Multi-Task Learning in Conditional Random Fields for Chunking in Shallow Semantic Parsing

PACLIC 23 / City University of Hong Kong / 3-5 December 200

GumDrop at the DISRPT2019 Shared Task: A Model Stacking Approach to Discourse Unit Segmentation and Connective Detection

In this paper we present GumDrop, Georgetown University's entry at the DISRPT 2019 Shared Task on automatic discourse unit segmentation and connective detection. Our approach relies on model stacking, creating a heterogeneous ensemble of classifiers, which feed into a metalearner for each final task. The system encompasses three trainable component stacks: one for sentence splitting, one for discourse unit segmentation and one for connective detection. The flexibility of each ensemble allows the system to generalize well to datasets of different sizes and with varying levels of homogeneity.Comment: Proceedings of Discourse Relation Parsing and Treebanking (DISRPT2019

More is more in language learning:reconsidering the less-is-more hypothesis

The Less-is-More hypothesis was proposed to explain age-of-acquisition effects in first language (L1) acquisition and second language (L2) attainment. We scrutinize different renditions of the hypothesis by examining how learning outcomes are affected by (1) limited cognitive capacity, (2) reduced interference resulting from less prior knowledge, and (3) simplified language input. While there is little-to-no evidence of benefits of limited cognitive capacity, there is ample support for a More-is-More account linking enhanced capacity with better L1- and L2-learning outcomes, and reduced capacity with childhood language disorders. Instead, reduced prior knowledge (relative to adults) may afford children with greater flexibility in inductive inference; this contradicts the idea that children benefit from a more constrained hypothesis space. Finally, studies of childdirected speech (CDS) confirm benefits from less complex input at early stages, but also emphasize how greater lexical and syntactic complexity of the input confers benefits in L1-attainment

INSERTING JAVANESE ACRONYMS FOR TEACHING GRAMMAR RULES: A Theoretical Assumption

Teaching grammar approaches have been applied one after another in the class for quite some time. However, the approaches may match to some students and may not to some others. The appropriateness and the effective usage of teaching grammar approaches can help students to facilitate the language process more comprehend (Thornbury.2006). Oxford (1989) states that there is a relationship between students‘ variables and the choice of Language Learning Strategies (LLSs). Students‘ variable likes students‘ background language can be used as a media to transfer the grammar. For example when Javanese students learn English grammar, then the strategy used can be linked with the Javanese way of thinking. In addition, there must be an appropriate strategy to bridge between the LLSs and the students‘ language background. Teaching grammar using acronyms is one of the ways to bridge between LLSs and Javanese in the class