Thailand

Past research has modelled statistically the language of the Homeric poems, assessing the degree of surprisal for each verse through diverse metrics and resulting to the HoLM resource. In this study we utilise the HoLM resource to explore cross poem affinity at the verse level, looking at Iliadic verses and passages that are less surprising to the Odyssean model than to the Iliadic one and vice-versa. Using the same tool, we investigate verses that evoke greater surprise when assessed by a local model trained solely on their source book, compared to a global model trained on the entire source poem. Investigating deeper on the distribution of such verses across the Homeric poems we employ machine learning text classification to further analyse quantitatively cross-poem affinity in selected books.

ACL 2024

Exploring intertextuality across the Homeric poems through language models

homeric language

ancient greek

intertextuality

language modelling

The AACL, Asia-Pacific Chapter of the Association for Computational Linguistics, and the AFNLP, Asian Federation of Natural Language Processing, invite you to participate in the 1st Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics (AACL) and the 10th International Joint Conference on Natural Language Processing (IJCNLP).

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IJCNLP-AACL 2022

The AACL, Asia-Pacific Chapter of the Association for Computational Linguistics, and the AFNLP, Asian Federation of Natural Language Processing, invite you to participate in the 1st Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics (AACL) and the 10th International Joint Conference on Natural Language Processing (IJCNLP). 

workshop paper

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The 62nd Annual Meeting of the Association for Computational Linguistics (ACL 2024) will take place in Bangkok, Thailand from August 11th to 16th, 2024. More information will be announced soon.

There is a large volume of late antique and medieval Hebrew texts. They represent a crucial linguistic and cultural bridge between Biblical and modern Hebrew. Poetry is prominent in these corpora and one of its main characteristics is the frequent use of metaphor. Distinguishing figurative and literal language use is a major task for scholars of the Humanities, especially in the fields of literature, linguistics, and hermeneutics. This paper presents a new, challenging dataset of late antique and medieval Hebrew poetry with expert annotations of metaphor, as well as some baseline results, which we hope will facilitate further research in this area.

A Dataset for Metaphor Detection in Early Medieval Hebrew Poetry

This paper presents a course on neural networks based on the Transformer architecture targeted at diverse groups of people from academia and industry with experience in Python, Machine Learning, and Deep Learning but little or no experience with Transformers. The course covers a comprehensive overview of the Transformers NLP applications and their use for other data types. The course features 15 sessions, each consisting of a lecture and a practical part, and two homework assignments organized as CodaLab competitions. The first six sessions of the course are devoted to the Transformer and the variations of this architecture (e.g., encoders, decoders, encoder-decoders) as well as different techniques of model tuning. Subsequent sessions are devoted to multilingualism, multimodality (e.g., texts and images), efficiency, event sequences, and tabular data.

Industry vs Academia: Running a Course on Transformers in Two Setups

While deep learning approaches represent the state-of-the-art of natural language processing (NLP) today, classical algorithms and approaches still find a place in NLP textbooks and courses of recent years. This paper discusses the perspectives of conveners of two introductory NLP courses taught in Australia and India, and examines how classical and deep learning approaches can be balanced within the lecture plan and assessments of the courses. We also draw parallels with the objects-first and objects-later debate in CS1 education. We observe that teaching classical approaches adds value to student learning by building an intuitive understanding of NLP problems, potential solutions, and even deep learning models themselves. Despite classical approaches not being state-of-the-art, the paper makes a case for their inclusion in NLP courses today.

Striking a Balance between Classical and Deep Learning Approaches in Natural Language Processing Pedagogy

Traditional lectures have poorer outcomes compared to active learning methodologies, yet many natural language processing classes in higher education still follow this outdated methodology. In this paper, we present, co-creational teaching, a methodology that encourages partnership between staff and lecturers and show how this can be applied to teach natural language processing. As a fast-moving and dynamic area of study with high interest from students, natural language processing is an ideal subject for innovative teaching methodologies to improve student outcomes. We detail our experience with teaching natural language processing through partnership with students and provide detailed descriptions of methodologies that can be used by others in their teaching, including considerations of diverse student populations.

Co-Creational Teaching of Natural Language Processing

In this work, we present a collaboratively and continuously developed open-source educational resource (OSER) for teaching natural language processing at two different universities. We shed light on the principles we followed for the initial design of the course and the rationale for ongoing developments, followed by a reflection on the inter-university collaboration for designing and maintaining teaching material. When reflecting on the latter, we explicitly emphasize the considerations that need to be made when facing heterogeneous groups and when having to accommodate multiple examination regulations within one single course framework. Relying on the fundamental principles of OSER developments as defined by Bothmann et al. (2023) proved to be an important guideline during this process. The final part pertains to open-sourcing our teaching material, coping with the increasing speed of developments in the field, and integrating the course digitally, also addressing conflicting priorities and challenges we are currently facing.

Collaborative Development of Modular Open Source Educational Resources for Natural Language Processing

The teaching laboratory we have created integrates methodologies to address the topic of hate speech on social media among students while fostering computational thinking and AI education for societal impact. We provide a foundational understanding of hate speech and introduce computational concepts using matrices, bag of words, and practical exercises in platforms like Colaboratory. Additionally, we emphasize the application of AI, particularly in NLP, to address real-world challenges. Through retrospective evaluation, we assess the efficacy of our approach, aiming to empower students as proactive contributors to societal betterment. With this paper we present an overview of the laboratory's structure, the primary materials used, and insights gleaned from six editions conducted to the present date.

From Hate Speech to Societal Empowerment: A Pedagogical Journey Through Computational Thinking and NLP for High School Students

Fuelled by technical advances, the interest in Natural Language Processing in the legal domain has rapidly increased over the last months and years. The design, usage, and testing of domain-specific systems, but also assessing these systems from a legal perspective, needs competencies at the intersection of law and Natural Language Processing. While the demand for such competencies is high among students, only a few law schools, particularly in Europe, teach such competencies. In this paper, we present the design for a Natural Language Processing course for postgraduate law students that is based on the principle of constructive alignment and has proven to be successful over the last three years.

Teaching Natural Language Processing in Law School

The rapid growth in natural language processing (NLP) over the last couple years has generated student interest and excitement in learning more about the field. In this paper, we present two types of students that NLP courses might want to train. First, an "NLP engineer" who is able to flexibly design, build and apply new technologies in NLP for a wide range of tasks. Second, an "NLP scholar" who is able to pose, refine and answer questions in NLP and how it relates to the society, while also learning to effectively communicate these answers to a broader audience. While these two types of skills are not mutually exclusive --- NLP engineers should be able to think critically, and NLP scholars should be able to build systems --- we think that courses can differ in the balance of these skills. As educators at Small Liberal Arts Colleges, the strengths of our students and our institution favors an approach that is better suited to train NLP scholars. In this paper we articulate what kinds of skills an NLP scholar should have, and then adopt a backwards design to propose course components that can aid the acquisition of these skills.

Training an NLP Scholar at a Small Liberal Arts College: A Backwards Designed Course Proposal

We address the task of human action representation and show how the approach to generating word representations based on co-occurrence can be adapted to generate human action representations by analyzing their co-occurrence in videos. To this end, we formalize the new task of human action co-occurrence identification in online videos, i.e., determine whether two human actions are likely to co-occur in the same interval of time.
We create and make publicly available the Co-Act (Action Co-occurrence) dataset, consisting of a large graph of ~12k co-occurring pairs of visual actions and their corresponding video clips. We describe graph link prediction models that leverage visual and textual information to automatically infer if two actions are co-occurring.
We show that graphs are particularly well suited to capture relations between human actions, and the learned graph representations are effective for our task and capture novel and relevant information across different data domains.

Learning Human Action Representations from Temporal Context in Lifestyle Vlogs

Ontology population, which aims to extract structured data to enrich domain-specific ontologies from unstructured text, typically faces challenges in terms of data scarcity and linguistic complexity, particularly in specialized fields such as retail banking. In this study, we investigate the application of large language models (LLMs) to populate domain-specific ontologies of retail banking products from Thai corporate documents. We compare traditional span-based approaches to LLMs-based generative methods, with different prompting techniques. Our findings reveal that while span-based methods struggle with data scarcity and the complex linguistic structure, LLMs-based generative approaches substantially outperform, achieving a 61.05% F1 score, with the most improvement coming from providing examples in the prompts. This improvement highlights the potential of LLMs for ontology population tasks, offering a scalable and efficient solution for structured information extraction in especially in low-resource language settings.

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A Dataset for Metaphor Detection in Early Medieval Hebrew Poetry

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