Lectures on Lexicon, WSD, and Lexical Acquisition
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Cohesion and Coherence in Indonesian Textbooks for the Tenth Grader of Senior High School
Advances in Social Science, Education and Humanities Research, volume 301 Seventh International Conference on Languages and Arts (ICLA 2018) COHESION AND COHERENCE IN INDONESIAN TEXTBOOKS FOR THE TENTH GRADER OF SENIOR HIGH SCHOOL Syamsudduha1, Johar Amir2, and Wahida3 1Universitas Negeri Makasar, Makassar, Indonesia, [email protected] 2Universitas Negeri Makasar, Makassar, Indonesia, [email protected] 3 Universitas Negeri Makasar, Makassar, Indonesia, [email protected] Abstract This study aims to describe: (1) cohesion and (2) coherence in Indonesian Textbooks for XI Grade Senior High School. This type of research is qualitative analysis research. The data are the statements or disclosures that contain cohesion and coherence in the Indonesian textbooks. The sources of data are the texts in The Indonesian Textbooks for XI Grade Senior High Schoolpublished by the Ministry of Education and Culture of Republic of Indonesia. The data collection techniques are carried out with documenting, reading,and noting. Data analysis techniques are carried out through reduction, presentation, and inference/verification of data. The results of this study showed that (1) the use of two cohesion markers, grammatical cohesionand lexical cohesion. The markers of grammatical cohesion were reference, substitution, ellipsis, and conjunction. The markers of lexical cohesion were repetition, synonym,antonym, hyponym, and collocation. The later result was (2) the use of coherence markers which are addition, sequencing, resistance, more, cause-consequences, time, terms, ways, uses, and explanations. Those findings showed that the textsof Indonesian Textbooks for XI Grade Senior High School published by the Ministry of Education and Culture of Republic of Indonesia were texts that had cohesion and unity of meaning so that Indonesian Textbooks for XI Grade Senior High Schoolpublished by the Ministry of Education and Cultureof The Republic of Indonesia was declared good to be used as a teaching material. -
The Generative Lexicon
The Generative Lexicon James Pustejovsky" Computer Science Department Brandeis University In this paper, I will discuss four major topics relating to current research in lexical seman- tics: methodology, descriptive coverage, adequacy of the representation, and the computational usefulness of representations. In addressing these issues, I will discuss what I think are some of the central problems facing the lexical semantics community, and suggest ways of best ap- proaching these issues. Then, I will provide a method for the decomposition of lexical categories and outline a theory of lexical semantics embodying a notion of cocompositionality and type coercion, as well as several levels of semantic description, where the semantic load is spread more evenly throughout the lexicon. I argue that lexical decomposition is possible if it is per- formed generatively. Rather than assuming a fixed set of primitives, I will assume a fixed number of generative devices that can be seen as constructing semantic expressions. I develop a theory of Qualia Structure, a representation language for lexical items, which renders much lexical ambiguity in the lexicon unnecessary, while still explaining the systematic polysemy that words carry. Finally, I discuss how individual lexical structures can be integrated into the larger lexical knowledge base through a theory of lexical inheritance. This provides us with the necessary principles of global organization for the lexicon, enabling us to fully integrate our natural language lexicon into a conceptual whole. 1. Introduction I believe we have reached an interesting turning point in research, where linguistic studies can be informed by computational tools for lexicology as well as an appre- ciation of the computational complexity of large lexical databases. -
Exploring the Relationship Between Word-Association and Learners’ Lexical Development
Exploring the Relationship between Word-Association and Learners’ Lexical Development Jason Peppard An assignment for Master of Arts in Applied Linguistics Module 2 - Lexis July 2007 Centre for English Language Studies Department of English UNIVERSITY OF BIRMINGHAM Birmingham B15 2TT United Kingdom LX/06/02 Follow task 123 outlined on page 152 of McCarthy (1990 Vocabulary OUP). You do not have to use students: anyone who has an L2 but has not been brought up as a bilingual will do. Use at least four subjects and test them on their L2 (or L3/ L4 etc.). Report your findings, giving the level(s) of subjects' L2 (L3, etc.) and including the prompt words and responses. Follow McCarthy's list of evaluation points, adding other points to this if you wish. Approx. 4530 words 1.0 Introduction Learning or acquiring your first language was a piece of cake, right? So why then, is it so difficult for some people to learn a second language? For starters, many learners might be wondering why I referred to a dessert in the opening sentence of a paper concerning vocabulary. The point here is summed up neatly by McCarthy (1990): No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way (p. viii). This paper, based on Task 123 of McCarthy’s Vocabulary (ibid: 152), aims to explore the L2 mental lexicon. A simple word association test consisting of eight stimulus words was administered to both low-level and high-level Japanese EFL students as well as a group of native English speakers for comparative reasons. -
Translating Lexical Semantic Relations: the First Step Towards Multilingual Wordnets*
Translating Lexical Semantic Relations: The First Step Towards Multilingual Wordnets* Chu-Ren Huang, I-Ju E. Tseng, Dylan B.S. Tsai Institute of Linguistics, Preparatory Office, Academia Sinica 128 Sec.2 Academy Rd., Nangkang, Taipei, 115, Taiwan, R.O.C. [email protected], {elanna, dylan}@hp.iis.sinica.edu.tw Abstract Wordnets express ontology via a network of Establishing correspondences between words linked by lexical semantic relations. Since wordnets of different languages is essential these words are by definition the lexicon of each to both multilingual knowledge processing language, the wordnet design feature ensures and for bootstrapping wordnets of versatility in faithfully and comprehensively low-density languages. We claim that such representing the semantic content of each correspondences must be based on lexical semantic relations, rather than top ontology language. Hence, on one hand, these conceptual or word translations. In particular, we define atoms reflect linguistic idiosyncrasies; on the a translation equivalence relation as a other hand, the lexical semantic relations (LSR’s) bilingual lexical semantic relation. Such receive universal interpretation across different relations can then be part of a logical languages. For example, the definition of entailment predicting whether source relations such as synonymy or hypernymy is language semantic relations will hold in a universal. The universality of the LSR’s is the target language or not. Our claim is tested foundation that allows wordnet to serve as a with a study of 210 Chinese lexical lemmas potential common semantic network and their possible semantic relations links representation for all languages. The premise is bootstrapped from the Princeton WordNet. -
Machine Reading = Text Understanding! David Israel! What Is It to Understand a Text? !
Machine Reading = Text Understanding! David Israel! What is it to Understand a Text? ! • To understand a text — starting with a single sentence — is to:! • determine its truth (perhaps along with the evidence for its truth)! ! • determine its truth-conditions (roughly: what must the world be like for it to be true)! • So one doesn’t have to check how the world actually is — that is whether the sentence is true! • calculate its entailments! • take — or at least determine — appropriate action in light of it (and some given preferences/goals/desires)! • translate it accurately into another language! • and what does accuracy come to?! • ground it in a cognitively plausible conceptual space! • …….! • These are not necessarily competing alternatives! ! For Contrast: What is it to Engage Intelligently in a Dialogue? ! • Respond appropriately to what your dialogue partner has just said (and done)! • Typically, taking into account the overall purpose(s) of the interaction and the current state of that interaction (the dialogue state)! • Compare and contrast dialogue between “equals” and between a human and a computer, trying to assist the human ! • Siri is a very simple example of the latter! A Little Ancient History of Dialogue Systems! STUDENT (Bobrow 1964) Question-Answering: Word problems in simple algebra! “If the number of customers Tom gets is twice the square of 20% of the number of advertisements he runs, and the number of advertisements he runs is 45, what is the number of customers Tom gets?” ! Overview of the method ! . 1 Map referential expressions to variables. ! ! . 2 Use regular expression templates to identify and transform mathematical expressions. -
THE LEXICON: a SYSTEM of MATRICES of LEXICAL UNITS and THEIR PROPERTIES ~ Harry H
THE LEXICON: A SYSTEM OF MATRICES OF LEXICAL UNITS AND THEIR PROPERTIES ~ Harry H. Josselson - Uriel Weinreich /I/~ in discussing the fact that at one time many American scholars relied on either the discipline of psychology or sociology for the resolution of semantic problems~ comments: In Soviet lexicology, it seems, neither the tra- ditionalists~ who have been content to work with the categories of classical rhetoric and 19th- century historical semantics~ nor the critical lexicologists in search of better conceptual tools, have ever found reason to doubt that linguistics alone is centrally responsible for the investiga- tion of the vocabulary of languages. /2/ This paper deals with a certain conceptual tool, the matrix, which linguists can use for organizing a lexicon to insure that words will be described (coded) with consistency, that is~ to insure that questions which have been asked about certain words will be asked for all words in the same class, regardless of the fact that they may be more difficult to answer for some than for others. The paper will also dis- cuss certain new categories~ beyond those of classical rhetoric~ which have been introduced into lexicology. i. INTRODUCTION The research in automatic translation brought about by the introduction of computers into the technology has ~The research described herein has b&en supported by the In- formation Systems Branch of the Office of Naval Research. The present work is an amplification of a paper~ "The Lexicon: A Matri~ of Le~emes and Their Properties"~ contributed to the Conference on Mathematical Linguistics at Budapest-Balatonsza- badi, September 6-i0~ 1968. -
Hindi Wordnet
Description Hindi WordNet The Hindi WordNet is a system for bringing together different lexical and semantic relations between the Hindi words. It organizes the lexical information in terms of word meanings and can be termed as a lexicon based on psycholinguistic principles. The design of the Hindi WordNet is inspired by the famous English WordNet. In the Hindi WordNet the words are grouped together according to their similarity of meanings. Two words that can be interchanged in a context are synonymous in that context. For each word there is a synonym set, or synset, in the Hindi WordNet, representing one lexical concept. This is done to remove ambiguity in cases where a single word has multiple meanings. Synsets are the basic building blocks of WordNet. The Hindi WordNet deals with the content words, or open class category of words. Thus, the Hindi WordNet contains the following category of words- Noun, Verb, Adjective and Adverb. Each entry in the Hindi WordNet consists of following elements 1. Synset: It is a set of synonymous words. For example, “वि饍यालय, पाठशाला, कू ल” (vidyaalay, paaThshaalaa, skuul) represents the concept of school as an educational institution. The words in the synset are arranged according to the frequency of usage. 2. Gloss: It describes the concept. It consists of two parts: Text definition: It explains the concept denoted by the synset. For example, “िह थान जहााँ प्राथमिक या िाध्यमिक तर की औपचाररक मशक्षा दी जाती है” (vah sthaan jahaan praathamik yaa maadhyamik star kii aupachaarik sikshaa dii jaatii hai) explains the concept of school as an educational institution. -
CS474 Natural Language Processing Semantic Analysis Caveats Introduction to Lexical Semantics
CS474 Natural Language Processing Semantic analysis Last class Assigning meanings to linguistic utterances – History Compositional semantics: we can derive the – Tiny intro to semantic analysis meaning of the whole sentence from the meanings of the parts. Next lectures – Max ate a green apple. – Word sense disambiguation Relies on knowing: » Background from linguistics – the meaning of individual words Lexical semantics – how the meanings of individual words combine to form » On-line resources the meaning of groups of words » Computational approaches [next class] – how it all fits in with syntactic analysis Caveats Introduction to lexical semantics Problems with a compositional approach Lexical semantics is the study of – the systematic meaning-related connections among – a former congressman words and – a toy elephant – the internal meaning-related structure of each word – kicked the bucket Lexeme – an individual entry in the lexicon – a pairing of a particular orthographic and phonological form with some form of symbolic meaning representation Sense: the lexeme’s meaning component Lexicon: a finite list of lexemes Lexical semantic relations: Dictionary entries homonymy right adj. located nearer the right hand esp. Homonyms: words that have the same form and unrelated being on the right when facing the same direction meanings – Instead, a bank1 can hold the investments in a custodial account as the observer. in the client’s name. – But as agriculture burgeons on the east bank2, the river will shrink left adj. located nearer to this side of the body even more. than the right. Homophones: distinct lexemes with a shared red n. the color of blood or a ruby. pronunciation – E.g. -
Introduction to Lexical Resources Oduc O O E Ca Esou
Introductio n to le xica l resou r ces BlttSBolette San dfdPddford Pedersen Centre for Language Technology University of Copenhagen [email protected] Outline 1 . Why are lexical semantic resources relevant for semantic annotation? . What is the relation between traditional lexicography and lexica l resou rces fo r a nno ta tio n pu rpo ses? Bolette S. Pedersen, CLARA Course 2011 Outline 2 . WordNet, primary focus on vertical , taxonomical relations . VbNtVerbNet, prifimary focus on hitlhorizontal, synttitagmatic relations, thematic roles . PropBank, primary focus on horizontal, syntagmatic relations, argument structure . FrameNet, primary focus on horizontal, syntagmatic relations, thematic roles (()= frame elements) . PAROLE/SIMPLE - Semantic Information for Multifunctional, PluriLingual Lexicons - based on the Generative Lexicon (Pustejovsky 1995) Bolette S. Pedersen, CLARA Course 2011 Outline 2 . WordNet, primary focus on vertical , taxonomical relations . VbNtVerbNet, prifimary focus on hitlhorizontal, synttitagmatic relations, thematic roles . PropBank, primary focus on horizontal, syntagmatic relations, argument structure . FrameNet, primary focus on horizontal, syntagmatic relations, thematic roles . PAROLE/SIMPLE - Semantic Information for Multifunctional, PluriLingual Lexicons - based on the Generative Lexicon (Pustejovsky 1995) Bolette S. Pedersen, CLARA Course 2011 Outline 2 . WordNet, primary focus on vertical , taxonomical relations . VbNtVerbNet, prifimary focus on hitlhorizontal, synttitagmatic relations, thematic roles -
The Art of Lexicography - Niladri Sekhar Dash
LINGUISTICS - The Art of Lexicography - Niladri Sekhar Dash THE ART OF LEXICOGRAPHY Niladri Sekhar Dash Linguistic Research Unit, Indian Statistical Institute, Kolkata, India Keywords: Lexicology, linguistics, grammar, encyclopedia, normative, reference, history, etymology, learner’s dictionary, electronic dictionary, planning, data collection, lexical extraction, lexical item, lexical selection, typology, headword, spelling, pronunciation, etymology, morphology, meaning, illustration, example, citation Contents 1. Introduction 2. Definition 3. The History of Lexicography 4. Lexicography and Allied Fields 4.1. Lexicology and Lexicography 4.2. Linguistics and Lexicography 4.3. Grammar and Lexicography 4.4. Encyclopedia and lexicography 5. Typological Classification of Dictionary 5.1. General Dictionary 5.2. Normative Dictionary 5.3. Referential or Descriptive Dictionary 5.4. Historical Dictionary 5.5. Etymological Dictionary 5.6. Dictionary of Loanwords 5.7. Encyclopedic Dictionary 5.8. Learner's Dictionary 5.9. Monolingual Dictionary 5.10. Special Dictionaries 6. Electronic Dictionary 7. Tasks for Dictionary Making 7.1. Panning 7.2. Data Collection 7.3. Extraction of lexical items 7.4. SelectionUNESCO of Lexical Items – EOLSS 7.5. Mode of Lexical Selection 8. Dictionary Making: General Dictionary 8.1. HeadwordsSAMPLE CHAPTERS 8.2. Spelling 8.3. Pronunciation 8.4. Etymology 8.5. Morphology and Grammar 8.6. Meaning 8.7. Illustrative Examples and Citations 9. Conclusion Acknowledgements ©Encyclopedia of Life Support Systems (EOLSS) LINGUISTICS - The Art of Lexicography - Niladri Sekhar Dash Glossary Bibliography Biographical Sketch Summary The art of dictionary making is as old as the field of linguistics. People started to cultivate this field from the very early age of our civilization, probably seven to eight hundred years before the Christian era. -
Verbs of 'Preparing Something for Eating by Heating It in a Particular
DEPARTAMENTO DE FILOLOGÍA INGLESA Y ALEMANA Verbs of ‘preparing something for eating by heating it in a particular way’: a lexicological analysis Grado en Estudios Ingleses Fabián García Díaz Tutora: Mª del Carmen Fumero Pérez San Cristóbal de La Laguna, Tenerife 8 de septiembre de 2015 INDEX 1. Abstract ................................................................................................................................. 3 2. Introduction .......................................................................................................................... 4 3. Theoretical perspective ........................................................................................................ 6 4. Analysis: verbs of to prepare something for eating by heating it in a particular way: cook, fry and roast. ................................................................................................................... 9 4.1. Corpus selection .............................................................................................................. 9 4.2. Verb selection ................................................................................................................ 11 5. Paradigmatic relations ....................................................................................................... 13 5.1. Semantic components and lexematic analysis ............................................................... 13 5.2. Lexical relations ........................................................................................................... -
The Combinatory Morphemic Lexicon
The Combinatory Morphemic Lexicon Cem Bozsahin∗ Middle East Technical University Grammars that expect words from the lexicon may be at odds with the transparent projection of syntactic and semantic scope relations of smaller units. We propose a morphosyntactic framework based on Combinatory Categorial Grammar that provides flexible constituency, flexible category consistency, and lexical projection of morphosyntactic properties and attachment to grammar in order to establish a morphemic grammar-lexicon. These mechanisms provide enough expressive power in the lexicon to formulate semantically transparent specifications without the necessity to confine structure forming to words and phrases. For instance, bound morphemes as lexical items can have phrasal scope or word scope, independent of their attachment characteristics but consistent with their semantics. The controls can be attuned in the lexicon to language-particular properties. The result is a transparent interface of inflectional morphology, syntax, and semantics. We present a computational system and show the application of the framework to English and Turkish. 1. Introduction The study presented in this article is concerned with the integrated representation and processing of inflectional morphology, syntax, and semantics in a unified grammar ar- chitecture. An important issue in such integration is mismatches in morphological, syntactic, and semantic bracketings. The problem was first noted in derivational mor- phology. Williams (1981) provided examples from English; the semantic bracketings in (1a–2a) are in conflict with the morphological bracketings in (1b–2b). (1) a. -ity b. hydro hydro electric electric -ity (2) a. -ing b. G¨odel G¨odel number number -ing If the problem were confined to derivational morphology, we could avoid it by making derivational morphology part of the lexicon that does not interact with gram- mar.