A Morphological Analyzer for Filipino Verbs

PACLIC / The University of the Philippines Visayas Cebu College Cebu City, Philippines / November 20-22, 200

한국인 고등학생의 영어 형용사 타동결과구문 학습에서의 인공지능 챗봇 기반 교수의 효과

학위논문(박사) -- 서울대학교대학원 : 사범대학 외국어교육과(영어전공), 2022.2. 김기택.English adjectival transitive resultative constructions (VtR) are notoriously challenging for Korean L2 English learners due to their syntactic and semantic differences from their L1 counterparts. To deal with such a complex structure, like English adjectival VtR, Korean L2 English learners need instructional interventions, including explicit instructions and corrective feedback on the target structure. Human instructors are virtually incapable of offering adequate corrective feedback, as providing corrective feedback from a human teacher to hundreds of students requires excessive time and effort. To deal with the practicality problems faced by human instructors in providing corrective feedback, numerous artificial intelligence (AI) chatbots have been developed to provide foreign language learners with corrective feedback on par with human teachers. Regrettably, many currently available AI chatbots remain underdeveloped. In addition, no prior research has been conducted to assess the effectiveness of corrective feedback offered by an AI chatbot, a human instructor, or additional explicit instruction via video material. The current study examined the instructional effects of corrective feedback from an AI chatbot on Korean high school students’ comprehension and production of adjectival VtR. Also, the current study investigated whether the corrective feedback generated by the AI chatbot enables Korean L2 English learners to expand their constructional repertoire beyond instructed adjectival VtR to uninstructed prepositional VtR. To investigate these issues, text-based Facebook Messenger AI chatbots were developed by the researcher. The effectiveness of the AI chatbots’ corrective feedback was compared with that of a human instructor and with additional video material. Students were divided into four groups: three instructional groups and one control group. The instructional groups included a chatbot group, a human group, and a video group. All learners in the three instructional groups watched a 5-minute explicit instruction video on the form and meaning pairings of the adjectival VtR in English. After that, learners were divided into three groups based on their preferences for instructional types. The learners volunteered to participate in the instructional procedures with corrective feedback from a text-based AI chatbot, a human instructor, or additional explicit instruction using a 15-minute video. Moreover, they took part in three testing sessions, which included a pretest, an immediate posttest, and a delayed posttest. The control group students were not instructed, and only participated in the three testing sessions. Two tasks were used for each test session: an acceptability judgment task (AJT) and an elicited writing task (EWT). The AJT tested participants’ comprehension of instructed adjectival VtR and uninstructed prepositional VtR. The EWT examined the correct production of instructed adjectival VtR and uninstructed prepositional VtR. The results of the AJT revealed that the instructional treatment (e.g., corrective feedback from the AI chatbot or a human instructor, or additional explicit instruction from the video material) was marginally more effective at improving the comprehension of adjectival VtR than was the case with the control group. On the other hand, the instructional treatment on the adjectival VtR failed in the generalization to prepositional VtR which was not overtly instructed. In the EWT, the participants in the corrective feedback groups (e.g., the chatbot and human groups) showed a more significant increase in the correct production of the instructed adjectival VtR more so than those in the video and control groups. Furthermore, the chatbot group learners showed significantly higher production of uninstructed prepositional VtR compared to any other group participants. These findings suggest that chatbot-based instruction can help Korean high school L2 English learners comprehend and produce complex linguistic structures—namely, adjectival and prepositional VtR. Moreover, the current study has major pedagogical implications for principled frameworks for implementing AI chatbot-based instruction in the context of foreign language learning.영어 형용사 타동결과구문(English Adjectival Transitive Resultative Construction)은 한국인 영어 학습자들에게 모국어의 대응 구문이 갖는 의미 통사론적 차이로 인해 학습하기 매우 어려운 것으로 알려져 있다. 따라서 영어 형용사 타동결과구문과 같은 복잡한 구문을 학습하기 위해서, 한국인 영어 학습자들에게는 목표 구조에 대한 명시적 교수와 교정적 피드백을 포함한 교수 처치가 요구된다. 수백 명의 학습자들에게 교정적 피드백을 제공하기 위해서는 과도한 시간과 노력이 요구되기 때문에, 인간 교사가 적절한 양의 교정적 피드백을 제공한다는 것은 사실상 불가능하다. 교정적 피드백을 제공할 때 직면하는 이러한 실용성 문제를 해결하기 위하여, 외국어 학습자들에게 인간 교사와 유사한 교정 피드백을 제공할 수 있는 수많은 인공 지능(AI) 챗봇이 개발되었다. 유감스럽게도, 현재 사용 가능한 많은 외국어 학습용 인공지능 챗봇은 아직 충분히 개발되지 않은 상태에 남아있으며, 인공지능 챗봇의 교정적 피드백이 갖는 교수효과를 비교 분석한 연구는 현재 이루어지지 않은 상태다. 이러한 선행연구의 한계에 초점을 두어, 본 연구에서는 인공지능 챗봇의 교정적 피드백이 한국 고등학생의 영어 형용사 타동결과구문의 이해와 생성에 미치는 교수 효과를 살펴보았다. 또한 본 연구에서는 이러한 교수 효과가 언어적으로 관련된 다른 영어 구문의 학습에도 영향을 끼치는지를 알아보기 위해 교실에서 직접 가르치지 않았던 구문인 영어 전치사 타동결과구문(English Prepositional Transitive Resultative Construction)의 학습 양상을 알아보았다. 이를 위해, 본 연구에서는 텍스트 메시지 기반의 페이스북 메신저에서 구동되는 인공지능 챗봇을 개발하였다. 인공지능 챗봇의 교수효과 검증을 위해 본 연구에 참여한 학생들은 네 개의 집단으로 구분되었다: 세 개의 교수 집단에는 교수처치가 적용되었고, 한 개의 통제 집단에서는 교수처치가 적용되지 않았다. 교수처치가 적용된 세 개의 집단은 챗봇그룹, 인간그룹, 영상그룹으로 분류되었으며, 이들은 모두 영어로 된 형용사 타동결과구문의 형태와 의미 쌍에 대한 5분 길이의 학습 비디오를 시청함으로써 명시적 교수 처치를 받았다. 또한 비디오를 시청한 후 세 그룹의 학습자들은 교재를 통해 제공되는 언어연습자료를 해결하는 과업에 참여하였다. 다음으로 세 집단(챗봇그룹, 인간그룹, 영상그룹)은 다음과 같은 추가적 교수처치를 받았다: 챗봇그룹 학습자들은 교재 활동과 관련된 텍스트 기반 인공지능 챗봇과의 대화에 참여함으로써 오류에 대한 교정적 피드백을 받았다. 인간그룹 학습자들은 교재활동을 완수한 내용을 인간 교사에게 전송하고, 이에 대한 교정적 피드백을 받았다. 영상그룹 학습자들은 교재활동을 완수한 후 이에 대한 15분의 추가적인 명시적 교수자료를 영상으로 시청하였다. 학습자의 교수효과는 사전시험, 사후시험 및 지연 사후시험으로 검증되었다. 한편 통제 집단 학생들은 교수처치 없이 세 번의 시험에만 참여하였다. 세 차례의 시험에서는 수용성판단과제(AJT)와 유도작문과제(EWT)의 두 가지 과제가 사용되었다. 수용성판단과제를 통하여, 교수된 영어 형용사 타동결과구문과 지시되지 않은 영어 전치사 타동결과구문 대한 참가자의 이해도를 측정하였다. 유도작문과제를 통하여 교수된 영어 형용사 타동결과구문과 지시되지 않은 영어 전치사 타동결과구문을 참여자가 정확하게 산출할 수 있는지를 측정하였다. 시험의 결과는 다음과 같았다. 수용성판단과제의 경우, 교수처치가 적용된 세 집단이 통제 집단보다 형용사 타동결과구문의 이해도 향상에 약간 더 효과적인 것으로 나타났다. 하지만 형용사 타동결과구문에 대한 교수적처치는 교수되지 않은 전치사 타동결과구문으로의 학습에 영향을 주지 못하였다. 유도작문과제의 경우, 인공지능 챗봇이나 인간 교사에 의해 제공되는 교정 피드백 그룹의 참가자가 영상그룹 및 통제집단의 참가자보다 형용사 타동결과구문의 올바른 생성에 더 유의미한 영향을 미치는 것으로 드러났다. 동일한 교수 효과가 전치사 타동결과구문의 학습에서도 관측되어, 형용사 타동결과구문의 학습이 전치사 타동결과구문의 학습에 일반화가 일어났다. 본 연구는 인간 교사가 직면해야 하는 실용성 문제를 극복하고, 인공지능 챗봇이 한국인 고등학교 L2 영어 학습자가 형용사 및 전치사 타동결과구문과 같은 복잡한 언어 구조를 이해하고 생성하는 데에 인간 교사와 비견될 정도로 교정적 피드백을 제공할 수 있을 것임을 시사한다. 또한, 본 연구는 인공지능 챗봇 기반 외국어 교육의 실제적 사례 및 효과를 선도적으로 보여주었다는 점에서 의미가 있다.ABSTRACT i TABLE OF CONTENTS iii LIST OF TABLES v LIST OF FIGURES vii CHAPTER 1. INTRODUCTION 1 1.1. Statement of Problems and Objectives 1 1.2. Scope of the Research 6 1.3. Research Questions 9 1.4. Organization of the Dissertation 10 CHAPTER 2. LITERATURE REVIEW 12 2.1. Syntactic and Semantic Analysis of Korean and English Transitive Resultative Constructions 13 2.1.1. Syntactic Analysis of English Transitive Resultative Construction 13 2.1.2. Syntactic Analysis of Korean Transitive Resultative Constructions 25 2.1.3. Semantic Differences in VtR between Korean and English 46 2.1.4. Previous acquisition study on English adjectival and prepositional VtR 54 2.2. Corrective Feedback 59 2.2.1. Definition of Corrective Feedback 59 2.2.2. Types of Corrective Feedback 61 2.2.3. Noticeability in Corrective Feedback 67 2.2.4. Corrective Recast as a Stepwise Corrective Feedback 69 2.3. The AI Chatbot in Foreign Language Learning 72 2.3.1. Non-communicative Intelligent Computer Assisted Language Learning (ICALL) 73 2.3.2. AI Chatbot without Corrective Feedback 79 2.3.3. AI Chatbot with Corrective Feedback 86 2.4. Summary of the Literature Review 92 CHAPTER 3. METHODOLOGY 98 3.1. Participants 98 3.2. Target Structure 102 3.3. Procedure of the Study 106 3.4. Instructional Material Shared by the Experimental Group 107 3.4.1. General Framework of the Instructional Session 108 3.4.2. Instructional Material Shared by Experimental Groups 111 3.5. Group-specific Instructional Treatments: Post-Written Instructional Material Activities on Corrective Feedback from Chatbot, Human, and Additional Explicit Instruction via Video 121 3.5.1. Corrective Feedback from the AI Chatbot 122 3.5.2. Corrective Feedback from a Human Instructor 136 3.5.3. Additional Instruction via Video Material 139 3.6. Test 142 3.6.1. Acceptability Judgment Task (AJT) 144 3.6.2. Elicited Writing Task (EWT) 150 3.7. Statistical Analysis 152 CHAPTER 4. RESULTS AND DISCUSSIONS 154 4.1. Results of Acceptability Judgment Task (AJT) 154 4.1.1. AJT Results of Instructed Adjectival VtR 155 4.1.2. AJT Results of Uninstructed Prepositional VtR 160 4.1.3. Discussion 164 4.2. Results of Elicited Writing Task (EWT) 175 4.2.1. EWT Results for Instructed Adjectival VtR 176 4.2.2. EWT Results of Uninstructed Prepositional VtR 181 4.2.3. Further Analysis 187 4.2.4. Discussion 199 CHAPTER 5. CONCLUSION 205 5.1. Summary of the Findings and Implications 205 5.2. Limitations and Suggestions for Future Research 213 REFERENCES 217 APPENDICES 246 ABSTRACT IN KOREAN 297박

A survey of studies in systemic functional language description and typology

Version of RecordPublishe

Proceedings of the First Workshop on Computing News Storylines (CNewsStory 2015)

This volume contains the proceedings of the 1st Workshop on Computing News Storylines (CNewsStory 2015) held in conjunction with the 53rd Annual Meeting of the Association for Computational Linguistics and the 7th International Joint Conference on Natural Language Processing (ACL-IJCNLP 2015) at the China National Convention Center in Beijing, on July 31st 2015. Narratives are at the heart of information sharing. Ever since people began to share their experiences, they have connected them to form narratives. The study od storytelling and the field of literary theory called narratology have developed complex frameworks and models related to various aspects of narrative such as plots structures, narrative embeddings, characters’ perspectives, reader response, point of view, narrative voice, narrative goals, and many others. These notions from narratology have been applied mainly in Artificial Intelligence and to model formal semantic approaches to narratives (e.g. Plot Units developed by Lehnert (1981)). In recent years, computational narratology has qualified as an autonomous field of study and research. Narrative has been the focus of a number of workshops and conferences (AAAI Symposia, Interactive Storytelling Conference (ICIDS), Computational Models of Narrative). Furthermore, reference annotation schemes for narratives have been proposed (NarrativeML by Mani (2013)). The workshop aimed at bringing together researchers from different communities working on representing and extracting narrative structures in news, a text genre which is highly used in NLP but which has received little attention with respect to narrative structure, representation and analysis. Currently, advances in NLP technology have made it feasible to look beyond scenario-driven, atomic extraction of events from single documents and work towards extracting story structures from multiple documents, while these documents are published over time as news streams. Policy makers, NGOs, information specialists (such as journalists and librarians) and others are increasingly in need of tools that support them in finding salient stories in large amounts of information to more effectively implement policies, monitor actions of “big players” in the society and check facts. Their tasks often revolve around reconstructing cases either with respect to specific entities (e.g. person or organizations) or events (e.g. hurricane Katrina). Storylines represent explanatory schemas that enable us to make better selections of relevant information but also projections to the future. They form a valuable potential for exploiting news data in an innovative way.JRC.G.2-Global security and crisis managemen

The Processing of Emotional Sentences by Young and Older Adults: A Visual World Eye-movement Study

Carminati MN, Knoeferle P. The Processing of Emotional Sentences by Young and Older Adults: A Visual World Eye-movement Study. Presented at the Architectures and Mechanisms of Language and Processing (AMLaP), Riva del Garda, Italy

Passive, deontic modality and cohesive conjunction in English-to-Thai legislative translation: a corpus-based study

Scholarly interest in legislative translation has grown substantially over recent decades, with corpus-based approaches contributing much to our understanding of the relationship between translated legislation and source texts, on the one hand, and translated and non-translated legislative texts in the target language, on the other. To date, however, most studies have been conducted on European languages. This study represents a first attempt to use corpus techniques to explore legislative translation from English into Thai. Drawing on a purpose-built, 400,000-word, parallel corpus of international treaties translated from English into Thai, and a one million-word monolingual corpus of legislative texts originally written in Thai, both of which are managed using the Sketch Engine platform, we investigate how selected linguistic features—including instances of passive voice, deontic modality and cohesive conjunction—are translated into Thai. We analyze the inter-linguistic and intra-linguistic differences we find in the light of the possible adoption of ‘plain writing’ principles (Williams 2009) in Thai legislation, the legal authenticity of the Thai non-translated texts, previously posited ‘features of translation’ including Teich’s (2003) notion of source texts ‘shining through’, Becher’s (2010) approach to explicitation and the presence of ‘unique items’ (Tirkkonen-Condit 2002), and drawing on Biel’s (2014) concept of ‘textual fit’

The development of bei2 dative constructions in early child Cantonese.

Chan Wing Shan Angel.Thesis submitted in: Novemeber 2003.Thesis (M.Phil.)--Chinese University of Hong Kong, 2004.Includes bibliographical references (leaves 152-157).Abstracts in English and Chinese.AcknowledgementsList of AbbreviationsList of Tables and FiguresAbstractChapter Chapter One --- IntroductionChapter 1.0 --- IntroductionChapter 1.1 --- The Target ConstructionChapter 1.1.1 --- The Canonical [bei2-T-R] Double Object FormChapter 1.1.2 --- The Non-Canonical [bei2-R-T] Double Object FormChapter 1.1.3 --- The Non-Canonical [bei2-T-bei2-R] Serial Verb FormChapter 1.1.4 --- The Extended bei2-Da.tiveChapter 1.2 --- A Review of Cantonese Dative ConstructionsChapter Chapter Two --- Theoretical BackgroundChapter 2.0 --- IntroductionChapter 2.1 --- The Markedness HypothesisChapter 2.2 --- The Iconicity HypothesisChapter 2.3 --- The Input Frequency HypothesisChapter 2.4 --- Relevance to CantoneseChapter 2.4.1 --- The Markedness Hypothesis: Empirical PredictionsChapter 2.4.2 --- The Iconicity Hypothesis: Empirical PredictionsChapter 2.4.3 --- The Input Frequency Hypothesis: Empirical PredictionsChapter 2.4.4 --- An Interim Summary of Empirical PredictionsChapter 2.5 --- The Null Dative Marker HypothesisChapter 2.6 --- Conceptualization of End-State Knowledge: Construction GrammarChapter 2.7 --- Introducing the Usage-Based Theory to Child Language AcquisitionChapter Chapter Three --- The Input Properties Hypothesis and Adult Cantonese InputChapter 3.0 --- IntroductionChapter 3.1 --- SchematizationChapter 3.2 --- The Input Properties HypothesisChapter 3.3 --- Two Empirical Hypotheses on the Theme-Recipient AsymmetryChapter 3.3.1 --- Unexpressed Arguments: The Theme Versus The RecipientChapter 3.3.2 --- Susceptibility to Displacement: The Theme Versus The RecipientChapter 3.4 --- A Corpus Study Of Adult InputChapter 3.4.1 --- Methodology For Adult Input AnalysisChapter 3.4.2 --- Corpus FindingsChapter 3.4.2.1 --- The Missing Theme: bei2-Datives with Frequent Null ThemeChapter 3.4.2.2 --- The Non-Canonical [bei2-R-T] FormChapter 3.4.2.3 --- The Non-Canonical [bei2-T-bei2-R] FormChapter 3.4.2.4 --- The Frequent [bei2-R] SequenceChapter 3.5 --- Cantonese Adult Input Properties: Implications for Early SchematizationChapter 3.6 --- Chapter SummaryChapter Chapter Four --- Methodology and Early Developmental FindingsChapter 4.0 --- IntroductionChapter 4.1 --- MethodologyChapter 4.1.1 --- Longitudinal Corpus DataChapter 4.1.1.1 --- Monolingual Child Data: The Hong Kong Cantonese Child Language Corpus (CANCORP)Chapter 4.1.1.2 --- Cantonese-English Bilingual Child Data: The Hong Kong Bilingual Child Language CorpusChapter 4.1.2 --- "Cantonese-English Bilingual Diary Data: Cheung (2002, p.c.)"Chapter 4.1.3 --- Clinical Child Data: Local Speech Therapists in Hong KongChapter 4.1.4 --- Procedures for Data AnalysisChapter 4.2 --- Early Developmental FindingsChapter 4.2.1 --- Non-Full bei2-Datives Before Full bei2-DativesChapter 4.2.2 --- The First Spontaneous Use of Full bei2-DativesChapter 4.2.3 --- All Full bei2-Datives AttestedChapter 4.2.4 --- Early Preference for Non-Canonical FormsChapter 4.2.4.1 --- Possible Priming EffectsChapter 4.2.4.2 --- Placement of PausesChapter 4.2.5 --- The Late Acquisition of the Canonical [bei2-T-R] FormChapter 4.2.6 --- The Non-Target Use of bei2-DativesChapter 4.2.6.1 --- The Non-Target [bei2-R-T] FormChapter 4.2.6.2 --- The Non-Target [bei2-T-bei2-R] FormChapter 4.3 --- Usage Patterns in Older ChildrenChapter 4.4 --- Summary of Major FindingsChapter Chapter Five --- Discussion of FindingsChapter 5.0 --- IntroductionChapter 5.1 --- A Review of Established Empirical PredictionsChapter 5.2 --- The Markedness HypothesisChapter 5.3 --- The Iconicity HypothesisChapter 5.4 --- The Input Frequency HypothesisChapter 5.5 --- The Input Properties HypothesisChapter 5.6 --- Markedness From the UG perspectiveChapter 5.7 --- The Early Preference for Non-Canonical Forms: A Functional PerspectiveChapter 5.8 --- The Source of the Early Non-Canonical bei2-datives: A Usage-Based PerspectiveChapter 5.8.1 --- The Early [bei2-R-T] FormChapter 5.8.1.1 --- Against Learning Directly From The Adult Speech ModelsChapter 5.8.1.2 --- Against Generating Directly From The [bei2-R-T] Verb Specific SchemaChapter 5.8.1.3 --- Against Overgeneralizing the Abstract [V-R-T] SchemaChapter 5.8.2 --- The Early [bei2-T-bei2-R] FormChapter 5.8.2.1 --- Against Learning Directly From The Adult Speech ModelsChapter 5.8.2.2 --- On Overgeneralizing The [V-T-bei2-R] SchemaChapter 5.9 --- Remaining QuestionsChapter 5.10 --- Chapter SummaryChapter Chapter Six --- Conclusions and Further ResearchChapter 6.0 --- IntroductionChapter 6.1 --- Principal ConclusionsChapter 6.2 --- ContributionsChapter 6.3 --- Suggestions for Further ResearchChapter 6.3.1 --- Elicited Production StudiesChapter 6.3.2 --- Comprehension StudiesChapter 6.3.3 --- Cross-Linguistic InvestigationsAppendicesReference

Negative vaccine voices in Swedish social media

Vaccinations are one of the most significant interventions to public health, but vaccine hesitancy creates concerns for a portion of the population in many countries, including Sweden. Since discussions on vaccine hesitancy are often taken on social networking sites, data from Swedish social media are used to study and quantify the sentiment among the discussants on the vaccination-or-not topic during phases of the COVID-19 pandemic. Out of all the posts analyzed a majority showed a stronger negative sentiment, prevailing throughout the whole of the examined period, with some spikes or jumps due to the occurrence of certain vaccine-related events distinguishable in the results. Sentiment analysis can be a valuable tool to track public opinions regarding the use, efficacy, safety, and importance of vaccination

Caught in the middle – language use and translation : a festschrift for Erich Steiner on the occasion of his 60th birthday

This book celebrates Erich Steiner’s scholarly work. In 25 contributions, colleagues and friends take up issues closely related to his research interests in linguistics and translation studies. The result is a colourful kaleidoscope reflecting the many strands of research questions that Erich Steiner helped advance in the past decades and the cheerful, inspiring atmosphere he continues to create