Screen shots of IToldU
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Bilingual Lexical Data Contributed by Language Teachers Via a Web Service: Quality vs. Quantity V. Bellynck, Ch. Boitet, J. Kenwright INGP & UJF, Grenoble, France A knowledge engineering context Three questions in such a context General goal: collect detailed lexical information about many languages The knowledge to build is HIDDEN, IMPLICIT hence comparable to search for exoplanets but it HAS TO BE ELICITED FROM HUMANS In order to build a sizable amount of reliable knowledge, - WHO will contribute (expertise, etc.) ? - WHAT kind of information will be built ? - HOW to elicit contributions ? voluntary & opportunistic / organized constrained (hence organized)
description
Bilingual Lexical Data Contributed by Language Teachers Via a Web Service: Quality vs. Quantity V. Bellynck, Ch. Boitet, J. Kenwright INGP & UJF, Grenoble, France. Screen shots of IToldU. Dictionarial evaluation (first year). - PowerPoint PPT Presentation
Transcript of Screen shots of IToldU
Bilingual Lexical Data Contributed by Language Teachers Via a Web Service:
Quality vs. Quantity V. Bellynck, Ch. Boitet, J. Kenwright
INGP & UJF, Grenoble, France
A knowledge engineering context Three questions in such a context
General goal: collect detailed lexical information about many languages
The knowledge to build is
HIDDEN, IMPLICIT
hence comparable to search for exoplanets
but it HAS TO BE ELICITED FROM HUMANS
In order to build a sizable amount of reliable knowledge,
- WHO will contribute (expertise, etc.) ?
- WHAT kind of information will be built ?
- HOW to elicit contributions ?
voluntary & opportunistic / organized
constrained (hence organized)
The IToldU project offers an effective combination
Screen shots of IToldU
Invented example
Error: the teacher willoverstrike it
Dictionarial evaluation (first year)
Quantitative aspect Qualitative aspect (base on the revision of first year contribution)
First semester : 12,000 English-French entries were entered by the students, along with about 8,000 usage contexts
Second semester : +5,000 English-French entries with less than 200 entries lacked contexts
After the first year of use to increase the free usage context contributions, the number of entries to contribute has been limited to 2*30 per student for technical field and for common vocabulary
Second year : +4000 entries
Third year, first semester ; +2000 entries
Apart from errors arising from problems in inputting diacritics on the Web, the French translations of English terms are almost all correct. By contrast, 15% to 20% of usage contexts are not examples of use.
Translations
95% of the translations seem correct to us,
about 30% concern a purely technical lexical field, while 70% concern “paratechnical” fields,
From usage contexts to examples of us
Teachers evolves from asking usage context to examples of us, because of -several unexpected contributions such as telling the « domain » of a citation, or a kind of définition (without using the word to illustrate), -emerging king of « invented » context
