roles using speech act
Novel tools for assessing student
discussions: Modeling threads and participant roles using speech act and course topic analysis
Jihie Kim, Erin Shaw, Grace Chern and Roshan Herbert
University of Southern California, Information Sciences Institute
4676 Admiralty Way, Marina del Rey, CA 90292 USA
{jihie,shaw}@https://www.sodocs.net/doc/0816217079.html,, {gchern,rherbert}@https://www.sodocs.net/doc/0816217079.html,
Abstract . This paper describes new techniques for assessing pedagogical discourse via threaded discussions that are based on an analysis of speech acts and course topics. The context is an undergraduate computer science course. We use speech act analysis to assess the effect of instructor participation on student participation and to create thread profiles that help identify threads characterized by agreement, debate, and unresolved issues, such as threads that may have unanswered questions. For the first time, we integrate an analysis of course topics to help identify discussions of particular interest or confusion.
Introduction
On-line collaborative discussions (OCDs) play an important role in learning. Making use of the resulting dialog to assess understanding is an open research problem. In previous work, we developed measures of discussion activities that relied on the quantity and quality of contributions and terms [3,5]. This paper extends our existing assessment measures [2a,2b,2c] to include an analysis of speech acts and course topics.
1. Classifying Student Contributions by Speech Acts
Our dataset consists of one semester of discussions from an undergraduate Operating Systems course at the University of Southern California. For conversation analysis, we defined a set of speech acts (SAs) [4] that relate pairs of messages in the dataset. We use the six SA categories shown in Table 1, derived by merging the original twelve
[2a], using a Kappa value [1] to measure agreement between annotators. Table 2 shows the distribution of SAs in the set and examples of the cue words used to identify them.
Table 1: New speech act categories and descriptions QUES Question ELAB Elaboration
ANNO Annotation CORR/OBJ Correction/Objection/Criticism
ANS/SUG Answer/Suggestion ACK/SUP Support/Acknowledgement/Complement
Table 2: Distribution of speech act and surface cue words in dataset Speech Act
Freq. % Sample Surface Cue Words ACK/SUP
56 7.54 “good job” ”you got it” “agree” “good/nice/correct answer” ANS/SUG
321 43.2 “perhaps” “how about” “you might” “you probably” “maybe” CORR/OBJ
41 5.52 “doesn’t mean” “are you sure” “what/how about” “not work” ELAB
53 7.13 “…and” “also” “by the way” “same question” “so…” QUES 269 36.2 “how” “what” “can we” “are”/”is” “why” “was wondering”
2. Effect of Instructor Participation on Student Discussions
Table 3 shows the frequency of the instructor’s SAs and Table 4 shows the effect of instructor participation on student participation. Although threads in which the instructor participated were longer, fewer students contributed to the threads. The results are consistent with our earlier findings. However, when we split these threads by SA types, specifically, those in which an answer was provided and those in which one wasn’t, we found that providing scaffolding without answers had the effect of increasing both the number of students and the number of messages in a thread.
Table 3: Frequency of instructor speech acts ACK/SUP ANNO ANS/SUG CORR/OBJ ELAB QUES #Instructor
SpeechAct 18 0 157 5 11 9
Table 4: Effects of instructor participation
Average # Students
Average # Posts Threads w/o instructor participation
2.91
3.09 Threads w/ instructor participation
2.60
3.36 ANS (plus other SAs)
2.55
3.29 Speech Act (No answers, other SAs only) 3.33
4.50
3. Creating Thread Profiles using Speech Act Analysis
We also analyzed threads with no instructor involvement, categorizing them by four pattern groups (A, B, C, D) as shown in Table 5. Each row represents a different thread pattern and a bracketed identifier represents a student; e.g.,
C depicts agreement among participants and answer resolution. Group
D cases have unresolved issues, e.g., in some threads, no answer was given and help was needed
Table 5: Thread profiles: patterns of student interactions without the instructor
4.Integrating Course Topics to Identify Interest and/or Confusion
To assess topics of interest or confusion we used a set of course topics, shown in Table 6, from a course ontology induced from a textbook [2c]. The mapping from the data set to the ontology was done manually. Figure 1 shows two views of the topics discussed. On the left, students discuss administrative issues more than others; on the right, administrative threads are excluded. The topic SAs will tell us what students ask about.
Table 6: Topics used for analysis for this data set
Id Section Description Id Section Description
4.4 Threads: Threading Issues 8.5 Main memory: Structure of page table
6.1 Process synchronization: Background 16.7 Distributed system structures: Robustness
6.4 Process synchronization: Hardware 16.8 Distributed system structures: Design issues
6.5 Process synchronization: Semaphores 18.4 Distributed coordination: Concurrency control 6.7 Process synchronization: Monitors A.1 Project and exam information
8.1 Main memory: Background A.3 General course information
8.4 Main memory: Paging B Posts with images and movies
Figure 1: Topics (by Id) discussed by number of users
5.Conclusion
We have extended our work on assessing pedagogical discourse by incorporating an analysis of speech acts and course topics. These models were used in the development a machine learning tool that automatically classifies speech acts [6].
Sponsor: National Science Foundation CCLI-Phase 2 program (Award No. 0618859). References
[1] Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological
Measurement, 20, 37-46.
[2a] Feng, D., Shaw, E., Kim, J., & Hovy E. (2006), An Intelligent Discussion-Bot for Answering Student Queries in Threaded Discussions. Proc. of Intelligent User Interfaces Conference.
[2b] Feng, D., Kim, J., Shaw, E., & Hovy E. (2006), Learning to Detect Conversation Focus of Threaded Discussions. Proc. of the Joint HLT Conf./Annual Mtg of the NAACL.
[2c] Feng, D., Kim, J., Shaw, E., and Hovy E. (2006), Towards Modeling Threaded Discussions through Ontology-based Analysis, Proc. of National Conference on Artificial Intelligence.
[3] Kim, J. & Beal, C (2006), Turning quantity into quality: Supporting automatic assessment of on-line
discussion contributions, AERA.
[4] Searle, J. (1969). Speech Acts. Cambridge: Cambridge Univ. Press.
[5] Shaw, E. (2005). Assessing and Scaffolding Collaborative Learning in Online Discussion, Proc. of AI Ed.
最新合肥工业大学研究生英语复习课本重点句
1．I have never cultivated a mustache though I’m sure one would enhance my distinguished looks and cause women to giggle as I passed along the boulevard. 尽管我确信蓄胡子会使我更加气度不凡，走在大街上会使女性发笑，但我从不留胡子。 2．I might be thrown into such a panic that I’d blurt out ... 我可能会惊慌得脱口而出... 3．It is one of the paradoxes of social intercourse that a compliment is harder to respond to than an insult. Here is an area of small talk that most of us act awkwardly. 在社会交往中，应对恭维比对付辱骂要艰难得多，这话听起来有点矛盾，却有一定的道理。闲聊时来句恭维话，往往让我们大多数人不知所措。 5．Someone utters a pleasing, praiseful remark in our direction and we grow inarticulate and our kneecaps begin to vibrate. 有人对我们说上一句动听、赞美的话，我们就慌得说不出话来，膝盖开始瑟瑟发抖。 6．I can’t accept with grace a compliment bestowed upon me for a thing that isn’t real ly mine. 如果别人称赞不是真正属于我自己的东西时，我根本无法欣然接受. 7．The nearest I ever came to downright acceptance of this particular compliment was the time I said, “Well, we like it.” 我在接受这种特定的恭维时，表示最能完全接受的说法就是“嗯，我们喜欢。” 8．... carried away by the vastness of his complimentary remark ... 被他的这种极度夸张的恭维话所吸引的 9．I think we make a mistake when we react to a compliment with denial and derogation. 我认为，对待恭维采取否定和贬低的态度是错误的。 10．The situation here is much the same as the one regarding my view. 这种情景，与我上述提出的观点非常相似。 11．I know a man who has put his mind to this problem and come up with a technique for brushing off praise. 我认识一个潜心研究这种问题的人，他想出了一个办法来避开别人的表扬。 12．He employs a sort of unreasonable realism. 他采取了一种不近情理的现实态度。 13．I don’t think this fellow is on the right track. 我想这个家伙回答的方式有问题。 14．This sort of thing, the witty reply, ought to be placed under government regulation. 这种俏皮机智的应答，应该置于政府的规定之中。 15．That one, I thought, was more than passable. 我想，这个回答相当不错。 16．But for every genuinely clever retort there are a thousand that fall flat. 但是，在千百次的应对中才会有一句真正巧妙的应答。 17．It takes a Dorothy Parker or a George S. Kaufman to handle the quip comeback with skill. 只有像多萝西·帕克或乔治·考夫曼这样的人才能应对自如。 18．… swell out their chests…挺着胸脯 19．I worked like a dog to get it written. 我当时写得好苦啊。 20．... the unwritten code of authorhood ... 著书人的一条不成文的规定. 21．... with immeasurably lovely egg on your face ... 一脸尴尬 22．There is no point in trying to play the game back at them —they’ll top you in the end, no matter what. 要想回敬他们是没有用的——不管说什么，最后他们总会占上风。 23．... at the bottom of all graceful social intercourse lies poise ... 在所有得体的社交场合，最根本的就是保持镇定24．Given the same circumstances I would have quietly asked for a coil of rope. 要是我遇到这种情况，我会感到极为窘迫，恨不得悄悄地找根绳子去上吊。 . 25．If we could all comport ourselves with that kind of dignity, and quit jittering, our social life would be much more enjoyable. 要是我们的行为举止都能保持这种风度，摆脱局促不安，那我们的社交生活就会有趣得多。 26．... the chances he’s just making conversation ...他可能只是想和你说说话。 Unit 2 1. I date a woman for a while—literary type, well-read, lots of books in her place—whom I admired a bit too extravagantly
合工大研究生英语翻译
汉翻英第一单元 1、要善于恭维他人，重要的一步就是要懂得为什么恭维会有助于你建立更好的人际关系。 An important step in becoming an effective flatterer is to understand why flattery helps you establish better relationships with others. 2、恭维之所以奏效，最根本的原因是恭维符合了人类行为的一个基本原则：人们渴望得到赏识。 The root cause of the power of flattery gets at(达到) a basic principle of human behavior：People crave being appreciated. Power of flattery lies in the fact that it fulfils a basic principle of human behavior: 3、尽管文化背景各不相同，但绝大多数人都有类似的想法。 The vast majority of people are of the similar idea despite different cultures. 4、在亚洲文化中，人们对群体赏识的渴求一般要强于对个体赏识的渴求。但不管怎样，人们渴望赏识是普遍存在的。 In Asian cultures the desire for group recognition is generally stronger than the desire for individual recognition. Nevertheless, the need for recognition is present/universal. 5、很多人认为，工作本身带来的乐趣要比外界赏识包括恭维更为重要。Many people hold that the joy of work itself is more important than external recognition, including flattery. 6、工作的乐趣也许是一种巨大的动力，但是即使是那些从工作中得到极大乐趣的人如科学家、艺术家、摄影师也渴望得到恭维和认可，否则他们就不会去竞争诺贝尔奖或在重要的展览会上展示他们的作品了。 The joy of work may be a powerful motivator, but even those who get the biggest joy from their work —such as scientists, artists, and photographers —crave flattery and recognition. 7、否则他们就不会去竞争诺贝尔奖或在重要的展览会上展示他们的作品了。Otherwise they wouldn’t compete for Nobel Prizes or enter their work in important exhibitions. 8、恭维之所以奏效，还因为它与人们对认可的正常需要有关。 Another reason flattery is so effective relates to the normal need to be recognized. 9、尽管有一些关于恭维的书和文章问世，并对恭维极力进行宣扬，但是大多数人还是没有得到应有的赏识。 Although some articles and books have been written and preached zealously about flattery, most people receive less recognition than they deserve. 10、很多人无论在工作上或在家里都很少收到赞美，所以对认可的渴求就更加强烈了。 Many people hardly ever receive compliments either on the job or at home, thus intensifying their demand for flattery. 汉翻英第二单元 1、鲜花是最常送的礼物之一。 Flowers are among the most frequently given gifts. 2、有一种传统的用鲜花表达的语言。精心挑选的一束花卉可以传达多种不同的情感和祝福。 There’s a traditional floral language, and a carefully selected bouquet or plant can convey a wide range of emotions （love, affection, pity）and sentiments 、 3、红玫瑰象征着爱情也象征着新事业充满希望的开端； Red roses symbolize love as well as the hopeful beginning of a new enterprise; 4、紫罗兰是祈求受花人不要忘却送花人。 violets beseech the recipient not to forget the donor; 5、兰花以及其他精美的花卉则表示（你希望）受花人认为你情调高雅（decent, graceful, elegant）、受人尊重(esteemed, respectable)、出类拔萃(outstanding, distinguished, celebrated)。 orchids and other exquisite blooms indicate that the recipient regards you as exotic（珍奇的）, precious（讲究的）and rare（珍贵的）. 6、送一束鲜花能唤起温馨的回忆，比那些仅仅显示炫耀和奢华的礼物更为珍贵。 A floral gift that evokes warm recollections will be prized more than one that is
合工大研究生英语课后汉翻英中英对照版考试必备(精)
要善于恭维他人,重要的一步就是要懂得为什么恭维会有助于你建立更好的人际关系。 An important step in becoming an effective flatterer is to understand why flattery helps you establish better relationships with others. 恭维之所以奏效,最根本的原因是恭维符合了人类行为的一个基本原则:人们渴望得到赏识。 The root cause of the power of flattery gets at a basic principle of human behavior: People crave being appreciated., 尽管文化背景各不相同,但绝大多数人都有类似的想法。 he vast majority of people are of the similar idea despite different cultures. 在亚洲文化中,人们对群体赏识的渴求一般要强于对个体赏识的渴求。 In Asian cultures the desire for group recognition is generally stronger than the desire for individual recognition. 但不管怎样,人们赏识是普遍存在的。 Nevertheless, the need for recognition is present. 很多人认为,工作本身带来的乐趣要比外界赏识包括恭维更为重要。工作的乐趣也许是一种巨大的动力,但是即使是那些从工作中得到极大乐趣的人,如科学家、艺术家、摄影师也渴望得到恭维和认可,否则他们就不会去竞争诺贝尔或在重要的展览会上展示他们的作品了。 Many people hold that the joy of work itself is more important than external recognition, including flattery. The joy of work may be a powerful motivator, but even those who get the biggest joy from their work--- such as scientists, artists, and photographers --- crave flattery and recognition. Otherwise they wouldn’t compete for Nobel Prizes or enter their work in important exhibitions.
2017合工大研究生英语全缩印版
2017合工大研究生英语全缩印版 第五章： 1.The serious part of my life ever since boyhood has been devoted to two different objects which for a long time remained separate and have only in recent years united into a single whole. 自少年时代起，我一生的重要时光都致力于实现两个不同的目标。这两个目标长久以来一直分开的，只是近几年才合为一体。 2. I was troubled by scepticism and unwillingly forced to the conclusion that most of what knowledge is open to reasonable doubt. 我被怀 疑论干扰着，不愿意被迫下这个结论，那就是过去被迫接受的东西都可以公开的，合理地质疑。 3. But I discovered that many mathematical demonstrations, which my teachers expected me to accept, were full of , and that, if certainty were indeed discoverable in mathematics, it would be in a new kind of mathematics, with more solid foundations than those that had 但是我发现老师们期望我接受的许多数学论证都充满了谬误：假如确切性果真能发现于数学，它也是一种新型的数学，比迄今为止被认为是无懈可击的数学的原理更为牢固。 4. there was nothing more that I could do in the way of making mathematical knowledge . 在使数学知识不容怀疑这个方面，我已尽了全力。 5. And I am convinced that intelligence, patience, and can, sooner or later, lead the human its self-imposed itself meanwhile. 我相信：只要人类不自相残杀，智慧、忍耐和雄辩迟早会指引人类走出自找的磨难。 6 But I remain completely incapable of agreeing with those who accept fatalistically the view that man is born to trouble. 但是我仍然不能完全认同那些拥有宿命论观点认为人生下来就是麻烦的观点。 7. And there have been morbid miseries fostered by gloomy creeds,which have led men into profound inner discords that made all outward prosperity of avail . 还有一种就是由悲观的信念滋生的病态的痛苦，它使人类的内心极不和谐，从而使外部的繁荣毫无成果。 8.To preserve hope in our world our intelligence and our energy. In those who despair it is
研究生英语课件
The Hidden Side of Happiness 1.激流漂流：an recreational activity using an inflatable (可充气的）raft to navigate a river or other bodies of water. hurricane: a storm that has very strong fast winds and that moves over water 飓风 e.g. In America, Hurricane Katrina turned New Orleans from a stable, wealthy and vibrant city into a wasteland in a few days. typhoon 台风 monsoon 季风与季风相伴的雨季 trade wind 信风 vicious: violent and cruel in a way that hurts someone physically e.g. a vicious murder/killer/cycle ? A tiger wearing a monk's beads/a vicious person pretending to be benevolent 老虎戴素珠——假充善人 very unkind in a way that is intended to hurt someone's feelings or make their character seem bad, e.g. She was shocked by the vicious tone in his voice. similar words: malicious, evil, violent, savage, cruel, ferocious, fierce Their refrain might go sth. like this: refrain: n. a remark or idea that is often repeated 重复 e.g. （1）Their proposal met with constant refrain that it was impractical. （2）I made a terrific effort to refrain from tears. refrain: v. to hold oneself back; forbear e.g. refrain your tongue from backbiting. 不要在背后中伤人家 2 tribulation: a serious trouble or a serious problem 苦难，困苦，考验 ?Rejoicing in hope, patient in tribulation. (John Kennedy, American president) 从希望中得到欢乐，在苦难中保持坚韧。(美国总统肯尼迪) ?Even at this point in our awful tribulation under the German scourge we were quite friendly. 此刻，即便是处在德军蹂躏的极端痛苦中，我们仍然是十分友好的。
合肥工业大学研究生英语考试(上)课文复习翻译
HFUT研究生英语上考试课文重点翻译 Unit One 1. I have never cultivated a mustache, though I’m sure one would enhance my distinguished looks and cause women to giggle as I passed along the boulevard. 尽管我确信蓄胡子会使我更加气度不凡，走在大街上会使女性发笑，但我从不留胡子。 2. I wouldn’t know how to respond.I might be thrown into such a panic that I’d blurt out, ‖I like yours, too.‖ 我会无所适从，不知怎样回答才好。我可能会惊慌得脱口而出：―我也喜欢您的胡子。‖ 3. It is one of the paradoxes of social intercourse that a compliment is much harder to respond to than an insult. Here is an area of small talk where most of use act awkwardly. 在社会交往中，应对恭维比对付辱骂要艰难得多，这话听起来有点矛盾，却有一定的道理。闲聊时来句恭维话，往往让我们大多数人不知所措。 4. Someone utters a pleasing, praise remark in our direction and we grow inarticulate and our kneecaps begin to vibrate. 有人对我们说上一句动听、赞美的话，我们就慌得说不出话来，膝盖开始瑟瑟发抖。 5. I can’t even accept with grace a compliment bestowed upon me for a thing that isn’t really mine. 如果别人称赞不是真正属于我自己的东西时，我根本无法欣然接受。 6．The nearest I ever came to downright acceptance of this particular compliment was the time I said, ―Well , we like it.‖ This is a response that should be used with caution. 我在接受这种特定的恭维时，表示最能完全接受的说法就是―嗯，我们喜欢。‖采用这种答话必须得小心谨慎。 7. Not long ago I was in a group where a geophysicist form Australia was talking eloquently about the wonders of the universe. 不久前，我和一批人在一起时，其中有位来自澳大利亚的地球物理学家在滔滔不绝地谈论宇宙中的奇观。 8．There was a long pause, and then, carried away by the vastness of his complimentary remark, a woman said, ―Well, we like it.‖ 随后便是长时间的停顿。这时，一位被他的这种极度夸张的恭维话所吸引的妇女，禁不住说道，―嗯，我们喜欢这个地球。‖ 9. I think we make a mistake when we react to a compliment with denial and derogation. 我认为，对待恭维采取否定和贬低的态度是错误的。