In Proc. of Joint Human Language Technology ConferenceAnnual Meeting of the North American
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Chapter 1 Invitations to LinguisticsUnit 11. Syntax is the study of ____. (TEM 8, 2005)A. language functionsB. sentence structuresC. textual organizationD. word formation2. Which of the following is NOT a design feature of human language? (TEM 8, 2005)A. ArbitrarinessB. ProductivityC. Cultural transmissionD. Finiteness3. The distinction between parole and langue is made by ____. (TEM 8, 2006)A. HallidayB. ChomskyC. BloomfieldD. Saussure4. The description of a language at some point in history is called a ____ study.A. prescriptiveB. synchronicC. descriptiveD. diachronic5. ____ is the study of language in relation to the mind.A. Historical linguisticsB. PsycholinguisticsC. SemanticsD. Morphology6. Which of the following theories is NOT about the origin of language? ____A. Divine-origin theoryB. Speech act theoryC. Invention theoryD. Evolution theory7. The function of the sentence “A nice day, isn’t it?” is ____.A. directiveB. informativeC. phaticD. emotive8. ____ is regarded as “father of modern linguistics”.A. HallidayB. WhorfC. SaussureD. Chomsky9. The study which applies the findings of linguistics to teaching English as a foreign language is often referred to as ____.A. psycholinguisticsB. applied linguisticsC. pragmaticsD. sociolinguisticsAnswers:1-5: BDDBB 6-9: BCCBUnit 21. ____ refers to the study of the internal structure of words and the rules of word formation. (TEM 8, 2007)A. PhonologyB. MorphologyC. SemanticsD. Sociolinguistics2. Which of the following is NOT a design feature of human language? ___(TEM 8, 2008)A. ArbitrarinessB. DisplacementC. DualityD. Diachronicity3. The study of the mental processes of language comprehension and production is ____ (TEM 8, 2009)A. corpus linguisticsB. sociolinguisticsC. theoretical linguisticsD. psycholinguistics4. ____ is the knowledge of the rules of an ideal spe aker’s language.A. PerformanceB. CapacityC. AbilityD. Competence5. Which of the following is NOT a major branch of linguistics? ____A. PhoneticsB. PragmaticsC. SpeechD. Sociolinguistics6. The fact that different languages have different words for the same object is a good illustration of the ____ feature of language.A. dualityB. displacementC. arbitrarinessD. productivity7. In traffic lights, red can only mean stop. But in human languages, limited phonemes can form numerous words which can form unlimited sentences. This is a good illustration of the ____ feature of language.A. dualityB. displacementC. arbitrarinessD. cultural transmission8. In linguistics, the study of meaning is called ____.A. phonologyB. morphologyC. semanticsD. sociolinguistics9. The study of language as a whole is usually called ____.A. applied linguisticsB. sociolinguisticsC. general linguisticsD. psycholinguisticsAnswers:1-5: BDDDC 6-9: CACCUnit 31. Which of the following modes of study emphasizes the “standards” of language? ____A. DescriptiveB. PrescriptiveC. SynchronicD. Diachronic2. The distinction between competence and performance is made by ____.A. SaussureB. BloomfieldC. SapirD. Chomsky3. Which of the following does NOT belong to the Indo-European family? ____A. FrenchB. BengaliC. ChineseD. Polish4. That language can be used to refer to things that are not present in time or space is a good illustration of the ____ feature of language.A. dualityB. displacementC. arbitrarinessD. productivity5. ____ refers to the abstract linguistic system shared by all the members of a speech community.A. DialectB. ParoleC. LangueD. Performance6. Which of the following statements about language is NOT true? ____A. Language is a systemB. Language is symbolicC. Animals also have languagesD. Language is arbitrary7. The fact that we can always write new sentences to express our new ideas is a good illustration of the ____ feature of language.A. dualityB. displacementC. arbitrarinessD. productivity8. According to Saussure, ____ refers to the real utterances produced by real people in real situation.A. performanceB. langueC. paroleD. competence9. The study of the relationship between language and gender is in the realm of ____.A. psycholinguisticsB. sociolinguisticsC. pragmaticsD. applied linguistics Answers:1-5: BDCBC 6-9: CDCB。
05年:Human Greatness.汉译英参考译文Confucius says, “Out of three men, there must be one that can teach me.” So pupils are not necessarily inferior to their teachers, nor teachers better than their pupils. Some learn the truth earlier than others, and some have special skills—that is all.”孔子曾经说过“三人行,必有我师焉。
”因此学生并不一定就低老师一等,老师也不见得就一定比学生优秀。
只不过有的人比别人更早地明白真理,有的人拥有特殊技能罢了。
A similar idea is expressed by the following well-known passage quoted from Xueji (The Subject of Education), a chapter of the ancient book Liji (The Book of Rites): 在《学记》和《礼记》的著名段落中我们也能找到类似的思想。
“食美与否,不吃不知其味也;理善与否,不学不知其真也”“However nice the food may be, if one does not eat it, he does not know its taste. however perfect the doctrine may be, if one does not learn it, he does not know its value. 因此,其学者知其不足,其教授者只其难也。
Therefore, when he learns, one knows his own deficiencies. when he teaches, one knows where the difficulty lies. 知不足,则学者省自身;知其难,则教授者得进取。
陈新仁《英语语⾔学实⽤教程》(章节题库第12章英语习得)【圣才出品】第12章英语习得Ⅰ.Fill in the blanks.1.The type of language constructed by second or foreign language learners who are still in the process of learning a language is often referred to as_____.(中⼭⼤学2008研)【答案】interlanguage【解析】中介语是在外语或第⼆语⾔学习中形成的。
2.An influential claim regarding the input issue is the hypothesis that there must be sufficient,comprehensible input available to L2learners,as captured by the_____ formula.【答案】“i+1”【解析】关于输⼊问题,⼀个有影响⼒的说法是假设对于第⼆语⾔学习者必须有可获得的⾜够的以及能够被理解的输⼊,⽤公式可表⽰为“i+1”。
3.Error is the grammatically incorrect form;_____appears when the language is correct grammatically but improper in a communicational context.(中⼭⼤学2008研)【答案】mistake【解析】mistake是指在语法上正确但在交流语境中不恰当。
4._____are“the special thoughts or behaviors that individuals use to help them comprehend,learn,or retain new information”.【答案】Learning strategies【解析】学习策略是指特殊的想法或⾏为,这种想法或⾏为能够帮助学习者理解,学习或者获得新的信息。
高中英语科技前沿词汇单选题50题1. In the field of artificial intelligence, the process of training a model to recognize patterns is called _____.A. data miningB. machine learningC. deep learningD. natural language processing答案:B。
本题主要考查人工智能领域中的相关概念。
选项A“data mining”指数据挖掘,侧重于从大量数据中提取有价值的信息。
选项B“machine learning”指机器学习,强调通过数据让模型自动学习和改进,符合训练模型识别模式的描述。
选项C“deep learning”是机器学习的一个分支,专注于使用深度神经网络。
选项D“natural language processing”是自然语言处理,主要涉及对人类语言的理解和处理。
2. When developing an AI system for image recognition, the most important factor is _____.A. large datasetsB. advanced algorithmsC. powerful hardwareD. skilled developers答案:A。
在开发用于图像识别的人工智能系统时,选项A“large datasets”(大型数据集)是最重要的因素,因为丰富的数据能让模型学习到更多的特征和模式。
选项B“advanced algorithms”((先进算法)虽然重要,但没有足够的数据也难以发挥作用。
选项C“powerful hardware”((强大的硬件)有助于提高处理速度,但不是最关键的。
选项D“skilled developers”((熟练的开发人员)是必要的,但数据的质量和数量对系统性能的影响更为直接。
NEED: An International LanguageGeorge J. Hecht1 History tells us that in ancient Babylon, the cradle of our civilization, the people tried to build a tower that would reach to heaven. But the tower became the tower of Babel, according to the Old Testament, when the people were suddenly caused to speak different languages. (1) In modern New York City, a new tower, that of the United Nations Building, thrusts its shining mass skyward. But the realization of the UN’s aspirations ---- and with it the hopes of the peoples of the world ---- is threatened by our contemporary Babel: about three thousand different languages are spoken throughout the world today, without counting the various dialects that confound communication between peoples of the same land.2 In China, for example, hundreds of different dialects are spoken; people of some villages have trouble passing the time of day with the inhabitants of the next town. In India more than one hundred languages are spoken, of which only fourteen are recognized as official. To add to the confusion, as the old established empires are broken up and new states are formed, new official tongues spring up at an increasing rate.3 In a world made smaller by jet travel, man is still isolated from many of his neighbors by the Babel barrier of multiplying languages. Communications is blocked daily in scores of ways. Travelers find it difficult to know the peoples of other nations. Scientists are often unable to read and benefit from the work being carried on by men of science in other countries. The aims of international trade, of world accord, of meetings between nations, are blocked at every turn; the work of scholars, technologists, and humanists is handicapped. Even in the shining new tower of the United Nations in New York, speeches and discussions have to be translated and printed in the five official UN languages ---- English, French, Spanish, Russian, and Chinese.需要:一种国际语言乔治·J·赫希特1 历史告诉我们,在古老的巴比伦,我们的文化起源地,人们试图建造一座可以直达天堂的塔。
母语在英语学习中的作用The Role of Mother Tongue in English LearningAbstract: Learner’s L2 acquisition may strongly be influenced by their L1 in the process of foreign language learning. The influence can be also called language transfer.Language transfer can be divided into two aspects-positive transfer and negativetransfer. In respect of this, this paper will briefly discuss the role of L1 in L2acquisition by reviewing some linguists’point of view. Referring to the studyresults of some linguists and researchers, the author will further investigate thepositive transfer and negative transfer, the relationship between L1 and L2. On thebasis of analysis, L1 plays an important role during the process of L2 acquisition.In order to identify the area of language transfer, a procedure called ContrastiveAnalysis was development which will be also explained in this paper.Key words: second language acquisition; mother tongue; language transfer摘要: 在外语学习过程中,学习者通常会把母语知识迁移到外语学习中去,语言的迁移可以分为正迁移和负迁移。
外语对人才培养的重要支撑作用Foreign language plays a crucial role in the training of talents. It opens up new opportunities for individuals to communicate, connect with the world, and broaden their horizons. Learning a foreign language not only enhances communication skills but also facilitates cultural understanding and appreciation.外语在人才培养中起着至关重要的作用。
它为个人开拓了与世界沟通、联系的新机会,并拓宽了视野。
学习一门外语不仅可以提升沟通技巧,也有助于文化理解与欣赏。
In today's globalized world, proficiency in a foreign language is a valuable asset that can set individuals apart in the job market. Employers often seek candidates who possess foreign language skills as it demonstrates adaptability, cross-cultural competence, and a willingness to learn and grow. Being proficient in a foreign language can open up job opportunities in international companies or organizations, allowing individuals to work and interact with people from different backgrounds.在当今全球化的世界,外语能力是一个宝贵的资源,可以让个人在就业市场中脱颖而出。
Whylanguageishumanspecific为什么语⾔是⼈类特有的Why language is human specific?Abstract:As for the view that language is specific for human beings, we can conclude it on the basis of the formation and the particular characters of human language. Therefore we can conclude that the formation of human language is the mutual effect of the internal changes and the external environment. Human language has a lot of unique characters such as creativity and productivity. Finally we can get the conclusion that language is specific for human beings.Introduction:The claim that language is human specific implies that humans can talk, but other animals can not. There must be something particular. To have a better understanding of this, we have had a father exploration from human development process and language features.Language is a unique human trait which has been a prerequisite for the development of human culture. In our viewpoint, why language is human specific is due to four reasons as follows.1. Special genes provide the possibility for the vocal ability.The research conducted by the scientists of British Academy found that human beings have the gene FOXP2. And its peculiar location on chromosome 7 has a great impact on the capacity of speaking. This gene is disrupted by translocation in an unrelated individual who has a similardisorder. Thus, two functional copies of FOXP2 seem to be required for acquisition of normal spoken language.2. Physiological basis is the fundamental factor for speaking.①Sophisticate brain structure.Our brain has a particular part for speaking, reading, and listening, which named speech center. Speech center is responsible for language expression and other senior activities. A famous research shown that if any part of your speech center is destroyed; unfortunately, you will get Aphasia or others diseases related to language.②Special speech organs .From the fore-language stage to mature language stage, human beings’ pronunciation organs has evolved well, people can be able to speak out complex syllables, words and sentences.The other reason for the claim that language is human specific is that there are certain characteristics of human language. They are not found in the communication systems of any other species.Linguists generally believe that language consists of a series of symbols and the combination rules of these symbols (syntax) composition, at least contains four important features:/doc/7d274be85ef7ba0d4a733bbe.html plex structure of human languageHuman language structure and language use are vastly more complex than any known animal communication system. Human language doesnot simply use sound to transfer the message, and they use sentence which concludes unit, table righteousness unit, pronunciation, vocabulary, syntax system and so on. However, the communication tool used by animals is the voice of indecomposable. It can not decompose a syllable, sound, and other units, even more vocabulary and grammar. So their sound is invariable, no social. For this reason, we say that language is human-specific.2. The creativity of human language.The creativity of human language is seen as the essence mark of communication between human and other species. Human beings have the ability to produce and understand an indefinite number of novel utterances. Some linguists call this property of language creativity. Human language is intelligent voice. It is produced as a result of human creativity. But animals can only express some things or situations which are simple and easy to convey. Not like human beings who can be in different conditions use different expressions. Also human can use different ways to express the same kind of content. However the animals’ communication does not have the ability of creativity.So the creativity of human language indicatesthat language is human-specific. 2.Acquired learning of human languageHuman language can't acquire through biological inheritance but learning. Human beings are higher animals which have complex socialsystem, so they need this complex communication ways---language to communicate mutually and spread knowledge. If human beings do not learn language, they can’t communicate with each other. The example of wolf child can prove this. However, animals obtain language through biological inheritance, and they can not get it by learning. For example, linguists have done a lot trying to teach animals such as chimpanzees to speak a human language but have achieved nothing inspiring.Gua was a chimpanzee raised as though it were a human child by prof. and Mrs. Kellogg alongside their son Donald. In tests Gua often tested ahead of Donald in reading and understanding. The parting difference came with language. Donald was about 16 months and Gua was a little over a year old when they had language testing. Gua could not speak, but Donald could form words.As for this, we can know that language is human-specific.4. Independent assortment of human language.Independent assortment of language is limitless .Or we can call it openness or productivity. Although most animals are assumed to communicate in some ways, they convey limited information and only express emotions such as fear and warnings. The information that animal sounds and actions can transfer is very limited, and it cannot be compared with language. Animal communication systems are closed, whereas human languages are open-ended. People can talk about anything theycan observe or imagine. What they can say on given topics is almost unlimited. For example, the use of more limited vocabulary, phrases and combination rules can form an infinite number of sentences. Only human beings can change meaningless speech according to various combination rules to become meaningful morpheme. The characteristics of human language that information transfer regardless of the local environmental restrictions.Language distinguishes us from animals because it is far more sophisti cated than any animal communication system. People’s ability of making an excellent speech use not only tongue and mouth, but also the smart and complicated human mind.With the four characteristics of human language, the complexity structure of language, creativity, acquired learning and independent assortment, language is human-specific.Reference:1.Nature418, 869-872 (22 August 2002) | doi: 10.1038/nature01025; Received 11 November 2001; Accepted 29 July 2002; Published online 14 August 20023./doc/7d274be85ef7ba0d4a733bbe.html /view/3ae077c10c22590102029de6.html4./doc/7d274be85ef7ba0d4a733bbe.html /view/94c8b42bcfc789eb172dc8cc5./doc/7d274be85ef7ba0d4a733bbe.html /view/9b70437ea26925c52cc5bfd6.html。
artificial in telligence 英语专业四Future trend in computer science is one of the artificial intelligence. Artificial Intelligence is a new science of researching theories, methods and technologiesin simulating or developing thinking process of human beings. It including the research in the field of robotics, speech recognition, image recognition, Natural language processing and expert systems.AI is an embranchment of Computer Science, and itis foreland of research field of computer science. Thefield of AI research was founded at a conference on the campus of Dartmouth College in the summer of1956.Artificial intelligence has the impact in natural science. The need of using mathematic computer to solve the problem, AI brings many benefits. Artificial intelligence has the impact in economy, the expert system more depth in all, to bring the great benefit. AI also promoted the development of the computer industry, but at the same time, also brought the problem of employment services.With the development of artificial intelligence and intelligent robot, we have to say, artificial intelligence is advanced research, so it may touch the bottom lines ofethics. I believe that the science of artificial intelligence is waiting for humanity to explore the real connotation.。
人类语言学英语English:The study of human language, linguistics, is a vast and diverse field that encompasses the analysis of the structure, use, and evolution of languages across the world. In the English language, linguists study its phonetics (sounds), phonology (sound patterns), morphology (word structure), syntax (sentence structure), semantics (meaning), and pragmatics (language use in context). They also examine the social and cultural factors that influence language, such as dialect variation, language acquisition, and language change over time. Additionally, linguists are interested in the cognitive processes involved in language production and comprehension, as well as the relationship between language and society. Overall, the study of English linguistics provides valuable insights into how language shapes our thoughts, interactions, and identities.中文翻译:人类语言学研究的是一门广阔而多样的领域,概括了对世界各地语言结构、使用和演变的分析。
TPO-27Conversation 11. Why does the woman go to the information desk?●She does not know where the library computers are located.●She does not know how to use a computer to locate the information she needs.●She does not have time to wait until a library computer becomes available.●The book she is looking for was missing from the library shelf.2. Why does the man assume that the woman is in Professor Simpson’s class?●The man recently saw the woman talking with Professor Simpson.●The woman mentioned Profe ssor Simpson’s name.●The woman is carrying the textbook used in Professor Simpson’s class.●The woman is researching a subject that Professor Simpson specialized in.3. What can be inferred about the geology course the woman is taking?●It has led the woman to choose geology as her major course of study.●It is difficult to follow without a background in chemistry and physics.●The woman thinks it is easier than other science courses.●The woman thinks the course is boring.4. What topic does the woman need information on?●The recent activity of a volcano in New Zealand●Various types of volcanoes found in New Zealand●All volcanoes in New Zealand that are still active●How people in New Zealand have prepared for volcanic eruptions5. What does the man imply about the article when he says this:●It may not contain enough background material.●It is part of a series of articles.●It might be too old to be useful.●It is the most recent article published on the subject.Lecture 16. What is the lecture mainly about?●The transplantation of young coral to new reef sites●Efforts to improve the chances of survival of coral reefs●The effects of water temperature change on coral reefs●Confirming the reasons behind the decline of coral reefs7. According to the professor, how might researchers predict the onset of coral bleaching in the future?●By monitoring populations of coral predators●By monitoring bleach-resistant coral species●By monitoring sea surface temperatures●By monitoring degraded reefs that have recovered8. Wh at is the professor’s opinion about coral transplantation?●It is cost-effective.●It is a long-term solution.●It is producing encouraging results.●It does not solve the underlying problems.9. Why does the professor discuss refugia? [Choose two answers]●To explain that the location of coral within a reef affects the coral’s ability to survive●To point out why some coral species are more susceptible to bleaching than others●To suggest that bleaching is not as detrimental to coral health as first thought●To illustrate the importance of studying coral that has a low vulnerability to bleaching10. What does the professor imply about the impact of mangrove forests on coral-reef ecosystems?●Mangrove forests provide habitat for wildlife that feed on coral predators.●Mangrove forests improve the water quality of nearby reefs.●Mangrove forests can produce sediments that pollute coral habitats.●Mangrove forests compete with nearby coral reefs for certain nutrients.11. According to the professor, what effect do lobsters and sea urchins have on a coral reef?●They protect a reef by feeding on destructive organisms.●They hard a reef by taking away important nutrients.●They filter pollutants from water around a reef.●They prevent a reef from growing by preying on young corals.Lecture 212. What does the professor mainly discuss?●Some special techniques used by the makers of vintage Cremonese violins●How the acoustical quality of the violin was improved over time●Factors that may be responsible for the beautiful tone of Cremonese violins●Some criteria that professional violinists use when selecting their instruments13. What does the professor imply about the best modern violin makers?●They are unable to recreate the high quality varnish used by Cremonese violin makers.●Their craftsmanship is comparable to that of the Cremonese violin makers.●They use wood from the same trees that were used to make the Cremonese violins.●Many of them also compose music for the violin.14. Why does the professor discuss the growth cycle of trees?●To clarify how modern violin makers select wood●To highlight a similarity between vintage and modern violins●To explain why tropical wood cannot be used to make violins●To explain what causes variations in density in a piece of wood15. What factor accounts for the particular density differential of the wood used in the Cremonese violins?●The trees that produced the wood were harvested in the spring●The trees that produced the wood grew in an unusually cool climate●The wood was allowed to partially decay before being made into violins●.The wood was coated with a local varnish before it was crafted into violins16. The professor describes and experiment in which wood was exposed to a fungus before being made into a violin. What point does the professor make about the fungus?●It decomposes only certain parts of the wood.●It is found only in the forests of northern Italy.●It was recently discovered in a vintage Cremonese violin.●It decomposes only certain species of trees.17. Why does the professor say this:●To find out how much exposure students have had to live classical music●To use student experiences to support his point about audience members●To indicate that instruments are harder to master than audience members realize●To make a point about the beauty of violin musicConversation 21. Why has the student come to see the professor?●To find out her reaction to a paper he recently submitted●To point out a factual error in an article the class was assigned to read●To ask about the suitability of a topic he wants to write about●To ask about the difference between chinampas and hydroponics2. What does the professor imply about hydroponics?●It was probably invented by the Aztecs.●It is a relatively modern development in agriculture.●It requires soil that is rich in nutrients.●It is most successful when extremely pure water is used.3. Why does the professor describe how chinampas were made?●To emphasize that the topic selected for a paper needs to be more specific●To encourage the student to do more research●To point out how much labor was required to build chinampas●To explain why crops grown on chinampas should not be considered hydroponic4. What does the professor think about the article the student mentions?●She is convinced that it is not completely accurate.●She believes it was written for readers with scientific backgrounds.●She thinks it is probably too short to be useful to the student.●She has no opinion about it, because she has not read it.5. What additional information does the professor suggest that the student include in his paper?● A comparison of traditional and modern farming technologies●Changes in the designs of chinampas over time●Differences in how various historians have described chinampas●Reasons why chinampas are often overlooked in history booksLecture 36. What does the professor mainly discuss?●Comparisons between land animals and ocean-going animals of the Mesozoic era●Comparisons between sauropods and modern animals●Possible reasons why sauropods became extinct●New theories about the climate of the Mesozoic era7. What point does the professor make when she compares blue whales to large land animals?●Like large land animals, blue whales have many offspring.●Like large land animals, blue whales have proportionally small stomachs.●The land environment provides a wider variety of food sources than the ocean.●The ocean environment reduces some of the problems faced by large animals.8. According to the professor, what recent finding about the Mesozoic era challenges an earlier belief?●Sauropod populations in the Mesozoic era were smaller than previously believed.●Oxygen levels in the Mesozoic era were higher than previously believed.●Ocean levels in the Mesozoic era fluctuated more than previously believed.●Plant life in the Mesozoic era was less abundant than previously believed.9. Compared to small animals, what disadvantages do large animals typically have? [Choose two answers]●Large animals require more food.●Large animals have fewer offspring.●Large animals use relatively more energy in digesting their food.●Large animals have greater difficulty staying warm.10. Why does the professor discuss gastroliths that have been found with sauropod fossils?●To show that much research about extinct animals has relied on flawed methods●To show that even an incorrect guess can lead to useful research●To give an example of how fossil discoveries have cast doubt on beliefs about modern animals ●To give an example of a discovery made possible by recent advances in technology11. What did researchers conclude from their study of sauropods and gastroliths?●That gastroliths probably helped sauropods to store large quantities of plant material in theirstomachs●That sauropods probably used gastroliths to conserve energy●That sauropods may not have used gastroliths to aid in their digestion●That sauropods probably did not ingest any stonesLecture 412. What is the lecture mainly about?●Various ways color theory is used in different fields●Various ways artists can use primary colors●Aspects of color theory that are the subject of current research●The development of the first theory of primary colors13. What does the professor imply about the usefulness of the theory of primary colors?●It is not very useful to artists.●It has been very useful to scientists.●It is more useful to artists than to psychologists.●It is more useful to modern-day artists than to artists in the past.14. Why does the professor mention Isaac Newton?●To show the similarities between early ideas in art and early ideas in science●To explain why mixing primary colors does not produce satisfactory secondary colors●To provide background information for the theory of primary colors●To point out the first person to propose a theory of primary colors15. According to the pro fessor, what were the results of Goethe’s experiments with color? [Choose two answers]●The experiments failed to find a connection between colors and emotions.●The experiments showed useful connections between color and light.●The experiments provided valuable information about the relationships between colors.●The experiments were not useful until modern psychologists reinterpreted them.16. According to the professor, why did Runge choose the colors red, yellow and blue as the three primary colors?●He felt they represented natural light at different times of the day.●He noticed that they were the favorite colors of Romantic painters.●He performed several scientific experiments that suggested those colors.●He read a book by Goethe and agreed with Goethe’s choices of colors.17. What does the professor imply when he says this?●Many people have proposed theories about primary colors.●Goethe discovered the primary colors by accident.●Goethe probably developed the primary color theory before reading Runge’s le tter.●Goethe may have been influenced by Runge’s ideas about primary colors.TPO-28Conversation 11. What is the conversation mainly about?●Criticisms of Dewey’s political philosophy●Methods for leading a discussion group●Recent changes made to a reference document●Problems with the organization of a paper2. Why is the student late for his meeting?●Seeing the doctor took longer than expected.●No nearby parking spaces were available.●His soccer practice lasted longer than usual.●He had problems printing his paper.3. What revisions does the student need to make to his paper? [Choose three answers]●Describe the influences on Dewey in more detail●Expand the introductory biographical sketch●Remove unnecessary content throughout the paper●Use consistent references throughout the paper●Add an explanation of Dewey’s view on individuality4. Why does the professor mention the political science club?●To encourage the student to run for club president●To point out that John Dewey was a member of a similar club●To suggest an activity that might interest the student●To indicate where the student can get help with his paper5. Why does the professor say this:●To find out how many drafts the student wrote●To encourage the student to review his own work●To emphasize the need for the student to follow the guidelines●To propose a different solution to the problemLecture 16. What is the lecture mainly about?●The importance of Locke’s views to modern philosophical thought●How Descartes’ view of knowledge influenced tre nds in Western philosophy●How two philosophers viewed foundational knowledge claims●The difference between foundationalism and methodological doubt7. Why does the professor mention a house?●To explain an idea about the organization of human knowledge●To illustrate the unreliability of our perception of physical objects●To clarify the difference between two points of view about the basis of human knowledge●To remind students of a point he made about Descartes in a previous lecture8. What did Locke believe to the most basic type of human knowledge?●Knowledge of one’s own existence●Knowledge acquired through the senses●Knowledge humans are born with●Knowledge passed down from previous generations9. According to the professor, what was Descartes’ purpose f or using methodological doubt?●To discover what can be considered foundational knowledge claims●To challenge the philosophical concept of foundationalism●To show that one’s existence cannot be proven●To demonstrate that Locke’s views were essentially corre ct10. For Descartes what was the significance of dreaming?●He believed that his best ideas came to him in dreams●He regarded dreaming as the strongest proof that humans exist.●Dreaming supports his contention that reality has many aspects.●Dreaming illustrates why human experience of reality cannot always be trusted.11. According to Descartes, what type of belief should serve as a foundation for all other knowledge claims?● A belief that is consistent with what one sees and hears● A belief that most other people share● A belief that one has held since childhood● A belief that cannot be falseLecture 212. What is the main purpose of the lecture?●To show that some birds have cognitive skills similar to those of primates●To explain how the brains of certain primates and birds evolved●To compare different tests that measure the cognitive abilities of animals●To describe a study of the relationship between brain size and cognitive abilities13. When giving magpies the mirror mark test, why did researchers place the mark on magpies’ throats?●Throat markings trigger aggressive behavior in other magpies.●Throat markings are extremely rare in magpies.●Magpies cannot see their own throats without looking in a mirror.●Magpies cannot easily remove a mark from their throats.14. According to the professor, some corvettes are known to hide their food. What possible reasonsdoes she provide for this behavior? [Choose two answers]●They are ensuring that they will have food to eat at a later point in time.●They want to keep their food in a single location that they can easily defend.●They have been conditioned to exhibit this type of behavior.●They may be projecting their own behavioral tendencies onto other corvids.15. What is the professor’s attitude toward the study on p igeons and mirror self-recognition?●She is surprised that the studies have not been replicated.●She believes the study’s findings are not very meaningful.●She expects that further studies will show similar results.●She thinks that it confirms what is known about magpies and jays.16. What does the professor imply about animals that exhibit mirror self-recognition?●They acquired this ability through recent evolutionary changes.●They are not necessarily more intelligent than other animals.●Their brains all have an identical structure that governs this ability.●They may be able to understand another animal’s perspective.17. According to the professor, what conclusion can be drawn from what is now known about corvettes’ brains?●The area in corvids’ brains tha t governs cognitive functions governs other functions as well.●Corvids’ brains have evolved in the same way as other birds’ brains, only more rapidly.●Corvids’ and primates’ brains have evolved differently but have some similar cognitive abilities.●The cognitive abilities of different types of corvids vary greatly.Conversation 21. Why does the man go to see the professor?●To learn more about his student teaching assignment●To discuss the best time to complete his senior thesis●To discuss the possibility of changing the topic of his senior thesis●To find out whether the professor will be his advisor for his senior thesis2. What is the man’s concern about the second half of the academic year?●He will not have time to do the necessary research for his senior thesis.●He will not be allowed to write his senior thesis on his topic choice.●His senior thesis advisor will not be on campus.●His student teaching requirement will not be complete before the thesis is due.3. What does the man imply about Professor Johnson?●His sabbatical may last longer than expected.●His research is highly respected throughout the world.●He is the English department’s specialist on Chaucer.●He is probably familiar with the literature of the Renaissance.4. Why does the man want to write his senior thesis on The Canterbury Tales? [Choose two answers]●He studied it during his favorite course in high school.●He has already received approval for the paper from his professor.●He thinks that the knowledge might help him in graduate school.●He has great admiration for Chaucer.5. Why does the professor say this:●She is uncertain whether the man will be able to finish his paper before the end of the summer.●She thinks the man will need to do a lot of preparation to write on a new topic.●She wants to encourage the man to choose a new advisor for his paper.●She wants the man to select a new topic for his paper during the summer.Lecture 36. What is the lecture mainly about?●The differences in how humans and plants sense light●An explanation of an experiment on color and wavelength●How plants sense and respond to different wavelengths of light●The process by which photoreceptors distinguish wavelengths of light7. According to the professor, what is one way that a plant reacts to changes in the number of hours of sunlight?●The plant absorbs different wavelengths of light.●The plant begins to flower or stops flowering.●The number of photoreceptors in the plant increases.●The plant’s rate of photosynthesis increases.8. Why does the professor think that it is inappropriate for certain wavelength of light to be named “far-red”?●Far-red wavelengths appear identical to red wavelengths to the human eye.●Far-red wavelengths have the same effects on plants as red wavelengths do.●Far-red wavelengths travel shorter distances than red wavelengths do.●Far-red wavelengths are not perceived as red by the human eye.9. What point does the professor make when she discusses the red light and far-red light that reaches plants?●All of the far-red light that reaches plants is used for photosynthesis.●Plants flower more rapidly in response to far-red light than to red light.●Plants absorb more of the red light that reaches them than of the far-red light.●Red light is absorbed more slowly by plants than far-red light is.10. According to the professor, how does a plant typically react when it senses a high ratio of far-red light to red light?●It slows down its growth.●It begins photosynthesis.●It produces more photoreceptors.●It starts to release its seeds.11. In the Pampas experiment, what was the function of the LEDs?●To stimulate photosynthesis●To simulate red light●To add to the intensity of the sunlight●To provide additional far-red lightLecture 412. What does the professor mainly discuss?●Evidence of an ancient civilization in central Asia●Archaeological techniques used to uncover ancient settlements●The controversy concerning an archaeological find in central Asia●Methods used to preserve archaeological sites in arid areas13. What point does the professor make about mound sites?●They are easier to excavate than other types of archaeological sites.●They often provide information about several generations of people.●They often contain evidence of trade.●Most have been found in what are now desert areas.14. Why does the professor compare Gonur-depe to ancient Egypt?●To point out that Gonur-depe existed earlier than other ancient civilizations●To emphasize that the findings at Gonur-depe are evidence of an advanced civilization●To demonstrate that the findings at these locations have little in common●To suggest that the discovery of Gonur-depe will lead to more research in Egypt15. What does the professor imply about the people of Gonur-depe?●They avoided contact with people from other areas.●They inhabited Gonur-depe before resettling in Egypt.●They were skilled in jewelry making.●They modeled their city after cities in China.16. Settlements existed at the Gonur-depe site for only a few hundred years. What does the professor say might explain this fact? [Choose two answers]●Wars with neighboring settlements●Destruction caused by an earthquake●Changes in the course of the Murgab River●Frequent flooding of the Murgab River17. What is the professor’s opinion about the future of the Gonur-depe site?●She believes it would be a mistake to alter its original form.●She doubts the ruins will deteriorate further.●She thinks other sites are more deserving of researchers’ attention.●She is not convinced it will be restored.TPO-29Conversation 11. What is the conversation mainly about?●What the deadline to register for a Japanese class is●Why a class the woman chose may not be suitable for her●How the woman can fix an unexpected problem with her class schedule●How first-year students can get permission to take an extra class2. Why does the man tell the woman that Japanese classes are popular?●To imply that a Japanese class is unlikely to be canceled●To explain why the woman should have registered for the class sooner●To encourage the woman to consider taking Japanese●To convince the woman to wait until next semester to take a Japanese class3. Why does the man ask the woman if she registered for classes online?●To explain that she should have registered at the registrar’s office●To find out if there is a record of her registration in the computer●To suggest a more efficient way to register for classes●To determine if she received confirmation of her registration4. What does the man suggest the woman do? [Choose two answers]●Put her name on a waiting list●Get the professor to sign a form granting her permission to take the class●Identify a course she could take instead of Japanese●Speak to the head of the Japanese department5. What does the man imply when he points out that the woman is a first-year student?●The woman has registered for too many classes.●The woman should not be concerned if she cannot get into the Japanese class●The woman should not register for advanced-level Japanese classes yet●The woman should only take required courses at this timeLecture 16. What does the professor mainly discuss?●Causes of soil diversity in old-growth forests●The results of a recent research study in a Michigan forest●The impact of pedodiversity on forest growth●How forest management affects soil diversity7. According to the professor, in what way is the soil in forested areas generally different from soil in other areas?●In forested areas, the soil tends to be warmer and moister.●In forested areas, the chemistry of the soil changes more rapidly.●In forested areas, there is usually more variability in soil types.●In forested areas, there is generally more acid in the soil.8. What does the professor suggest are the three main causes of pedodiversity in the old-growth hardwood forests she discusses? [Choose three answers]●The uprooting of trees●The existence of gaps●Current forest-management practices●Diversity of tree species●Changes in climatic conditions9. Why does the professor mention radiation from the Sun?●To point out why pits and mounds have soil with unusual properties●To indicate the reason some tree species thrive in Michigan while others do not●To give an example of a factor that cannot be reproduced in forest management●To help explain the effects of forest gaps on soil10. Why does the professor consider pedodiversity an important field of research?●It has challenged fundamental ideas about plant ecology.●It has led to significant discoveries in other fields.●It has implications for forest management.●It is an area of study that is often misunderstood.11. Why does the professor give the students an article to read?●To help them understand the relationship between forest dynamics and pedodiversity●To help them understand how to approach an assignment●To provide them with more information on pits and mounds●To provide them with more exposure to a controversial aspect of pedodiversityLecture 212. What is the main purpose of the lecture?●To explain how musicians can perform successfully in theaters and concert halls with pooracoustics●To explain how the design of theaters and concert halls has changed over time●To discuss design factors that affect sound in a room●To discuss a method to measure the reverberation time of a room13. According to the lecture, what were Sabine’s contr ibutions to architectural acoustics? [Choose two answers]●He founded the field of architectural acoustics.●He developed an important formula for measuring a room’s reverberation time.●He renewed architects’ interest in ancient theaters.●He provided support for using established architectural principles in the design of concert halls.14. According to the professor, what is likely to happen if a room has a very long reverberation time?●Performers will have to make an effort to be louder.●Sound will not be scattered in all directions.●Older sounds will interfere with the perception of new sounds.●Only people in the center of the room will be able to hear clearly.15. Why does the professor mention a piano recital? [Choose two answers]●To illustrate that different kinds of performances require rooms with different reverberationtimes●To demonstrate that the size of the instrument can affect its acoustic properties●To cite a type of performance suitable for a rectangular concert hall●To exemplify that the reverberation time of a room is related to its size16. According to the professor, what purpose do wall decorations in older concert halls serve?●They make sound in the hall reverberate longer.●They distribute the sound more evenly in the hall.●They make large halls look smaller and more intimate.●They disguise structural changes made to improve sound quality.17. Why does the professor say this:●To find out if students have understood his point●To indicate that he will conclude the lecture soon●To introduce a factor contradicting his previous statement●To add emphasis to his previous statementConversation 21. Why does the student go to see the professor?●To explain why he may need to hand in an assignment late●To get instruction on how to complete an assignment●To discuss a type of music his class is studying●To ask if he can choose the music to write about in a listening journal2. What does the student describe as challenging?●Comparing contemporary music to earlier musical forms●Understanding the meaning of songs that are not written in English●Finding the time to listen to music outside of class●Writing critically about musical works3. Why does the student mention hip-hop music?●To contrast the ways he responds to familiar and unfamiliar music。
英汉口译知到章节测试答案智慧树2023年最新四川大学第一章测试1.The correct Chinese interpretation of “metaverse” is ().参考答案:元宇宙2.Just like Gaudi’s (), the Sagrada Familia, the metaverse may take a whileto complete.参考答案:cathedral3.The company Meta was formerly known as().参考答案:Facebook4.The correct Chinese interpretation of “scam” is ().参考答案:诈骗;骗局5.The correct Chinese interpretation of “gimmicks” is “噱头”. ()参考答案:对第二章测试1.The correct English interpretation of “新冠肺炎疫情” is ().参考答案:the COVID-19 pandemic2.Th e correct English interpretation of “促进全球平衡、协调、包容发展”is “topromote balanced, coordinated and inclusive global development”.()参考答案:对3.The correct English interpretation of “遇山一起爬,遇沟一起跨”is ()参考答案:“Climb the hill together and go down the ravine together.”4.“The opening to traffic of the China-Laos railway have effectively boostedinstitutional and physical connectivity in our region” is correct Englishinterpretation of “中老铁路建成通车,有效提升了地区硬联通、软联通水平”。
英语作文-国外高等教育行业的国际合作与学术交流机制International Cooperation and Academic Exchange Mechanisms in the Foreign Higher Education Industry。
In recent years, international cooperation and academic exchange in the foreign higher education industry have become increasingly important. With the globalization of education, universities and institutions around the world are actively seeking opportunities for collaboration and exchange to enhance their academic reputation and provide students with a more diverse and comprehensive learning experience. In this article, we will explore the various mechanisms and benefits of international cooperation and academic exchange in the foreign higher education industry.Firstly, one of the most common mechanisms for international cooperation and academic exchange is the establishment of partnerships between universities and institutions. These partnerships can take the form of joint research projects, faculty and student exchange programs, or collaborative degree programs. By working together, universities can leverage each other's strengths and resources, promote cross-cultural understanding, and foster academic excellence. For example, a university in the United States may partner with a university in China to conduct joint research on renewable energy, allowing both institutions to share expertise and contribute to global sustainability efforts.Another important mechanism for international cooperation and academic exchange is participation in international conferences and symposiums. These events provide a platform for scholars, researchers, and educators from different countries to share their knowledge, insights, and research findings. By attending these conferences, academics can stay updated on the latest developments in their field, exchange ideas with peers, and establish valuable connections for future collaborations. Moreover, these conferencesoften result in the publication of research papers, which further contribute to the advancement of knowledge and the dissemination of academic findings.Furthermore, the mobility of students and faculty members plays a crucial role in promoting international cooperation and academic exchange. Through student exchange programs, students have the opportunity to study abroad, experience different cultures, and gain a global perspective. This not only enriches their educational experience but also prepares them for the challenges of an increasingly interconnected world. Similarly, faculty exchange programs allow professors to teach and conduct research in foreign institutions, fostering cross-cultural collaboration and the sharing of best practices. These exchanges not only benefit individual students and faculty members but also contribute to the overall internationalization of higher education.In addition to the mechanisms mentioned above, the use of digital platforms and technology has greatly facilitated international cooperation and academic exchange in the foreign higher education industry. Online courses, webinars, and virtual conferences have made it easier for scholars and educators to connect and collaborate regardless of geographical barriers. These digital tools have also made education more accessible to students around the world, allowing them to access high-quality learning resources and interact with experts in their field. Furthermore, the use of online platforms for research collaboration and knowledge sharing has accelerated the pace of innovation and discovery in various academic disciplines.In conclusion, international cooperation and academic exchange are essential for the foreign higher education industry. Through partnerships, conferences, student and faculty mobility, and the use of digital platforms, universities and institutions can enhance their academic reputation, promote cross-cultural understanding, and contribute to the advancement of knowledge. As the world becomes increasingly interconnected, it is crucial for universities to embrace international cooperation and academic exchange to prepare students for the challenges and opportunities of a globalized society.。
汉语学习顾问的应征性的英语作文Title: Calling All Prospective Chinese Language Advisors.In the global village of today, cross-cultural communication has become an integral part of our interconnected world. As China rises to become a major economic and cultural power, the demand for proficient speakers of Chinese has skyrocketed. This presents a unique opportunity for individuals with a passion for languages and a desire to make a difference. We are actively seeking dedicated and passionate candidates to join our team as Chinese Language Advisors.As a Chinese Language Advisor, you will play a pivotal role in guiding and inspiring students on their journey to master Chinese. Your responsibilities will include providing one-on-one tutoring, developing lesson plans, and creating an engaging learning environment. You will need to possess a deep understanding of the Chinese language, itsnuances, and the cultural context that surrounds it.To be successful in this role, you must possess strong interpersonal skills, the ability to motivate students, and a track record of educational excellence. Prior experience teaching or advising in a language-related field is highly desirable, but not mandatory. We welcome candidates from diverse backgrounds who possess a genuine enthusiasm for language learning and teaching.Our ideal candidate will be a lifelong learner who is committed to personal growth and professional development. They will embrace the challenge of teaching a complex language and relish the opportunity to make a positive impact on students' lives. They will also be able to adapt to a fast-paced environment, manage multiple tasks effectively, and work collaboratively with a team of dedicated educators.We offer a competitive salary and comprehensivebenefits package, including professional development opportunities and a supportive work environment. We arecommitted to fostering a culture of inclusivity and diversity, and we encourage candidates from all backgrounds to apply.If you are ready to embark on an exciting career journey as a Chinese Language Advisor, we invite you to submit your resume and cover letter. Together, we can shape the future of cross-cultural communication and open new horizons for students seeking to master the language of China.In conclusion, the role of a Chinese Language Advisor is not just about teaching a language; it's about igniting a passion for learning, fostering cultural understanding, and enabling students to connect with a vast and rich heritage. We seek individuals who are not just teachers but mentors and friends, guiding students through the challenges and rewards of language acquisition.As we continue to grow and expand our programs, we are looking for advisors who are as excited about the potential of Chinese language education as we are. We welcomecandidates who are ready to take on this challenge, embrace the opportunities it presents, and make a lasting impact on the lives of our students.Join us in our mission to empower the next generation of global leaders through the power of language. Submit your application today and begin your journey as a Chinese Language Advisor. Together, we can build bridges of understanding and open doors to new opportunities for students around the world.。
英文回答:The exploration of the intersection between artificial intelligence and natural language processing is a significant area of research, with the primary objective being the effective interpretation and generation of human language by AI systems. This field of study epasses the development of sophisticated algorithms and models that enable machines toprehend and respond to natural language input, while also facilitating the generation of human-like language outputs. Researchers in this domain also focus on refining machine learning techniques to enhance language understanding and generation, and examining the potential applications of AI-powered NLP in diverse domains, such as virtual assistants, language translation, and sentiment analysis. Furthermore, ethical implications and societal impact of AI and NLP technologies are also subject to investigation within this area of research.人工智能与自然语言处理的交汇点的探索是一个重要的研究领域,主要目标是人工智能系统对人类语言的有效解释和生成。
Learning to Detect Conversation Focus of Threaded Discussions Donghui Feng Erin Shaw Jihie Kim Eduard HovyInformation Sciences InstituteUniversity of Southern CaliforniaMarina del Rey, CA, 90292{donghui, shaw, jihie, hovy}@AbstractIn this paper we present a novel feature-enriched approach that learns to detect theconversation focus of threaded discus-sions by combining NLP analysis and IRtechniques. Using the graph-based algo-rithm HITS, we integrate different fea-tures such as lexical similarity, postertrustworthiness, and speech act analysis ofhuman conversations with feature-oriented link generation functions. It isthe first quantitative study to analyze hu-man conversation focus in the context ofonline discussions that takes into accountheterogeneous sources of evidence. Ex-perimental results using a threaded dis-cussion corpus from an undergraduateclass show that it achieves significant per-formance improvements compared withthe baseline system.1IntroductionThreaded discussion is popular in virtual cyber communities and has applications in areas such as customer support, community development, inter-active reporting (blogging) and education. Discus-sion threads can be considered a special case of human conversation, and since we have huge re-positories of such discussion, automatic and/or semi-automatic analysis would greatly improve the navigation and processing of the information.A discussion thread consists of a set of messages arranged in chronological order. One of the main challenges in the Question Answering domain is how to extract the most informative or important message in the sequence for the purpose of answer-ing the initial question, which we refer to as the conversation focus in this paper. For example, people may repeatedly discuss similar questions in a discussion forum and so it is highly desirable to detect previous conversation focuses in order to automatically answer queries (Feng et al., 2006). Human conversation focus is a hard NLP (Natu-ral Language Processing) problem in general be-cause people may frequently switch topics in a real conversation. The threaded discussions make the problem manageable because people typically fo-cus on a limited set of issues within a thread of a discussion. Current IR (Information Retrieval) techniques are based on keyword similarity meas-ures and do not consider some features that are important for analyzing threaded discussions. As a result, a typical IR system may return a ranked list of messages based on keyword queries even if, within the context of a discussion, this may not be useful or correct.Threaded discussion is a special case of human conversation, where people may express their ideas, elaborate arguments, and answer others’ questions; many of these aspects are unexplored by traditional IR techniques. First, messages in threaded discussions are not a flat document set, which is a common assumption for most IR sys-tems. Due to the flexibility and special characteris-tics involved in human conversations, messages within a thread are not necessarily of equal impor-tance. The real relationships may differ from the analysis based on keyword similarity measures, e.g., if a 2nd message “corrects”a 1st one, the 2nd message is probably more important than the 1st. IR systems may give different results. Second, messages posted by different users may have dif-ferent degrees of correctness and trustworthiness, which we refer to as poster trustworthiness in this paper. For instance, a domain expert is likely to bemore reliable than a layman on the domain topic.In this paper we present a novel feature-enriched approach that learns to detect conversation focus of threaded discussions by combining NLP analysis and IR techniques. Using the graph-based algo-rithm HITS (Hyperlink Induced Topic Search, Kleinberg, 1999), we conduct discussion analysis taking into account different features, such as lexi-cal similarity, poster trustworthiness, and speech act relations in human conversations. We generate a weighted threaded discussion graph by applying feature-oriented link generation functions. All the features are quantified and integrated as part of the weight of graph edges. In this way, both quantita-tive features and qualitative features are combined to analyze human conversations, specifically in the format of online discussions.To date, it is the first quantitative study to ana-lyze human conversation that focuses on threaded discussions by taking into account heterogeneous evidence from different sources. The study de-scribed here addresses the problem of conversation focus, especially for extracting the best answer to a particular question, in the context of an online dis-cussion board used by students in an undergraduate computer science course. Different features are studied and compared when applying our approach to discussion analysis. Experimental results show that performance improvements are significant compared with the baseline system.The remainder of this paper is organized as fol-lows: We discuss related work in Section 2. Sec-tion 3 presents thread representation and the weighted HITS algorithm. Section 4 details fea-ture-oriented link generation functions. Compara-tive experimental results and analysis are given in Section 5. We discuss future work in Section 6.2Related WorkHuman conversation refers to situations where two or more participants freely alternate in speaking (Levinson, 1983). What makes threaded discus-sions unique is that users participate asynchro-nously and in writing. We model human conversation as a set of messages in a threaded discussion using a graph-based algorithm.Graph-based algorithms are widely applied in link analysis and for web searching in the IR com-munity. Two of the most prominent algorithms are Page-Rank (Brin and Page, 1998) and the HITS algorithm (Kleinberg, 1999). Although they were initially proposed for analyzing web pages, they proved useful for investigating and ranking struc-tured objects. Inspired by the idea of graph based algorithms to collectively rank and select the best candidate, research efforts in the natural language community have applied graph-based approaches on keyword selection (Mihalcea and Tarau, 2004), text summarization (Erkan and Radev, 2004; Mi-halcea, 2004), word sense disambiguation (Mihal-cea et al., 2004; Mihalcea, 2005), sentiment analysis (Pang and Lee, 2004), and sentence re-trieval for question answering (Otterbacher et al., 2005). However, until now there has not been any published work on its application to human con-versation analysis specifically in the format of threaded discussions. In this paper, we focus on using HITS to detect conversation focus of threaded discussions.Rhetorical Structure Theory (Mann and Thom-son, 1988) based discourse processing has attracted much attention with successful applications in sen-tence compression and summarization. Most of the current work on discourse processing focuses on sentence-level text organization (Soricut and Marcu, 2003) or the intermediate step (Sporleder and Lapata, 2005). Analyzing and utilizing dis-course information at a higher level, e.g., at the paragraph level, still remains a challenge to the natural language community. In our work, we util-ize the discourse information at a message level. Zhou and Hovy (2005) proposed summarizing threaded discussions in a similar fashion to multi-document summarization; but then their work does not take into account the relative importance of different messages in a thread. Marom and Zuker-man (2005) generated help-desk responses using clustering techniques, but their corpus is composed of only two-party, two-turn, conversation pairs, which precludes the need to determine relative im-portance as in a multi-ply conversation.In our previous work (Feng et al., 2006), we im-plemented a discussion-bot to automatically an-swer student queries in a threaded discussion but extract potential answers (the most informative message) using a rule-based traverse algorithm that is not optimal for selecting a best answer; thus, the result may contain redundant or incorrect informa-tion. We argue that pragmatic knowledge like speech acts is important in conversation focus analysis. However, estimated speech act labeling between messages is not sufficient for detectinghuman conversation focus without considering other features like author information. Carvalho and Cohen (2005) describe a dependency-network based collective classification method to classify email speech acts. Our work on conversation focus detection can be viewed as an immediate step fol-lowing automatic speech act labeling on discussion threads using similar collective classification ap-proaches.We next discuss our approach to detect conver-sation focus using the graph-based algorithm HITS by taking into account heterogeneous features.3Conversation Focus DetectionIn threaded discussions, people participate in a conversation by posting messages. Our goal is to be able to detect which message in a thread con-tains the most important information, i.e., the focus of the conversation. Unlike traditional IR systems, which return a ranked list of messages from a flat document set, our task must take into account characteristics of threaded discussions.First, messages play certain roles and are related to each other by a conversation context. Second, messages written by different authors may vary in value. Finally, since postings occur in parallel, by various people, message threads are not necessarily coherent so the lexical similarity among the mes-sages should be analyzed. To detect the focus of conversation, we integrate a pragmatics study of conversational speech acts, an analysis of message values based on poster trustworthiness and an analysis of lexical similarity. The subsystems that determine these three sources of evidence comprise the features of our feature-based system.Because each discussion thread is naturally rep-resented by a directed graph, where each message is represented by a node in the graph, we can apply a graph-based algorithm to integrate these sources and detect the focus of conversation.3.1Thread RepresentationA discussion thread consists of a set of messages posted in chronological order. Suppose that each message is represented by m i, i =1,2,…, n. Then the entire thread is a directed graph that can be rep-resented by G= (V, E), where V is the set of nodes (messages), V= {m i,i=1,...,n}, and E is the set of directed edges. In our approach, the set V is auto-matically constructed as each message joins in the discussion. E is a subset of VxV. We will discuss the feature-oriented link generation functions that construct the set E in Section 4.We make use of speech act relations in generat-ing the links. Once a speech act relation is identi-fied between two messages, links will be generated using generation functions described in next sec-tion. When m i is a message node in the thread graph, VmF i⊂)(represents the set of nodes that node m i points to (i.e., children of m i), and VmBi⊂)(represents the set of nodes that point to m i (i.e., parents of m i).3.2Graph-Based Ranking Algorithm: HITS Graph-based algorithms can rank a set of objects in a collective way and the affect between each pair can be propagated into the whole graph iteratively. Here, we use a weighted HITS (Kleinberg, 1999) algorithm to conduct message ranking.Kleinberg (1999) initially proposed the graph-based algorithm HITS for ranking a set of web pages. Here, we adjust the algorithm for the task of ranking a set of messages in a threaded discussion. In this algorithm, each message in the graph can be represented by two identity scores, hub score and authority score. The hub score represents the qual-ity of the message as a pointer to valuable or useful messages (or resources, in general). The authority score measures the quality of the message as a re-source itself. The weighted iterative updating com-putations are shown in Equations 1 and 2.∑∈+=)(1)(*)(ijmFmjrijir mauthoritywmhub (1)∑∈+=)(1)(*)(ijmBmjrjiir mhubwmauthority (2)where r and r+1 are the numbers of iterations.The number of iterations required for HITS to converge depends on the initialization value for each message node and the complexity of the graph. Graph links can be induced with extra knowledge (e.g. Kurland and Lee, 2005). To help integrate our heterogeneous sources of evidence with our graph-based HITS algorithm, we intro-duce link generation functions for each of the three features, (g i, i=1, 2, 3), to add links between mes-sages.4Feature-Oriented Link GenerationConversation structures have received a lot of at-tention in the linguistic research community (Lev-inson, 1983). In order to integrate conversational features into our computational model, we must convert a qualitative analysis into quantitative scores. For conversation analysis, we adopted the theory of Speech Acts proposed by (Austin, 1962; Searle, 1969) and defined a set of speech acts (SAs) that relate every pair of messages in the corpus. Though a pair of messages may only be labeled with one speech act, a message can have multiple SAs with other messages.We group speech acts by function into three categories, as shown in Figure 1. Messages may involve a request (REQ), provide information (INF), or fall into the category of interpersonal (INTP) relationship. Categories can be further di-vided into several single speech acts.Figure 1. Categories of Message Speech Act. The SA set for our corpus is given in Table 1. A speech act may a represent a positive, negative or neutral response to a previous message depending on its attitude and recommendation. We classify each speech act as a direction as POSITIVE (+), NEGATIVE (−) or NEUTRAL, referred to as SA Direction, as shown in the right column of Table 1. The features we wish to include in our approach are lexical similarity between messages, poster trustworthiness, and speech act labels between message pairs in our discussion corpus.The feature-oriented link generation is con-ducted in two steps. First, our approach examines in turn all the speech act relations in each thread and generates two types of links based on lexical similarity and SA strength scores. Second, the sys-tem iterates over all the message nodes and assigns each node a self-pointing link associated with its poster trustworthiness score. The three features are integrated into the thread graph accordingly by the feature-oriented link generation functions. Multiple links with the same start and end points are com-bined into one.SpeechActName DescriptionDir. ACKAcknowl-edgeConfirm oracknowledge+CANSComplexAnswerGive answer requiring afull description of pro-cedures, reasons, etc.COMM CommandCommand orannounceCOMPCompli-mentPraise an argument orsuggestion+CORR CorrectCorrect a wrong answeror solution−CRT Criticize Criticize an argument −DESC DescribeDescribe a fact orsituationELAB ElaborateElaborate on a previousargument or questionOBJ ObjectObject to an argumentor suggestion−QUES QuestionAsk question about aspecific problemSANSSimpleAnswerAnswer with a shortphrase or few words(e.g. factoid, yes/no)SUG SuggestGive advice or suggest asolutionSUP SupportSupport an argument orsuggestion+Table 1. Types of message speech acts in corpus.4.1Lexical SimilarityDiscussions are constructed as people express ideas, opinions, and thoughts, so that the text itself contains information about what is being dis-cussed. Lexical similarity is an important measurefor distinguishing relationships between message pairs. In our approach, we do not compute the lexi-cal similarity of any arbitrary pair of messages, instead, we consider only message pairs that are present in the speech act set. The cosine similarity between each message pair is computed using theTF*IDF technique (Salton, 1989).Messages with similar words are more likely tobe semantically-related. This information is repre-sented by term frequency (TF). However, thosewith more general terms may be unintentionally biased when only TF is considered so Inverse Document Frequency (IDF) is introduced to miti-gate the bias. The lexical similarity score can be calculated using their cosine similarity.),(cos_j i l m m sim W = (3) For a given a speech act, SA ij (m i →m j ), connect-ing message m i and m j , the link generation function g 1 is defined as follows:)()(1l ij ij W arc SA g = (4)The new generated link is added to the threadgraph connecting message node m i and m j with a weight of W l . 4.2 Poster TrustworthinessMessages posted by different people may have dif-ferent degrees of trustworthiness. For example, students who contributed to our corpus did not seem to provide messages of equal value. To de-termine the trustworthiness of a person, we studied the responses to their messages throughout the en-tire corpus. We used the percentage of POSITIVE responses to a person’s messages to measure that person’s trustworthiness. In our case, POSITIVEresponses, which are defined above, included SUP, COMP, and ACK. In addition, if a person’s mes-sage closed a discussion, we rated it POSITIVE. Suppose the poster is represented by k person , the poster score, p W , is a weight calculated by))(())(_()(k k k pperson feedback count person feedback positive count person W = (5)For a given single speech act, SA ij (m i →m j ), the poster score indicates the importance of message m i by itself and the generation function is given by)()(2p ii ij W arc SA g = (6) The generated link is self-pointing, and contains the strength of the poster information.4.3 Speech Act AnalysisWe compute the strength of each speech act in a generative way, based on the author and trustwor-thiness of the author. The strength of a speech act is a weighted average over all authors. )()()()()(k P person person s person W SA count SA count dir sign SA W kk ∑=(7) where the sign function of direction is defined with Equation 8.⎩⎨⎧−= Otherwise 1NEGATIVEis dir if 1)(dir sign (8)All SA scores are computed using Equation 7and projected to [0, 1]. For a given speech act, SA ij (m i →m j ), the generation function will generate a weighted link in the thread graph as expressed in Equation 9.⎪⎩⎪⎨⎧= Otherwise )(NEUTRALis if )()(3sij ij s ii ij W arc SA W arc SA g (9) The SA scores represent the strength of the rela-tionship between the messages. Depending on thedirection of the SA, the generated link will either go from message m i to m j or from message m i to m i(i.e., to itself). If the SA is NEUTRAL, the link will point to itself and the score is a recommendation to itself. Otherwise, the link connects two different messages and represents the recommendation de-gree of the parent to the child message. 5 Experiments5.1 Experimental Setup We tested our conversation-focus detection ap-proach using a corpus of threaded discussions from three semesters of a USC undergraduate course in computer science. The corpus includes a total of640 threads consisting of 2214 messages, where a thread is defined as an exchange containing at leasttwo messages.Length of thread Number of threads3 1394 745 476 307 138 11Table 2. Thread length distribution.From the complete corpus, we selected only threads with lengths of greater than two and less than nine (messages). Discussion threads withlengths of only two would bias the random guess of our baseline system, while discussion threads with lengths greater than eight make up only 3.7% of the total number of threads (640), and are theleast coherent of the threads due to topic-switchingand off-topic remarks. Thus, our evaluation corpus included 314 threads, consisting of 1307 messages, with an average thread length of 4.16 messages perthread. Table 2 gives the distribution of the lengths of the threads.The input of our system requires the identifica-tion of speech act relations between messages. Col-lective classification approaches, similar to the dependency-network based approach that Carvalho and Cohen (2005) used to classify email speech acts, might also be applied to discussion threads. However, as the paper is about investigating how an SA analysis, along with other features, can benefit conversation focus detection, so as to avoid error propagation from speech act labeling to sub-sequent processing, we used manually-annotated SA relationships for our analysis.Code FrequencyPercentage (%)ACK 53 3.96 CANS 224 16.73 COMM 8 0.6 COMP 7 0.52 CORR 20 1.49 CRT 23 1.72 DESC 71 5.3 ELAB 105 7.84 OBJ 21 1.57 QUES 450 33.61 SANS 23 1.72 SUG 264 19.72 SUP 70 5.23 Table 3. Frequency of speech acts. The corpus contains 1339 speech acts. Table 3 gives the frequencies and percentages of speech acts found in the data set. Each SA generates fea-ture-oriented weighted links in the threaded graphaccordingly as discussed previously. Number of best answersNumber of threads1 2502 563 54 3Table 4. Gold standard length distribution. We then read each thread and choose the mes-sage that contained the best answer to the initial query as the gold standard. If there are multiple best-answer messages, all of them will be ranked as best, i.e., chosen for the top position. For exam-ple, different authors may have provided sugges-tions that were each correct for a specified situation. Table 4 gives the statistics of the num-bers of correct messages of our gold standard.We experimented with further segmenting the messages so as to narrow down the best-answer text, under the assumption that long messages probably include some less-than-useful informa-tion. We applied TextTiling (Hearst, 1994) to seg-ment the messages, which is the technique used by Zhou and Hovy (2005) to summarize discussions. For our corpus, though, the ratio of segments to messages was only 1.03, which indicates that our messages are relatively short and coherent, and that segmenting them would not provide additional benefits.5.2 Baseline SystemTo compare the effectiveness of our approach with different features, we designed a baseline system that uses a random guess approach. Given a dis-cussion thread, the baseline system randomly se-lects the most important message. The result was evaluated against the gold standard. The perform-ance comparisons of the baseline system and other feature-induced approaches are presented next. 5.3 Result Analysis and DiscussionWe conducted extensive experiments to investigate the performance of our approach with different combinations of features. As we discussed in Sec-tion 4.2, each poster acquires a trustworthiness score based on their behavior via an analysis of thewhole corpus. Table 5 is a sample list of some posters with their poster id, the total number of responses (to their messages), the total number of positive responses, and their poster scores p W . Poster ID Total Response PositiveResponsep W 193 1 1 1 93 20 18 0.9 38 15 12 0.8 80 8 6 0.75 47 253 182 0.719 22 3 2 0.667 44 9 6 0.667 91 6 4 0.667 147 12 8 0.667 32 10 6 0.6 190 9 5 0.556 97 20 11 0.55 12 2 1 0.5Table 5. Sample poster scores.Based on the poster scores, we computed the strength score of each SA with Equation 7 and pro-jected them to [0, 1]. Table 6 shows the strength scores for all of the SAs. Each SA has a different strength score and those in the NEGATIVE cate-gory have smaller ones (weaker recommendation).SA)(SA W sSA)(SA W sCANS 0.8134 COMM 0.6534DESC 0.7166 ELAB 0.7202 SANS 0.8281 SUG 0.8032 QUES 0.6230 ACK 0.6844 COMP 0.8081 SUP 0.8057 CORR 0.2543 CRT 0.1339 OBJ 0.2405Table 6. SA strength scores.We tested the graph-based HITS algorithm with different feature combinations and set the error rate to be 0.0001 to get the algorithm to converge. In our experiments, we computed the precision score and the MRR (Mean Reciprocal Rank) score (Voorhees, 2001) of the most informative message chosen (the first, if there was more than one). Ta-ble 7 shows the performance scores for the system with different feature combinations. The perform-ance of the baseline system is shown at the top. The HITS algorithm assigns both a hub score and an authority score to each message node, re-sulting in two sets of results. Scores in the HITS_ AUTHORITY rows of Table 7 represent the re-sults using authority scores, while HITS_HUB rows represent the results using hub scores.Due to the limitation of thread length, the lower bound of the MRR score is 0.263. As shown in the table, a random guess baseline system can get a precision of 27.71% and a MRR score of 0.539. When we consider only lexical similarity, the result is not so good, which supports the notion that in human conversation context is often more important than text at a surface level. When we consider poster and lexical score together, the per-formance improves. As expected, the best per-formances use speech act analysis. More features do not always improve the performance, for exam-ple, the lexical feature will sometimes decrease performance. Our best performance produced a precision score of 70.38% and an MRR score of 0.825, which is a significant improvement over thebaseline’s precision score of 27.71% and its MRR score of 0.539. Algorithm & Features Correct (out of 314) Precision(%)MRR Baseline 87 27.71 0.539Lexical 65 20.70 0.524Poster 90 28.66 0.569 SA 215 68.47 0.819 Lexical +Poster91 28.98 0.565Lexical +SA194 61.78 0.765Poster +SA221 70.38 0.825H I T S _A U T H O R I T YLexical + Poster + SA212 67.52 0.793 Lexical 153 48.73 0.682 Poster 79 25.16 0.527 SA 195 62.10 0.771 Lexical +Poster158 50.32 0.693Lexical +SA177 56.37 0.724Poster +SA207 65.92 0.793H I T S _H U B Lexical + Poster + SA196 62.42 0.762 Table 7. System Performance Comparison. Another widely-used graph algorithm in IR is PageRank (Brin and Page, 1998). It is used to in-vestigate the connections between hyperlinks in web page retrieval. PageRank uses a “random walk” model of a web surfer’s behavior. The surfer begins from a random node m i and at each step either follows a hyperlink with the probability of d , or jumps to a random node with the probability of (1-d ). A weighted PageRank algorithm is used to model weighted relationships of a set of objects. The iterative updating expression is∑∑∈∈++−=)()(1)(*)1()(i j j k m B m j r m F m jkjii r m PR ww d d m PR (10)where r and r+1 are the numbers of iterations.We also tested this algorithm in our situation, but the best performance had a precision score of only 47.45% and an MRR score of 0.669. It may be that PageRank’s definition and modeling ap-proach does not fit our situation as well as the HITS approach. In HITS, the authority and hub-based approach is better suited to human conversa-tion analysis than PageRank, which only considers the contributions from backward links of each node in the graph.6Conclusions and Future WorkWe have presented a novel feature-enriched ap-proach for detecting conversation focus of threaded discussions for the purpose of answering student queries. Using feature-oriented link generation and a graph-based algorithm, we derived a unified framework that integrates heterogeneous sources of evidence. We explored the use of speech act analysis, lexical similarity and poster trustworthi-ness to analyze discussions.From the perspective of question answering, this is the first attempt to automatically answer com-plex and contextual discussion queries beyond fac-toid or definition questions. To fully automate discussion analysis, we must integrate automatic SA labeling together with our conversation focus detection approach. An automatic system will help users navigate threaded archives and researchers analyze human discussion.Supervised learning is another approach to de-tecting conversation focus that might be explored. The tradeoff and balance between system perform-ance and human cost for different learning algo-rithms is of great interest. We are also exploring the application of graph-based algorithms to other structured-objects ranking problems in NLP so as to improve system performance while relieving human costs.AcknowledgementsThe work was supported in part by DARPA grant DOI-NBC Contract No. NBCHC050051, Learning by Read-ing, and in part by a grant from the Lord Corporation Foundation to the USC Distance Education Network. The authors want to thank Deepak Ravichandran, Feng Pan, and Rahul Bhagat for their helpful suggestions with the manuscript. We would also like to thank the HLT-NAACL reviewers for their valuable comments. ReferencesAustin, J. 1962. How to do things with words. Cam-bridge, Massachusetts: Harvard Univ. Press.Brin, S. and Page, L. 1998. The anatomy of a large-scale hypertextual web search engine. Computer Networks and ISDN Systems, 30(1-7):107--117. Carvalho, V.R. and Cohen, W.W. 2005. On the collec-tive classification of email speech acts. In Proceed-ings of SIGIR-2005, pp. 345-352. 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