On Representing Governed Prepositions and Handling "Incorrect" and Novel Prepositions
نویسندگان
چکیده
NLP systems, in order to be robust, must handle novel and i l l formed input . One common type of error involves the use of non-s tandard preposit ions to mark arguments . In this paper, we argue that such errors can be handled in a systematic fashion, and that a system designed to handle them offers other advantages. We o f f e r a c lass i f i ca t ion scheme for preposi t ion usage errors. Fur ther , we show how the k n o w l e d g e r e p r e s e n t a t i o n employed in the SRA NLP system faci l i tates handl ing these data. 1.0 INTRODUCTION It is well known that NLP systems, in order to be robust, must handle illfo rmed input . One common type of error involves the use o f n o n s t a n d a r d preposit ions to mark arguments. In this paper, we argue that such errors can be handled in a systematic fashion, and that a system designed to handle them offers other advantages. The examples of non-s tandard preposit ions we present in the paper are taken f rom colloquial language, both wri t ten and oral. The type of error these examples represent is qui te f requen t in colloquial wr i t ten language. The f requency of such examples rises sharply in evolving sub-languages and in oral colloquial language. In developing an NLP system to be used by various U.S. government customers, we have been sensitized to the need to handle var ia t ion and innovat ion in preposit ion usage. Handl ing this type of variat ion or innovat ion is part of our overall capabi l i ty to handle novel predicates, which arc f requent in sublanguage. Novel predicates created for sublanguages arc less "stable" in how they mark arguments (ARGUMENT MAPPING) than general English "core" predicates which speakers learn as chi ldren. It can be expected that the eventual advent of successful speech unde r s t and ing systems will f u r t he r emphasize the need to handle this and other var iat ion. The NLP system under deve lopment at SRA incorporates a Natura l Language Knowledge Base (NLKB), a major part of which consists of objects represent ing SEMANTIC PREDICATE CLASSES. The system uses h ierarchical knowledge sources; all general "class-level" character is t ics of a semant ic predicate class, inc lud ing the number , type, and mark ing of their arguments , are put in the NLKB. This leads to increased e f f i c iency in a number of system aspects, e.g., the lexicon is more compact and easier to mod i fy since it only contains id iosyncrat ic in format ion . This representa t ion allows us to d is t inguish be tween Icxical ly and seman t i ca l ly de te rmined ARGUIVIENT MAPPING and to fo rmula te general class-level const ra int re laxat ion mechanisms. I . I CLASSIFYING P R E P O S I T I O N USAGE Preposi t ion usage in English in posit ions governed by predica t ing elements, whether adject ival , verbal, or nominal , may be classified as (I) lexically de te rmined , (2) s y n t a c t i c a l l y d e t e r m i n e d , o r (3) semant ical ly de te rmined . Examples are: LEXICALLY DETERMINED: laugh at, afraid of SYNTACTICALLY DETERMINED: by in passive sentences SEMANTICALLY DETERMINED:
منابع مشابه
Learning spatial prepositions by Iranian EFL learners
The aim of the present study is threefold. The first is that whether there is any difference betweendifferent proficiency level language learners 'use of spatial prepositions. The Second aim is toreveal that if the native language of the participants has any effect on applying the appropriateprepositions and also to find which spatial preposition is difficult to acquire. The present paperexamin...
متن کاملInvestigating the Use of Games and Flash Cards in Teaching Spatial and Temporal Prepositions to Iranian Pre-Intermediate EFL Learners
One of the most problematic areas for teachers and learners in English classrooms is prepositions. Two types of prepositions in English are spatial (space) and temporal (time) prepositions. Prepositions are words linking two entities and thereby specifying the relation of the two. The main purpose of this study was to investigate the role of games and flash cards in learning place and time prep...
متن کاملThe Effect of Different Task Types on Learning Prepositions in Form–Focused and Meaning–Focused Interaction Enhancement-Based Classes
The current study examines the impact of different task types on learning prepositions in form and meaning- focused interaction enhancement- based classes. The participants were 57 second Year University students enrolled in three intact lab classes at Tabriz Islamic Azad University. The first group was provided with form-focused interaction enhancement, the second with the meaning-focused int...
متن کاملThe impact of picture-based vs. context-based method on Iranian intermediate EFL learners' knowledge of prepositions
The present study aimed to investigate the effect of picture-based vs. context-base method onIranian intermediate EFL learners' knowledge of prepositions. The main question this study triedto answer were whether using picture-based vs. context-based method might enhance higherknowledge of prepositions in Iranian learners of English at intermediate level. To answer thequestions, 45 intermediate ...
متن کاملEffect of Using Image-Schemas on Learning L2 Prepositions and Enhancing Learner Autonomy: A Dynamic System Theory and Cognitive Linguistics-Inspired Approach
This study investigated the effect of applying the dynamic system theory (DST) and cognitive linguistics (CL) insights into grammar instruction on EFL learners’ learning of English prepositions and learner autonomy. Sixty Iranian EFL learners at the lower-intermediate level of language proficiency were randomly assigned to 1 experimental and 1 control group. The 2 groups filled out an autonomy ...
متن کاملEffect of Corrective Feedback on the Acquisition of English Prepositions of Movement and Place in Third-grade High School EFL Learners'''' Grammar Performance
This study investigated the effects of corrective feedback (CF) on the acquisition of English prepositions to find out which one would be more effective for third-grade high school learners in their grammar performance. This study also examined declarative and interrogative recasts to see which one the participants preferred to improve their grammar performance. To this end,75 out of 130 female...
متن کامل