Learning culturally situated dialogue strategies to support language learners

Victoria Abou-Khalil1, Toru Ishida1, Masayuki Otani2, Brendan Flanagan1, Hiroaki Ogata1, Donghui Lin1
1Kyoto University, Yoshida-honmachi, Kyoto, Japan
2Kindai University, Osaka, Japan

Tóm tắt

Successful language learning requires an understanding of the target culture in order to make valuable usage of the learned language. To understand a foreign culture, language students need the knowledge of its related products, as well as the skill of comparing them to those of their own culture. One way for students to understand foreign products is by making Culturally Situated Associations (CSA), i.e., relating the products they encountered to products from their own culture. In order to provide students with CSA that they can understand, we must gather information about their culture, provide them with the CSA, and make sure they understand it. In this case, a Culturally Situated Dialogue (CSD) must take place. To carry the dialogue, dialogue systems must follow a dialogue strategy. However, previous work showed that handcrafted dialogue strategies were shown to be ineffective in comparison with machine-learned dialogue strategies. In this research, we proposed a method to learn CSD strategies to support foreign students, using a reinforcement learning algorithm. Since no previous system providing CSA was implemented, the method allowed the creation of CSD strategies when no initial data or prototype exists. The method was applied to generate three different agents: the novice agent was based on an eight states feature-space, the intermediate agent was based on a 144 states feature-space, and the advanced agent was based on a 288 states feature-space. Each of these agents learned a different dialogue strategy. We conducted a Wizard of Oz experiment during which, the agents’ role was to support the wizard in their dialogue with students by providing them with the appropriate action to take at each step. The resulting dialogue strategies were evaluated based on the quality of the strategy. The results suggest the use of the novice agent at the first stages of prototyping the dialogue system. The intermediate agent and the advanced agent could be used at later stages of the system’s implementation.

Tài liệu tham khảo

Bellman, R (2013). Dynamic programming. Courier Corporation. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters. Byram, M, Gribkova, B, Starkey, H. (2002). Developing the intercultural dimension in language teaching: a practical introduction for teachers. Strasbourg: Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe. Chen, JJ, & Yang, SC (2014). Fostering foreign language learning through technology-enhanced intercultural projects. Language Learning & Technology, 18(1), 57–75. Dahlbäck, N, Jönsson, A, Ahrenberg, L (1993). Wizard of Oz studies—why and how Wizard of oz studies - why and how. Knowledge-Based Systems, 6(4), 258–266. Eckert, W, Levin, E, Pieraccini, R (1997). User modeling for spoken dialogue system evaluation. In the proceedings of Automatic Speech Recognition and Understanding. IEEE, Santa Barbara, (pp. 80–87). Fraser, NM, & Gilbert, GN (1991). Simulating speech systems. Computer Speech & Language, 5(1), 81–99. Green, A, Huttenrauch, H, Eklundh, KS (2004). Applying the wizard-of-oz framework to cooperative service discovery and configuration. In the proceedings of Robot and Human Interactive Communication. IEEE, Kurashiki, (pp. 575–580). Ishida, T (2016). Intercultural collaboration and support systems: a brief history. In the proceedings of the International Conference on Principles and Practice of Multi-Agent Systems. Springer, Cham, (pp. 3–19). Kanafani-Zahar, A (1997). “Whoever eats you is no longer hungry, whoever sees you becomes humble”: bread and identity in Lebanon. Food and Foodways, 7(1), 45–71. Kelley, JF (1984). An iterative design methodology for user-friendly natural language office information applications. ACM Transactions on Information Systems (TOIS), 2(1), 26–41. Kissau, SP, Algozzine, B, Yon, M (2012). Similar but different: The beliefs of foreign language teachers. Foreign Language Annals, 45(4), 580–598. Klemmer, SR, Sinha, AK, Chen, J, Landay, JA, Aboobaker, N, Wang, A (2000). Suede: a Wizard of Oz prototyping tool for speech user interfaces. In the Proceedings of the 13th annual ACM symposium on User interface software and technology. ACM, New York, (pp. 1–10). Knutsson, O, Cerratto-Pargman, T, Karlström, P (2008). Literate tools or tools for literacy? A critical approach to language tools in second language learning. Nordic Journal of Digital Literacy, 3(02), 97–112. Leech, G, & Fallon, R (1992). Computer corpora: what do they tell us about culture. ICAME Journal, 16, 29–50. Levin, E, Pieraccini, R, Eckert, W (1998). Using Markov decision process for learning dialogue strategies. In the proceedings of the 1998 IEEE International Conference on Acoustics, Speech and Signal Processing. IEEE, Seattle, (pp. 1, 201–204). Liaw, Ml (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49–64. Newman, ME (2005). Power laws, Pareto distributions and Zipf’s law. Contemporary Physics, 46(5), 323–351. Riek, LD (2012). Wizard of Oz studies in hri: a systematic review and new reporting guidelines. Journal of Human-Robot Interaction, 1(1), 119–136. Rieser, V, & Lemon, O (2008). Learning effective multimodal dialogue strategies from Wizard-of-Oz data: Bootstrapping and evaluation. In the Proceedings of the 21st International Conference on Computational Linguistics and 46th Annual Meeting of the Association for Computational Linguistics (ACL/HLT). ACL, Columbus, (pp. 638–646). Scheffler, K, & Young, S (2002). Automatic learning of dialogue strategy using dialogue simulation and reinforcement learning. In the proceedings of the Second International Conference on Human Language Technology Research. Morgan Kaufmann Publishers Inc., San Diego, (pp. 12–19). Scholliers, P. (2001). Food, drink and identity: cooking, eating and drinking in Europe since the Middle Ages. New York: Berg Publisher. Stewart, V (2007). Becoming citizens of the world. Educational Leadership, 64(7), 8–14. Wagner, M, Perugini, DC, Byram, M. (2017). Teaching intercultural competence across the age range: from theory to practice. Clevedon: Multilingual Matters.