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microscopes, macroscopes, semantic maps
and a good compass
Michael ZOCKCNRS, LIF (University of Marseille)[email protected]
Wheels for the mind ���of the language producer
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Goals
1. Present a new way to address unsolved problems;2. Show the current status of my understanding and
solutions;3. Stimulate new ideas on your side.
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ContextDeal with language production (L1 and L2)
➠ DEFINITION: given some problem (goal), decribe a method for solving it via language, that is conceive, organize and express thoughts in order to solve a given problem (focus on the last task: expression)
Motivation for speaking➠ starting point A: problem (cognition, emotion)
➠ end point B: solution
Build tools and resources helping you to get from A-B➠ microscopes;➠ macroscopes;➠ semantic maps;➠ good compass.
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Problems and goals at a very high level of abstraction
(metaphorical level)
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Slide 5
What is involved in language production ? Language production requires accessing and assembling information at various levels and the programing of specific motor muscles to produce the corresponding spoken or written form
1. Conceptual level (idea, message)2. Linguistic level (formulation : lexicon + grammar)3. Motor level (articulation)
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Conceptualization
Lexicon Grammar
morphology
Formulation Articulation
S
NP
VP
V
<cat><the>
NP
<the> <dog> <chases>
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Constraint juggling
!
Spontaneous discourse is a complex process requiring the processing of various kinds of information
at various levels under severe space- and time-constraints
!
ideas
words word order
word forms
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Danger of getting drowned or overwhelmed
!
time and space constraints
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Goal : keep things under control
Language is a skill. Skillfull people manage to make difficult things look easy.
Everything seems to flow naturally without any effort.
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Stay on top of the wave
!
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Get into the driver's seat
!
control : direction, speed
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Tools
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Magnifying glass or microscope
grasp the details
!
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Macroscope : get the great picture
abstract away from irrelevant details discover relations and patterns at the various levels (word, sentence, text)
!
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Tools for orientationmaps
compass
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Map out the territory
See how things are related. Where am I?
How can I get from A to B?
!
There are maps for many things : cities, subways, galaxies, words
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Semantic maps
See how words are related. Association thesaurus WordNet
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Slide 18
Naviga&on in an associa&ve network
Since search takes place within a semantic network, i.e. a graph where all words (nodes) are related (via a certain kind of association), search consists in entering this network at any point and follow the links to get from the starting point (source word, SW) to the end (target word, TW). This latter may be directly related to the initial input, i.e. SW (direct association/neighbour; distance 1) or not (indirect association).���Note that the user knows the starting point, but not the end-point (target).
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Compass
Where are we now ? How can we reach our goal from here?
!
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What about the Compass?
!
The compass is in peoples' minds. While we have to provide them with the semantic map and the signposts (orientational guidelines; categorial tree), the decision where to go is left to the user, as he is the only one to know the target. Even if he is not able to name it, he is still able to recognize it in a list. Hence we have to present this list (in our case, the direct neighbors of the input, query word). In the case of word access authors generally know fairly well where in the map is located the target word and what are its direct neighbors, as this is generally the one they will use as input.
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OutlineProducing language, a difficult task
➠ How is it possible and how to make it feasable?
1. Sentence production in real time➠ The problem of determining syntactic structure
2. Learning this skill in a foreign language➠ goal: become fluent and reach the survival level➠ means: creation of a multilingual, selfextending phrasebook,
augmented with an exercice generator (drill tutor)
3. Finding the needle in a haystack (lexical access)➠ Enhance electronic dictionaries by taking a look at the mental
lexicon, i.e. the functioning of the human mind
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������
Language production is a very complex task which has to be learned
1
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Speech is fast, but not as fast as thought
– 3-5 words per second (speed which can be doubled in case of need)
– locate words in a store of 30 - 50.000 words
– problem of manageing I/O constraints (forgetting) : race between conceptual input (ideas) & linguistic output (well formed words and sentences)
NLG or Language production���What’s the challenge ?
2
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3
Catch me if you can
1. We tend to think faster than we can find the corresponding words and convert them into sounds.
2. Also, the order of ideas does not always correspond to the order of words
Conceptualization
Expression
C 1
W 1
C 2
W 2
C 3
W 3
C 4
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Ques%on
What is involved in speaking and why is it difficult?
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The 3 principal steps
The mice are dancing.
idea
form
sound
concepts
abstract words/lemmasyntactic category
morphology
phonemesgraphemes
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The three principal steps:���ideation, formulation, expression
Conceptualpreparation
Morphological andphonological encoding
Formulation
Articulation
Semantic andsyntactic encoding
ideas
6
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Text plan Unforma-ted text
Sentenceplan
[goals + discourse situation] + [knowledge base + plan library + o ntolo gy + user uodel ] + [dictio nary + grammar] + [discourse histo ry]
Positewords
Determine part-of-speech
Insert functionwords
Inflection + agreement
Surfacerealisation Physical presentation
Articulation
Formated written textSpoken Text
Content determination
Content structuring
Macroplanning
Referring expressions
Grammaticalization
Lexicalisation
Aggregation
Microplanning
Layout
Punctuation
The 4 components���in the Reiter & Dale model
7
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Language production, a difficult task
1. plan what to say (conceptual level)
2. find the adequate words (linguistic level: lexicalisation)3. find appropriate sentence frame (linguistic level: syntax)4. insert words in the right place (linguistic level: syntax)5. add function words (linguistic level: syntax)6. morphological adjustments (linguistic level: morphology)���
7. articulate (phono-acoustic level)���
8. plan next stretch while speaking (conceptual level)
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9
The necessary informa:on for synthesis is sca;ered all over all over
GIVESubject DirectObject
BOOK
Donnes-MOI ce livre !Give ME the book !
Ne ME le donnes pas !Don't give ME the book !
LISTENER
Indirect Object
PersonSPEAKERNumberTu ME donnes le livre.You give ME the book.
Tu LUI donnes le livre.You give HIM / HER the book.
Tu ME donnes le livre.You give ME the book.
Tu NOUS donnes le livre.You give US the book.
negative
command
present perfect
Polarity
Speech act
TenseTu M'as donné le livre.You have given me the book
Tu Me donnes le livre.You give me the book.
tu ME donne le livre.You give ME the book.
Donne-le MOI !Give it to ME !
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10
Input present
SPEAKER LADIES Agent Object HELP
Direct and indirect consequences of a choice
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11
Direct and indirect consequences of the verb choice
Direct consequences : syntactic function (DO /IO)
type of auxiliary (être/avoir)
Indirect consequences : form of the personal pronoun (les/leur)
verb ending : agreement (e/ées)
JeJe
Je
CHOICES
les ai aidés.
leur
ai porté du secours.leur
venu en aide.
C O N S E Q U E N C E S
VENIR EN AIDE
PORTER SECOURS
AIDER
suis
PRON AUX AGREEMENTVERB CHOICE
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Paul la aide
SYNTACTIC FUNCTIONS & VOICE
LEXICALIZATION
aider = active voicePaul = subjectMarie = direct object
PARTS OF SPEECHaider = verb
Paul = nounMarie = pronoun
MESS AGE
PAUL = PaulMARIE = Marie
AIDER = aider
MORPHOLOGYverb : 3d person, singular, present -> aide
PRAGMATIC CHOICE
WORD ORDER
Paul l' aide.
Paul = topicMarie = givenaider = new
Subject : Noun -> PaulDirect object: pronoun -> la
PAUL Agent ObjetAIDER MARIE
PHONO-GRAPHEMIC ADJUSTMENTS
pré sent
SUBJECT
DIRECT OBJECT VERB
noun pronoun verb
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13
Input present
PRAGMATIC CHOICE Paul = topic Marie = given Aider = new
MORPHOLOGY Verb : 3d person, singular, present ⇒ aide Subject : Noun ⇒ Paul Direct object : pronoun ⇒ la
LEXICALIZATION HELP = aider PAUL = Paul MARY = Marie
PHONO- GRAPH. SYNTH.
Paul l’aide.
PAUL MARY Agent Object
PART OF SPEECH HELP = verb Paul = noun Mary = pronoun
WORD ORDER SUBJECT → noun
DIR. OBJECT → pronoun
VERB → verb
HELP
voice = active Paul = subject Mary = direct object
SYNT. FUNCT. & VOICE
Paul helps her
output
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Problems at the articulatory stage:Voiced vs. voiceless fricatives: [ð] (this) vs. [θ] (thing)
How to pronounce the ‘th’ in English [ð] vs. [θ]
1. Place tip of the tongue behind top teeth2. Breathe out3. Retract tongue4. Vibrate air behind tongue and say5. “The Smiths wear thin clothes througout the winter months”6. Please, dont spit!
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Problems at the articulatory stage:���tonguetwisters /s/ vs. /sh/ vs. /tch/
1. We surely shall see the sun shine soon.2. She sells sea-shells on the sea-shore.
3. Which witch wished which wicked wish?4. I thought a thought. But the thought I thought wasn't the
thought I thought I thought.
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Challenge at the articulatory level :���tones, similar or unknown phonemes
target : 47 17 74���
47: sì shí qī 17: shí qī74: qī shí sì
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Beware of misunderstandings:���due to incorrect pronunciations���
���The Italian man who went to Malta
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Language is a skill
Skillfull people manage to make difficult things look easy. Everything seems to flow naturally without any effort.
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The normal situa/on a cascaded flow of informa/on
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Speaking, a process of mapping meanings on forms
LOC
MOVMT.agt
loc
PERSON
SCENE -> ENTITY + PREDICATE ENTITY -> {PERSON, CITY...} PREDICATE -> {REL., ATTR...} ATTRIBUTE -> {SIZE, AGE ...}
S -> NP + VP NP -> {noun, pronoun...} N ->{John, Bali, Paris, ...} V ->{go, be, travel ...}
SNP
V
PRON PP
PREP N
VP
He went to Bali
CONCEPTUALGRAMMAR
LINGUISTIC STRUCTURECONCEPTUAL STRUCTURE
LINGUIST.GRAMMAR
Correspondance rules
Correspondancerules
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How to account for the amazing language producer's performance?
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Starting hypothesis
Linguistic structures can (at least partially) be predicted on the basis of conceptual structures
1. Systematic correspondances, i.e. default mappings. Pay attention to
➠ the type of nodes: box vs. oval➠ type of role, i.e. linktype: agent vs. attribute➠ direction of the link : incoming vs. outgoing
2. Proficiency grows with➠ the scope or window size: node vs. subgraph➠ the correctness of predictions, which inrease with experience.
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Graphs and patterns of various complexity
adverbadjective Relative-clause
infinitive that-clause nominalization
Basic patterns
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Basic patterns : ���3 predicates mapping into different parts of speech
agent
MAX
READ
Noun + Verb
attribute
MAX
CLEVER
Noun + Adjective
manner
RUN
FAST
...Verb + Adverb
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‘Infinitival-construction’ vs. ‘That-clause’
object
JOHN
FEELMAX exper.
LIEagent
Infinitival construction That-clause
object
LIKEagent
DANCEagent
MAX
MAX
Max likes to dance. Max felt that John lied.
Check nature of the arguments (coreference) and link types
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‘Infinitival-construction’ vs. ‘That-clause’
Infinitive:She likes to dance
That-clause:She noticed that he lied.
Coreference
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‘Nominalisation’ vs. ‘Relative-clause’
object
REGRETMAX exper.
ED LEAVEagent
Nominalisation Relative-clause
Max regretted Ed’s departure. Max knew the man who stole the car.
2 incoming links pointing towards man.
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‘Nominalisation’ vs. ‘Relative-clause’
NOMINALISATION:She regretted his departure.
Relative-clause:She knew the person
who called her.
2 incoming links pointing towards an argument
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Potentially multiple mappings:���‘nominalisation’ vs. ‘that-clause’
object
JOHN
FEELMAX exper.
LIEagent
That-clause
Max felt that John lied.
object
REGRETMAX exper.
ED LEAVEagent
Nominalisation
Max regretted Ed’s departure.
check ‘nominalizability’