Russian multimodal corpora

transcript

Andrej A. Kibrik(Inst. of Linguistics RAN and MSU)aakibrik@gmail.com

Multimodality Traditional linguistic approach:

language = verbal material Multimodal approach:

linguistic communication involves several modes, or channels

Apart from the verbal mode, also: non-segmental sound (=prosody) visual mode (=“body language”)

These modes are no less important for linguistic communication than the traditional verbal mode

“Any use of language is inescapably multimodal” (Scollon 2006)

In this talk: I. Corpora annotated for prosody II. Corpora annotated for gesticulation and prosody

I. CORPORA ANNOTATED FOR PROSODY

Night Dream Stories Siberian Life Stories Funny Life StoriesThis work is being currently supported by

the Russian Academy of Sciences project “Corpus Linguistics”http://www.corpling-ran.ru/

This online service has been created:http://mib431.ru/corpus/#

Night Dream Stories Authors: E.A.Korabelnikova, A.A.Kibrik,

V.I.Podlesskaya, A.O.Litvinenko, N.A.Korotaev, M.K.Buryakov et al.

Goals: Multi-purpose corpus of spoken

Russian Comparison of language produced by

normal speakers and speakers with neural disorders

Discourse type: personal stories Speakers: children and adolescents Setting:

When:• Recorded in 1990s• 2000-2009: the NDS project• 2011: the current stage

Where: mostly in a clinic How: immediately after wake-up

Night Dream Stories Composition

Audio files• Marked for temporal structure

Transcripts of three levels of detail: minimal, medium, and full

Volume 129 stories Almost 2 hours

Conservative estimate: transcribing one minute of talk takes an experienced transcriber 5 hours of work

14,000 words 3776 elementary discourse units (EDUs) – basic building

blocks of spoken language

Night Dream Stories What’s in the transcript?

EDUs Temporal dynamics Pauses Disfluencies Accents Tone in accents Illocutionary characteristics Phase Emphasis Reduction Tempo Tonal register General characterization Comments on specific EDUs Etc., etc.

Night Dream Stories

Project site Example: 016z Play Three levels of detail in transcript Play by EDU

Night Dream Stories: ELAN annotation

Siberian Life Stories Authors: K.V.Orlova, N.A.Korotaev,

V.I.Podlesskaya, A.O.Litvinenko, M.L. Pal’ko, M.L.Buryakov, E.I.Il’yina

Differences from the Nigth Dream Stories corpus Various age groups “Tell me about a remarkable episode in your life” Temporal dynamics was done in a more sophisticated

way Volume:

17 stories 40 min. 1267 EDUs

Funny Life Stories Authors: A.A.Kibrik, N. Molchanova, T. Sokolova, N.A.

Korotaev et al. Goal: resource for comparing written and spoken

discourse Differences from the Nigth Dream Stories corpus

Students “Tell me about a funny episode in your life” Next week: “Write down the funny episode” Each story is represented in a spoken (audio + transcript) and

written version Volume:

40 spoken and 40 written stories Spoken: 70 minutes, 2391 EDUs, 7000 words Written: 10 000 words

Spoken corpora: Problems and perspectives Problem

Adobe Flash Player, integrated into browsers, does not find the proper end of an EDU

HTML5 player is used (refresh rate 0.25s) but the result is not satisfactory

Solution? Perspectives

Downloadable version ELAN multi-tier annotation Customization of transcription Search and statistics:

• Prosody, such as accents, disfluencies, etc.• Frequent lexicon

Another spoken corpus: Stories about presents and skiing Authors: V.G. Xurshudyan, V.I. Podlesskaya, N.A.

Korotaev, A.O.Litvinenko, O.A. Savel’eva et al. Goal:

Comparison of original comics-based stories and subsequent retellings Cross-linguistics comparison

• Russian, Belorussian, Polish, Armenian, Italian, French, Japanese, English Design:

Stories elicited from pictures Retellings (by the same speaker) on the next day 10 speakers for each language

Volume (Russian): 35 min. 10 stories 5500 words

Hyperfull transcription (intonation constructions)

II. CORPORA ANNOTATED FOR GESTURES

Pear Stories 1 Pear Stories 2

Pear Stories 1 Author: Julia V. Nikolaeva Goal: Study the coordination between

gestures and discourse structure, both local and global

Discourse type: Retellings of the Pear Film (Chafe 1980) Monologue with backchannels

Speakers: students (pairwise) Setting:

When: recorded in 2006 Where: Faculty of Foreign Languages,

MSU How:

• To a person who had not seen the film• The picture includes both interlocutors

Pear Stories 1 Composition

Video Audio ELAN annotation

Volume 8 retellings 20 minutes 2500 words 596 EDUs 325 gestures

Pear Stories 1: Tiers Transcript Gesture 1 Rhythmic gesture 1 Hand(s) 1 Gesture 2 Rhythmic gesture 2 Hand(s) 2 Comments Discourse level Catchment

Pear Stories 1: Tier “Transcript” Verbal component Local discourse structure: EDUs Dialog structure Prosody

Pauses Disfluencies Illocutionary and phasal structure Reduction Smiling and laughing

Gestures Punctual |

• Short gestures: beats• Emphasized points in extended gestures

Extended• Beginning {• PEAK PHASE• End }

Pear Stories 1: Tier “Gesture”

GESTURE TYPES: Pointing Iconic Rhythmic Beats Metatextual Emblems Blurred Unclear

Pear Stories 1: Tier “Hands”

Rigth Left Two hands

Pear Stories 1: Tier “Catchment”

Gesture shape, gesture location and meaning are kept througout several EDUs

“Gestural sentence” Switch to ELAN, 387-392

Pear Stories 2 Authors: O.V.Fedorova, S. Maljutina, Ju. Akinina, O.V.Dragoj Goal: Study of discourse strategies in aphasics, compared to

normal participants Parallel corpus of normal and aphasic retellings Composition

Video Audio Transcripts

• Verbal component• Pauses• Disfluencies• Comments

Volume: 30 normal and 23 aphasic retellings 12,000 words

Pear Stories 2a Authors: O.V.Fedorova, A. Fejn, E. Pavlova Goal: Study the inheritance of discourse strategies between the

original and second retellings The status of discourse protagonist, as reflected in verbal vs. gestural

component Corpus

Three original retellings (normal speakers) 3x8=24 second retellings

Composition Video Audio Transcripts

• Verbal component• Pauses• Disfluencies• Comments• Gestures

Multimodal analysis provides richer information on speakers’ strategies than the verbal component alone

Conclusion Developing multimodal corpora brings us closer to a

genuine understanding of human communication In a better world, the reasonable sequence in the

scientific study of language should have been:(1) basic, original use of language: spoken face-to-face communication

(2) derived, secondary use of language: written texts

But if we cannot revert the history of linguistics, let us explore the fundamental form of language now – better late than never

Conclusion For other major languages, there exist some multimodal

corpora already – see http://www.multimodal-corpora.org/ Often designers of multimodal corpora just add gesture and

other visual information to the verbal component But particularly important is to also include the prosodic

channel Only a combination of all three can give us a realistic

picture of human communication

verbal channel

visual channel

prosodic channel

language

Conclusion Russian multimodal corpora are still in their

incipient stage But they are steps in the right direction On the basis of the accumulated expertise,

we could undertake a multimodal corpus that is prosodically highly detailed at the same time, contains the sufficiently detailed

gesture and body language annotationand therefore approaches an ecologically realistic

model of actual human communication

Conclusion

Use of such future product linguistic research psychological research sociological research as well as various applied uses, such as

spoken human-computer interaction and language teaching

Kiitos huomiostanne!

verbal channel

visual channel

prosodic channel

language

Russian multimodal corpora

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