Using a Textual Representation Level Component in the Context of Discourse and Dialogue Generation
نویسنده
چکیده
A natural language generation system is typically constituted by two main components: a content planning component (e.g., text planner or dialogue act planner) and a linguistic realization component. But, this is not sufficient since, on the one hand, the message built by the content pldnning component is generally not adequately detailed in order to control the many possibilities for its expression and, on the other hand, the content planner cannot influence the way in which the message will be verbalized. Generation systems require a third component, called the micro-planning (or sentence planning or phrasing) component, which acts as an intermediary between the pragmatico-semantic level and the purely syntactic level. The micro-planner is responsible for transforming the message into a textual structure. For this transformation to be achieved, grammatical and lexical resources must be selected. 1 I n t r o d u c t i o n Traditionally, the architecture of a generation system is either pipelined (e.g., TEXT [McKeown 85]), interleaved (e.g., PAULINE [Hovy 90]) or integrate.d (e.g., KAMP [Appelt 85]). Whatever the approach, the system is divided into two main components: a message planning component and a linguistic realization component. The former is responsible for the selection and organization of the information to be conveyed; it builds a structure often called message . The latter involves the formulation of the message in grammatically correct sentences. In a context of discourse, the message planning component is a text planner and the message is a t e x t p l an *This work was realized at the lstituto per la Ricerca Scientifica e Tecnolo#ica ( IRST) in Trento (Italy). (e.g., see [Maier & Not 93]). In a context of dialogue, the message planner is a 'fictitious' component consisting of a dialogue act planner, which precedes the generation system, and a planner for surface linguistic acts, which is a component of the generation system. The dialogue act planner builds plans of dialogue acts. A plan of dialogue acts is a tree-like structure in which non-leaf nodes are. macro-acts (e.g., "disjunction" or "sequence" of dialogue acts) and leaf nodes are dialogue acts (see [Sadek 91]). A dialogue act conveys information about its type (e.g., "inform", "yn-question" or "confirm"), its propositional content (i.e., a semantico-conceptual representation of the information to be communicated), and the interlocutors. The surface linguistic act planner transforms a plan of dialogue acts into a p l a n o f su r face l ingu i s t i c ac t s (i.e., the message). In particular, the dialogue act type is transformed into a surface linguistic act type such as "assertion", "answer" or "question", and the semanticoconceptual content into a semantic propositional content (cf. figure 1 and section 3). One of the problems which appear in traditional generation systems concerns the message itself: it is underspecified with respect to the language. On the one hand, the message planner cannot influence the way in which the message will be verbalized, and, on the other hand, the message is not detailed enough for the many possibilities for its expression to be controlled. Figure 1 shows several messages (a text plan and three surface linguistic acts corresponding to the same dialogue act) and their different verbalizations. A second problem is related to the fact that most generation systems produce texts successfully since they implicitly ensure that the messages are expressible. For instance, in the case where the message is a text plan, each atomic unit in the message must be a proposition, and thus can always be realized as a clause. Each unit can be independently translated into the language using the linguistic realization component, since there are
منابع مشابه
Using a Textual Representational Level Component in the Context of Discourse or Dialogue Generation
A natural language generation system is typically constituted by two main components: a content planning component (e.g., text planner or dialogue act planner) and a linguistic realization component. But, this is not suucient since, on the one hand, the message built by the content planning component is generally not adequately detailed in order to control the many possibilities for its express...
متن کاملThe Effect of Visual Representation, Textual Representation, and Glossing on Second Language Vocabulary Learning
In this study, the researcher chose three different vocabulary techniques (Visual Representation, Textual Enhancement, and Glossing) and compared them with traditional method of teaching vocabulary. 80 advanced EFL Learners were assigned as four intact groups (three experimental and one control group) through using a proficiency test and a vocabulary test as a pre-test. In the visual group, stu...
متن کاملIdentity Representation Strategies used by English and EL2 Political Actors and Researchers
Previous literature on the study of identity representation in political discourse has been mainly concerned with the spoken discourse and the representation of self. However, the way different groups of political agents represent others’ identities across languages has not attracted much attention. Using Wodak’s (2007) Discourse Historical approach to CDA, the present study investigates the wa...
متن کاملStructuring Racist Ideologies in Stephen Crane’s “A Dark Brown Dog”: A Critical Discourse Analysis
This paper deals with the study of how racist ideologies are constructed in Crane’s “A Dark Brown Dog” using the CDA framework. Benefitting from the approaching between literature and linguistics, it focuses on the linguistic examination of the (re)construction of whiteness and blackness based on the assumption that racism is: a social, a discursive, and an ideological construct. This tri-dimen...
متن کاملTextual Engagement of Native English Speakers in Doctoral Dissertation Discussion Sections
Academic writing is no longer considered an objective and impersonal form of discourse. It is now seen as an attempt involving interaction between writers and readers; hence, academics are not only required to produce texts representing external realities but also to use language to recognize, build, and exchange social relations. The present study aimed to analyze how native English speakers, ...
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 1994