Towards the Classification of the Finnish Internet Parsebank: Detecting Translations and Informality

Abstract This paper presents the first results on detecting informality, machine and human translations in the Finnish Internet Parsebank, a project developing a large-scale, web-based corpus with full morphological and syntactic analyses. The paper aims at classifying the Parsebank according to these criteria, as well as studying the linguistic characteristics of the classes. The features used include both lexical and morpho-syntactic properties, such as syntactic n-grams. The results are practically applicable, with an AUC range of 85-85% for the human, ∼ 98% for the machine translated texts and 73% for the informal texts. While word-based classification performs well for the indomain experiments, delexicalized methods with morpho-syntactic features prove to be more tolerant to variation caused by genre or source language. In addition, the results show that the features used in the classification provide interesting pointers for further, more detailed studies on the linguistic characteristics of these texts

Multidimensional Evaluation for Text Style Transfer Using ChatGPT

We investigate the potential of ChatGPT as a multidimensional evaluator for the task of \emph{Text Style Transfer}, alongside, and in comparison to, existing automatic metrics as well as human judgements. We focus on a zero-shot setting, i.e. prompting ChatGPT with specific task instructions, and test its performance on three commonly-used dimensions of text style transfer evaluation: style strength, content preservation, and fluency. We perform a comprehensive correlation analysis for two transfer directions (and overall) at different levels. Compared to existing automatic metrics, ChatGPT achieves competitive correlations with human judgments. These preliminary results are expected to provide a first glimpse into the role of large language models in the multidimensional evaluation of stylized text generation

Improving Sentence-level Subjectivity Classification through Readability Measurement

Proceedings of the 18th Nordic Conference of Computational Linguistics NODALIDA 2011. Editors: Bolette Sandford Pedersen, Gunta Nešpore and Inguna Skadiņa. NEALT Proceedings Series, Vol. 11 (2011), 168-147. © 2011 The editors and contributors. Published by Northern European Association for Language Technology (NEALT) http://omilia.uio.no/nealt . Electronically published at Tartu University Library (Estonia) http://hdl.handle.net/10062/16955

FOSTERING STUDENTS’ SPEAKING ABILITY AT SECOND SEMESTER OF ENGLISH EDUCATION THROUGH INFORMAL LEARNING AT IAIN SURAKARTA. (ACTION RESEARCH)

Fuskho Nur Imtikana. 2018. Fostering Students’ Speaking Ability at Second Semester of English Education through Informal Learning at Iain Surakarta (Action Research). Thesis. English Department, Islamic Education and Teacher Training Faculty. Advisors : Zainal Arifin, M.Pd,. Key words : CLL, informal learning CLL (Community Language Learning) is a method that can gain communication between students and teacher to improve speaking ability that in this research CLL based by informal learning to help learning process in the community. The objectives of this research are (1) To find out fostering students‟ speaking abilitythrough informal learning using CLL at second semester of English education of IAIN Surakarta in the academic year 2018/2019.(2) To find out for what instant fostering students‟ speaking ability through informal learning using CLL at second semester of English education of IAIN Surakarta in the academic year 2018/2019. This study is action research. It was implemented based on Kemmis and McTaggart. This research was conducted by using action research, with 6 students of the second semester of English education of IAIN Surakarta participating in this research. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used supplementary collaborative action research with speaking lecture. The subject of this study is students of second semester of IAIN Surakarta. The data were collected from tests. Techniques of analyzing data are (1) Assembling the data, the researcher observed the teaching learning process to know the implementation of teaching speaking conducted by the researcher then the researcher took a note as the field note for every meeting. Besides that, the researcher also conducted test to know the improvement of the students. (2) Coding the data, the researcher described the qualitative data to know the process and the result of this research. Data qualitative was commonly displayed in the sentence form. After coded, the data were analyzed by using qualitative data analysis.(3) Comparing the data, the researcher compared the data of the students‟ performance in cycle 1 and cycle 2 to know their improvements. The researcher also developed tables to set the data out and display them in a concise form. (4) Building interpretation, the researcher developed an explanation of the data that had compared. (5) Reporting the outcomes, the researcher presented the research outcomes to know the implementation of the research and to know whether the treatment was successful or not. The findings of research can be explained into 2 cycles. The result of the study showed the mean score‟s of pre-test was 1.8 that there were 2 students could not speak English; 3 students still got difficulties to speak English; one student could produce basic sentences without using rules of grammar, then the mean score of post-test 1 was 3.6 that the improvement occurred in grammar and vocabulary although they still had mispronunciation, thus the improvement between pre-test and post-test 1 was 1.8. The mean score of post-test 2 was 5.4 that all of students were better in using grammar and choosing vocabulary, thus the improvement between post-test 1 and post-test 2 was 1.8 so the total improvement of the mean score from pre-test until post-test 2 was 3.6. The Therefore, the criteria of success had been determined. It is crucial to note that CLL through informal learning can improve the speaking ability. Clearly, it gives positive improvement on students‟ active participation, confidence and their competences of speaking especially grammar, pronunciation and vocabulary. In short it can be described that the method of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process