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Why learner texts are easy to tag A comparative evaluation of part-of-speech tagging of Kobalt Marc Reznicek and Heike Zinsmeister Workshop: Modeling non-standardized writing DGfS Jahrestagung, Potsdam March 13, 2013
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Page 1: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Why learner texts are easy to tag A comparative evaluation of

part-of-speech tagging of Kobalt

Marc Reznicek and Heike Zinsmeister Workshop: Modeling non-standardized writing

DGfS Jahrestagung, Potsdam March 13, 2013

Page 2: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Und wenn unsere Eltern in ihrer Freizeit im Park …

… und Volleyball spielten, sitzen wir ständig vor dem Computer …

Parts-of-speech in learner texts

…und per Internet mit irrealen Freunden verkehren VVINF

… und verkehren per Internet mit irrealen Freunden. VVFIN

spazierengangen TRUNC

spazierengingen VVFIN

'And if our parents in their free-time in-the park strolled and volley ball played, sit we constantly in-front-of the computer and via internet with unreal friends chat.'

Page 3: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Parts-of-speech in learner texts

How does tagging of non-native speaker argument essays differ from those of native speakers?

  authors   text type

→ two-fold non-standardized variety

Page 4: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Program

  Background

  Research question & hypotheses

  Experiment

  Conclusion & future work

Page 5: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Statistical POS-Tagging

Model

Training data Alles andere geschieht .. PIAT PIS VVFIN Alles weitere geschieht .. PIAT PIS VVFIN Alles , was wir gesehen PIS $, PWS PPER VV… Sie hat was ge… PPER VAFIN PIS

Lexicon

Alles PIAT PIS geschieht VVFIN was PIS PWS , $, … …

Guesser -t VVFIN ge-.-t VVPP

Page 6: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Statistical POS-Tagging

Model

Training data Alles andere geschieht .. PIAT PIS VVFIN Alles weitere geschieht .. PIAT PIS VVFIN Alles , was wir gesehen PIS $, PWS PPER VV… Sie hat was ge… PPER VAFIN PIS

Lexicon

Alles PIAT PIS geschieht VVFIN was PIS PWS , $, … …

Guesser -t VVFIN ge-.-t VVPP

PIAT Alles weitere geschöht ...

PIS VVFIN

Page 7: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Tagging learner language Parts-of-speech multi-level cues

  POS of a word is determined by   its syntactical distribution   its morphological marking   its lexical stem (Díaz-Negrillo et al. 2010)

Learner language systematically deviates from native language

Jeden Tag viele Kriminal/NN Aktivitäten passiert/VVPP in der Heutzutager/NN Gesellschaft. ([email protected])

Every day many criminal activities happen in todays society.

Different level cues for POS can contradict each other.

Page 8: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Target hypothesis (TH) STTS guidelines

"Wenn der Sinn erkennbar ist, wird die WF verbessert, und es wird so getaggt, wie die richtige Wortform ausgesehen hätte."

If the sense is accessible, the word form is corrected and tagged like the correct word form. (Schiller et al. 1999:10)

minimal target hypotheses (TH1) corrects only morpho-syntax and orthography

Jeden Tag viel kriminelle/ADJA Aktivität passiert/VVFIN in der heutigen/ADJA Gesellschaft.

quality:   POS-Tags for TH1 (rfTagger) 98.9% (Rehbein et al. 2012)

(Lüdeling et al. 2005, Reznicek et al. to appear)

Page 9: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Target hypothesis (TH) edit tags for deviations

  TH1 = full parallel text to the original learner text   Differences between the text (and its annotations) are

marked with edit tags. Tag INS DEL CHA

MERGE SPLIT MOVS MOVT

Page 10: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Target hypothesis (TH) edit tags for deviations

tok pos TH1 TH1pos TH1Diff TH1posDiff Jeden PIAT Jeden PIAT Tag NN Tag NN viele ADJA MOVS MOVS

Kriminal NN MOVS MOVS Aktivitäten NN MOVS MOVS passiert VVPP passiert VVFIN CHA

viel ADV MOVT MOVT kriminelle ADJA MOVT MOVT Aktivität NN MOVT MOVT

in APPR in APPR der ART der ART

Heutzutager NN heutigen ADJA CHA CHA Gesellschaft NN Gesellschaft NN

Tag INS DEL CHA

MERGE SPLIT MOVS MOVT

Page 11: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Program

  Background

  Research question & hypotheses

  Experiment

  Conclusion & future work

Page 12: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Research question two options to achieve better tags

1) improve input data (explicit TH)   time-consuming, offline, manual annotation

not possible for unsupervised data processing like ICALL

2) improve taggers (implicit TH)   fast, on-the-fly annotation

this study How close do standard tools get to the desired output?

Page 13: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Off-the-shelf statistically trained POS taggers perform worse   on unknown words than on known words   on mis-ordered words than on words in

target language order

→ on essays written by L2 learners of German than on essays written by native speakers.

Null hypotheses

Page 14: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Program

  Background

  Research question & hypotheses

  Experiment

  Conclusion & future work

Page 15: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Kobalt corpus

(www.kobalt-daf.de)

sampling   advanced learners (OnDaF: ~B2)   argumentative essays:

“Is the youth better off today than before?"   20 texts / L1   90 min (~500 words)

annotation   target hypotheses   parts-of-speech (STTS), lemmas   grammatical functions   topological fields   edit tags for deviations

L1 Belarus (14 401 token)

L1 Chinese (11 724 token)

L1 Swedish (4 652 token)

L1 German control group

(12 412 token)

Germanic V2 language

Slavic aspect language

Sino-Tibetian topic language

Germanic V2 language

(version 1.2 03/2013)

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Experiment: data gold standard (tok & TH1 gold)   4 texts: 1 per L1 (BEL, CMN, SWE, DEU)   TH1 tagged and corrected (2 consolidated annotations)

 How well does the TreeTagger reproduce gold POS tags?   on the TH1   on the learner text

test corpus (tok TH1)   69 texts: 20 Chinese, 20 Belarus, 9 Swedish, 20 German

 How well does the TreeTagger reproduce TH1 POS tags?   on the learner text (tok)

Page 17: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Results: tagging accuracy

(Numbers are averages of 3 files; The averaged differences are not significant)a

1) Note that L1_DEU and L2_CMN do not differ significantly

⌈ * ⌉ ⌈ * ⌉ ⌈−−−−−−−−−−−−−−−−−−−−**(1 −−−−−−−−−−−−−−−−−−−⌉

Significant differences are marked (*: p<0.05, **: p<0.01 according to a two-sided prop.test)

⌈−−−−−−−−−−−−−−−−−−−−**(1 −−−−−−−−−−−−−−−−−−−⌉

Page 18: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Results: tok-TH1 match

tok: TH1:

98.2 %

96.7 %

L2 L1

tok:

TH1:

(L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided prop.test, p<0.001)

Page 19: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Results: confusion matrix TH1Pos

NA ADJD ADV APPR KOKOM KOUI KOUS NN PRELS VVFIN VVINF VVIZU To

kPos

$, 23 ADJA 3 13 ADJD 10 5 ADV 5

APPR 5 ART 3

KOKOM 3 KOUS 7

NE 3 NN 7 4

PIAT 3 PIS 3

VVFIN 3 8 6 VVINF 3 4

confusions with freq ≥ 3

Page 20: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Results: accuracy – moved words

(1+ 155) (12 411+ 30 622)

Page 21: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Experiment: analysis of other factors

 sentence length   longer sentences ~ more complex sentence

structure   shorter sentences ~ higher information

density ??

0 50

100 150 200 250 300 350 400 450

BEL CMN DEU SWE

text length

0

5

10

15

20

25

DEU SWE BEL CMN

sentence length

Page 22: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Program

•  Background

•  Research questions & hypotheses

•  Experiment

•  Conclusion & future work

Page 23: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Conclusion TreeTagger performance drops …

  for unknown words TRUE

  on mis-ordered words TRUE

  for learner language vs. native language TRUE

BUT: Performance stays close to newspaper standard results.

Page 24: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Conclusion

(TiGer: Giesbrecht & Evert 2009)

Page 25: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Future work Ensemble-Tagging   known improvement on majority-vote

(Van Halteren et al. 2001)

  TreeTagger (Schmid 95)

  RFTagger (Laws & Schmid 2009)

  Stanford Tagger (Toutanova & Manning 2000)

Classifier-Training   tagger training on tag-combinations

Page 26: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

Thanks to Our colleagues in the Kobalt-DaF network: •  Ute Bohnacker (Uppsala/Sweden) •  Margit Breckle (Vasa/Finland) •  Eva Breindl (Erlangen) •  Sigrid Dentler (Gothenburg/Sweden) •  Hagen Hirschmann (Berlin) •  Anke Lüdeling (Berlin) •  Detmar Meurers (Tübingen) •  Julia Ricart Brede (Heidelberg) •  Christina Rosén (Växjö/Sweden) •  Dirk Skiba (Jena) •  Maik Walter (Berlin)

Page 27: Why learner texts are easy to tag - hu-berlin.de · (L2 numbers are averages of 3 subcorpora CMN, BEL, SWE; The differences between L1 and L2 are significant according to a two-sided

References Díaz-Negrillo, Ana; Meurers, Walt Detmar; Valera, Salvador; Wunsch, Holger (2010): Towards Interlanguage POS Annotation for

Effective Learner Corpora in SLA and FLT. In: Language Forum. Giesbrecht, Eugenie & Evert, Stefan (2009): Part-of-speech Tagging - a Solved Task? An Evaluation of POS Taggers for the Web as

Corpus. Alegria, I.; Leturia, I. & Sharoff, S. (ed.) Proceedings of the 5th Web as Corpus Workshop (WAC5) Lüdeling, Anke; Walter, Maik; Kroymann, Emil; Adolphs, Peter (2005): Multi-level Error Annotation in Learner Corpora. In:

Proceedings of Corpus Linguistics 2005. Birmingham. Rehbein, Ines; Hirschmann, Hagen; Lüdeling, Anke; Reznicek, Marc (2012): Better Tags Give Better Trees or do they? In: LiLT 7

(10). Reznicek, Marc; Lüdeling, Anke; Hirschmann, Hagen (to appear): Competing Target Hypotheses in the Falko Corpus. A Flexible

Multi-Layer Corpus Architecture. In: Ana Dí-az-Negrillo (ed.): Automatic Treatment and Analysis of Learner Corpus Data: John Benjamins.

Schiller, Anne; Teufel, Simone; Stöckert, Christine; Thielen, Christine (1999): Guidelines für das Tagging deutscher Textkorpora mit STTS. Technical Report. University of Stuttgart; University of Tübingen.

Schmid, Helmut (1995): Improvements in Part-of-Speech Tagging with an Application to German. In: Proceedings of the ACL SIGDAT-Workshop. Dublin, Ireland.

Schmid, Helmut; Laws, Florian (2008): Estimation of Conditional Probabilities with Decision Trees and an Application to Fine-grained POS Tagging. In: Donia Scott (ed.): 22nd International Conference on Computational Linguistics. Coling 2008. International Conference on Computational Linguistics. Manchester,United Kingdom, 18 - 22 August 2008. COLING. Stroudsburg, Pa: Association for Computational Linguistics (ACL), S. 777–784.

Toutanova, Kristina; Manning, Christopher D. (ed.) (2000): Enriching the Knowledge Sources Used in a Maximum Entropy Part-of-Speech Tagger. Proceedings of the 2000 Joint SIGDAT Conference on Empirical Methods in Natural Language Processing and Very Large Corpora: Association for Computational Linguistics (ACL).

Van Halteren, Hans, Walter Daelemans, and Jakub Zavrel (2001): "Improving Accuracy in Word Class Tagging through the Combination of Machine Learning Systems." Computational Linguistics 27.2.199 229.APA


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