Combining data-driven MT systems for improved sign language translation

In this paper, we investigate the feasibility of combining two data-driven machine translation (MT) systems for the translation of sign languages (SLs). We take the MT systems of two prominent data-driven research groups, the MaTrEx system developed at DCU and the Statistical Machine Translation (SMT) system developed at RWTH Aachen University, and apply their respective approaches to the task of translating Irish Sign Language and German Sign Language into English and German. In a set of experiments supported by automatic evaluation results, we show that there is a definite value to the prospective merging of MaTrEx’s Example-Based MT chunks and distortion limit increase with RWTH’s constraint reordering

Joining hands: developing a sign language machine translation system with and for the deaf community

This paper discusses the development of an automatic machine translation (MT) system for translating spoken language text into signed languages (SLs). The motivation for our work is the improvement of accessibility to airport information announcements for D/deaf and hard of hearing people. This paper demonstrates the involvement of Deaf colleagues and members of the D/deaf community in Ireland in three areas of our research: the choice of a domain for automatic translation that has a practical use for the D/deaf community; the human translation of English text into Irish Sign Language (ISL) as well as advice on ISL grammar and linguistics; and the importance of native ISL signers as manual evaluators of our translated output

The teaching of French and German in our American schools.

Thesis (M.A.)--Boston Universit

Beyond English text: Multilingual and multimedia information retrieval.

Non

Lexicography in Gabon : a survey

This paper traces the historical development of lexicography in Gabon. Gabon, like most African countries, is multilingual. The recent inventories of languages spoken in Gabon are those established by Jacquot (1978) and Kwenzi-Mikala (1998). According to Kwenzi-Mikala (1997), there are 62 speech forms divided into 10 language groups or language-units in Gabon. These speech forms co-exist with French, the official language. In fact, in article 2 of paragraph 8 of the revised Constitution of 1994 the following can be read: "The Gabonese Republic adopts French as the official language. Furthermore, she endeavours to protect and promote the national languages." This constitutional arrangement naturally makes French the language used in education, administration and the media. The survey of lexicography in Gabon that is presented here includes the linguistic situation in and the language policy of Gabon, the lexicographic survey itself, as well as the lexicographic needs of the different speech forms (including languages and dialects). Initially, the pioneers of Gabonese lexicography were missionaries or colonial administrators. Very little was done in this field by the Gabonese themselves. Although credit is to be given to these early works, there are a number of shortcomings regarding the linguistic as well as the metalexicographic contents of dictionaries and lexicons produced during this period. In fact, the main weak point of those studies was the lack of tones in the written transcription of oral productions and orthographic problems. Furthermore, in those contributions, the theory of lexicography is largely unknown and lexico-graphic works are hardly ever based on authentic data corpora of the languages being described.Le présent article retrace l'histoire de la discipline lexicographique au Gabon. Comme la plupart des pays africains, le Gabon est un état multilingue. Les classifications établient par Jacquot (1978) et Kwenzi-Mikala (1998) sont souvent citées comme les travaux d'inventaire les plus récents sur les parlers gabonais. Selon Kwenzi-Mikala (1997), le Gabon compte 62 parlers reparties en 10 unités-langues. Les dits parlers cohabitent avec le français qui faut-il le rappeler jouit d'un statut particulier. En effet, à l'article 2 du paragraphe 8 de la Loi fondamentale révisée de 1994, on peut lire ceci: «La République gabonaise adopte le français comme langue officielle. En outre, elle s'engage à protéger et à promovoir les langues nationales». Cette disposition constitutionnelle fait naturellement du français le véhicule et la matière de l'instruction, la langue de l'administration et celle des médias. L'état des lieux de la lexicographie au Gabon présenté ici prend en compte la situation et la politique linguistique au Gabon, l'état des connaissances lexicographiques à proprement parler ainsi que les besions lexicographiques des différents parlers au regard de ce qui existe déjà. Les premiers travaux à caractère lexicographique ont été réalisés essentiellement par les missionnaires et les administrateurs coloniaux. Très peu de gabonais étaient engagés dans la confection des dictionnaires et lexiques à cette époque pionnière. Enfin, il convient de souligner que le principal talon d'Achille de ces travaux de la première heure est à la fois linguistique et métalexicographi-que. En effet, la majorité de ces travaux ne prennent pas en compte le système tonal des parlers décrits et s'inscrivent rarement dans un cadre théorique défini. Enfin, ils souffrent de nombreuses insuffisances orthographiques et sont rarement basés sur des corpus linguistiques

Arabic language-learning strategy preferences among undergraduate students

This study elicited Arabic students’ perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 120 undergraduate Arabic students participated. Data were collected through a questionnaire and interviews. The findings reveal that students tend to adopt a holistic view of the learning task and relate it to real-life, personal experience. Participants selected interaction with the teacher, speaking, and flashcards as their most preferred application-directed learning strategies. These selections demonstrate that Arabic students desire to be proactive in order to make the language more concrete for them, to enhance their performance, and to develop language skills that will last a lifetime. Whereas advanced level participants preferred interaction with the teacher, speaking, flashcards, and working individually, beginner level participants preferred learning grammar and group work. The empirical evidence from this study could have implications regarding theoretical models of effective Arabic language instruction, Arabic teacher education programs, and curriculum development