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1、LocatingandReusingSundryNLPFlotsaminane-LearningApplicationAnjuSaxenaandLarsBorinDepartmentofLinguistics,UppsalaUniversity,Box527,SE-75120Uppsala,SwedenandComputationalLinguistics,DepartmentofLinguistics,StockholmUniversity,SE-10691Stockholm,Swedenanju.saxena@ling.uu.se,
2、lars.borin@ling.su.seAbstractWedescribethebackgroundandmotivationforane-learningproject—IT-basedCollaborativeLearninginGrammar—whereNLPresourcereusehasbecomeanimportantissue.Theresourcesareofseveralkinds:POS-taggedandsyntacticallyannotatedcorpora(treebanks),parsingsystem
3、sandgrammarwriter'sworkbenches,andvisulizationandmanipulationtoolsforlinguisticallyannotatedcorpora.Ourexperiencethusfarhasbeenthatalthoughthereareanumberofsuchresourcesavailablee.g.ontheWeb,asarule,numer-ousincompatibilitiesandlackofstandardizationatalllevels—markupform
4、ats,linguisticannotationschemes,grammaticalframework,softwareAPIs,etc.—makethereuseoftheseresourcesintoanon-trivialendeavor.0.Preamble:theSettingapproachthematerialandconducttheinvestigationfromaItisgenerallyacknowledgedthatthegoalofteachingperspectivewhichsuitstheirindi
5、viduallearningstyles.Agrammar—especiallyattheuniversitylevel—shouldnottextcorpusconsistsofnaturallyoccurringlanguageinitsprimarilybethatstudentsmemorizedefinitionsofconceptsnaturalphysicalcontext,sinceitismadeupofcompleteandgrammaticalconstructions,butratherthattheyunder-
6、textsorlargetextfragments,asopposedtothemade-uporstandandlearntorecognizedifferentstructuralpatterns.isolatedsinglesentencesorphrasesoftenusedtoillustrateThiscanhardlybeachievedwithoutgivingstudentspracti-grammaticalpointsinlinguisticstextbooks.Thisaccompa-caltrainingint
7、heskillofgrammaticalanalysis.Researchnyingphysicalcontextmakesitpossibletoinvestigatethehasshownthathands-onproblem-solvingismorestimu-textual,discourse-level,functionsofthegrammaticalphe-latingandthought-provokingthanwhentheinformationnomena.andresultsarehandeddowntothe
8、pupilsduringlectures.AnoutlineoftheproposedtrainingmaterialispresentedFurther,ourexperiencehasbeenthats