Project Title: Term Informativeness PI: T. Jaakkola Participants: Jason Rennie and Tommi Jaakkola (MIT CSAIL) Abstract: Informal communication (e-mail, bulletin boards) poses a difficult learning environment because traditional grammatical and lexical information are noisy. For named entity extraction how topic-centric, or “informative,” a word is can provide valuable additional information. We...

Starting from a large collection of digitized raw-text descriptions languages the world, we address problem extracting information interest to linguists these. We describe general technique extract properties described associated with specific term. The is simple implement, explain, requires no training data or annotation, and manual tuning thresholds. results are evaluated on gold standard dat...

as a culture-based phenomenon which involves both linguistic and social aspects, translation has been investigated from various perspectives. the present critical discourse analysis (cda)-based study is an attempt to probe into the manipulation of ideologies in translations of political texts. a cda approach, based on fairclough (1989), van dijk (2004) and farahzad (2007), was adopted to conduc...

occasionally, explaining certain lingual phenomena can be very difficult and complex. for example, one may ask why there are certain types of words or combination of words or why a language contains grammatical, conjugation and syntax structure. all these questions are connected to a long term process of the growth and development of language. everybody uses words without thinking, or rather a ...

Acquiring language requires segmenting speech into individual words, and abstracting over those words to discover grammatical structure. However, these tasks can be conflicting-on the one hand requiring memorisation of precise sequences that occur in speech, and on the other requiring a flexible reconstruction of these sequences to determine the grammar. Here, we examine whether speech segmenta...

Researchers have extensively compared different L2 learning contexts, such as EFL versus study-abroad, for their impacts on oral production; however, scant attention, if any, has been paid to comparing EFL settings in terms of input factors such as textbooks, amount of contacts in L2, and teachers. Accordingly, the effects of these factors on the oral production skills were investigated in this...