Annotation of named entities to the existing source Parallel Global Voices, ces-eng language pair. The named entity annotations distinguish four classes: Person, Organization, Location, Misc. The annotation is in the IOB schema (annotation per token, beginning + inside of the multi-word annotation). NEL annotation contains Wikidata Qnames.
The contribution includes the data frames and the R script (Markdown file) belonging to the paper "Morphological and Pragmatic Conditioning of Reflexivity in Possessive Pronouns: Effects of Number and Form of Address in Czech" submitted to the journal Language Variation and Change in September 2024.
Experimental materials, data and R scripts used in the paper "Garden-path sentences and the diversity of their
(mis)representations" (Ceháková - Chromý, 2023).
Dataset collected from natural dialogs which enables to test the ability of dialog systems to interactively learn new facts from user utterances throughout the dialog. The dataset, consisting of 1900 dialogs, allows simulation of an interactive gaining of denotations and questions explanations from users which can be used for the interactive learning.
Supplementary materials for the paper “Processing of explicit and implicit contrastive and temporal discourse relations in Czech” (submitted to Discourse Processes)
The item contains a list of 2,058 noun/verb conversion pairs along with related formations (word-formation paradigms) provided with linguistic features, including semantic categories that characterize semantic relations between the noun and the verb in each conversion pair. Semantic categories were assigned manually by two human annotators based on a set of sentences containing the noun and the verb from individual conversion pairs. In addition to the list of paradigms, the item contains a set of 739 files (a separate file for each conversion pair) annotated by the annotators in parallel and a set of 2,058 files containing the final annotation, which is included in the list of paradigms.
Embeddings from word2vec model described in "From Diachronic to Contextual Lexical Semantic Change: Introducing Semantic Difference Keywords (SDKs) for Discourse Studies". Full reference TBC.
Language acquisition is one of the currently much discussed topics in the field of psycholinguistics. Considerable space for future research can be seen in the development of vocabulary in Czech-speaking children. In our case, we are mainly interested in the meaning, i.e. the content of acquired words (concepts), and the role of so-called semantic features in mental representation.
The intended goal of our research is to bring new information from the above-mentioned area, to confirm or disprove some existing theoretical statements and to compare the results of foreign research with data obtained using the Czech language material. Similar research has been conducted in various world languages, but so far there are not many papers that address the issue in the Czech language environment. As part of our work, a comprehensive database of semantic features for selected concepts has been prepared. This database has been statistically processed and subsequently the data has been analyzed and interpreted on the basis of theories about the development of the child's speech competence. This material, obtained from children aged 8-9 (lower primary school) growing up in a Czech language environment, has been used in the next phase of research, in which an experiment with subjects belonging to the same age category has been performed: in a semantic task based on the phenomenon called semantic priming, the effect of featural similarity of two concepts on decision in a speeded task has been observed.
The results of the research expand the range of information published so far in this scientific field in the Czech environment. This research can provide valuable insights into children's language acquisition issues. The data gathered can also be practically beneficial not only for teachers, psychologists and speech therapists, but also for parents, for example.
Trained models for UDPipe used to produce our final submission to the Vardial 2017 CLP shared task (https://bitbucket.org/hy-crossNLP/vardial2017). The SK model was trained on CS data, the HR model on SL data, and the SV model on a concatenation of DA and NO data. The scripts and commands used to create the models are part of separate submission (http://hdl.handle.net/11234/1-1970).
The models were trained with UDPipe version 3e65d69 from 3rd Jan 2017, obtained from
https://github.com/ufal/udpipe -- their functionality with newer or older versions of UDPipe is not guaranteed.
We list here the Bash command sequences that can be used to reproduce our results submitted to VarDial 2017. The input files must be in CoNLLU format. The models only use the form, UPOS, and Universal Features fields (SK only uses the form). You must have UDPipe installed. The feats2FEAT.py script, which prunes the universal features, is bundled with this submission.
SK -- tag and parse with the model:
udpipe --tag --parse sk-translex.v2.norm.feats07.w2v.trainonpred.udpipe sk-ud-predPoS-test.conllu
A slightly better after-deadline model (sk-translex.v2.norm.Case-feats07.w2v.trainonpred.udpipe), which we mention in the accompanying paper, is also included. It is applied in the same way (udpipe --tag --parse sk-translex.v2.norm.Case-feats07.w2v.trainonpred.udpipe sk-ud-predPoS-test.conllu).
HR -- prune the Features to keep only Case and parse with the model:
python3 feats2FEAT.py Case < hr-ud-predPoS-test.conllu | udpipe --parse hr-translex.v2.norm.Case.w2v.trainonpred.udpipe
NO -- put the UPOS annotation aside, tag Features with the model, merge with the left-aside UPOS annotation, and parse with the model (this hassle is because UDPipe cannot be told to keep UPOS and only change Features):
cut -f1-4 no-ud-predPoS-test.conllu > tmp
udpipe --tag no-translex.v2.norm.tgttagupos.srctagfeats.Case.w2v.udpipe no-ud-predPoS-test.conllu | cut -f5- | paste tmp - | sed 's/^\t$//' | udpipe --parse no-translex.v2.norm.tgttagupos.srctagfeats.Case.w2v.udpipe
The presented data and metadata include answers to questions raised in the questionnaire focused on the experience of teaching practicums and their role in the practical preparation of English language teachers at the Faculty of Arts, Charles University, as well as a basic quantitative analysis of the answers.
The analysis of the questionnaires shows that trainees are, in most cases, prepared for their teaching practicum both professionally and in terms of pedagogy and psychology, and the use of reflective teaching methods seems very useful. The benefits of the teaching practicum include, in particular, getting to know the real situation of teaching in secondary schools and working with a larger group of pupils, getting to know oneself as a teacher, gaining self-confidence, and becoming aware of one's own limits and areas for improvement. The downsides of the current system of teaching practice include mainly the low time allocation, the lack of integration of the practice in the curriculum, and the lack of involvement of the trainee in the daily running of the school (administrative work, supervision, meetings) and the lack of quality feedback from the faculty teacher.