Influence of situational context on language production : modelling teachers' corrective responses
Natural language is characterised by enormous linguistic variation (e.g., Fetzer (2003)). Such variation is not random, but is determined by a number of contextual factors. These factors encapsulate the socio-cultural conventions of a speech community and dictate the socially acceptable, i.e. polite, use of language. Producing polite language may not always be a trivial task. The ability to assess a situation with respect to a hearerâs social, cultural or emotional needs constitutes a crucial facet of a speakerâs social and linguistic competence. It is surprising then that it is also a facet which, to date, has received very little attention from researchers in the natural language generation community. Linguistic variation occurs in all linguistic sub-domains including the language of education (Person et al., 1995). Thanks to being relatively more constrained (and hence more predictable with respect to its intentional aspects than normal conversations), teachersâ language is taken in this thesis as a starting point for building a formal, computational model of language generation based on the theory of linguistic politeness. To date, the most formalised theory of linguistic politeness is that by Brown
Porayska-Pomsta, Kaska
Situational Context ; Language Production ; Natural language
Influence of situational context on language production : modelling teachers' corrective responses. Natural language is characterised by enormous linguistic variation (e.g., Fetzer (2003)). Such variation is not random, but is determined by a number of contextual factors. These factors encapsulate the socio-cultural conventions of a speech community and dictate the socially acceptable, i.e. polite, use of language. Producing polite language may not always be a trivial task. The ability to assess a situation with respect to a hearerâs social, cultural or emotional needs constitutes a crucial facet of a speakerâs social and linguistic competence. It is surprising then that it is also a facet which, to date, has received very little attention from researchers in the natural language generation community. Linguistic variation occurs in all linguistic sub-domains including the language of education (Person et al., 1995). Thanks to being relatively more constrained (and hence more predictable with respect to its intentional aspects than normal conversations), teachersâ language is taken in this thesis as a starting point for building a formal, computational model of language generation based on the theory of linguistic politeness. To date, the most formalised theory of linguistic politeness is that by Brown
influence situational context language_production modelling teacher corrective response natural_language characterise enormous linguistic_variation variation random determine number contextual_factor factor encapsulate socio_cultural convention speech_community dictate socially acceptable polite use language producing polite language may always trivial task ability ass situation respect hearer social_cultural emotional need constitute crucial facet speaker social linguistic_competence surprising also facet date receive_little_attention researcher natural_language generation community linguistic_variation occur linguistic sub domains include language education person thanks relatively constrain hence predictable respect intentional aspect normal conversation teacher language take_start_point building formal computational_model language generation base theory linguistic_politeness date formalise theory linguistic_politeness brown