Hasil untuk "Philology. Linguistics"

Jiali Cheng, Hadi Amiri

Large language models (LLMs) are the foundation of many AI applications today. However, despite their remarkable proficiency in generating coherent text, questions linger regarding their ability to perform fine-grained linguistic annotation tasks, such as detecting nouns or verbs, or identifying more complex syntactic structures like clauses in input texts. These tasks require precise syntactic and semantic understanding of input text, and when LLMs underperform on specific linguistic structures, it raises concerns about their reliability for detailed linguistic analysis and whether their (even correct) outputs truly reflect an understanding of the inputs. In this paper, we empirically study the performance of recent LLMs on fine-grained linguistic annotation tasks. Through a series of experiments, we find that recent LLMs show limited efficacy in addressing linguistic queries and often struggle with linguistically complex inputs. We show that the most capable LLM (Llama3-70b) makes notable errors in detecting linguistic structures, such as misidentifying embedded clauses, failing to recognize verb phrases, and confusing complex nominals with clauses. Our results provide insights to inform future advancements in LLM design and development.

Sophie Hao

Chesi's (forthcoming) target paper depicts a generative linguistics in crisis, foreboded by Piantadosi's (2023) declaration that "modern language models refute Chomsky's approach to language." In order to survive, Chesi warns, generativists must hold themselves to higher standards of formal and empirical rigor. This response argues that the crisis described by Chesi and Piantadosi actually has little to do with rigor, but is rather a reflection of generativists' limited social ambitions. Chesi ties the fate of generative linguistics to its intellectual merits, but the current success of language model research is social in nature as much as it is intellectual. In order to thrive, then, generativists must do more than heed Chesi's call for rigor; they must also expand their ambitions by giving outsiders a stake in their future success.

Cristiano Chesi

This is the final remark on the replies received to my target paper in the Italian Journal of Linguistics

Marianne de Heer Kloots, Paul Boersma, Willem Zuidema

Futrell and Mahowald present a useful framework bridging technology-oriented deep learning systems and explanation-oriented linguistic theories. Unfortunately, the target article's focus on generative text-based LLMs fundamentally limits fruitful interactions with linguistics, as many interesting questions on human language fall outside what is captured by written text. We argue that audio-based deep learning models can and should play a crucial role.

I. E. Kim

The purpose of this article is to systematically organize the philological and semiotic sciences that examine the phenomenon of writing from various perspectives: as a representative form of language, a communicative system of sociolinguistic practice, a texture of speech, and a sign system characterized by a distinct set of signs. The multifaceted nature of writing has given rise to a wide array of theoretical and applied scientific disciplines connected to it. It has been established that the study of writing encompasses four primary areas of knowledge: semiotics, philology, linguistics, and paralinguistics. This classification aligns with the overall trajectory of philological science and its broader activities. Moreover, within these areas, we can identify several subfields: general theoretical disciplines (such as general philology and grammatology), specific theoretical disciplines (including graphics, graphemics, and metagraphemics), applied disciplines (like paleography, textology, and sphragistics), orthological studies (pertaining to spelling and punctuation), practical disciplines (such as typography and script decipherment), and even artistic practices (like calligraphy and font design).

Juri Opitz, Shira Wein, Nathan Schneider

Large Language Models (LLMs) have become capable of generating highly fluent text in certain languages, without modules specially designed to capture grammar or semantic coherence. What does this mean for the future of linguistic expertise in NLP? We highlight several aspects in which NLP (still) relies on linguistics, or where linguistic thinking can illuminate new directions. We argue our case around the acronym RELIES that encapsulates six major facets where linguistics contributes to NLP: Resources, Evaluation, Low-resource settings, Interpretability, Explanation, and the Study of language. This list is not exhaustive, nor is linguistics the main point of reference for every effort under these themes; but at a macro level, these facets highlight the enduring importance of studying machine systems vis-à-vis systems of human language.

Cristiano Chesi

A significant debate has emerged in response to a paper written by Steven Piantadosi (Piantadosi, 2023) and uploaded to the LingBuzz platform, the open archive for generative linguistics. Piantadosi's dismissal of Chomsky's approach is ruthless, but generative linguists deserve it. In this paper, I will adopt three idealized perspectives -- computational, theoretical, and experimental -- to focus on two fundamental issues that lend partial support to Piantadosi's critique: (a) the evidence challenging the Poverty of Stimulus (PoS) hypothesis and (b) the notion of simplicity as conceived within mainstream Minimalism. In conclusion, I argue that, to reclaim a central role in language studies, generative linguistics -- representing a prototypical theoretical perspective on language -- needs a serious update leading to (i) more precise, consistent, and complete formalizations of foundational intuitions and (ii) the establishment and utilization of a standardized dataset of crucial empirical evidence to evaluate the theory's adequacy. On the other hand, ignoring the formal perspective leads to major drawbacks in both computational and experimental approaches. Neither descriptive nor explanatory adequacy can be easily achieved without the precise formulation of general principles that can be challenged empirically.

Dominique Brunato

This position paper investigates the potential of integrating insights from language impairment research and its clinical treatment to develop human-inspired learning strategies and evaluation frameworks for language models (LMs). We inspect the theoretical underpinnings underlying some influential linguistically motivated training approaches derived from neurolinguistics and, particularly, aphasiology, aimed at enhancing the recovery and generalization of linguistic skills in aphasia treatment, with a primary focus on those targeting the syntactic domain. We highlight how these insights can inform the design of rigorous assessments for LMs, specifically in their handling of complex syntactic phenomena, as well as their implications for developing human-like learning strategies, aligning with efforts to create more sustainable and cognitively plausible natural language processing (NLP) models.

Lilianna Konopska

W pracy podjęto zagadnienia itowego układu języka w realizacjach fonemu samogłoskowego /i/, a także fonemów spółgłoskowych, w których realizację wpisany jest itowy układ języka. Omówiono wyniki współczesnych badań logopedycznych nad wybranymi anatomiczno-czynnościowymi uwarunkowaniami wadliwych realizacji fonemów spółgłoskowych /ɕ, ʑ, ʨ, ʥ, ɲ, j/ oraz /i/, a także zjawisko depalatalizacji.

Abubakar Salihu, Muhammad Mukhtar Aliyu, Nur Fadillah Nurchalis

Artificial intelligence (AI) has a profound influence on various facets of modern-day society, notably within the realm of education. Its application in educational settings is extensive, primarily aimed at improving the methods of instruction and knowledge acquisition. Thus, this research investigates the impact of AI tools (ChatGPT, Google Bard) on the creative writing skills of Nigerian undergraduates using a pretest-posttest quasi-experimental research design. Eighty (80) third-year undergraduates participated in the study. Data were collected using pretest-posttest writing tasks. The writing scripts were graded using creative writing assessment rubrics. Paired sample t-test analysis was conducted to compare the pretest-posttest writing scores using SPSS. The results of the analysis showed a significant improvement in the participants’ overall writing scores after using the AI tools. The results also show significant improvement in all the aspects of creative writing: image, voice, characterization and story. Finally, the study makes some recommendations for practice and further studies.  

Tang Jinlan, Zhai Yuming, Li Lingxiao et al.

The increasing development of emerging technologies contributes to ubiquitous and personalized language learning. Hence this study reported a project of designing and applying mobile learning for a less-commonly taught language, Fijian language, at a university in China. Guided by the natural approach and the immersion method of foreign language learning, and principles of multimedia learning, a Fijian language learning application was designed and applied, involving creating a Fijian language environment via situational simulation and offering sufficient language practice and immediate feedback based on speech evaluation and adaptive learning. The rationale, course design, technology support, along with students’ Fijian learning experiences gauged from a questionnaire and an online group interview are documented and discussed. Learners reported increased interest, improvements in spoken communication and learner autonomy. The study will yield implications to future mobile language learning resources design and the pedagogy of integrating the application into teaching and learning of foreign languages.

María Fernanda Lara-Díaz, Judy Costanza Beltrán Rojas, Yennifer Aponte Rippe

IntroductionDevelopmental Language Disorder (DLD) is a neurobiological condition characterized by insufficient language and communication development, with no underlying physical, sensory, or cognitive explanations. A prominent feature among children with DLD is their struggle with phonological processing, a pivotal skill for later reading proficiency. Recent research suggests that children with DLD may also exhibit impairments in various non-linguistic cognitive abilities, including memory, attention, and perception. Of particular importance is visual attention, which plays a critical role in integrating visual perceptual information with diverse cognitive and linguistic processes.ObjectiveTo characterize visual attention during phonological processing tasks in Colombian children with DLD.MethodologyThis study employed a cross-sectional descriptive experimental design involving 20 children diagnosed with Developmental Language Disorder (DLD) and 20 children without language difficulties. All participants underwent language, vocabulary, and phonological awareness tests. Additionally, an experimental task utilizing the eye-tracking method was designed and administered to measure phonological processing with phonological and lexical distractors.ResultsChildren with DLD exhibited diminished performance on phonological awareness tasks, as evidenced by their lower scores. This was further supported by the experimental phonological processing task, where an interference effect was observed in the presence of lexical distractors for word recognition, but not with phonological distractors.ConclusionChildren with DLD demonstrated deficiencies in both phonological awareness and visual attention skills during linguistic and phonological processing tasks. They also exhibit reduced sensitivity in identifying phonological relations such as rhyme. The study discusses these findings along with their clinical implications, emphasizing the importance of assessing online processing abilities in children with DLD and considering the influence of other cognitive abilities on their linguistic performance.

Alessandro Maria Bruni

The present paper provides scholars with a critical assessment of research into Russian diachronic linguistics and Russian philology carried out by Italian Slavicists over the last thirty years. This article first examines how Italian scholars have understood and engaged with fundamental issues in the history of the Russian language, which have been at the centre of discussion on an international level. It then explores the advances made in Italian research on historical grammar and emphasises the peculiarity of the approach to textual criticism developed by Italian scholars and its relevance to Russian philology. Finally, the paper discusses major Italian contributions regarding specific issues in Russian diachronic linguistics and philology, which reveal innovative solutions to long-standing problems. While further exploration is necessary in several areas, in qualitative terms, the hitherto accomplished research cannot but be positively assessed.

Albrecht Classen

In a way, all Medieval Studies are philology-centered, that is, they focus on the written or spoken word as found in manuscripts or other media (epigraphs, etc.). But philology itself, especially in the Germanic context, does not fare well any longer. Nevertheless, some researchers make a valid effort to uphold this academic discipline, even though it might be more difficult to define it today with the widening of historical linguistics and related fields. The present volume, competently edited by Tina Boyer and Heiko Wiggers, grew out of sessions at the MLA annual conferences and combines a range of philological topics some of which pertain to the Middle Ages, others fall beyond that chronological divide and can only be touched upon here.

S. Buk, Svitlana Hryhoruk

Розвідку присвячено науково-дослідницькій, викладацькій та керівницькій діяльності проф. Ф. Бацевича. Досліджено його найцитованіші праці, рецензії на його видання, зібрано відгуки його аспірантів та докторантів про співпрацю з ним як науковим керівником і консультантом. Описано експертну наукову діяльність Ф. Бацевича, роботу кафедри загального мовознавства Львівського університету під його керівництвом.

Patricia Ronan, Gerold Schneider

The present study asks if ChatGPT4, the version of ChatGPT which uses the language model GPT4, can successfully solve introductory linguistic exams. Previous exam questions of an Introduction to Linguistics course at a German university are used to test this. The exam questions were fed into ChatGPT4 with only minimal preprocessing. The results show that the language model is very successful in the interpretation even of complex and nested tasks. It proved surprisingly successful in the task of broad phonetic transcription, but performed less well in the analysis of morphemes and phrases. In simple cases it performs sufficiently well, but rarer cases, particularly with missing one-to-one correspondence, are currently treated with mixed results. The model is not yet able to deal with visualisations, such as the analysis or generation of syntax trees. More extensive preprocessing, which translates these tasks into text data, allow the model to also solve these tasks successfully.

A. V. Zamkovaya

Modern technology is expanding the possibilities of classes and determining the need for new forms of learning. The study of multimedia technology is currently developing in an academic way. Visuals in general play a huge, sometimes decisive role in digital communication. The article is devoted to the usage of video materials in the foreign language classes, the author considers the methods of video resources usage in the process of teaching foreign languages, aimed at forming communicative competence of the students. The author analyses psycho-didactic possibilities of audiovisual teaching materials. Particular attention is paid to the peculiarities of clip thinking, the level of visual literacy and the typology of video resources for teaching foreign languages. The aim of the article is to develop a methodology of applying teaching and authentic video resources in the process of foreign language teaching aimed at forming audiovisual literacy and communicative competence of students. The author concludes that the rational use of video materials and video resources contributes to a deeper involvement of students in learning a foreign language, stimulates the development of creative thinking, social skills, contributes to the mastery of knowledge, skills and abilities of understanding, speaking and writing.

Paloma Chen

Reflexões situadas em uma identidade sino-utiel-valenciana-wenzhounesa-espanhola são vistas como experiências particulares e minoritárias pela hegemonia ocidental, que atribui rótulos de hipersexualização, fetichização, exotismo e criminalização às mulheres asiáticas. Diante do cânone reconhecido pelas instituições educativas eurobrancas como literatura universal, autoras e criadoras migrantes e pessoas racializadas reivindicam espaços com obras literárias e artísticas sobre noções críticas como identidade, legado ou memória, em linguagens fronteiriças, mestiças, fraturadas. Assim, desarmam o sujeito dessubjetivado e desencarnado chamado “autor”, que domina um sistema literário que exclui ao invés de incluir.

J. Subbiondo, Marcin Kilarski

Abstract In language study in the West, the nineteenth century was dominated by comparative philology, and the past century by general linguistics. In the last quarter of the nineteenth century, linguists introduced ideas inconsistent with traditional comparative philology that foreshadowed general linguistics. While Ferdinand de Saussure (1857–1913) is recognized as a leading founder of general linguistics, other linguists also moved the discipline in this direction. We focus on Archibald Henry Sayce’s (1845–1933) Principles of Comparative Philology (1893) because it anticipated general linguistics, and because the book and its author have been overlooked despite their relevance to the history of linguistics. However, as the author of several works on the languages, literatures, and religions of the Ancient Near East, Sayce was regarded as one of the most erudite scholars of his time. As an example of Sayce’s innovative contribution, we examine his theoretical and methodological principles, including the need for inductive generalizations based on large samples of data, the value of lesser-known languages as a window onto fundamental principles of language, and the status of linguistics vis-à-vis emerging fields of related study. Sayce’s treatment of examples from non-Indo-European languages reflects a tension between comparative philology as it was practiced in the late nineteenth century and twentieth-century comparative and typological linguistics. On the one hand, the principles mentioned above are indicative of the uniformitarian principle, the emphasis on inductive generalizations in American structuralism, and the avoidance of various types of bias in modern typology. On the other hand, his reinterpretation of examples from the languages of North America, Southern Africa, and Tasmania as evidence of the lack of abstract and generic terms not only violated his methodological assumptions but was also consistent with the common nineteenth-century practice of treating words as an index of civilizational development.

Оксана Торба, Станіслав Пашко

The collective monograph highlights the current problems of theoretical and applied modern linguistics; representations of the national-linguistic picture of the world; theories and practices of translation as a means of intercultural communication; teaching methods and organization of the educational process in the context of intercultural communication in institutions of higher education. For scientists, teachers of institutions of higher education, post-graduate students, doctoral students, higher education holders of bachelor's and master's degrees. The materials of the collection will be of interest to scientists, teachers and students, everyone involved in the scientific and theoretical analysis of modern issues of linguistics and translation studies.