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SwedishFromScratch: a mini-course for Ukranians

https://t.me/quizlet4swedish Sweden has received a new wave of refugees – Ukranians. They have sound school backgrounds, good university education, are ambitious and want to work. The Swedish government makes sure that Ukranian refugees get a temporary residence permit and a work permit in a fast application process, which at the moment takes about one month from the application date till decision. Given the above, it is very surprising that the Swedish authorities do not seem to take the most important step at …

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PRAO at the Department of Swedish

Hi!  Our names are Ebba and Anastasia.  We are fourteen years old and go to Montessoriskolan Kvarnhjulet in 8th grade. Over the past three days we have had a chance to do an internship (=PRAO) at Gothenburg university with a researcher from Språkbanken, Elena Volodina, who is working on automatic support for Swedish as a second language. During these three days we have been doing many different things, but the first day was more of an introduction to what we were going to …

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God Jul from the Swedish Word Family

Lexical resources for Natural Language Processing (NLP),  Second Language Acquisition (SLA) and other applied disciplines differ in the choice of the lexical units they use as their main entry. Most widely-spread is use of a lemma, i.e. base form of a word, or a lemgram, i.e. base form + its part of speech (POS), cf François et al. (2016) and Kilgarriff et al. (2014). This is possibly due to the ease of creation of such resources using automatic annotation pipelines and the …

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Swedish derivational morphology with CoDeRooMor

This blog is based on a joint work by Elena Volodina, Therese Lindström Tiedemann and Yousuf Ali Mohammed within the RJ-funded project L2 profiles. Three annotators have contributed to this work: Stellan Petersson (University of Gothenburg), Beatrice Silén (University of Helsinki ) and Maisa Lauriala (University of Helsinki). Do you know how many prefixes or suffixes the Swedish language has? Which ones? Different sources state different numbers, e.g Thorell (1984) lists approx. 90 derivational suffixes and about 50 derivatonal prefixes; Hultman (2003) …

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Pseudonymization of learner essays as a way to meet GDPR requirements

This blog is based on the author’s (Elena Volodina’s) joint research with Yousuf (Samir) Ali Mohammed, Arild Matsson, Beáta Megyesi and Sandra Derbring Access to language data is an obvious prerequisite for research in digital humanities in general, and for the development of NLP-based tools in particular. However, accessible data becomes a challenging target where personal data is involved. This is very true of language learner data where tasks are often phrased so that they, directly or indirectly, elicit explicit personal information, …

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How reliable is sense disambiguation in texts by native and non-native speakers?

(This blog is based on a joint research and publication in collaboration with David Alfter, Therese Lindström Tiedemann, Maisa Lauriala and Daniela Piipponen) At our department, and outside, we are used to search Korp corpora using the linguistic categories available there. Some of us know that these linguistic categories come as a result of automatic annotation by the Sparv-pipeline. The pipeline automatically splits raw text into tokens, sentences, finds a base form to each of the running (inflected) words, assigns word classes, …

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Korp searches in Second Language data

Korp offers a lot of different corpus collections for various types of search (and research). Swedish as a Second Language (L2) is one of the subcategories of the language that can be studied with the help of Korp. At the moment, Korp provides access to five L2 corpora through its interface: ASU – Andraspråksutveckling SpIn – texts from the centrum for Språkintroduktion SW1203 – texts from a preparatory course for university students SweLL – Swedish Learner Language – adult-written essays from a …

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Common Pitfalls in the Development of ICALL Applications

This blog is a piece of opinion where I sketch the process of developing NLP-based applications for second language learning and look at the process from the point of view of typical (mis)conceptions and challenges, as I have experienced them. Are we over-trusting the potential of NLP? Are teachers by definition reluctant to use NLP-based solutions in classrooms? How, if at all, can academic universities ensure sustainability of the developed applications? 1 Introduction Natural Language Processing (NLP) and Language Technology (LT) deal …

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