Semantic Equivalence Rules in MT-Paraphrasing

Milićević, Jasmina

doi:10.1075/slcs.84.09mil

Cited by 8 publications

(7 citation statements)

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“…Directly copying many strings of words from the original text was one of the main paraphrasing strategies in the participants' writing practice. As in line with this finding of the study, several studies conducted with graduates and scholars found similar results regarding copying or using more words verbatim from the original excerpts (Lestari, 2021;Liao & Tseng (2010); Milicevic & Tsedryk, 2011;Pecorari, 2003;Pinjaorenpan & Danvivath, 2017;Shi, 2012;Sun, 2013).However, high textual reliance on the vocabulary of the source text caused a wide range of patchwriting examples. These previous studies showed that their participants commonly copied from the original texts, which subsequently resulted in a low level of paraphrasing or textual transformation.…”

Section: Discussionsupporting

confidence: 81%

Exploring Paraphrase Performances and Strategies of Graduate Student Writing

KARSLİ

2022

education

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This study aims to investigate performances and strategies of EFL graduate students in terms of language proficiency, language background and type of writing task. The participants were 12 graduate students pursuing their doctoral studies in ELT at a Turkish university. A chosen text was used for data collection and the students’ paraphrased texts were analyzed employing Keck’s (2006) the taxonomy of paraphrase types and ‘a paraphrase found form’ developed by the researcher in terms of lexical and structural changes. The results of the study revealed that graduate students had challenges in appropriate implementation of paraphrasing in their task. While they generated frequently moderate level of paraphrases, the strategies they often used were synonym substitution as well as copying strings of words from source. Additionally, deviated meaning was designated as a new paraphrase type in the taxonomy of paraphrase. These findings suggest that students need an explicit paraphrasing instruction supported by good and bad paraphrase examples and more practice to learn how to paraphrase appropriately.

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Section: Discussionsupporting

confidence: 81%

Exploring Paraphrase Performances and Strategies of Graduate Student Writing

KARSLİ

2022

education

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“…Second, paraphrases can be established through equivalence rules between representations at the same level. Paraphrasing at the deep syntax level was first described by Žolkovskij & Mel'čuk (1965), who built a paraphrasing system comprising lexical and syntactic paraphrasing rules 5 ; paraphrasing at the semantic level was more recently described (Milićević, 2007a;Milićević, 2007b). The axiomatic foundations and formal complexity of MTT prevent its straightforward exploitation outside the MTT framework and lead to a costly computational implementation.…”

Section: In Linguisticsmentioning

confidence: 99%

Is This a Paraphrase? What Kind? Paraphrase Boundaries and Typology

Vila¹,

Martí²,

Rodríguez³

2014

OJML

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A precise and commonly accepted definition of paraphrasing does not exist. This is one of the reasons that have prevented computational linguistics from a real success when dealing with this phenomenon in its systems and applications. With the aim of helping to overcome this difficulty, in this article, new insights on paraphrase characterization are provided. We first overview what has been said on paraphrasing from linguistics and the new lights shed on the phenomenon from computational linguistics. Under the light of the shortcomings observed, the paraphrase phenomenon is studied from two different perspectives. On the one hand, insights on paraphrase boundaries are set out analyzing paraphrase borderline cases and the interaction of paraphrasing with related linguistic phenomena. On the other hand, a new paraphrase typology is presented. It goes beyond a simple list of types and is embedded in a linguistically-based hierarchical structure. This typology has been empirically validated through corpus annotation and its application in the plagiarism-detection domain.

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“…The results of L2 English writers were in Near Copy level indicating the results were almost categorized as plagiarism. Furthermore Milićević & Tsedryk (2011) also compared L1 and L2 French writers with regard to their paraphrasing technique. The blatant difference was in terms of lexical and syntactic structure of sentence.…”

Section: Discussionmentioning

confidence: 99%

Students’ Paraphrasing Ability in Academic Writing; Techniques and Challenges

Ovilia,

Addinna,

Oktoviandry

2022

Komposisi

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In higher education, the demand of research publication is steadily growing. Due to this fact, the skills to write academic paper must be improved as well. One of the foremost skills required in writing academic paper is paraphrasing. This qualitative study investigates the most frequents paraphrasing techniques used by students and their challenges during the paraphrasing process. Thirty students enrolled in Academic Writing class participated in this research. The participants were required to do paraphrasing task, and 8 selected students (4 more proficient students and 4 less proficient students) would be interviewed in regards to their challenges in paraphrasing and how they dealt with such challenge. The result of paraphrasing task unveiled that most strategies used by students were “change to synonym”, “change to active to passive form” and a combination of these two. In regards to the challenges, reading, lexical and syntactic problems are the main challenges addressed by participants.

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Semantic Equivalence Rules in MT-Paraphrasing

Cited by 8 publications

References 0 publications

Exploring Paraphrase Performances and Strategies of Graduate Student Writing

Exploring Paraphrase Performances and Strategies of Graduate Student Writing

Is This a Paraphrase? What Kind? Paraphrase Boundaries and Typology

Students’ Paraphrasing Ability in Academic Writing; Techniques and Challenges

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