Ročník 68, 2017
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Compilation of a Swiss German Dialect Corpus and Its Application to Pos Tagging
Compilation of a Swiss German Dialect Corpus and its Application to PoS Tagging Nora Hollenstein Noemi¨ Aepli University of Zurich University of Zurich [email protected] [email protected] Abstract Swiss German is a dialect continuum whose dialects are very different from Standard German, the official language of the German part of Switzerland. However, dealing with Swiss German in natural language processing, usually the detour through Standard German is taken. As writing in Swiss German has become more and more popular in recent years, we would like to provide data to serve as a stepping stone to automatically process the dialects. We compiled NOAH’s Corpus of Swiss German Dialects consisting of various text genres, manually annotated with Part-of- Speech tags. Furthermore, we applied this corpus as training set to a statistical Part-of-Speech tagger and achieved an accuracy of 90.62%. 1 Introduction Swiss German is not an official language of Switzerland, rather it includes dialects of Standard German, which is one of the four official languages. However, it is different from Standard German in terms of phonetics, lexicon, morphology and syntax. Swiss German is not dividable into a few dialects, in fact it is a dialect continuum with a huge variety. Swiss German is not only a spoken dialect but increasingly used in written form, especially in less formal text types. Often, Swiss German speakers write text messages, emails and blogs in Swiss German. However, in recent years it has become more and more popular and authors are publishing in their own dialect. Nonetheless, there is neither a writing standard nor an official orthography, which increases the variations dramatically due to the fact that people write as they please with their own style. -
Teaching Lexicography As a University Course: Theoretical, Practical and Critical Considerations
http://lexikos.journals.ac.za; https://doi.org/10.5788/30-1-1597 Teaching Lexicography as a University Course: Theoretical, Practical and Critical Considerations Tvrtko Prćić, Department of English, Faculty of Philosophy, University of Novi Sad, Serbia ([email protected]) Abstract: This paper offers an account of a university course in Lexicography, designed par- ticularly for advanced EFL students. The discussion and accompanying material derive from around fifteen years of the author's experience in developing and teaching this course. The aims of the paper are twofold: firstly, to draw attention to the fact that lexicography today is no longer just 'the art and craft of' dictionary making of yesteryear but a fully-fledged applied linguistic disci- pline, with its own theory, methodology and practice, some of which is teachable as a dedicated academic subject; and secondly, to encourage the teaching of practical and theoretical lexicography to university students by putting forward concrete proposals. The exposition is divided into five parts, as follows: Section 1 brings some opening remarks, including that on the scientific status of lexicography; Section 2 reviews theoretical aspects regarding the design of this course; Section 3 describes practical aspects regarding the implementation of the course; Section 4 examines critical aspects regarding the evaluation of the course; and Section 5 recapitulates the main points of the paper and projects the modifications to the course in the future. Keywords: LEXICOGRAPHY AS A UNIVERSITY COURSE, TEACHING LEXICOGRAPHY, EFL UNIVERSITY STUDENTS, THEORETICAL CONSIDERATIONS, DESIGN OF THE COURSE, PRACTICAL CONSIDERATIONS, IMPLEMENTATION OF THE COURSE, CRITICAL CONSIDERATIONS, EVALUATION OF THE COURSE Opsomming: Die onderrig van leksikografie as universiteitskursus: Teore- tiese, praktiese en kritiese oorwegings. -
Tact in Translation Negotiating Trust by the Russian Interpreter, at Home
Tact in Translation Negotiating trust by the Russian interpreter, at home and abroad Eline Helmer University College London Anthropology of Russia and Interpreting Prof Anne White Dr Seth Graham Declaration I, Eline Helmer, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Eline Helmer 2 Abstract Being the only conversational participant with the ability to follow both sides of a cross- linguistic dialogue gives the interpreter the power to obscure or clarify. Because of heightened mutual dependency, all interpreters need trust to perform their roles. They actively build trust, both between self and client and between clients. In academic linguistic contexts, trust is often regarded as based on impartiality: the more objective and invisible the interpreter, the better and more professional he or she will be. In practice, this approach is not always possible, or desirable. The trust relationship between client and interpreter can also be based on closeness and personal interdependence. Interpreting po-chelovecheski (lit. ‘approaching someone in a humane way’) is a colloquial way for Russian interpreters to describe this approach. This thesis explores the negotiation of trust by Russian interpreters. The Russian translation market’s unregulated character, and historical framing of ‘the foreigner’ as someone to be protected and mistrusted, make for an interesting case to study face-to-face interpreting at all levels of the international dialogue. Based on ethnographic fieldwork with interpreters from St Petersburg, Moscow and Pskov, I argue that becoming ‘someone’s voice’ presents a specific caring relationship. -
|Ohn Benjamins Publishing Company
|ohn Benjamins Publishing Company This is a contribution {rom h{ood in the Languages of Eurt:pe. Edited by Björn Rothstein and Rolf Thieroff O 2010. )ohn Benjamins Publishing Cornpany This electronic hle may not be altered in any rval'. The author(s) of this article islare permitted to use this PDF file to generate printed copies to be used by rvay of ofprints, for their personal use only. Permission is granted bv the publishers to post this file on a closed server rvhich is accessible to members (str.rdents aird staff) orrly of the author's/s'institute, it is not permitted to post this PDF on the open internet. For any other use of this material prior ivritten pernrission s}rould be obtained fr:om the publishers or througlt the Copy.right Cleararrce Center (Ibr USA: wnrt-.copyT ight.corn). Please contact [email protected] or consuit our rvebsite: wwir'.beniamins.com Tables of Contents, ahstracts and guidelirles are available at rmv'.benjamins.com Mood 1n Modern Georgian* Winfried Boeder Oldenburg r. Introduction Ceor:gian is one of the Karl-r,elian (South Caucasian) langtiages which ar:e spoken in a relatively compact area to tl're south of the Caucasus ridge rvhere (as tär as lve knou') the,v have alwa,ys been in conlact lvith each other: Georgian in the easl, Megrelian (or Min- greiian) in the rvest and Svan in the north-western mountains of Georgia; Laz is mainly spoken in an area ad;'acent to the Black Sea between'liabzon and Baturni. Only Georgian has a long-standing 1500 year old rvritten tradition. -
Split-Intransitive Languages and the Unaccusative Hypothesis
31 DEFINING TRANSITIVITY AND INTRANSITIVITY: SPLIT-INTRANSITIVE LANGUAGES AND THE UNACCUSATIVE HYPOTHESIS ASIER ALCÁZAR University of Southern California, Los Angeles 0. Proposals 0.1 Basque is not an ergative language; it is split-intransitive. * Against the standard typological claim (contra Comrie 1981, Dixon 1994, Primus 1999) 0.2 Unergative verbs are not always intransitive (they can be transitive: e.g. Basque). * Against the claim in the Unaccusative Hypothesis (contra Perlmutter 1978, Burzio 1986) 0.3 Split-intransitivity signals that unergatives are transitive. * Novel claim: split-intransitivity has been otherwise considered an anomalous pattern. 1. INTRODUCTION: INTRANSITIVE VERBS WITH TRANSITIVE LOOKS (I.E. 1A). Basque is often presented as a splendid example of ergativity (Comrie 1981, Dixon 1994, Primus 1999 among many). Tradi- tionally, ergative languages differ from accusative languages in the verbal argument they mark. Erga- tive languages mark the subject of transitives (compare the girl in 2 with 1b) and accusative lan- guages mark the object of transitives (e.g. Latin/Romance; see the feminine singular pronoun in 4). However, the axioms in the typological classification of languages would by definition declare Basque to be of type split-intransitive (e.g. like Guarani, Gregorez and Suarez 1967 cfr. Primus 1999; or Slave, Rice 1991). For Basque has a class of intransitive verbs (1a) whose argument is marked exactly as the subject of transitives (2). Basque intransitives: (1) a. Neskatil-ak dei-tu du b. Neskatil-a ailega-tu da girl-Erg.Sg call-Per have.3Sg_3Sg girl-Abs.Sg arrive-Per be.3Sg ‘The girl called’ ‘The girl arrived’ Basque transitives: (2) Neskatil-ak izozki-a amai-tu du girl-Erg.Sg ice-cream-Abs.Sg finish-Per have.3Sg_3Sg ‘The girl finished her ice-cream’ Spanish intransitives: (3) a. -
Birds of a Feather Don't Always Flock Together: User
http://lexikos.journals.ac.za Birds of a Feather Don't Always Flock Together: User Problems in Identifying Headwords in Online English Learner's Dictionaries* Julia Miller, School of Education, University of Adelaide, Australia ([email protected]) Abstract: Idioms, sayings and proverbs (referred to here as 'phrasemes'), are a central part of the English language. However, it is often difficult for learners of English as an Additional Lan- guage (EAL) to choose the correct headword when looking for such expressions in a dictionary. Learners may not recognise a word as belonging to a phraseme, and so may not look under a single, 'important' word. Moreover, their choice of a salient word may not accord with the lexicog- rapher's. Thirdly, they may not recognise phraseme variants, such as carry/take coals to Newcastle. They may therefore often fail to find the phraseme altogether. A study of 84 phrasemes in five online English learner's dictionaries (Cambridge Advanced Learner's Dictionary, Collins COBUILD Advanced Dictionary, Longman Dictionary of Contemporary English, Macmillan English Dictionary for Advanced Learners and Oxford Advanced Learner's Dictionary) revealed a lack of uniformity across and often within dictionaries. This paper is based on 14 of these phrasemes, which appear in one or more of these dictionaries and include proper nouns and/ or variable words. To make learner's dictionaries more user friendly (Zgusta 1971), it is argued that they need greater consistency in their choice of phraseme headwords, both within and between dictionaries, and that greater cross-referencing is necessary within a single dictionary. Five strategies are pre- sented to help learners with their dictionary searches. -
Semantic Approaches in Natural Language Processing
Cover:Layout 1 02.08.2010 13:38 Seite 1 10th Conference on Natural Language Processing (KONVENS) g n i s Semantic Approaches s e c o in Natural Language Processing r P e g a u Proceedings of the Conference g n a on Natural Language Processing 2010 L l a r u t a This book contains state-of-the-art contributions to the 10th N n Edited by conference on Natural Language Processing, KONVENS 2010 i (Konferenz zur Verarbeitung natürlicher Sprache), with a focus s e Manfred Pinkal on semantic processing. h c a o Ines Rehbein The KONVENS in general aims at offering a broad perspective r on current research and developments within the interdiscipli - p p nary field of natural language processing. The central theme A Sabine Schulte im Walde c draws specific attention towards addressing linguistic aspects i t of meaning, covering deep as well as shallow approaches to se - n Angelika Storrer mantic processing. The contributions address both knowledge- a m based and data-driven methods for modelling and acquiring e semantic information, and discuss the role of semantic infor - S mation in applications of language technology. The articles demonstrate the importance of semantic proces - sing, and present novel and creative approaches to natural language processing in general. Some contributions put their focus on developing and improving NLP systems for tasks like Named Entity Recognition or Word Sense Disambiguation, or focus on semantic knowledge acquisition and exploitation with respect to collaboratively built ressources, or harvesting se - mantic information in virtual games. Others are set within the context of real-world applications, such as Authoring Aids, Text Summarisation and Information Retrieval. -
The Changing EFL Teacher-Textbook Relationship in Ukraine, 1917 – 2010: a Non-Native English-Speaking Teacher’S Perspective
University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2019-01-25 The Changing EFL Teacher-Textbook Relationship in Ukraine, 1917 – 2010: A Non-Native English-Speaking Teacher’s Perspective. An Autoethnography Chebotaryov, Oleksandr Chebotaryov, O. (2019). The Changing EFL Teacher-Textbook Relationship in Ukraine, 1917 – 2010: A Non-Native English-Speaking Teacher’s Perspective. An Autoethnography (Unpublished master's thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/109860 master thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY The Changing EFL Teacher-Textbook Relationship in Ukraine, 1917 – 2010: A Non-Native English-Speaking Teacher’s Perspective An Autoethnography by Oleksandr Chebotaryov A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA JANUARY, 2019 © Oleksandr Chebotaryov 2019 Abstract The goal of this autoethnographic study is to understand the relationship between a non-native English-speaking teacher of English as a foreign language and their textbooks at different stages of their professional development, in different socio-cultural and political – Soviet and post- Soviet – contexts with the growing tendency of opposing or rejecting textbooks as educational tools. -
Annual Report 2010
The Latest Development Report The creative talents who hold the keys to the future Aspiring to be the Ultimate Game Development Force for Next-Generation Success Capcom is strengthening the foundations of its development structure to encourage individual employees to contribute to the creation of authentic games that fascinate users all over the world. Jun Takeuchi Deputy Head of Consumer Games R&D Division and General Manager of R&D Production Department Producer of “Onimusha 3”, “Lost Planet Extreme Condition” and “Resident Evil 5”, as well as leader of organizational reform in consumer game development management. 1 Cultivating Multi-Talented Creators creators and development studios within a flexible In a gaming context, the organizational reform of organizational framework that grows or shrinks as Capcom’s Development Department has advanced necessary. to the second level. The first level targeted development The key directors in the matrix make decisions efficiency by establishing a lateral connection linking regarding overall cost, schedule and quality from the personnel separated across different title projects. perspective of company management while enhancing This structure succeeded in creating “Resident Evil 5” the quality and speed of title development using and “Monster Hunter Tri”. the “MT Framework”, Capcom’s original common The second level involves promoting the advancement development tool. of even further forward facing organizational reforms. The first step is to develop the capabilities of each Creating World-Class Games creator, cultivating multi-talented personnel who In May 2010, we released “Lost Planet 2”, the latest possess a wide range of knowledge, skills and edition to this series that has become popular around specialization that goes beyond job description. -
Text Corpora and the Challenge of Newly Written Languages
Proceedings of the 1st Joint SLTU and CCURL Workshop (SLTU-CCURL 2020), pages 111–120 Language Resources and Evaluation Conference (LREC 2020), Marseille, 11–16 May 2020 c European Language Resources Association (ELRA), licensed under CC-BY-NC Text Corpora and the Challenge of Newly Written Languages Alice Millour∗, Karen¨ Fort∗y ∗Sorbonne Universite´ / STIH, yUniversite´ de Lorraine, CNRS, Inria, LORIA 28, rue Serpente 75006 Paris, France, 54000 Nancy, France [email protected], [email protected] Abstract Text corpora represent the foundation on which most natural language processing systems rely. However, for many languages, collecting or building a text corpus of a sufficient size still remains a complex issue, especially for corpora that are accessible and distributed under a clear license allowing modification (such as annotation) and further resharing. In this paper, we review the sources of text corpora usually called upon to fill the gap in low-resource contexts, and how crowdsourcing has been used to build linguistic resources. Then, we present our own experiments with crowdsourcing text corpora and an analysis of the obstacles we encountered. Although the results obtained in terms of participation are still unsatisfactory, we advocate that the effort towards a greater involvement of the speakers should be pursued, especially when the language of interest is newly written. Keywords: text corpora, dialectal variants, spelling, crowdsourcing 1. Introduction increasing number of speakers (see for instance, the stud- Speakers from various linguistic communities are increas- ies on specific languages carried by Rivron (2012) or Soria ingly writing their languages (Outinoff, 2012), and the In- et al. -
Lexicography in West Africa: Preparing a Bilingual Kisi-English Dictionary
Portland State University PDXScholar Applied Linguistics Faculty Publications and Presentations Applied Linguistics 1993 Lexicography in West Africa: Preparing a Bilingual Kisi-English Dictionary George Tucker Childs Portland State University, [email protected] Follow this and additional works at: https://pdxscholar.library.pdx.edu/ling_fac Part of the African Languages and Societies Commons, and the Linguistics Commons Let us know how access to this document benefits ou.y Citation Details Childs, George Tucker. (1993). Lexicography in west Africa: preparing a bilingual Kisi-English dictionary. Lexikos, 3, 13-28. This Article is brought to you for free and open access. It has been accepted for inclusion in Applied Linguistics Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. http://lexikos.journals.ac.za Lexicography in West Africa: Preparing a Bilingual Kisi~English Dictionary G.T. Childs, Department of Linguistics, University of the Witwatersrand, Johannesburg, South Africa Abstract: This paper presents some of the issues involved in preparing a bilingual dictionary for Kisi, an underdocumented language spoken in West Africa. Because the language possesses little in the way of literacy materials, fundamental issues as to orthography, word division, etc., had to be considered. In addition, no grammar of the language (or its closest congeners) was avail able and thus basic grammatical analysis had to be performed simultaneously. I briefly consider some of these problems, discussing the use of the lexical data base programs known as LEXW ARE. I then focus on the specific problems raised by the expressive word class known to Africanists as ) . -
Pedagogical Lexicography
http://lexikos.journals.ac.za doi: 10.5788/21-1-44 Pedagogical Lexicography: Towards a New and Strict Typology Corresponding to the Present State-of-the-Art Sven Tarp, Department of Afrikaans and Dutch, University of Stellenbosch, South Africa, and Centre for Lexicography, Aarhus School of Business and Social Sciences, University of Aarhus, Denmark ([email protected]) Abstract: A frequent and well-known problem within lexicography is the use of various terms to denominate the same phenomenon as well as the use of the same term to denominate various, completely different phenomena. Such a non-systematic terminology may lead to confusion in the discipline and hamper its theoretical and practical development. The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dic- tionaries" and "learners' dictionaries" are used with a lot of different meanings that vary from author to author, from country to country, from culture to culture. Although publishing houses could hardly be expected to use a strict terminology for their products, this should nevertheless be expected from theoretical lexicography. In order to overcome the present confusion, it is therefore urgent to establish a typology that can be used as reference by scholars dealing theoretically with the subfield of pedagogical lexicography. The article will first show the amazing variety of mean- ings addressed to the various terms in the theoretical literature. It will then approach the problem along two different lines: 1) establishing a clear definition of the terms "pedagogical", "didactic", "school" and "learner" in a lexicographical perspective, and 2) referring to the existing practice where the terms are frequently used in a much broader sense than in the theoretical literature.