A Roadmap for Natural Language Processing Research in Information Systems

Natural Language Processing (NLP) is now widely integrated into web and mobile applications, enabling natural interactions between human and computers. Although many NLP studies have been published, none have comprehensively reviewed or synthesized tasks most commonly addressed in NLP research. We conduct a thorough review of IS literature to assess the current state of NLP research, and identify 12 prototypical tasks that are widely researched. Our analysis of 238 articles in Information Systems (IS) journals between 2004 and 2015 shows an increasing trend in NLP research, especially since 2011. Based on our analysis, we propose a roadmap for NLP research, and detail how it may be useful to guide future NLP research in IS. In addition, we employ Association Rules (AR) mining for data analysis to investigate co-occurrence of prototypical tasks and discuss insights from the findings

Metaphors in spoken academic discourse in german and english

Metaphors have been increasingly associated with cognitive functions, which means that metaphors structure how we think and express ourselves. Metaphors are embodied in our basic physical experience, which is one reason why certain abstract concepts are expressed in more concrete terms, such as visible entities, journeys, and other types of movement, spaces etc. This communicative relevance also applies to specialised, institutionalised settings and genres, such as those produced in or related to higher education institutions, among which is spoken academic discourse. A significant research gap has been identified regarding spoken academic discourse and metaphors therein, but also given the fact that with increasing numbers of students in higher education and international research and cooperation e.g. in the form of invited lectures, spoken academic discourse can be seen as nearly omnipresent. In this context, research talks are a key research genre. A mixed methods study has been conducted, which investigates metaphors in a corpus of eight fully transcribed German and English L1 speaker conference talks and invited lectures, totalling to 440 minutes. A wide range of categories and functions were identified in the corpus. Abstract research concepts, such as results or theories are expressed in terms of concrete visual entities that can be seen or shown, but also in terms of journeys or other forms of movement. The functions of these metaphors are simplification, rhetorical emphasis, theory-construction, or pedagogic illustration. For both the speaker and the audience or discussants, anthropomorphism causes abstract and complex ideas to become concretely imaginable and at the same time more interesting because the contents of the talk appear to be livelier and hence closer to their own experience, which ensures the audience’s attention. These metaphor categories are present in both the English and the German sub corpus of this study with similar functions

Supporting Collocation Learning

Collocations are of great importance for second language learners. Knowledge of them plays a key role in producing language accurately and fluently. But such knowledge is difficult to acquire, simply because there is so much of it. Collocation resources for learners are limited. Printed dictionaries are restricted in size, and only provide rudimentary search and retrieval options. Free online resources are rare, and learners find the language data they offer hard to interpret. Online collocation exercises are inadequate and scattered, making it difficult to acquire collocations in a systematic way. This thesis makes two claims: (1) corpus data can be presented in different ways to facilitate effective collocation learning, and (2) a computer system can be constructed to help learners systematically strengthen and enhance their collocation knowledge. To investigate the first claim, an enormous Web-derived corpus was processed, filtered, and organized into three searchable digital library collections that support different aspects of collocation learning. Each of these constitutes a vast concordance whose entries are presented in ways that help students use collocations more effectively in their writing. To provide extended context, concordance data is linked to illustrative sample sentences, both on the live Web and in the British National Corpus. Two evaluations were conducted, both of which suggest that these collections can and do help improve student writing. For the second claim, a system was built that automatically identifies collocations in texts that teachers or students provide, using natural language processing techniques. Students study, collect and store collocations of interest while reading. Teachers construct collocation exercises to consolidate what students have learned and amplify their knowledge. The system was evaluated with teachers and students in classroom settings, and positive outcomes were demonstrated. We believe that the deployment of computer-based collocation learning systems is an exciting development that will transform language learning

Workshop Proceedings of the 12th edition of the KONVENS conference

The 2014 issue of KONVENS is even more a forum for exchange: its main topic is the interaction between Computational Linguistics and Information Science, and the synergies such interaction, cooperation and integrated views can produce. This topic at the crossroads of different research traditions which deal with natural language as a container of knowledge, and with methods to extract and manage knowledge that is linguistically represented is close to the heart of many researchers at the Institut für Informationswissenschaft und Sprachtechnologie of Universität Hildesheim: it has long been one of the institute’s research topics, and it has received even more attention over the last few years

A corpus linguistic analysis of phraseology and collocation in the register of current European Union administrative French

The French administrative language of the European Union is an emerging discourse: it is less than fifty years old, and has its origins in the French administrative register of the middle of the twentieth century. This thesis has two main objectives. The first is descriptive: using the flourishing methodology of corpus linguistics, and a specially compiled two-million word corpus of texts, it aims to describe the current discourse of EU French in terms of its phraseology and collocational patterning, in particular in relation to its French national counterpart. The description confirms the phraseological specificity of EU language but shows that not all of this can be ascribed to semantic or pragmatic factors. The second objective of this thesis is therefore explanatory: given the phraseological differences evident between the two discourses, and by means of a diachronic comparison, it asks how the EU discourse has developed in relation to the national discourse. A detailed analysis is provided of differences between the administrative language as a whole and other registers of French, and indeed of genre-based variation within the administrative register. Three main types of phraseological patterning are investigated: phraseology which is the creation of administrators themselves; phraseological elements which are part of the general language heritage adopted by the administrative register; and collocational patterning which, as a statistical notion, is the creation of the corpus. The thesis then seeks to identify the most significant influences on the discourse. The data indicates that, contrary to expectations, English, nowadays the most commonly-used official language of the EU institutions, has had relatively little influence. More importantly, the translation process itself has acted as a conservative influence on the EU discourse. This corresponds with linguistic findings about the nature of translated text