Grounding Language by Continuous Observation of Instruction Following
نویسندگان
چکیده
Grounded semantics is typically learnt from utterance-level meaning representations (e.g., successful database retrievals, denoted objects in images, moves in a game). We explore learning word and utterance meanings by continuous observation of the actions of an instruction follower (IF). While an instruction giver (IG) provided a verbal description of a configuration of objects, IF recreated it using a GUI. Aligning these GUI actions to subutterance chunks allows a simple maximum entropy model to associate them as chunk meaning better than just providing it with the utterance-final configuration. This shows that semantics useful for incremental (word-by-word) application, as required in natural dialogue, might also be better acquired from incremental settings.
منابع مشابه
CS229 Final Project: Language Grounding in Minecraft with Gated-Attention Networks
A key question in language understanding is the problem of language grounding – how do symbols such as words get their meaning? We examine this question in the context of task oriented language grounding in gameplay. In order to perform tasks and challenges specified by natural language instructions, agents need to extract semantically meaningful representations of language and map it to the vi...
متن کاملGated-Attention Architectures for Task-Oriented Language Grounding
To perform tasks specified by natural language instructions, autonomous agents need to extract semantically meaningful representations of language and map it to visual elements and actions in the environment. This problem is called taskoriented language grounding. We propose an end-to-end trainable neural architecture for task-oriented language grounding in 3D environments which assumes no prio...
متن کاملObservation and Feedback of Content Specialists versus General English Teachers: Suggestions to Make Optimal English for Specific Purposes Courses
There is a growing interest among the higher education principals and policy makers to improve teacher evaluation methods and more important than that to use the evaluation data. A number of research studies implied the ineffective instruction of ESP courses in Iran (Atai, 2002; Eslami, 2005; Hayati, 2008; Ahmadi, 2008; Sherkatolabbasi & Mahdavi, 2012; Boniadi, Ghojazadeh & Rahmatvand, 2013). T...
متن کاملConcept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners
The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 str...
متن کاملThe Effects of Planned Instruction on Iranian L2 Learners' Interlanguage Pragmatic Development
L2 research has shown that instruction in L2 pragmatics is necessary. The current study evaluated the impact of explicit instruction on EFL learner's awareness and production of three speech acts of request, apology, and complaint. It also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the L2 classroom. Iranian undergraduate students maj...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
عنوان ژورنال:
دوره شماره
صفحات -
تاریخ انتشار 2017