In this paper, we propose to enhance machine translation system combination (MTSC) with a sentence-level paraphrasing model trained by a neural network. This work extends the number of candidates in MTSC by paraphrasi...In this paper, we propose to enhance machine translation system combination (MTSC) with a sentence-level paraphrasing model trained by a neural network. This work extends the number of candidates in MTSC by paraphrasing the whole original MT translation sentences. First we train a neural paraphrasing model of Encoder-Decoder, and leverage the model to paraphrase the MT system outputs to generate synonymous candidates in the semantic space. Then we merge all of them into a single improved translation by a state-of-the-art system combination approach (MEMT) adding some new paraphrasing features. Our experimental results show a significant improvement of 0.28 BLEU points on the WMT2011 test data and 0.41 BLEU points without considering the out-of-vocabulary (OOV) words for the sentence-level paraphrasing model.展开更多
The aim of this paper is to exploit the existing Lexicon-Grammar(LG)tables,as well as to assess their relative importance vis-à-vis the concept of transformation and automatic paraphrasing.These operations includ...The aim of this paper is to exploit the existing Lexicon-Grammar(LG)tables,as well as to assess their relative importance vis-à-vis the concept of transformation and automatic paraphrasing.These operations include multiple processes at the lexical,morpho-syntactic,and semantic levels.Our proposal is to model highly productive phenomena of the Arabic language,such as pronominalization and passivization,dedicated to the both Arabic verb classes and Multiword Expressions(MWEs),in order to formalize the relation between structures and their semantic properties and thus to represent the symmetry and pairs between sentences that share a predicate that links the noun and a support verb.Furthermore,the automatic process of paraphrasing involves both the distributional and transformative features of each class of verbs or other structures such as Arabic MWEs.This research in progress outlines how to build Lexicon-Grammar tables for Arabic syntactic sentences by using automatic paraphrasing in a large transformational grammar on the one hand,and to implement it into both NooJ electronic dictionaries and local grammars on the other hand.展开更多
This paper seeks to identify errors made my English majors in academic writing so that preventive measures such as effective pedagogic strategies and learning activities can be devised and conducted to reduce these er...This paper seeks to identify errors made my English majors in academic writing so that preventive measures such as effective pedagogic strategies and learning activities can be devised and conducted to reduce these errors. In order to facilitate learners in horning their skills in paraphrasing, a practical strategy is proposed. It is hoped that by implementing strategies like this, ESL learners will be confident in using their own words to paraphrase academic texts with minimal errors.展开更多
在英语学习中广为流传着这样一种说法:“得阅读者得天下”。可见,阅读已经成为了英语教学的“重头戏”。分析近年的上海高考英语试题,我们发现试题中的阅读部分呈现出三“加”趋势,即阅读部分的容量逐渐在加重,词汇量逐渐在加大以及阅...在英语学习中广为流传着这样一种说法:“得阅读者得天下”。可见,阅读已经成为了英语教学的“重头戏”。分析近年的上海高考英语试题,我们发现试题中的阅读部分呈现出三“加”趋势,即阅读部分的容量逐渐在加重,词汇量逐渐在加大以及阅读试题的难度逐渐在加深。然而,审视目前的高中英语阅读教学,我们不难发现阅读教学中普遍存在着“三低”现象,即学生记忆词汇的效率低,理解难句的能力低以及把握篇幅的水平低等。有鉴于此,高中英语教师一直试图提升阅读教学的效率。作为一种有效的阅读教学方法,“paraphrasing”教学法,即让学生“Studying English in English.”换句话说:鼓励学生用自己的语言正确表达原文的意思。“paraphrasing”是提升高中英语阅读教学效率的一条蹊径。本文在借鉴相关理论研究成果的基础上,并通过教学实例,浅显论述高中英语阅读教学所面临的困境以及“paraphrasing”教学法的有效运用。展开更多
Based on the paraphrasing of Chinese simple sentences,the complex sentence paraphrasing by using templates are studied.Through the classification of complex sentences,syntactic analysis and structural anal...Based on the paraphrasing of Chinese simple sentences,the complex sentence paraphrasing by using templates are studied.Through the classification of complex sentences,syntactic analysis and structural analysis,the proposed methods construct complex sentence paraphrasing templates that the associated words are as the core.The part of speech tagging is used in the calculation of the similarity between the paraphrasing sentences and the paraphrasing template.The joint complex sentence can be divided into parallel relationship,sequence relationship,selection relationship,progressive relationship,and interpretive relationship’s complex sentences.The subordinate complex sentence can be divided into transition relationship,conditional relationship,hypothesis relationship,causal relationship and objective relationship’s complex sentences.Joint complex sentence and subordinate complex sentence are divided to associated words.By using pretreated sentences,the preliminary experiment is carried out to decide the threshold between the paraphrasing sentence and the template.A small scale paraphrase experiment shows the method is availability,acquire the coverage rate of paraphrasing template 40.20%and the paraphrase correct rate 62.61%.展开更多
Paraphrase作为动词时,其中文意思为“释意、意译”(Page 946《新英汉词典》);其英文译释为“to express the meaning of(a word,phrase or work)in other words,usually with the object of fuller and clearer exposition;to render o...Paraphrase作为动词时,其中文意思为“释意、意译”(Page 946《新英汉词典》);其英文译释为“to express the meaning of(a word,phrase or work)in other words,usually with the object of fuller and clearer exposition;to render or translate with latitude”(Page 204.Volume Ⅺ.The Oxford English Dictionary,Second Edition)。展开更多
阅读理解经常会涉及学生不懂的'新'词或长难句。笔者偶尔观摩同事或同行在讲评阅读理解的时候,唯恐学生不理解,教师往往会把其中的生词、长句或学生觉得费解的地方,直截了当地用中文解释给学生听。譬如,请看下面的例句(画线部...阅读理解经常会涉及学生不懂的'新'词或长难句。笔者偶尔观摩同事或同行在讲评阅读理解的时候,唯恐学生不理解,教师往往会把其中的生词、长句或学生觉得费解的地方,直截了当地用中文解释给学生听。譬如,请看下面的例句(画线部分为关键词)。1.She fell violently in love with him.2.His comments sparked off a heated quarrel展开更多
Integrated writing tasks,requiring writers to summarize source content and integrate their ideas or experience with those in the source text,are widely used in standardized tests of English proficiency.Integrated writ...Integrated writing tasks,requiring writers to summarize source content and integrate their ideas or experience with those in the source text,are widely used in standardized tests of English proficiency.Integrated writing adds an element not found in traditional independent writing:the use of source text material.Recently,concern has been raised that over-reliance on source texts in integrated writing may lead to plagiarism as well as inaccurate assessment which calls for further investigation.Research on L2 students’writing using sources has broadened its focus from transgressive citing practices to stages of skill development in this complicated literacy,the successive challenges students face,and how instruction might be of benefit.Previous literature mainly focused on source use in academic writing and seldom considered summary writing in standardized tests,while summary strategy is particularly important in standardized tests,in which summary accounts for a significant part of the assessment criteria.Given that a series of previous literature have indicated that source text use,source texts,and prompts are associated with the quality of summary writing,this article reviews the source text borrowing in the summary of integrated writing to further explore the relationship between some variables and the quality of summary writing and therefore finds some research gaps in this field.展开更多
基金This paper is supported by the project of Natural Science Foundation of China (Grant No. 61272384&61370170).
文摘In this paper, we propose to enhance machine translation system combination (MTSC) with a sentence-level paraphrasing model trained by a neural network. This work extends the number of candidates in MTSC by paraphrasing the whole original MT translation sentences. First we train a neural paraphrasing model of Encoder-Decoder, and leverage the model to paraphrase the MT system outputs to generate synonymous candidates in the semantic space. Then we merge all of them into a single improved translation by a state-of-the-art system combination approach (MEMT) adding some new paraphrasing features. Our experimental results show a significant improvement of 0.28 BLEU points on the WMT2011 test data and 0.41 BLEU points without considering the out-of-vocabulary (OOV) words for the sentence-level paraphrasing model.
文摘The aim of this paper is to exploit the existing Lexicon-Grammar(LG)tables,as well as to assess their relative importance vis-à-vis the concept of transformation and automatic paraphrasing.These operations include multiple processes at the lexical,morpho-syntactic,and semantic levels.Our proposal is to model highly productive phenomena of the Arabic language,such as pronominalization and passivization,dedicated to the both Arabic verb classes and Multiword Expressions(MWEs),in order to formalize the relation between structures and their semantic properties and thus to represent the symmetry and pairs between sentences that share a predicate that links the noun and a support verb.Furthermore,the automatic process of paraphrasing involves both the distributional and transformative features of each class of verbs or other structures such as Arabic MWEs.This research in progress outlines how to build Lexicon-Grammar tables for Arabic syntactic sentences by using automatic paraphrasing in a large transformational grammar on the one hand,and to implement it into both NooJ electronic dictionaries and local grammars on the other hand.
文摘This paper seeks to identify errors made my English majors in academic writing so that preventive measures such as effective pedagogic strategies and learning activities can be devised and conducted to reduce these errors. In order to facilitate learners in horning their skills in paraphrasing, a practical strategy is proposed. It is hoped that by implementing strategies like this, ESL learners will be confident in using their own words to paraphrase academic texts with minimal errors.
文摘在英语学习中广为流传着这样一种说法:“得阅读者得天下”。可见,阅读已经成为了英语教学的“重头戏”。分析近年的上海高考英语试题,我们发现试题中的阅读部分呈现出三“加”趋势,即阅读部分的容量逐渐在加重,词汇量逐渐在加大以及阅读试题的难度逐渐在加深。然而,审视目前的高中英语阅读教学,我们不难发现阅读教学中普遍存在着“三低”现象,即学生记忆词汇的效率低,理解难句的能力低以及把握篇幅的水平低等。有鉴于此,高中英语教师一直试图提升阅读教学的效率。作为一种有效的阅读教学方法,“paraphrasing”教学法,即让学生“Studying English in English.”换句话说:鼓励学生用自己的语言正确表达原文的意思。“paraphrasing”是提升高中英语阅读教学效率的一条蹊径。本文在借鉴相关理论研究成果的基础上,并通过教学实例,浅显论述高中英语阅读教学所面临的困境以及“paraphrasing”教学法的有效运用。
文摘Based on the paraphrasing of Chinese simple sentences,the complex sentence paraphrasing by using templates are studied.Through the classification of complex sentences,syntactic analysis and structural analysis,the proposed methods construct complex sentence paraphrasing templates that the associated words are as the core.The part of speech tagging is used in the calculation of the similarity between the paraphrasing sentences and the paraphrasing template.The joint complex sentence can be divided into parallel relationship,sequence relationship,selection relationship,progressive relationship,and interpretive relationship’s complex sentences.The subordinate complex sentence can be divided into transition relationship,conditional relationship,hypothesis relationship,causal relationship and objective relationship’s complex sentences.Joint complex sentence and subordinate complex sentence are divided to associated words.By using pretreated sentences,the preliminary experiment is carried out to decide the threshold between the paraphrasing sentence and the template.A small scale paraphrase experiment shows the method is availability,acquire the coverage rate of paraphrasing template 40.20%and the paraphrase correct rate 62.61%.
文摘Paraphrase作为动词时,其中文意思为“释意、意译”(Page 946《新英汉词典》);其英文译释为“to express the meaning of(a word,phrase or work)in other words,usually with the object of fuller and clearer exposition;to render or translate with latitude”(Page 204.Volume Ⅺ.The Oxford English Dictionary,Second Edition)。
文摘阅读理解经常会涉及学生不懂的'新'词或长难句。笔者偶尔观摩同事或同行在讲评阅读理解的时候,唯恐学生不理解,教师往往会把其中的生词、长句或学生觉得费解的地方,直截了当地用中文解释给学生听。譬如,请看下面的例句(画线部分为关键词)。1.She fell violently in love with him.2.His comments sparked off a heated quarrel
文摘Integrated writing tasks,requiring writers to summarize source content and integrate their ideas or experience with those in the source text,are widely used in standardized tests of English proficiency.Integrated writing adds an element not found in traditional independent writing:the use of source text material.Recently,concern has been raised that over-reliance on source texts in integrated writing may lead to plagiarism as well as inaccurate assessment which calls for further investigation.Research on L2 students’writing using sources has broadened its focus from transgressive citing practices to stages of skill development in this complicated literacy,the successive challenges students face,and how instruction might be of benefit.Previous literature mainly focused on source use in academic writing and seldom considered summary writing in standardized tests,while summary strategy is particularly important in standardized tests,in which summary accounts for a significant part of the assessment criteria.Given that a series of previous literature have indicated that source text use,source texts,and prompts are associated with the quality of summary writing,this article reviews the source text borrowing in the summary of integrated writing to further explore the relationship between some variables and the quality of summary writing and therefore finds some research gaps in this field.
