BERT-based Text Simplification Approach to Reduce Linguistic Complexity of Bangla Language

2021 ◽  
Author(s):  
Nahid Hossain ◽  
Adil Ahnaf
Keyword(s):  
Linguistic Complexity ◽  
Text Simplification

scholarly journals Experimenting Sentence Split-and-Rephrase Using Part-of-Speech Labels

2020 ◽  
Author(s):  
P. Berlanga Neto ◽  
E. Y. Okano ◽  
E. E. S. Ruiz
Keyword(s):  
Neural Network ◽  
Natural Language ◽  
Network Model ◽  
Neural Network Model ◽  
Transformation Process ◽  
Research Proposal ◽  
Linguistic Complexity ◽  
Part Of Speech ◽  
Original Meaning ◽  
Text Simplification

Text simplification (TS) is a natural language transformation process that reduces linguistic complexity while preserving semantics and retaining its original meaning. This work aims to present a research proposal for automatic simplification of texts, precisely a split-and-rephrase approach based on an encoder-decoder neural network model. The proposed method was trained against the WikiSplit English corpus with the help of a part-of-speech tagger and obtained a BLEU score validation of 74.72%. We also experimented with this trained model to split-and-rephrase sentences written in Portuguese with relative success, showing the method’s potential.

A survey of research on text simplification

2014 ◽  
Vol 165 (2) ◽  
pp. 259-298 ◽  
Author(s):  
Advaith Siddharthan
Keyword(s):  
Research Field ◽  
Effective Intervention ◽  
Substantial Evidence ◽  
Research Directions ◽  
Linguistic Complexity ◽  
Text Simplification ◽  
Key Points ◽  
Original Information

Text simplification, defined narrowly, is the process of reducing the linguistic complexity of a text, while still retaining the original information and meaning. More broadly, text simplification encompasses other operations; for example, conceptual simplification to simplify content as well as form, elaborative modification, where redundancy and explicitness are used to emphasise key points, and text summarisation to omit peripheral or inappropriate information. There is substantial evidence that manual text simplification is an effective intervention for many readers, but automatic simplification has only recently become an established research field. There have been several recent papers on the topic, however, which bring to the table a multitude of methodologies, each with their strengths and weaknesses. The goal of this paper is to summarise the large interdisciplinary body of work on text simplification and highlight the most promising research directions to move the field forward.

You’ve got to crack a few eggs to make an omelette. Linguistic complexity and instruction in SLA

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Rick De Graaff
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Use ◽  
Teaching Practice ◽  
Task Complexity ◽  
Language Performance ◽  
Linguistic Complexity ◽  
Language Pedagogy ◽  
Instructed Second Language Acquisition ◽  
The One

In this epilogue, I take a teaching practice and teacher education perspective on complexity in Instructed Second Language Acquisition. I take the stance that it is essential to understand if and how linguistic complexity relates to learning challenges, what the implications are for language pedagogy, and how this challenges the role of the teacher. Research shows that differences in task complexity may lead to differences in linguistic complexity in language learners’ speech or writing. Different tasks (e.g. descriptive vs narrative) and different modes (oral vs written) may lead to different types and levels of complexity in language use. On the one hand, this is a challenge for language assessment, as complexity in language performance may be affected by task characteristics. On the other hand, it is an opportunity for language teaching: using a diversity of tasks, modes and text types may evoke and stretch lexically and syntactically complex language use. I maintain that it is essential for teachers to understand that it is at least as important to aim for development in complexity as it is to aim for development in accuracy. Namely, that ‘errors’ in language learning are part of the deal: complex tasks lead to complex language use, including lexical and syntactical errors, but they are a necessary prerequisite for language development.

scholarly journals A linguistic complexity pattern that defies aging: The processing of multiple negations

2021 ◽  
Vol 58 ◽  
pp. 100982
Author(s):  
Yosef Grodzinsky ◽  
Kim Behrent ◽  
Galit Agmon ◽  
Nora Bittner ◽  
Christiane Jockwitz ◽  
...  
Keyword(s):  
Linguistic Complexity

The effects of topic familiarity on emotionality and linguistic complexity in EAP writing

2021 ◽  
pp. 136216882110335
Author(s):  
Mahmoud Abdi Tabari ◽  
Gavin Bui ◽  
Yizhou Wang
Keyword(s):  
Cognitive Complexity ◽  
Task Complexity ◽  
Assessment Tools ◽  
Automatic Assessment ◽  
Complexity Measures ◽  
Linguistic Complexity ◽  
Writing Performance ◽  
Topic Familiarity ◽  
Writing Courses ◽  
International Graduate

Focusing on the relationship between linguistic, cognitive, socioemotional factors in writing English for academic purposes (EAP), this study investigated whether topic familiarity as an important cognitive factor of task complexity influences different levels of emotionality and linguistic complexity in EAP writing and whether there are relationships between emotionality and linguistic complexity. To do so, 64 international graduate learners enrolled in EAP writing courses participated in the present study. Each wrote on familiar and unfamiliar topics determined via a questionnaire at the onset of the study. Their writings were then measured for textual emotionality and linguistic complexity using automatic assessment tools. Results showed that EAP writings differed systematically in terms of both emotionality and linguistic complexity due to the influence of topic familiarity. Unfamiliar topics led to writing performance with a significantly higher level of emotional negativity and significantly lower linguistic complexity levels as compared to familiar topics. A follow-up correlation analysis also revealed significant relationships between emotionality and linguistic complexity measures, indicating complex interactions between linguistic and socioemotional factors. Implications of these findings are discussed relative to deploying writing topics with varied levels of cognitive complexity for encouraging classroom engagement and improving L2 learners’ writing performance by effective task sequencing.

Automated Text Simplification

2021 ◽  
Vol 54 (2) ◽  
pp. 1-36
Author(s):  
Suha S. Al-Thanyyan ◽  
Aqil M. Azmi
Keyword(s):  
Reading Comprehension ◽  
Information Content ◽  
Evaluation Methods ◽  
Extensive Study ◽  
Low Literacy ◽  
Essential Tool ◽  
Text Simplification ◽  
Over Time ◽  
Original Information ◽  
Research Studies

Text simplification (TS) reduces the complexity of the text to improve its readability and understandability, while possibly retaining its original information content. Over time, TS has become an essential tool in helping those with low literacy levels, non-native learners, and those struggling with various types of reading comprehension problems. In addition, it is used in a preprocessing stage to enhance other NLP tasks. This survey presents an extensive study of current research studies in the field of TS, as well as covering resources, corpora, and evaluation methods that have been used in those studies.

Sign in / Sign up

Export Citation Format

Share Document