| { |
| "paper_id": "E87-1008", |
| "header": { |
| "generated_with": "S2ORC 1.0.0", |
| "date_generated": "2023-01-19T10:54:04.637005Z" |
| }, |
| "title": "AUTOMATED REASONING ABOUT NATURAL LANGUAGE CORRECTNESS", |
| "authors": [ |
| { |
| "first": "Wolfgang", |
| "middle": [], |
| "last": "Menzel", |
| "suffix": "", |
| "affiliation": {}, |
| "email": "" |
| } |
| ], |
| "year": "", |
| "venue": null, |
| "identifiers": {}, |
| "abstract": "Automated Reasoning techniques applied to the problem of natural language correctness allow the design of flexible training aids for the teaching of foreign languages.", |
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| "paper_id": "E87-1008", |
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| "abstract": [ |
| { |
| "text": "Automated Reasoning techniques applied to the problem of natural language correctness allow the design of flexible training aids for the teaching of foreign languages.", |
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| "section": "Abstract", |
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| "body_text": [ |
| { |
| "text": "where slots have to be filled in. The system then accomplishes two main tasks:", |
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| "text": "(I) It tries to diagnose possible errors in the students response in order to build up an internal model of the current capabilities of the student in terms of strictly linguistic categories.", |
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| "text": "(2) It gives an explanation of the diagnostic results to guide the student in his search for a correct solution.", |
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| "text": "In contrast to other approaches (c.f. Barchan et al. 1985 , Pulman 1984 , Schwind 1987 we concentrate our efforts more on the handling of fragmentory utterances, instead of trying to analyse the correctness of complete sentences.", |
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| { |
| "start": 38, |
| "end": 57, |
| "text": "Barchan et al. 1985", |
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| }, |
| { |
| "start": 58, |
| "end": 71, |
| "text": ", Pulman 1984", |
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| }, |
| { |
| "start": 72, |
| "end": 86, |
| "text": ", Schwind 1987", |
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| ], |
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| { |
| "text": "The enormous difficulties connected with the design of a universal error diagnosis for natural language sentences may only partially be seen as a motivation for this restriction. Other, equally important justifications could be mentioned as well:", |
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| "section": "", |
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| }, |
| { |
| "text": "(I)", |
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| "section": "", |
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| "text": "The handling of only simple sentence fragments seems to be a more natural and transparent limitation compared with an ad hoc exclusion of important parts of the grammar from the rule system.", |
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| "text": "Promising the student a universal sentence acceptor, the real capabilities of which are rather limited, may easily be misinterpreted as a kind of bluff, since the consequences of such a cut will always remain a mysterious thing to the student. Severe restrictions on the grammatical knowledge are inevitable at the moment, but probably nobody will ever be able to explain the language competence of a training system to a learner of a second language without totally confusing him. Hence, minimising the problem of grammatical coverage by accepting only fragments of sentences, drastically improves the prospects of finally achieving something like a \"water-proof\" solution. Nothing could be considered to be more harmful in a teaching environment than to blame a system's failure on the student.", |
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| { |
| "text": "(2)", |
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| "eq_spans": [], |
| "section": "", |
| "sec_num": null |
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| "text": "The concentration on small subfields of grammar makes the determination of very precise and detailed diagnostic results possible.", |
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| "text": "This, of course, is not so much important if seen only for the purpose of direct explanation: An explanation overloaded with details is likely to irritate the student. Nevertheless, a very precise diagnosis is a sound basis for building up a model of the current capabilities of the student, which advantageously may be used to guide the further course of interaction.", |
| "cite_spans": [], |
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| { |
| "text": "(3)", |
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| "text": "The approach allows a stepwise extension of the degree of sophistication while preserving the same basic principles on all levels. This enables a rather smooth accomodation to different performance classes of hardware as well as an easy adaptation to different paedagogical objectives. Indeed, there are good reasons to expect the very simple examples (e.g. the insertion of a correct German determiner) to be well suited for practical training purposes.", |
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| "text": "(4) The focus on selected grammatical regularities facilitates a systematic training, which from a didactic viewpoint seems to be more promising than just the unspecified invitation:", |
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| "ref_spans": [], |
| "eq_spans": [], |
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| "sec_num": null |
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| { |
| "text": "\"Type in an arbitrary sentence!\" with the always present risk to catch the system out.", |
| "cite_spans": [], |
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| "eq_spans": [], |
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| "text": "Here we prefer to guide the student in a rather unconstrained way by prompting him with carefully selected sentence frames or questions.", |
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| "text": "To hide the limitations of the dictionary, as usual, the domain context of a simple exercise environment (a room, a shop, an airport etc.) is used. Again, heuristic criteria are needed to reduce the number of interpretations in a sensible way.", |
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| { |
| "text": "Step I: CORRECTNESS PROOF", |
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| "sec_num": null |
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| "text": "Step A category preference, which chooses a certain transmitter function (e.g. GENDER) as a more probable one. This is a simple but obviously crude and unreliable criterion.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Hypothesis initial facts", |
| "sec_num": null |
| }, |
| { |
| "text": "(2)", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Hypothesis initial facts", |
| "sec_num": null |
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| "text": "The distance between the complementary transmitter application and the hypothesis, whereby errors \"higher up\" in a sentence structure are preferred. For example, it is more likely that the case governed by a preposition has been mistaken than that the agreement within the prepositional phrase is violated.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Hypothesis initial facts", |
| "sec_num": null |
| }, |
| { |
| "text": "(3)", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Hypothesis initial facts", |
| "sec_num": null |
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| "text": "In a multiple error diagnosis a category common to most of the alterna~ rives could be taken for the explanation. Given the very frequent error combination (CASE and GENDER) or (NUMBER and GENDER) missing gender agreement should be a reasonable explanation.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Hypothesis initial facts", |
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| "text": "A good heuristics certainly has to include the structure of the dictionary entries and the rule set in its investigation of possible alternatives. If there is indeed a second reading with respect to one of the hypothesised error reasons then probably the student overlooked this possibility.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Hypothesis initial facts", |
| "sec_num": null |
| }, |
| { |
| "text": "Here further investigations are necessary.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Hypothesis initial facts", |
| "sec_num": null |
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| { |
| "text": "a paedagogical point of view it would be desirable to explain the diagnostic results (detected errors and their possible reasons) on differently instructive levels, selecting the right one according", |
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| "section": "From", |
| "sec_num": null |
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| "text": "to previous results or current desires of the student. The following four levels seem to be appropriate and theoretically motivated:", |
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| "section": "From", |
| "sec_num": null |
| }, |
| { |
| "text": "(I)", |
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| "eq_spans": [], |
| "section": "From", |
| "sec_num": null |
| }, |
| { |
| "text": "right/wrong answer without further explanation 2explanation on the level of rules (e.g.", |
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| "ref_spans": [], |
| "eq_spans": [], |
| "section": "From", |
| "sec_num": null |
| }, |
| { |
| "text": "\"missing gender agreement between xxx and yyy\") 3explanation on the level of facts (e.g.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "From", |
| "sec_num": null |
| }, |
| { |
| "text": "\"", |
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| "section": "From", |
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| }, |
| { |
| "text": "xxx is a feminine noun, hence you should take a feminine determiner\") 4explanation on the level of examples using the inverted dictionary as a data base to retrieve appropriate word forms by means of the inferred feature sets. the explanation mostly points out the location of the error rather precisely.", |
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| "section": "From", |
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| { |
| "text": "A model of the student% capabilities is built up and the teacher is supplied with a statistics in terms of linguistic categories even in the case of very complex or mixed exercises. 5Instead of explicitly listing them, exercises can be generated automatically, thus achieving a variety which almost excludes repetition even in the case of extremely long or repeated training sessions.", |
| "cite_spans": [], |
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| "section": "(4)", |
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| }, |
| { |
| "text": "for the application domain mostly result from the feature based approach to knowledge representation. It first of all predestines the solution for the training of morpho-syntactic regularities (esp. agreement relations). To handle problems of e.g.", |
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| "section": "Limitations", |
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| "text": "usage or style in a sufficiently general manner seems to be far beyond the current possibilities. Not the one correct solution is asked for. The student may choose h i s solution within the limitations of the dictionary (expressed by the exercise environment). Dialog situations may easily be simulated. Experimentation becomes possible.", |
| "cite_spans": [], |
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| "section": "Limitations", |
| "sec_num": null |
| }, |
| { |
| "text": "(2)", |
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| "eq_spans": [], |
| "section": "REFERENCES", |
| "sec_num": null |
| }, |
| { |
| "text": "In addition to the right/wrong diagnosis further three levels of explanation are available. A correct solution can be generated just for the particular word samples chosen by the student.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "REFERENCES", |
| "sec_num": null |
| }, |
| { |
| "text": "(3)", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "REFERENCES", |
| "sec_num": null |
| }, |
| { |
| "text": "It becomes possible to include rather complex regularities between context and slot variables. Nevertheless,", |
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| "eq_spans": [], |
| "section": "REFERENCES", |
| "sec_num": null |
| } |
| ], |
| "back_matter": [ |
| { |
| "text": " Barchan, J.; Woodmansee, B. and Yazdani, M. (1985) ", |
| "cite_spans": [ |
| { |
| "start": 1, |
| "end": 13, |
| "text": "Barchan, J.;", |
| "ref_id": null |
| }, |
| { |
| "start": 14, |
| "end": 51, |
| "text": "Woodmansee, B. and Yazdani, M. (1985)", |
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| } |
| ], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "annex", |
| "sec_num": null |
| } |
| ], |
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| } |
| } |
