Eckhard Bick - VISL

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the reach of "subject"-ness or "object"-ness. Most strikingly so in the case of parenthetic relative clauses: Ann, who hadn't slept for two nights, wanted to go home - Who wanted to go home? - Ann. Here, word based dependency analysis seems to be mentally more basic than constituent analysis, which becomes secondary: It is the primary subjects 'rabbit' and 'Ann' that grow into complex constituents by absorbing modifiers like 'stupid' or 'who hadn’t slept for two nights', - and not a (larger) subject constituent that breaks down into several sub-constituents. I believe that it is pedagogically important to start from the (concrete) referent centre (i.e. 'the rabbit' and 'Ann') and work from there by adding more and more bricks (each of them still as small and as concrete as possible), creating a - larger - whole that is still concrete in the child's mind, instead of starting with an abstract unit (a subject constituent) that will not be made concrete but several layers of analysis further down (i.e. at word level). Therefore, the current internet teaching system offers the choice of a CG-derived interactive grammar module, where this thought is matched both by notation and procedural sequentiality: Functions are tagged at a phrase's head word, and it is possible to correctly click and identify, say, a subject head as "subject", even before possible modifiers have been attached by additional clicks and menu-choices. This contrasts strongly with a traditional constituent based approach, where there can be no subject without a subject constituent. Still, while advocating a head-driven and bottom-up analysis for pedagogical and psycholinguistic reasons, the flexibility principle is applied to this matter, too, and students do have the choice of a tree-structured constituent analysis (which, for Portuguese, is automatically derived from the flat dependency notation), thus facilitating a top-down perspective where desired 236 . 7.2.4. The interface The system is implemented as a free-for-all distributed teaching environment, with one or more servers running the grammar software and the CGI-programs necessary to interact through the internet with users at their school, university or home computers (1). A central IT-grammar server handles - in parallel - a large number of student terminals that may focus on different languages, different levels of analysis or different training tasks, representing different notational or grammatical systems. 236 The choice of options integrated into the interactive , i.e. student driven, analysis is not the same in the tree notation scheme as in the flat dependency grammar notation, partly for pedagogical reasons - because the two notations focus on different structural and functional aspects of sentence analysis - partly for technical reasons, since the former is java-based, while the latter is entirely based on iteratively cgi-generated standard html pages. Both, however, depend of the flexibility of the underlying CG-analysis, and one of the spin-offs of the <strong>VISL</strong>-project at OU will - hopefully - be a more flexible CGcompiler allowing the integration of notationally conditioned changes (like for instance constituent boundaries) into the rule system of the disambiguation grammar itself, as well as the mapping of add-on corrections and tutoring comments. A first version of a tree-drawing java program was written by Thomas Larsen and later modified and extended by Martin Carlsen for the <strong>VISL</strong>-project at Odense University. - 412 -
(1) Distributed grammar teaching environment: syntax defini - tions node CG IT translation All computation is done at server side, and user input and choices are managed through server-updated html-forms, either directly or by providing parameters for a java-applet. This method has a number of advantages over traditional user side based software: First, no software has to be sold or distributed and, consequently, copy-right problems are minimized; second, the age and quality of the user's computer is of less importance (as long as it can run a java-enabled browser), and - not entirely unimportant for multilanguage applications - incompatibilities with regard to software, character set, machine type etc. are circumvented; third, interaction is speedy, since only short html-texts are sent back and forth, while programs proper are run by those machines that are good at it - heavy computation intensive grammar programs by the server, light keyboard, mouse and text manipulation by the terminal machine whose language and other preferences remain customised by the user. The flow chart diagram (2) illustrates the interaction between student and grammar server in a sequential way, pointing out where and how information is - 413 - node trees colour code word class corpu s search
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Eckhard Bick ♠ THE PARSING SYSTEM
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Abstract The dissertation describes
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3.7.2. Making the most of the lexic
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Inflexion tags 451 Syntactic tags 4
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first, - but soon, it would move th
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disambiguated), same level tags (to
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chain, but rather the linguistic co
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2 The lexicomorphological level: St
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The core of PALMORF is written in C
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(d) as part of words. For instance,
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(1) binary search technique: a . .
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acapitã#=#####B(orn)###413 acara#a
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Words with graphical accents often
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2.2.3.2 The inflexional endings lex
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2.2.3.3 The suffix lexicon (1) 1
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Suffix combination rules is also us
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an V a DERP a- [ANT] brad Vi as HV
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"inimigo" ADJ M P "inimigo" N M P
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variable word forms receive '_'- li
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The remaining 2 words of the 4-word
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appear truncated or not, depending
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comparison to the substring consist
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My present linguistic solution 28 i
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In some non-personal proper nouns,
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(i.e., not too complex) derivationa
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2.2.4.5 Abbreviations and sentence
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Another case, where meaning bearing
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2.2.4.6 The human factor: variation
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circumflex-) accented words without
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the tagger tries to identify a word
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xxxar-#1##AaiD######54578 endings-s
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"sombrancelha" N F P '=sobrancelha
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(6) Word class distribution and par
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VFIN 24.96 16 7.77 9 2.46 - - 25 3.
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the present participle by derivatio
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Inflexion tags combine with word cl
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2.2.5.2 The individual word classes
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SPEC "specifiers": independent pron
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WORD FORM and LEXEME CATEGORIES gen
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WORD FORM and LEXEME CATEGORIES dea
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mood VFIN finite IND indicative SUB
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prefixal derivation in verbs comple
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graph. def. characteristics: hyphen
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PP prepositional group de=aluguel
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2.2.5.3 Portuguese particles By ‘
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Deictic adverbs refer to discourse
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algo, algum=tanto, nada, nadinha?,
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quando når, da hvornår quanto [QU
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(1) Language distribution and error
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3 Morphosyntactic disambiguation: T
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(4) "quando" conjunction or adverb
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oth for the simple ambiguities intr
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case of a 3.person possessor, the u
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The fact that these semantic distin
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In (Karlsson et. al, 1995:19ff) an
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meaning- scope someone loves everyb
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• 5. Tags can be integrated as me
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19 0 0 - - - - >= 20 15 1 - - - - t
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Portuguese non-name words. Apart fr
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words: 40.8 10.5 17.9 2.9 0.5 3.1 8
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quite distinct, and few irregular e
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3.3 Borderline ambiguity: The limit
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(5b) They [saw(see) [the girl with
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Choose 'saw', if within the same cl
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ambiguous words), moving them to "l
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(3) modernização "modernizar" N
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3.5.1 Probabilistics: The 'fire a l
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In a brute force approach, for an a
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While undeniably involving more con
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Generative Grammar, introduced and
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node without branches matching the
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example is a grammar of one termina
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wide coverage tagging and parsing t
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ambiguity, Constraint Grammar can a
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syntactic reach of ordinary hand-cr
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“base form-1” .. .. WORD CLAS
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Base forms ("...") are tags like al
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play after base form rules targetin
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The above sequences are examples of
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3.7.2 Making the most of the lexico
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(1) number of CG rules containing a
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Intuitively, one might assume (a) t
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constructions. Something similar is
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are shaded, as well as the sum-colu
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For global context syntactic rules
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In table (4), three types of contex
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ules appear to be slightly more com
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(5a), continued ¡ ¢ number of con
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in the sequential “understanding
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all - 356 978 492 2219 C-percent 39
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3.8 Mapping: From word class to syn
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@ADVL [N-temp ADV PRP #ICL #FS #AS]
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@#AS-A< [ADV-rel] @#AS- @#AS-
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During the project period I have do
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syntactic errors around it, by prov
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1. Orthography and layout normalisa
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Of course, the use of dishesion mar
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S2 para aquele ... está perfeitame
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Parser performance on speech data (
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4 The syntactic level: A dependency
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subjects, but the second subject ca
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(7) SUBJ o [o] DET M S @>N 'the' b
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4.1.2 Dependency relation types: Cl
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(1) Table: Constituent structure ty
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Any further, more detailed, syntact
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discussion are inspired by Perini (
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Thus, we get ”Comeu peixe/bananas
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type-4 adverbials. Second, adverbia
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they all share one, and only one, c
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AB todos estes ambos os uns, uma,
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from personal pronouns, are not mut
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noun. Only very few adjectives (the
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4.2.2 The adpositional group head a
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However, adnominals can point to a
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(g) isso existe (até/nem (nos Esta
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4.3 The verb chain 4.3.1 The predic
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* aspect estar/andar/continuar/segu
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Ordinarily, 'o' is understood as su
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second verb's object 152 ), with so
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different subjects of matrix and su
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case function ± fronting ÷ fronti
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Quando ”quando” ADV @#FS-ADVL
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abalançar a kaste sig ud i at acab
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fazer xt, xd xdr få til at, lade s
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4.4 Clause types and clause functio
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@#ICL- non-finite subclause (combin
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While it is one of the clausality t
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(6) ..., tudo @S< pago @NN mão @
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(1g) Não [queria [comer outro bolo
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Apart from the presence of predicat
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demais [demais] DET M/F S/P @>N ‘
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element is a comparator and the sec
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without a predicator's valency info
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quantifying) cases, indicating adve
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4.5 Under the magnifying glass: Spe
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O assunto eram as ditaduras 2. F E
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The examples show that the normal "
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focusing function to the syntactic
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the quantifying adverbs mais and me
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qual DET @SC> @#FS-KOMP< antes era
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o [o] DET M S @AS< ‘that’ de [d
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[P=predicator, O=object, A=adverbia
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mais=de [mais=de] ADV @>A ‘more
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(2k) Ficou [ficar] V PS 3S IND V
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interno [interno] ADJ M S @N< '-'
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a preposition, por, then allowing f
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4.5.3 Tagging the quantifier 'todo'
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connection with personal pronouns -
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4.5.4 Adverbial function 4.5.4.1 Ar
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explanation for this may be that a
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a [a] DET F S @>N ‘the’ pergun
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carro [carro] N M S @SUBJ> ‘car
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pass the second test ('*De seu novo
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Therefore, the @ADV-@ADVL distincti
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@PIV, @ADV and @SC are - unlike @AD
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heads a "material" PP. The followin
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4.5.4.3 Intensifier adverbs Intensi
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4.5.4.4 Complementiser adverbs: Int
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complementiser in nominal FS or ICL
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hooked AS-relatives (3) they even a
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4.5.4.5 Adverb disambiguation and o
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position: adverb class: A) set oper
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(5b) fits fairly well into the (A)
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antes/depois+de Depois [depois] AD
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While (2c-e) can be described as pr
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In (4d) ter ('have') does have mono
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When the potential subject is post-
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(1) Table: functions of pronominal
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ditador [ditador] N M S @N ‘-’
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In other contexts, para is not usua
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life that the work of different gra
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SPEC DET/SPEC ¬ @#FS/AS-N< artic
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4.6.3 Tree structures for constitue
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dono de restaurante que pilota a pr
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|-@N
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4.7 Elegant underspecification An i
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5 The uses of valency: A bridge fro
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Returning to a research view concer
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5.2 Valency instantiation: From sec
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Note that valency is treated as a f
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Page 372 and 373: In all, the parser uses 16 atomic s
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Page 376 and 377: 6.5 A semantic Constraint Grammar I
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Page 380 and 381: LIST = (@=c @=v @=p @=s @=t) ; LIS
Page 382 and 383: um verão ‘a summer’ * ok. * f
Page 384 and 385: An example of argument-head polysem
Page 386 and 387: The program module implementing the
Page 388 and 389: REMOVE (@=X) (*1 @%jn BARRIER @NON-
Page 390 and 391: @AUX, 'know how to, can' @MV, 'ta
Page 392 and 393: Note that the MT engine will choose
Page 394 and 395: Even where none of the semantic rul
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Page 398 and 399: O Itamarati +HUM @SUBJ The Itamara
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Page 406 and 407: Here, each line of the CG-notation
Page 408 and 409: 7.2 Grammar teaching on the Interne
Page 410 and 411: system's disposal. After acquiring
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Page 418 and 419: The tree structure of the sample se
Page 420 and 421: (5) Syntactic tree structures (VISL
Page 422 and 423: two function tags, since the studen
Page 424 and 425: 7.3 Corpus research In the case of
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Page 430 and 431: The NURC speech corpus (“Norma ur
Page 432 and 433: 7.4 Machine translation 7.4.1. A te
Page 434 and 435: processors used by translators or l
Page 436 and 437: The following diagram shows how dif
Page 438 and 439: 8 Conclusion: The advantages of inc
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Page 442 and 443: Sources: English: EngCG: Karlsson e
Page 444 and 445: (4) Table: syntactic tree structure
Page 446 and 447: lexicon which ensure removal of fal
Page 448 and 449: 8.2 CG Progressive Level Parsing: G
Page 450 and 451: Methodologically, it is commonly cl
Page 452 and 453: $ the dollar sign is used to mark n
Page 454 and 455: @#ICL-AUX< argument verb in verb ch
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Page 458 and 459: SEMANTIC TAGS The tables below prov
Page 460 and 461: ANIMATE NON-HUMAN, NON-MOVING bo 13
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stof 136 fabric seda ‘silke’ ma
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(-CONCRETE, - MASS, +COUNT) ‘modu
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ax 25 plus below: (-CONCRETE, -MASS
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cI 199 process (-CONTROL, imperfect
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oot search lexicon search takes a w
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translation, prepares bilingual lex
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in a typical van/von-name chain con
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Appendix: Example sentences The fol
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é [ser] V PR 3S IND VFIN @FMV quas
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será [ser] V FUT 3S IND VFIN @FMV
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julgamento [julgamento] N M S @P< $
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Os [o] DET M P @>N sabonetes [sabo
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parte [parte] N F S @P< de [de] PR
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inesquecíveis [inesquecível] ADJ
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Literature Almeida, Napoleão Mende
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Lindberg, Nikolaj, “Learning Cons
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Alphabetical index Page numbers in
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averbal subclauses;254 finite subcl
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attributive;249 nominal;248 finite
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for auxiliary definition;235;237 pa
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subject identity test;236 subjects
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ERROR: rangecheck OFFENDING COMMAND
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