http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : ( Guy Lapalme ) (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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Learn to Describe Objects the way ‘Ordinary’ People Do by Using Language Technology
Michael Zock,Guy Lapalme,Mehdi Yousfi-Monod 서울대학교 인지과학연구소 2015 Journal of Cognitive Science Vol.16 No.2
Speaking consists to a large extend in making statements about objects: ‘”The babyis asleep”, “The gameis over”, etc. Yet objects can be described in many ways: it, the library, the first building to the right, etc. The way how an object is described or referred to depends to a large extent on the context, i.e. the set of elements (physically or mentally present in the listeners mind) with which the target can be confused (think of different kind of round objects you can purchase in a sporting goods retail store). Hence, the question: how does a speakers decide on the information to convey (content) and on the linguistic resource to use (expression)? This implies among other things pragmatic knowledge, which is often learned on the basis of correlations. People realize that changes of the situation often reflect in language: different inputs (ideas, objects of a scene) yielding different outputs, i.e. linguistic forms. We present here a setting that allows for this kind of learning. It is a web-based application that generates a scene and various descriptions of its components. Users can change the scene and watch how these choices affect (or not) the linguistic form. The descriptions are produced in English and French, and they are rated in terms of communicative adequacy. This should allow students not only to learn to produce correct sentences, but also help them to realize which one of them is, communicatively speaking, the most adequate form.
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Become Fluent in a Foreign Language by Using an Improved Technological Version of an Outdated Method
( Michael Zock ),( Guy Lapalme ),( Lih Juang Fang ) 서울대학교 인지과학연구소 2015 Journal of Cognitive Science Vol.16 No.2
Speaking a language can be an overwhelming task. The message (what to say), its corresponding linguistic expression (how to say it) and sound form (say it, i.e. articulation) have to be determined practically on the fly. To allow for this, parts of the process, in general the mechanical aspects (sentence structures) are automated, that is, they are carried out without requiring attention allowing the speaker to focus on other more important aspects, for example, the message (meaning). Speaking is a skill which has to be learned, and this can be supported in various ways. We propose an enhanced, computerized version of a well-known method: pattern drills. While being highly regarded in the sixties, pattern drills (PD) have become unpopular since then. Despite certain shortcomings we do believe in their virtues, at least with regard to the memorization of basic structures and the acquisition of fluency, the skill to produce language at a ‘normal’ rate. Of course, the method has to be improved, and we will show here how this can be achieved. Unlike tapes or books, computers are open media, allowing for dynamic changes, taking users’ performances and preferences into account. Our drill-tutor, a small web application still in its prototype phase, allows for this. It is a free, electronic version of pattern drills, i.e. an exercise generator, open and adaptable to the users’ ever changing needs.
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Learn to Describe Objects the way "Ordinary" People Do via a Web-Based Application
( Michael Zock ),( Guy Lapalme ),( Mehdi Yousfi Monod ) 서울대학교 인지과학연구소 2015 Journal of Cognitive Science Vol.16 No.2
Speaking consists to a large extend in making statements about objects: ‘”The baby is asleep”, “The game is over”, etc. Yet objects can be described in many ways: it, the library, the first building to the right, etc. The way how an object is described or referred to depends to a large extent on the context, i.e. the set of elements (physically or mentally present in the listeners mind) with which the target can be confused (think of different kind of round objects you can purchase in a sporting goods retail store). Hence, the question: how does a speakers decide on the information to convey (content) and on the linguistic resource to use (expression)? This implies among other things pragmatic knowledge, which is often learned on the basis of correlations. People realize that changes of the situation often reflect in language: different inputs (ideas, objects of a scene) yielding different outputs, i.e. linguistic forms. We present here a setting that allows for this kind of learning. It is a web-based application that generates a scene and various descriptions of its components. Users can change the scene and watch how these choices affect (or not) the linguistic form. The descriptions are produced in English and French, and they are rated in terms of communicative adequacy. This should allow students not only to learn to produce correct sentences, but also help them to realize which one of them is, communicatively speaking, the most adequate form.
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