it can be enhanced by using social media. The results show that social media can improve knowledge work, knowledge building and maintenance tasks in which communication, information sharing and collaboration play a vital role. Additionally, by using social media, personal, collaborative and supplementary work activities can be enhanced. Based on the results of the study, we suggest how knowledge work can be enhanced when using the contemporary information and communications technologies (ICTs) of the 21st century and recommend future directions towards improving knowledge work.
  • Contextual Enablers and Behaviour Outputs for Action of Knowledge Workers
    Authors: Juan-Gabriel Cegarra-Navarro, Alexeis Garcia-Perez, Denise Bedford, Keywords: Knowledge workers, capacities, competences, capabilities, knowledge structures. DOI:10.5281/zenodo. Abstract: This paper provides guidelines for what constitutes a knowledge worker. Many graduates from non-managerial domains adopt, at some point in their professional careers, management roles at different levels, ranging from team leaders through to executive leadership. This is particularly relevant for professionals from an engineering background. Moving from a technical to an executive-level requires an understanding of those behaviour management techniques that can motivate and support individuals and their performance. Further, the transition to management also demands a shift of contextual enablers from tangible to intangible resources, which allows individuals to create new capacities, competencies, and capabilities. In this dynamic process, the knowledge worker becomes that key individual who can help members of the management board to transform information into relevant knowledge. However, despite its relevance in shaping the future of the organization in its transition to the knowledge economy, the role of a knowledge worker has not yet been studied to an appropriate level in the current literature. In this study, the authors review both the contextual enablers and behaviour outputs related to the role of the knowledge worker and relate these to their ability to deal with everyday management issues such as knowledge heterogeneity, varying motivations, information overload, or outdated information. This study highlights that the aggregate of capacities, competences and capabilities (CCCs) can be defined as knowledge structures, the study proposes several contextual enablers and behaviour outputs that knowledge workers can use to work cooperatively, acquire, distribute and knowledge. Therefore, this study contributes to a better comprehension of how CCCs can be managed at different levels through their contextual enablers and behaviour outputs.
  • Teaching Attentive Literature Reading in Higher Education French as a Foreign Language: A Pilot Study of a Flipped Classroom Teaching Model
    Authors: Malin Isaksson, Keywords: Shared practice, flipped classroom, literature in foreign language studies, teaching literature analysis. DOI:10.5281/zenodo. Abstract: Teaching French as a foreign language usually implies teaching French literature, especially in higher education. Training university students in literary reading in a foreign language requires addressing several aspects at the same time: the (foreign) language, the poetic language, the aesthetic aspects of the studied works, and various interpretations of them. A pilot study sought to test a teaching model that would support students in learning to perform competent readings and short analyses of French literary works, in a rather independent manner. This shared practice paper describes the use of a flipped classroom method in two French literature courses, a campus course and an online course, and suggests that the teaching model may provide efficient tools for teaching literary reading and analysis in a foreign language. The teaching model builds on a high level of student activity and focuses on attentive reading, meta-perspectives such as theoretical concepts, individual analyses by students where said concepts are applied, and group discussions of the studied texts and of possible interpretations.
  • Needs Analysis Survey of Hearing Impaired Students’ Teachers in Elementary Schools for Designing Curriculum Plans and Improving Human Resources
    Authors: F. Rashno Seydari, M. Nikafrooz, Keywords: Needs analysis, hearing impaired students, hearing impaired students’ teachers, knowledge domain, performance domain. DOI:10.5281/zenodo. Abstract: This paper intends to study needs analysis of hearing-impaired students’ teachers in elementary schools all over Iran. The subjects of this study were 275 teachers who were teaching hearing-impaired students in elementary schools. The participants were selected by a quota sampling method. To collect the data, questionnaires of training needs consisting of 41 knowledge items and 31 performance items were used. The collected data were analyzed by using SPSS software in the form of descriptive analyses (frequency and mean) and inferential analyses (one sample t-test, paired t-test, independent t-test, and Pearson correlation coefficient). The findings of the study indicated that teachers generally have considerable needs in knowledge and performance domains. In 32 items out of the total 41 knowledge domain items and in the 27 items out of the total 31 performance domain items, the teachers had considerable needs. From the quantitative point of view, the needs of the performance domain were more than those of the knowledge domain, so they have to be considered as the first priority in training these teachers. There was no difference between the level of the needs of male and female teachers. There was a significant difference between the knowledge and performance domain needs and the teachers’ teaching experience, 0.354 and 0.322 respectively. The teachers who had been trained in working with hearing-impaired students expressed more training needs (both knowledge and performance).
  • Second Language Development with an Intercultural Approach: A Pilot Program Applied to Higher Education Students from a Escuela Normal in Atequiza, Mexico
    Authors: Frida C. Jaime Franco, C. Paulina Navarro Núñez, R. Jacob Sánchez Nájera, Keywords: Collaborative learning, English as a Foreign language, intercultural communication, intercultural communicative competences, virtual partnership. DOI:10.5281/zenodo. Abstract: The importance of developing multi-language abilities in our global society is noteworthy. However, the necessity, interest, and consciousness of the significance that the development of another language represents, apart from the mother tongue, is not always the same in all contexts as it is in multicultural communities, especially in rural higher education institutions immersed in small communities. Leading opportunities for digital interaction among learners from Mexico and abroad partners represents scaffolding towards, not only language skills development but also intercultural communicative competences (ICC). This study leads us to consider what should be the best approach to work while applying a program of ICC integrated into the practice of EFL. While analyzing the roots of the language, it is possible to obtain the main objective of learning another language, to communicate with a functional purpose, as well as attaching social practices to the learning process, giving a result of functionality and significance to the target language. Hence, the collateral impact that collaborative learning leads to, aims to contribute to a better global understanding as well as a means of self and other cultural awareness through intercultural communication. While communicating through the target language by online collaboration among students in platforms of long-distance communication, language is used as a tool of interaction to broaden students’ perspectives reaching a substantial improvement with the help of their differences. This process should consider the application of the target language in the inquiry of sociocultural information, expecting the learners to integrate communicative skills to handle cultural differentiation at the same time they apply the knowledge of their target language in a real scenario of communication, despite being through virtual resources.
  • Language Policy as an Instrument for Nation Building and Minority Representation: Supporting Cases from South Asia
    Authors: Kevin You, Keywords: Language policy, South Asia, nation building, Artificial states. DOI:10.5281/zenodo. Abstract: Nation-building has been a key consideration in ethno-linguistically diverse post-colonial ‘artificial states’, where ethnic tensions, religious differences and the risk of persecution of minorities are common. Language policy can help with nation-building, but it can also hinder the process. An important challenge is in recognising which language policy to adopt. This article proposes that the designation of a widely used lingua franca as a national language (in an official capacity or otherwise) - in a culturally, ethnically and linguistically diverse post-colonial state - assists its nation-building efforts in the long run. To demonstrate, this paper looks at the cases of Sri Lanka, Indonesia and India: three young nations which together emerged out of the Second World War with comparable colonial experiences, but subsequently adopted different language policies to different effects. Insights presented underscore the significance of inclusive language policy in sustainable nation-building in states with comparable post-colonial experiences.
  • A Surrealist Play of Associations: Neoliberalism, Critical Pedagogy and Surrealism in Secondary English Language Arts
    Authors: Stephanie Ho, Keywords: Arts-informed pedagogies, language arts, literature, Surrealism. DOI:10.5281/zenodo. Abstract: This project utilizes principles derived from the Surrealist movement to prioritize creative and critical thinking in secondary English Language Arts (ELA). The implementation of Surrealist-style pedagogies within an ELA classroom will be rooted in critical, radical pedagogy, which addresses the injustices caused by economic-oriented educational systems. The use of critical pedagogy will enable the subversive artistic and political aims of Surrealism to be transmitted to a classroom context. Through aesthetic reading strategies, appreciative questioning and dialogue, students will actively critique the power dynamics which structure (and often restrict) their lives. Within the ELA domain, cost-effective approaches often replace the actual “arts” of ELA. This research will therefore explore how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. This research will also examine how Surrealism can be used as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. The stakeholders are teachers, as they experience constant pressure within their practices. Similarly, students encounter rigorous, results-based pressures. These dynamics contribute to feelings of powerlessness, thus reinforcing a formulaic model of ELA. The ELA curriculum has potential to create laboratories for critical discussion and active movement towards social change. This proposed research strategy of Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills.
  • Public Economic Efficiency and Case-Based Reasoning: A Theoretical Framework to Police Performance
    Authors: Javier Parra-Domínguez, Juan Manuel Corchado, Keywords: Case-based reasoning, knowledge, police, public efficiency. DOI:10.5281/zenodo. Abstract: At present, public efficiency is a concept that intends to maximize return on public investment focus on minimizing the use of resources and maximizing the outputs. The concept takes into account statistical criteria drawn up according to techniques such as DEA (Data Envelopment Analysis). The purpose of the current work is to consider, more precisely, the theoretical application of CBR (Case-Based Reasoning) from economics and computer science, as a preliminary step to improving the efficiency of law enforcement agencies (public sector). With the aim of increasing the efficiency of the public sector, we have entered into a phase whose main objective is the implementation of new technologies. Our main conclusion is that the application of computer techniques, such as CBR, has become key to the efficiency of the public sector, which continues to require economic valuation based on methodologies such as DEA. As a theoretical result and conclusion, the incorporation of CBR systems will reduce the number of inputs and increase, theoretically, the number of outputs generated based on previous computer knowledge.
  • A Literature Review on the Effect of Industrial Clusters and the Absorptive Capacity on Innovation
    Authors: Enrique Claver Cortés, Bartolomé Marco Lajara, Eduardo Sánchez García, Pedro Seva Larrosa, Encarnación Manresa Marhuenda, Lorena Ruiz Fernández, Esther Poveda Pareja, Keywords: Absorptive capacity, clusters, innovation, knowledge. DOI:10.5281/zenodo. Abstract: In recent decades, the analysis of the effects of clustering as an essential factor for the development of innovations and the competitiveness of enterprises has raised great interest in different areas. Nowadays, companies have access to almost all tangible and intangible resources located and/or developed in any country in the world. However, despite the obvious advantages that this situation entails for companies, their geographical location has shown itself, increasingly clearly, to be a fundamental factor that positively influences their innovative performance and competitiveness. Industrial clusters could represent a unique level of analysis, positioned between the individual company and the industry, which makes them an ideal unit of analysis to determine the effects derived from company membership of a cluster. Also, the absorptive capacity (hereinafter 'AC') can mediate the process of innovation development by companies located in a cluster. The transformation and exploitation of knowledge could have a mediating effect between knowledge acquisition and innovative performance. The main objective of this work is to determine the key factors that affect the degree of generation and use of knowledge from the environment by companies and, consequently, their innovative performance and competitiveness. The elements analyzed are the companies' membership of a cluster and the AC. To this end, 30 most relevant papers published on this subject in the "Web of Science" database have been reviewed. Our findings show that, within a cluster, the knowledge coming from the companies' environment can significantly influence their innovative performance and competitiveness, although in this relationship, the degree of access and exploitation of the companies to this knowledge plays a fundamental role, which depends on a series of elements both internal and external to the company.