14,459 research outputs found

    An automated Chinese text processing system (ACCESS): user-friendly interface and feature enhancement.

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    Suen Tow Sunny.Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.Includes bibliographical references (leaves 65-67).Introduction --- p.1Chapter 1. --- ACCESS with an Extendible User-friendly X/Chinese Interface --- p.4Chapter 1.1. --- System requirement --- p.4Chapter 1.1.1. --- User interface issue --- p.4Chapter 1.1.2. --- Development issue --- p.5Chapter 1.2. --- Development decision --- p.6Chapter 1.2.1. --- X window system --- p.6Chapter 1.2.2. --- X/Chinese toolkit --- p.7Chapter 1.2.3. --- C language --- p.8Chapter 1.2.4. --- Source code control system --- p.8Chapter 1.3. --- System architecture --- p.9Chapter 1.4. --- User interface --- p.10Chapter 1.5. --- Sample screen --- p.13Chapter 1.6. --- System extension --- p.14Chapter 1.7. --- System portability --- p.18Chapter 2. --- Study on Algorithms for Automatically Correcting Characters in Chinese Cangjie-typed Text --- p.19Chapter 2.1. --- Chinese character input --- p.19Chapter 2.1.1. --- Chinese keyboards --- p.20Chapter 2.1.2. --- Keyboard redefinition scheme --- p.21Chapter 2.2. --- Cangjie input method --- p.24Chapter 2.3. --- Review on existing techniques for automatically correcting words in English text --- p.26Chapter 2.3.1. --- Nonword error detection --- p.27Chapter 2.3.2. --- Isolated-word error correction --- p.28Chapter 2.3.2.1. --- Spelling error patterns --- p.29Chapter 2.3.2.2. --- Correction techniques --- p.31Chapter 2.3.3. --- Context-dependent word correction research --- p.32Chapter 2.3.3.1. --- Natural language processing approach --- p.33Chapter 2.3.3.2. --- Statistical language model --- p.35Chapter 2.4. --- Research on error rates and patterns in Cangjie input method --- p.37Chapter 2.5. --- Similarities and differences between Chinese and English typed text --- p.41Chapter 2.5.1. --- Similarities --- p.41Chapter 2.5.2. --- Differences --- p.42Chapter 2.6. --- Proposed algorithm for automatic Chinese text correction --- p.44Chapter 2.6.1. --- Sentence level --- p.44Chapter 2.6.2. --- Part-of-speech level --- p.45Chapter 2.6.3. --- Character level --- p.47Conclusion --- p.50Appendix A Cangjie Radix Table --- p.51Appendix B Sample Text --- p.52Article 1 --- p.52Article 2 --- p.53Article 3 --- p.56Article 4 --- p.58Appendix C Error Statistics --- p.61References --- p.6

    Bahasa Melayu (BM) Screen Reader for Visually Impaired Internet Users

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    Currently, the Internet usage is rising at a frenzied rate as knowledge and information sharing becomes easy and is time-saving. Regrettably, the visually impaired do not enjoy this liberty and they are facing difficulties in using computer and the Internet to seize any shared and available information. This difficulty is faced especially among the visually impaired Malay language medium Internet user. Specifically, existing screen reader cannot fully cater for users who need to browse the Malay language web pages. The inability of screen reader narration to enunciate Malay words correctly has become a restriction for the visually impaired to acquire any information in the Malay language. Narration of the words are done by non-Malay speakers and the enunciation of those words confuses and at times, do not help users. Thus, this project addresses this issue by investigating the difficulties for visually impaired Internet user to understand what is spoken when using screen readers without a native Malay narrator or speaker. This project aims to reduce the time needed for the visually impaired to understand the information in the Malay language read by the narrator of the screen reader. This project also strives to develop a screen reader prototype, which is able to read in Bahasa Melayu (BM) using local accent. To achieve all the objectives, preliminary interviews and testing session were conducted to collect data to test the hypothesis made. The findings are then will be used as main source of data to develop a prototype of the screen reader. From the built prototype, user testing will be conducted with a sample group of visually impaired to test the functionalities and evaluate the effectiveness of the software. The results and recommendations will be shared by the end of the project as a key milestone for future enhancement

    Accessible Chats for Computer Supported Collaborative Learning Environments in Mobile Devices (Doctoral Consortium),

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    Proceedings of: Seventh IEEE International Conference on Research Challenges in Information Science. Took place May 29-31, 2013 in Paris (France). The event Web site is http://www.rcis-conf.com/rcis2013/The use of chats in Mobile Devices (MD) for learning environments is being increased in the last decade. However, they present many accessibility barriers that prevent people from using them. As a result, some people do not have the same opportunities to learn. This research aims to solve the accessibility barriers of chats in learning environments for its use in MDs. Thus, this paper presents the proposal of an model-based design and the strategy development process to create an accessible chatThis research work has been partially supported by the Regional Government of Madrid under the Research Network MA2VICMR (S2009/TIC-1542) and by the Spanish Ministry of Economy under the project MULTIMEDICA (TIN2010-20644-C03-01)Publicad

    FLAX: Flexible and open corpus-based language collections development

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    In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices

    Language Modeling for Multi-Domain Speech-Driven Text Retrieval

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    We report experimental results associated with speech-driven text retrieval, which facilitates retrieving information in multiple domains with spoken queries. Since users speak contents related to a target collection, we produce language models used for speech recognition based on the target collection, so as to improve both the recognition and retrieval accuracy. Experiments using existing test collections combined with dictated queries showed the effectiveness of our method

    Innovative and Collaborative Use of iPads in Interpreter Education

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    This article reports on findings from a collaborative action research project that was conducted to investigate the use of iPad in teaching interpreting students. Action research is well documented as a method for encouraging innovation and change in education, and it has been applied in translation and interpreting educational research. The goal of the project was to investigate how iPad technology can be used to enhance the learning experience for interpreting students in a master’s-level Conference Interpreting program, with an evaluation of the benefits of using the iPad generally and in relation to the development of interpreting skills, as well as through one particular iPad application (AudioNote). The project incorporated periodic cycles of evaluation to reflect on the effectiveness of the use of iPads in this teaching context, for instructors and students to share information about what applications they had found, and to design learning and teaching activities together using those applications. The iPad applications downloaded by students can be categorized into three main areas of learning: general study, language enhancement, and interpreting skills. Recommendations are made about how iPads can be used innovatively and creatively in educating interpreting students of any language combination
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