使役構文における再帰代名詞の省略現象

2017

Transactions of the Japanese Society for Artificial Intelligence, 2007

This paper describes how to perform syntactic parsing and semantic analysis in a dialog system. The paper especially deals with how to disambiguate potentially ambiguous sentences using the contextual information. Although syntactic parsing and semantic analysis are often studied independently of each other, correct parsing of a sentence often requires the semantic information on the input and/or the contextual information prior to the input. Accordingly, we merge syntactic parsing with semantic analysis, which enables syntactic parsing taking advantage of the semantic content of an input and its context. One of the biggest problems of semantic analysis is how to interpret dependency structures. We employ a framework for semantic representations that circumvents the problem. Within the framework, the meaning of any predicate is converted into a semantic representation which only permits a single type of predicate: an identifying predicate "aru". The semantic representations are expressed as sets of "attribute-value" pairs, and those semantic representations are stored in the context information. Our system disambiguates syntactic/semantic ambiguities of inputs referring to the attribute-value pairs in the context information. We have experimentally confirmed the effectiveness of our approach; specifically, the experiment confirmed high accuracy of parsing and correctness of generated semantic representations.

言語文化研究, 2021

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education, 2009

Previous studies of second language acquisition show that the "input" plays a key role for successful second language learning. However, language teachers tend to focus on the output rather than the input given to the learners. The present study examine the effects of input-based instruction called the Processing Instruction on two types of linguistic features in Japanese, and compare whether the effectiveness of the instruction differ between syntactic and lexical features. The target items chosen for this study were the causative construction and irregular humble expressions, both of which are considered difficult features for second language learners to acquire. Thirty beginninglevel learners were divided into two groups, and the each group received an instruction on one of the target items. The participants of this study were given comprehension and production tests on three different occasions: before, immediately after, and one week after the instruction. The results indicated that the learners in both groups gained from the instruction and retained the gain after one week. Also, while they did equally well on the production tests, this was not the case for the comprehension tests, that is, the instructional gain was greater than causative construction for the humble expressions. It suggests the effectiveness of the Processing Instruction differs by linguistic features.

1997