The "Meaning" system on the English all-words task
نویسندگان
چکیده
The “Meaning” system has been developed within the framework of the Meaning European research project1 . It is a combined system, which integrates several supervised machine learning word sense disambiguation modules, and several knowledge– based (unsupervised) modules. See section 2 for details. The supervised modules have been trained exclusively on the SemCor corpus, while the unsupervised modules use WordNet-based lexico–semantic resources integrated in the Multilingual Central Repository (MCR) of the Meaning project (Atserias et al., 2004). The architecture of the system is quite simple. Raw text is passed through a pipeline of linguistic processors (tokenizers, POS tagging, named entity extraction, and parsing) and then a Feature Extraction module codifies examples with features extracted from the linguistic annotation and MCR. The supervised modules have priority over the unsupervised and they are combined using a weighted voting scheme. For the words lacking training examples, the unsupervised modules are applied in a cascade sorted by decreasing precision. The tuning of the combination setting has been performed on the Senseval-2 allwords corpus. Several research groups have been providers of resources and tools, namely: IXA group from the University of the Basque Country, ITC-irst (“Istituto per la Ricerca Scientifica e Tecnologica”), University of Sussex (UoS), University of Alicante (UoA), and TALP research center at the Technical University of Catalonia. The integration was carried out by the TALP group.
منابع مشابه
The Effect of Raising Morphological Decomposition Awareness on Lexical Knowledge of Complex English Words
Lexical knowledge of complex English words is an important part of language skills and crucial for fluent language use. This study aimed to assess the role of morphological decomposition awareness as a vocabulary learning strategy on learners’ productive and receptive recall and recognition of complex English words. University students majoring English at the...
متن کاملTask-Induced Involvement in L2 Vocabulary Learning: A Case for Listening Comprehension
The study aimed at investigating whether the retention of vocabulary acquired incidentally is dependent upon the amount of task-induced involvement. Immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in L1, and listening comprehension + dictio...
متن کاملA Persian-English Cross-Linguistic Dataset for Research on the Visual Processing of Cognates and Noncognates
Finding out which lexico-semantic features of cognates are critical in cross-language studies and comparing these features with noncognates helps researchers to decide which features to control in studies with cognates. Normative databases provide necessary information for this purpose. Such resources are lacking in the Persian language. We created a dataset and determined norms for the essenti...
متن کاملThe Comparison of Computer Assisted Teaching and Traditional Explicit Method in Learning / Teaching English Vocabulary.
This review surveys research on second language vocabulary teaching and learning since1999. It first considers the distinction between incidental and intentional vocabulary learning.Although learners certainly acquire word knowledge incidentally while engaged in variouslanguage learning activities, more direct and systematic study of vocabulary is also required.There is a discussion of how word...
متن کاملL2 Vocabulary Learning and the Use of Reading Tasks: Manipulating the Involvement Load Index
As Schmidt (2008) states, deeper engagement with new vocabulary as induced by tasks clearly increases the chances of learning those words. This engagement is theoretically clarified by the involvement load hypothesis (ILH, Laufer and Hulstijn, 2001), based on which the involvement index of each task can be measured. The present study was designed to test ILH by evaluating the impact of 4 differ...
متن کاملL2 Vocabulary Learning and the Use of Reading Tasks: Manipulating the Involvement Load Index
As Schmidt (2008) states, deeper engagement with new vocabulary as induced by tasks clearly increases the chances of learning those words. This engagement is theoretically clarified by the involvement load hypothesis (ILH, Laufer and Hulstijn, 2001), based on which the involvement index of each task can be measured. The present study was designed to test ILH by evaluating the impact of 4 differ...
متن کامل