Automatic Scaling of Text for Training Second Language Reading Comprehension

For children learning their first language, reading is one of the most effective ways to acquire new vocabulary. Studies link students who read more with larger and more complex vocabularies. For second language learners, there is a substantial barrier to reading. Even the books written for early first language readers assume a base vocabulary of nearly 7000 word families and a nuanced understanding of grammar. This project will look at ways that technology can help second language learners overcome this high barrier to entry, and the effectiveness of learning through reading for adults acquiring a foreign language. Through the implementation of Dokusha, an automatic graded reader generator for Japanese, this project will explore how advancements in natural language processing can be used to automatically simplify text for extensive reading in Japanese as a foreign language

実応用を志向した機械翻訳システムの設計と評価

Tohoku University博士（情報科学）thesi

GAME EDUKASI MICHIKO SEBAGAI MEDIA PEMBELAJARAN SHOKYU KANJI

Penelitian bertujuan untuk menganalisis penilaian responden terhadap Game Edukasi Michiko sebagai media pembelajaran shokyu kanji. Metode penelitian yang digunakan adalah deskriptif analisis. Game Edukasi Michiko dirancang dan dikembangkan sebagai multimedia pembelajaran berbentuk game edukasi berbasis Android Studio sebagai software utama dan Canva Web sebagai software pendukung. Kelayakan Game Edukasi Michiko sebagi media pembelajaran dinilai berdasarkan penilaian berdasarkan penilaian dari 20 responden melalui kuesioner tertutup. Dari hasil penelitian tersebut dapat disimpulkan bahwa Game Edukasi Michiko telah memenuhi empat fungsi dari media pembelajaran yaitu fungsi atensi fungsi afektif fungsi kognitif dan fungsi kompensantoris, sehingga Game Edukasi Michiko layak digunakan sebagai media pembelajaran shokyuu kanji

Recognition of Japanese handwritten characters with Machine learning techniques

The recognition of Japanese handwritten characters has always been a challenge for researchers. A large number of classes, their graphic complexity, and the existence of three different writing systems make this problem particularly difficult compared to Western writing. For decades, attempts have been made to address the problem using traditional OCR (Optical Character Recognition) techniques, with mixed results. With the recent popularization of machine learning techniques through neural networks, this research has been revitalized, bringing new approaches to the problem. These new results achieve performance levels comparable to human recognition. Furthermore, these new techniques have allowed collaboration with very different disciplines, such as the Humanities or East Asian studies, achieving advances in them that would not have been possible without this interdisciplinary work. In this thesis, these techniques are explored until reaching a sufficient level of understanding that allows us to carry out our own experiments, training neural network models with public datasets of Japanese characters. However, the scarcity of public datasets makes the task of researchers remarkably difficult. Our proposal to minimize this problem is the development of a web application that allows researchers to easily collect samples of Japanese characters through the collaboration of any user. Once the application is fully operational, the examples collected until that point will be used to create a new dataset in a specific format. Finally, we can use the new data to carry out comparative experiments with the previous neural network models

The Crisis of Language in Contemporary Japan: Reading, Writing, and New Technology

My dissertation is an ethnographically inspired theoretical exploration of the crises of reading and writing in contemporary Japan. Each of the five chapters examines concrete instances of reading and writing practices that have been problematized in recent decades. By calling attention to underlying moral assumptions, established sociocultural protocols, and socio-technological conditions of the everyday, I theorize the concept of embodied reading and writing thresholds. The scope of analysis is partly informed by popular discourse decrying a perceived decline in reading and writing proficiency among Japanese youth. This alleged failing literacy figures as a national crisis under the assumption that the futurity of children's national language proficiency metonymically correlates with the future well being of its national cultural body. In light of heightened interests in the past, present, and future of books, and a series of recent state interventions on the prospect of "national" text culture, it is my argument that ongoing tensions surrounding the changing media landscape and symbolic relations to the world do not merely reflect changes in styles of language, structures of spatiotemporal awareness, or forms of knowledge production. Rather, they indicate profound transformations and apprehensions among the lives mediated and embodied by the very system of signification that has come under scrutiny in the post-Lost Decade Japan (03/1991-01/2002). My dissertation offers an unique point of critical intervention into 1) various forms of tension arising from the overlapping media technologies and polarized population, 2) formations of reading and writing body (embodiment) at an intersection of heterogeneous elements and everyday disciplining, 3) culturally specific conditions and articulations of the effects of "universal" technologies, 4) prospects of "proper" national reading and writing culture, and 5) questions of cultural transformation and transmission. I hope that the diverse set of events explored in respective chapters provide, as a whole, a broader perspective of the institutional and technological background as well as an intimate understanding of culturally specific circumstances in Japan. Insofar as this is an attempt to conduct a nuanced inquiry into the culturally specific configurations and articulations of a global phenomenon, each ethnographic moment is carefully contextualized to reflect Japan specific conditions while avoiding the pitfall of culturalist assumptions. Understanding how an existing system of representation, technological imperatives and sociohistorical predicaments have coalesced to form a unique constellation is the first step in identifying how the practice of reading and writing becomes a site of heated national debate in Japan. Against theories that problematize the de-corporealizing effects of digital technology within reading and writing, I emphasize the material specificity of contemporary reading and writing practices

VICA, a visual counseling agent for emotional distress

We present VICA, a Visual Counseling Agent designed to create an engaging multimedia face-to-face interaction. VICA is a human-friendly agent equipped with high-performance voice conversation designed to help psychologically stressed users, to offload their emotional burden. Such users specifically include non-computer-savvy elderly persons or clients. Our agent builds replies exploiting interlocutor\u2019s utterances expressing such as wishes, obstacles, emotions, etc. Statements asking for confirmation, details, emotional summary, or relations among such expressions are added to the utterances. We claim that VICA is suitable for positive counseling scenarios where multimedia specifically high-performance voice communication is instrumental for even the old or digital divided users to continue dialogue towards their self-awareness. To prove this claim, VICA\u2019s effect is evaluated with respect to a previous text-based counseling agent CRECA and ELIZA including its successors. An experiment involving 14 subjects shows VICA effects as follows: (i) the dialogue continuation (CPS: Conversation-turns Per Session) of VICA for the older half (age > 40) substantially improved 53% to CRECA and 71% to ELIZA. (ii) VICA\u2019s capability to foster peace of mind and other positive feelings was assessed with a very high score of 5 or 6 mostly, out of 7 stages of the Likert scale, again by the older. Compared on average, such capability of VICA for the older is 5.14 while CRECA (all subjects are young students, age < 25) is 4.50, ELIZA is 3.50, and the best of ELIZA\u2019s successors for the older (> 25) is 4.41