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Multilayered Semantic Frame Analysis (MSFA) 를 이용한 논술 프레임 연구 계획서
2005 WINTER / AN, DONGGUN
MSFA IN NICT
WHAT IS MSFA?
+Multilayered Semantic Frame Analysis+Frame work for both semantic analysis and annotation+Inspired by the Berkeley FrameNet+Specification of sentence: an integration of multiple semantic frame+Based on real text+Annotation to reveal what is really understood
+Importance of the lexical semantic analysis+Recent NLP community is eager to semantic information+Examples of Frameworks: Berkeley FrameNet, PropBank+Problems of These Frameworks are not satisfactory of developing a semantically tagged corpus for Japanese. +MSA are satisfactory of that purpose.
WHY MSFA?
MSFA IN NICT
+Human understanding is situational driven.+Situation serves cognitive models. +Cognitive model can be specified semantic frames :: Situation-parameterized states of affairs :: Semantic frames-mental structure/models
ASSUMPTION THAT GUIDES MSFA
Human Understanding
Cognitive ModelSituation Semantic Frames
MSFA IN NICT
+ i) A frame index (Fi ) ii) F-to-F relation iii) Frame name/identifier (e.g., “Title Giving”)+Governors: Predicates like verbs and prepositions (names frames) +Evokers: Nominal or adjectival frame-evoking elements+Extenders: Elements that extend the function of governors
MSFA TERMINOLOGY AND NOTION
MSFA IN NICT
+Ability to reveal links from language to world knowledge =Communicative language ability (Bachman, 1990) :: function 1_lexicon items ontological knowledge base :: function 2_knowledge interpretation of a sentence
+Ability to integrated lexical semantic analysis and semantic annotation+Ability to provide cross-linguistically compatible description+Ability to encode many kinds of lexical semantic phenomena :: Book realizes such roles as: a. <PIECE OF WORK> in <TITLE GIVING> b. <BOOK>(as a <PIECE OF WORK>) in <BOOK WRITING> c. <BOOK>(as <INFORMATIVE CARRIER>) in <READING> d. <PUBLICATION> in <PUBLISHING> e. <GOODS> in <SELLING>and <BUTYING> f. <FUN SOURCE> in <FUN HAVING>
POINTS THAT MSFA MAKES
MSFA IN NICT
+ Aims to help solve the problem of poly-semy 제 2 외국어 습득 이용 가능성 :: a book of stamps :: accounting books :: a book as a chapter of a large book :: cook the books :: throw the book at someone
He’s collected stamps for many years to have thousands books of them, now occupying a room.
+Aspect selected by predicates
X1 collected Y1---------------------------X1:<COLLECTOR>, Y1:<COLLECTION> X2 have Y2--------------------------------X2:<OWNER>, Y2: <POSSESSION> X3 occupy Y3-----------------------------Y3:<SPACE>
DEALING WITH POLYSEMY
MSFA IN NICT
+Syntax-semantics mapping => Parallel Distributed Processing (PDP)+Intuition demanding :: Only native speaker :: Commonsense Commonsense is not a simple thing. A immense society of hardened practical ideas- multitudes of life-learned rules and exceptions, dispositions and tendencies, balances and checks Society of Mind, Marvin Minsky 1988
SHORTCOMINGS OF MSFA
MARVIN MINSKYTHE REALMS OF THE THOUFHT
+Paranomes :: Higher level conceptual-frames are parallel arrays of analogous frames :: Mary gives Jack the kites
InstrumentOrigin
Actor Object
Destination
PHYSICAL
POSSESSIONAL
PHYCHOLOGICAL
Mary’s hand
Jack’s hand
Mary’s estate
Jack’s estate
Mary’s disposition
Jack’s disposition
MARVIN MINSKYTHE REALMS OF THE THOUFHT
+ :: A book titled the inside white house will go on sale in the U.S on January 14. :: Cross-realm correspondences
Agent Patient
Purpose Evoker
Governor
AUTHORING
HAVING FUN
PUBLISHING
Author
Object
Enjoyer
Fun Source
Publisher
Publication
Parallel Distributed Processing (PDP)
MSFA IN LINGUISTICS
Components of communicative language ability in communicative language use (Bachman 1990)
Knowledge StructureKnowledge of the world
Language CompetenceKnowledge of the language
Psychological Mechanisms
Strategic Competence
Context ofSituation
Communicative Competence
+Grammatical Competence Knowledge of lexical items and rules of morphology, syntax, grammar, semantics, phonology
+Discourse Competence Ability we have to for a meaningful whole out of series of utterances. It is concerned with inter sentential relationship.
+Sociolinguistics Competence Understanding of the social context in which language is used the information they share, and the function of the interaction.
MSFA IN LINGUISTICS
Language Competence
GrammaticalCompetence
Pragmatic CompetenceOrganizing Competence
Textual Competence
IllocutionaryCompetence
SociolinguisticCompetence
Vocabulary
Morphology
Syntax
Phonology/Graphology
Cohesion
RhetoricalOrganization
IdeationalFunctions
ManipulativeFunctions
HeuristicFunctions
ImaginativeFunctions
Sensitivity toDialect or Variety
Sensitivityto Register
Sensitivityto Naturalness
Cultural Referencesand Figures of speech
Components of language competence (Bachman 1990)
PLANING
MSFA 를 이용하여50 개의 문장 분석 및
프레임 설정
프레임간의 관계성 구축통한 MSFA 샘플 완성
MSFA 를 통한논술 작성 매뉴얼 완성
MSFA 를 통한논술작성 매뉴얼 작성
주제선정 및 논술 예문 ,신문 기사 코퍼스
예문 분석 샘플의 역이용논술 쓰기 매뉴얼 구축
Syntax 를 더한논술작성 매뉴얼 작성
GOVERNOR 와 프레임요소들 간에 Feature
Checking 도입
일관성 있는 프레임 요소Feature Checking
시스템 개발
프레임과 프레임간의 구조적 Tress 분석
Syntax 를 더한 논술 매뉴얼 완성
일관성 있고 체계 있는F-to-F Tree 체계 수립
한국어와 영어의 텍스트 프레임 연구
연구 1_ 번역 문장 분석을 통한 언어프레임 비교
Korea Times 와 한국 기사문장 분석 및 프레임 비교
연구 2_ 독립된 문장 분석을통한 인지 프레임 비교
영어권 나라의 기사와한국기사 ( 독립된 기사 )문장 분석 및 프레임 비교
MSFA 를 통한 한국어와영어의 언어 프레임 및
인지 프레임 시스템 완성
동화책과 유아 글쓰기를 통한 metaphor 추출
선택된 문장의 프레임분석 및 선정
Metaphor 의 MSFA 샘플시스템 완성
완성된 샘플을 통하여유아의 구별된
인지 프레임 분석
유아 인지 프레임 통한유아 컨텐츠의 방향제시
유아교육 컨텐츠를 위한Metaphor 의 MSFA 구축
MSFA SAMPLE 1_ 영어조기교육아이스푼
유치원 어린이
원어 민 , 교포교사
쿠킹클래스아트 & 크래프트
미술실 , 쿠킹룸
지도하고
를
있다 .
영어
월요일 ~ 금요일
에서
에서는
가
들을
를 통하여
까지
Institution
F1: Educating
Receiver
Educator
Place
Time
Instructing Objective
F6: Organizing Course
Organizer
Course
Receiver
Time
Place
Purpose
F2: Writing
Writer
Composition
Teacher
Time
Place
F3: Speaking
Speaker
Listener
Utterance
Time
Place
F4: Listening
Listener
Speaker
Dialog
Time
Place
F5: Reading
F7: Testing
Reader
Text
Teacher
Time
Place
Strategy
Strategy
Strategy
Examinee
Examiner
Score
Time
Place
Purpose
F8: Having Fun
F9: Having Stress
Enjoyer
Provider
Fun Source
Strategy
Time
Place
Purpose
Sufferer
Provider
Stress Source
Strategy
Time
Place
Purpose
Frame ID F1 F2 F3 F4 F5 F6 F7 F8 F9
Frame Educating Writing Speaking Listening ReadingOrganizing Course
Testing Having FunHaving Stress
F-to-F presupposesconstitute
sconstitutes
presupposes
presupposes
elaborate F1
presuppose
relations F6 F12 F11 F3 F2 F1
presupposes
F4
영어교육센터 Institution
아이스푼 Name
에서는 MARKER
유치원어린이들 Receiver Writer Speaker Listener Reader ReceiverExaminee
Enjoyer Sufferer
에게 MARKER
원어민과 교포교사 Educator Teacher Listener Speaker Teacher Organizer Examiner Provider Provider
가 MARKER
영어 InstructingCompositio
nUtterance Dialog Text Course Score Fun Source
Stress Source
Objective
를 MARKER
지도하고 InstructingCompositio
n.Language. Dialog. Text. Subject. Score. Fun Source.
Stress Source.
Objective. attribute attribute attribute attribute attribute attribute attribute attribute
attribute
있다 . EXTENDER
쿠킹클래스 , Strategy
아트 & 크래프트
를 통하여 MARKER
월요일에서 Time
금요일까지
쿠킹룸 Place
미술실
에서 MARKER
MSFA SAMPLE 1_ 영어교육 IN U.S
Most immigrants want their children to learn English because they know that is the road to living the American dream.
Our laws require that naturalized citizens must demonstrate "the ability to read, write, and speakwords in ordinary usage in the English language." We hope all immigrants realize that they can't become Americans unless they speak English.
The law requires that if more than 5 percent or more than 10,000 of voting-age citizens in a county don't speak English, the county must follow the language-access provisions of the Voting Rights Act and translate election materials into their language.
That's no surprise, educators say, because these districts have a disproportionate share of poverty, inexperienced teachers and children for whom English is a second language.
The adults deemed illiterate in English include people who may be fluent in Spanish or another language but cannot comprehend English text at its most simple level.
MSFA SAMPLE 1_ 영어교육 IN U.S
Immigrant
F1: Immigrating F2: Home schooling F3: Nationalizing F4: Dreaming
F5: Translating F6: Requiring F7: Voting F8: Using
Nationality
Country
Teacher
Students
Subjects
PlacePurpose
Requirement
Citizen
Country
Requirement
Purpose
Dreamer
Place
Means
Contents
Purpose Time Purpose
Signifier
Signifiant
Purpose
Reason
Time
Demander
Object
Applicant
Purpose
Place
Voter
Object
Place
Time
Purpose
Object
Means
User
Purpose
Place
MSFA SAMPLE 2_ 줄기세포황우석교수는
오염사고로
줄기세포
훼손되자
2,3 번
6 개의
줄기세포를
반환 받았고
줄기세포를
6 개가
미즈메디 병원에
냉동 보관 중이던
추가로
수립해
사이언스에
논문을
제출했다고
말했다 .
F1: Conditioning
F2: Safekeeping
Checker
Object
Result
Reason of result
The number of object
Place
Time
Keeper
Object
Process
Figure of object
Place
Time
Reason
F3: Recovering
F8: Interviewing
Giver
Receiver
Object
Reason
Time
Place
Interviewer
Interviewee
Subject
Time
Place
Purpose
F4: Making
F5: re-Making
Maker
Object
The number of object
Purpose
Time
Place
re-Maker
Object
Reason
Purpose
Time
Place
F4: Writing Paper
Author
Theme
Purpose
Time
Place
Journal Name
F4: Submitting Paper
Presenter
Author
Subject of paper
Journal Name
Time
Place
The number of object
F1 F2 F3 F4 F5 F6 F7 F8
F-F Relations
presupposes F2
elaborates F1Presupposes
F1; elaborates F1
constitutes F1, F2
presupposes F4;
presupposes F1,2,4Presupposes
F6
FrameConditionin
gSafekeeping Recovering Making re-Making Writing Paper
Submitting Paper
Interviewing
황우석교수 Checker Keeper Receiver Maker re-Maker Author PresenterInterviewe
e
는 MARKER MARKER MARKER MARKER MARKER MARKER MARKER MARKER
줄기세포 Object for Checking
Object for Keeping
Object for being Made
Subject
* Figure
6 개 Number Number Number
가 MARKER MARKER MARKER
* Time
오염사고 Reason Reason Reason
로 MARKER MARKER MARKER
훼손되자 GOVERNOR
미즈메디 병원에 Place Giver
냉동 Process
보관 중이던 GOVERNOR
2,3 번 Figure
줄기세포 Object for Keeping
Object for Recovering
Object for being Made
를 MARKER MARKER MARKER
반환 받았고 GOVERNOR
6 개의 Number
줄기세포를 Object for re-Making
Theme of PaperTheme of
PaperSubject
추가로 GOVERNOR
수립해 GOVERNOR
사이언스에 Journal Name Journal Name
논문을 Paper Paper
제출했다고 GOVERNOR GOVERNOR
말했다 . GOVERNOR
CP C’ C TP DP T’ T vP v VP V PP P NP N PP P DP D NP N PP P NP
e
e
D NPThe
N CP Book [work] [object][publication] [goods]
titled “the inside White house [titlegiving : uwork] [namegiving: uobject]
will
go
on[publishing:upublication][selling: ugoods]
sail
in
the
U.S
on January 14
thethe
bookbook
titledtitled
the inside white housethe inside white house
willwill
gogo
onon
sailsail
In the U.S In the U.S
on January 14on January 14
SYNTAX_FEATURE CHECKING
SYNTAX_F RELATION TREE
thethe
bookbook
titledtitled
the inside white housethe inside white house
willwill
gogo
onon
sailsail
In the U.S In the U.S
on January 14on January 14
F5Publishing [presuppose F3]
F3Writing[constitutes F5][elaborate F4]
F6Selling[constitutes F5][presupposes F4,F7]
F1Title Giving [constitutes F3] [elaborates F2]
F12Disclosure [constitutes F3, F5]
F4Authoring
F1Title Giving
F7Purchsing [presupposes F6] [elaborates F9]
F9Reading[presuppose F5]
F10Having Fun
SCHEDULEYear 2006
Month 1 2 3 4 5 6 7 8
영어조기교육 관련기사 및 논술 예문분석 및 MSFA 샘플구축
논술주제 정립 : 영어조기교육
신문기사 및 논술예문 선정 (50sentences)
선정된 문장 분석 및 프레임 설정
선정된 각 문장 속 프레임간의 관계성 수립
선정된 50 문장의 MSFA 샘플 완성
MSFA 샘플을 통한논술 작성 매뉴얼제작
MSFA 샘플 정밀 분석 및 조합
체계적인 프레임 수립 관계성 정리
예문분석의 역이용 _ 문장 쓰기에 이용할 수 있는 매뉴얼 구축
Syntax 를 더한논술 매뉴얼 작성
GOVERNOR 와 프레임 요소들 사이에 Feature Checking 도입
Feature Checking 의 일관성 있는 시스템 개발
Frame 간의 관계 Tree 구조 정립
한국어와 영어의 텍스트 프레임 비교
한국기사를 실은 Korea Times 의 영어문장 50 개 추출
추출된 50 개 문장의 한국어 번역 본 기사 찾기
선정된 문장 ( 영문 , 번역문 ) 분석 및 프레임 설정
선정된 문장들의 MSFA 샘플 완성
한국어와 영어의 MSFA 프레임과 관계성 비교연구
유아교육 컨텐츠제작을 위한 MSFA 적용Metaphor 분석
유아의 글쓰기 샘플을 통하여 metaphor 포함된 문장 추출
동화책을 이용하여 metaphor 포함된 문장 추출
선정된 문장의 프레임 설정 및 관계성 분석
Metaphor 를 중심으로 MSFA 샘플 구축
MSFA 샘플을 토대로 유아의 인지 파악 매뉴얼 작성
매뉴얼을 통하여 유아 교육 컨텐츠 제작의 방향성 제시