Presentation 2006/11/11
A Study of Intelligibility of Learner Language
Emi IZUMI, Kiyotaka UCHIMOTO, Hitoshi ISAHARA,
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Abstract(in English) Non-native speakers of languages often make errors. Although pursuing accuracy is important in language learning or teaching, knowing what types of errors interfere with communication and what types do not would be more beneficial for efficiently enhancing communicative competence. In this paper, we focus attention on errors as a key feature that must have an influence on the intelligibility of a sentence. If we could find any correlation between intelligibility and errors, this will be quite beneficial to describe learners' communicative competence. We will do this first by having native speakers of English check the learners' spoken data and measure the intelligibility of each sentence. Consequently, we add error tags to the data by hand, and then, clustered the error-tagged sentences into groups depending on their intelligibility. Finally, we extract the feature quantity of each type of error for each cluster.
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Keyword(in English) intelligibility / communicative competence / learner corpora / error tags
Paper # TL2006-31
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Committee TL
Conference Date 2006/11/11(1days)
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Registration To Thought and Language (TL)
Language JPN
Title (in Japanese) (See Japanese page)
Sub Title (in Japanese) (See Japanese page)
Title (in English) A Study of Intelligibility of Learner Language
Sub Title (in English)
Keyword(1) intelligibility
Keyword(2) communicative competence
Keyword(3) learner corpora
Keyword(4) error tags
1st Author's Name Emi IZUMI
1st Author's Affiliation Computational Linguistics Group, National Institute of Information and Communications Technology()
2nd Author's Name Kiyotaka UCHIMOTO
2nd Author's Affiliation Computational Linguistics Group, National Institute of Information and Communications Technology
3rd Author's Name Hitoshi ISAHARA
3rd Author's Affiliation Computational Linguistics Group, National Institute of Information and Communications Technology
Date 2006/11/11
Paper # TL2006-31
Volume (vol) vol.106
Number (no) 363
Page pp.pp.-
#Pages 6
Date of Issue