A Corpus-Based Analysis of Cohesion in L2 Writing by Undergraduates in Ecuador

In finding out the nature of cohesion in L2 writing, the present study set out to address three research questions: (1) What types of cohesion relations occur in L2 writing at the sentence, paragraph, and whole-text levels? (2) What is the relationship between lexico-grammatical cohesion features and teachers’ judgements of writing quality? (3) Do expectations of cohesion suggested by the CEFR match what is found in student writing? To answer those questions, a corpus of 240 essays and 240 emails from college- level students learning English as a foreign language in Ecuador enabled the analysis of cohesion. Each text included the scores, or teachers’ judgements of writing quality aligned to the upper-intermediate level (or B2) as proposed by the Common European Framework of Reference for learning, teaching, and assessing English as a foreign language. Lexical and grammatical items used by L2 students to build relationships of meaning in sentences, paragraphs, and the entire text were considered to analyse cohesion in L2 writing. Utilising Natural Language Processing tools (e.g., TAACO, TextInspector, NVivo), the analysis focused on determining which cohesion features (e.g., word repetition/overlap, semantical similarity, connective words) predicted the teachers’ judgements of writing quality in the collected essays and emails. The findings indicate that L2 writing is characterised by word overlap and synonyms occurring at the paragraph level and, to a lesser degree, cohesion between sentences and the entire text (e.g., connective words). Whilst these cohesion features positively and negatively predicted the teachers’ scores, a cautious interpretation of these findings is required, as many other factors beyond cohesion features must have also influenced the allocation of scores in L2 writing

Concepts, Frames and Cascades in Semantics, Cognition and Ontology

This open access book presents novel theoretical, empirical and experimental work exploring the nature of mental representations that support natural language production and understanding, and other manifestations of cognition. One fundamental question raised in the text is whether requisite knowledge structures can be adequately modeled by means of a uniform representational format, and if so, what exactly is its nature. Frames are a key topic covered which have had a strong impact on the exploration of knowledge representations in artificial intelligence, psychology and linguistics; cascades are a novel development in frame theory. Other key subject areas explored are: concepts and categorization, the experimental investigation of mental representation, as well as cognitive analysis in semantics. This book is of interest to students, researchers, and professionals working on cognition in the fields of linguistics, philosophy, and psychology

The structure of comparison: an investigation of gradable adjectives

This dissertation explores the syntax and semantics of positive and comparative gradable adjectives. A detailed study of intransitive (<em>tall</em>) and transitive (<em>patient with Mary</em>) adjectives is provided with special emphasis on phrases that express the standard of comparison, such as tall for a jockey, tall compared to Bill, and taller than Bill. It is shown that standard expressions, surprisingly, behave differently both syntactically and semantically. There are four main conclusions. First, a syntactic analysis is provided in which all standard expressions are introduced by unique degree morphemes in the extended projection of the adjective. Each morpheme and the standard expression that it introduces is ordered such that for-PP's are introduced just above the adjective, followed by compared-to phrases and then comparatives. Thematic-PP's which denote the object of transitive adjectives are shown to be introduced in the extended projections as well, but interestingly, they are introduced between the for-PP and the compared-to phrase. Second, a neo-Davidsonian, event-style analysis is provided that completely separates the internal and external arguments of adjectives. Instead, gradable adjectives are treated as predicates of events (or states), simply. Arguments of the adjective are assigned theta-roles in the syntax and are integrated into the logical form through via conjunction. Third, all other parts of the meanings of positive and comparative adjectives are put into the denotation of the degree morphemes. This includes the comparison relation and the measure function. Thus, gradable adjectives are treated as the same semantic type as other adjectives and other predicates. And fourth, it is shown that positive adjectives are fundamentally different from comparative adjectives in a semantic sense. This is surprising because standard semantic theories of positives treat them as implicit comparatives. The primary difference is that positives are vague in a way that comparatives are not. It is shown that the difference is not a matter of context dependence as suggested in Fara (2000). Instead, it is suggested that the comparative morpheme is responsible for this difference. Therefore, grammatical processes can interact with vagueness in at least one way; they can reduce it

Development of Adjectival Use and Meaning Structures in Swedish Students' Written production

This thesis is about the development of adjective use and meaning structures examined from a cognitive linguistic perspective. Adjectives modify nominal meanings and it is in context, in the interaction with the noun that the adjective meaning and configuration is determined. Nearly 13,000 adjective-noun combinations from texts written by Swedish students in grades 3, 5, 9, and 11/12 were analysed according to the LOC model (Ontologies and Construals in Lexical Semantics, Paradis, 2005) with regard to domains, noun ontology, adjective gradability, adjective position, and adjective function. Furthermore, the use of figurative language was studied. The results show a development from adjectives predominantly modifying concrete nouns to increasingly abstract meanings from a broad range of adjective and noun domains. The younger students use adjectives predominantly in the predicative position but there is a gradual shift towards attributive use, and attributive uses are the most common in the highest grade. Adjectives are primarily used in a descriptive function, but in the highest grade approximately one third of all adjectives are used in a classifying function. Scalar adjective construal is the most common in all grades, but the proportion of scalar uses decreases in favour of an increase in non-gradable uses. Figurative language is rare in all grades, but there is an increase in metaphorical language over the school years

Proceedings of the Conference "sub8 - Sinn und Bedeutung" : 8th annual meeting of the Gesellschaft für Semantik

The volume is a collection of papers given at the conference “sub8 -- Sinn und Bedeutung”, the eighth annual conference of the Gesellschaft für Semantik, held at the Johann-Wolfgang-Goethe-Universität, Frankfurt (Germany) in September 2003. During this conference, experts presented ­ and discussed ­ various aspects of semantics. The very different topics included in this book provide insight into fields of ongoing Semantics research.Mit dem vorliegenden Band halten Sie eine Sammlung von Aufsätzen in Händen, die bei "Sinn und Bedeutung VIII", der Jahrestagung der "Gesellschaft für Semantik" in der Johann Wolfgang Goethe-Universität, Frankfurt/Main, im September 2003 vorgestellt worden sind. Die Beiträge umfassen verschiedenste Aspekte aktueller Semantik-Forschung und lassen sich inhaltlich den folgenden Kategorien zuordnen: (i) Semantik von Topic und Focus [Ebert / Endriss, Gyuris, Kaiser / Trueswell, Lee, Umbach, Wedgewood]; (ii) Semantik und Pragmatik von Fragen [Beck, Benz, Dekker]; (iii) Semantik von Tense und Voice [Fernando, Lekaku, Sailer]; (iv) Das Syntax-Semantik Interface [Kobuchi-Philip, Stateva, Zeijlstra], (v) Modalität [van Rooy, Copley] und (vi) Semantik [Aksan, Nicolas, Schäfer, Schlücker, Seong, Zwarts]

Domain-Focused Summarization of Polarized Debates

Due to the exponential growth of Internet use, textual content is increasingly published in online media. In everyday, more and more news content, blog posts, and scientific articles are published to the online volumes and thus open doors for the text summarization research community to conduct research on those areas. Whilst there are freely accessible repositories for such content, online debates which have recently become popular have remained largely unexplored. This thesis addresses the challenge in applying text summarization to summarize online debates. We view that the task of summarizing online debates should not only focus on summarization techniques but also should look further on presenting the summaries into the formats favored by users. In this thesis, we present how a summarization system is developed to generate online debate summaries in accordance with a designed output, called the Combination 2. It is the combination of two summaries. The primary objective of the first summary, Chart Summary, is to visualize the debate summary as a bar chart in high-level view. The chart consists of the bars conveying clusters of the salient sentences, labels showing short descriptions of the bars, and numbers of salient sentences conversed in the two opposing sides. The other part, Side-By-Side Summary, linked to the Chart Summary, shows a more detailed summary of an online debate related to a bar clicked by a user. The development of the summarization system is divided into three processes. In the first process, we create a gold standard dataset of online debates. The dataset contains a collection of debate comments that have been subjectively annotated by 5 judgments. We develop a summarization system with key features to help identify salient sentences in the comments. The sentences selected by the system are evaluated against the annotation results. We found that the system performance outperforms the baseline. The second process begins with the generation of Chart Summary from the salient sentences selected by the system. We propose a framework with two branches where each branch presents either a term-based clustering and the term-based labeling method or X-means based clustering and the MI labeling strategy. Our evaluation results indicate that the X-means clustering approach is a better alternative for clustering. In the last process, we view the generation of Side-By-Side Summary as a contradiction detection task. We create two debate entailment datasets derived from the two clustering approaches and annotate them with the Contradiction and Non-Contradiction relations. We develop a classifier and investigate combinations of features that maximize the F1 scores. Based on the proposed features, we discovered that the combinations of at least two features to the maximum of eight features yield good results

16th International NooJ 2022 Conference: Book of Abstracts

Libro de resúmenes presentados en la "16th International NooJ 2022 Conference", de modalidad híbrida, realizada en el ECU (Espacio Cultural Universitario, UNR) en Rosario, Santa Fe, Argentina, entre el 14 y 15 de junio de 2022.Fil: Reyes, Silvia Susana. Universidad Nacional de Rosario. Facultad de Humanidades y Artes; Argentin

Proceedings of TripleA 4

The TripleA workshop series was founded in 2013 by researchers from Tübingen and Potsdam. TripleA aims at providing a forum for semanticists doing fieldwork on understudied languages. Its focus is on languages from Africa, Asia, Australia and Oceania, complementing the SULA conference with its focus on languages of the Americas. TripleA 4 took place from June 9-11, 2017 at the University of Gothenburg