The teachers use explicit learning in the traditional teaching of English grammar, which pays great attention to the master of grammar knowledge points. Nowadays, some English teachers excessively emphasize the import...The teachers use explicit learning in the traditional teaching of English grammar, which pays great attention to the master of grammar knowledge points. Nowadays, some English teachers excessively emphasize the importance of teaching grammar imperceptibly, but neglect to explain the rules of grammar. The diametrically isolation of implicit and explicit learning doesn＇t correspond with the English grammar teaching. So the teachers should combine the two learning styles in order to make the best use of them to teach English grammar.展开更多
With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the countr...With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.展开更多
More researchers have been attempting to clarify some appropriate approaches in teaching and learning grammar especially in the implicit or explicit way. I would attempt to find out some hints in the grammar course of...More researchers have been attempting to clarify some appropriate approaches in teaching and learning grammar especially in the implicit or explicit way. I would attempt to find out some hints in the grammar course offered by a senior teacher of a senior high in order to provide some ideas and inspirations toward future teaching and researches.展开更多
Generating emotional talking faces from a single portrait image remains a significant challenge. The simultaneous achievement of expressive emotional talking and accurate lip-sync is particularly difficult, as express...Generating emotional talking faces from a single portrait image remains a significant challenge. The simultaneous achievement of expressive emotional talking and accurate lip-sync is particularly difficult, as expressiveness is often compromised for lip-sync accuracy. Prevailing generative works usually struggle to juggle to generate subtle variations of emotional expression and lip-synchronized talking. To address these challenges, we suggest modeling the implicit and explicit correlations between audio and emotional talking faces with a unified framework. As human emotional expressions usually present subtle and implicit relations with speech audio, we propose incorporating audio and emotional style embeddings into the diffusion-based generation process, for realistic generation while concentrating on emotional expressions. We then propose lip-based explicit correlation learning to construct a strong mapping of audio to lip motions, assuring lip-audio synchronization. Furthermore, we deploy a video-to-video rendering module to transfer expressions and lip motions from a proxy 3D avatar to an arbitrary portrait. Both quantitatively and qualitatively, MagicTalk outperforms state-of-the-art methods in terms of expressiveness, lip-sync, and perceptual quality.展开更多
文摘The teachers use explicit learning in the traditional teaching of English grammar, which pays great attention to the master of grammar knowledge points. Nowadays, some English teachers excessively emphasize the importance of teaching grammar imperceptibly, but neglect to explain the rules of grammar. The diametrically isolation of implicit and explicit learning doesn＇t correspond with the English grammar teaching. So the teachers should combine the two learning styles in order to make the best use of them to teach English grammar.
文摘With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.
文摘More researchers have been attempting to clarify some appropriate approaches in teaching and learning grammar especially in the implicit or explicit way. I would attempt to find out some hints in the grammar course offered by a senior teacher of a senior high in order to provide some ideas and inspirations toward future teaching and researches.
文摘Generating emotional talking faces from a single portrait image remains a significant challenge. The simultaneous achievement of expressive emotional talking and accurate lip-sync is particularly difficult, as expressiveness is often compromised for lip-sync accuracy. Prevailing generative works usually struggle to juggle to generate subtle variations of emotional expression and lip-synchronized talking. To address these challenges, we suggest modeling the implicit and explicit correlations between audio and emotional talking faces with a unified framework. As human emotional expressions usually present subtle and implicit relations with speech audio, we propose incorporating audio and emotional style embeddings into the diffusion-based generation process, for realistic generation while concentrating on emotional expressions. We then propose lip-based explicit correlation learning to construct a strong mapping of audio to lip motions, assuring lip-audio synchronization. Furthermore, we deploy a video-to-video rendering module to transfer expressions and lip motions from a proxy 3D avatar to an arbitrary portrait. Both quantitatively and qualitatively, MagicTalk outperforms state-of-the-art methods in terms of expressiveness, lip-sync, and perceptual quality.
