Domain adaptation strategies in statistical machine translation: a brief overview

© Cambridge University Press, 2015.Statistical machine translation (SMT) is gaining interest given that it can easily be adapted to any pair of languages. One of the main challenges in SMT is domain adaptation because the performance in translation drops when testing conditions deviate from training conditions. Many research works are arising to face this challenge. Research is focused on trying to exploit all kinds of material, if available. This paper provides an overview of research, which copes with the domain adaptation challenge in SMT.Peer ReviewedPostprint (author's final draft

What Level of Quality can Neural Machine Translation Attain on Literary Text?

Given the rise of a new approach to MT, Neural MT (NMT), and its promising performance on different text types, we assess the translation quality it can attain on what is perceived to be the greatest challenge for MT: literary text. Specifically, we target novels, arguably the most popular type of literary text. We build a literary-adapted NMT system for the English-to-Catalan translation direction and evaluate it against a system pertaining to the previous dominant paradigm in MT: statistical phrase-based MT (PBSMT). To this end, for the first time we train MT systems, both NMT and PBSMT, on large amounts of literary text (over 100 million words) and evaluate them on a set of twelve widely known novels spanning from the the 1920s to the present day. According to the BLEU automatic evaluation metric, NMT is significantly better than PBSMT (p < 0.01) on all the novels considered. Overall, NMT results in a 11% relative improvement (3 points absolute) over PBSMT. A complementary human evaluation on three of the books shows that between 17% and 34% of the translations, depending on the book, produced by NMT (versus 8% and 20% with PBSMT) are perceived by native speakers of the target language to be of equivalent quality to translations produced by a professional human translator.Comment: Chapter for the forthcoming book "Translation Quality Assessment: From Principles to Practice" (Springer

Towards the Automatic Classification of Documents in User-generated Classifications

There is a huge amount of information scattered on the World Wide Web. As the information flow occurs at a high speed in the WWW, there is a need to organize it in the right manner so that a user can access it very easily. Previously the organization of information was generally done manually, by matching the document contents to some pre-defined categories. There are two approaches for this text-based categorization: manual and automatic. In the manual approach, a human expert performs the classification task, and in the second case supervised classifiers are used to automatically classify resources. In a supervised classification, manual interaction is required to create some training data before the automatic classification task takes place. In our new approach, we intend to propose automatic classification of documents through semantic keywords and building the formulas generation by these keywords. Thus we can reduce this human participation by combining the knowledge of a given classification and the knowledge extracted from the data. The main focus of this PhD thesis, supervised by Prof. Fausto Giunchiglia, is the automatic classification of documents into user-generated classifications. The key benefits foreseen from this automatic document classification is not only related to search engines, but also to many other fields like, document organization, text filtering, semantic index managing

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Development and evaluation of a multimedia interactive CD: Public speaking interactive media

This paper reports on a study that endeavours to develop a Computer Assisted Learning (CAL) multimedia courseware namely, Public Speaking Interactive Media. This courseware was developed specifically for diploma students undergoing ENG4113 (Business English) and ENG 4153 (Public Speaking Skills) at Kolej Profesional MARA Indera Mahkota, Kuantan, Pahang. The objectives and goals of this study is to develop a CAL courseware which is in-line with the syllabus of the courses using multimedia elements together with the application of behaviorist, cognitive and constructivist learning theories as a basis in the design of the courseware. Moreover, the instructional design and implementation of this CAL multimedia courseware employ active and flexible learning strategies. Utilizing Hannafin and Peck’s Design Model, this courseware was developed using Macromedia Director and Macromedia Authorware to ensure that multimedia elements and simulations can be fully integrated. The findings of the study revealed that the courseware fulfilled its objectives in aiding students in comprehending the concept of public speaking skills better by using multimedia elements. In addition, the courseware is in-line with the syllabus and has incorporated the theories and strategies intended successfully

Data mining technology for the evaluation of learning content interaction

Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining – a non-intrusive, objective analysis technology – shall be proposed as the central evaluation technology for the analysis of the usage of computer-based educational environments and in particular of the interaction with educational content. Basic mining techniques are reviewed and their application in a Web-based third-level course environment is illustrated. Analytic models capturing interaction aspects from the application domain (learning) and the software infrastructure (interactive multimedia) are required for the meaningful interpretation of mining results