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LINGUIST List 19.345

Wed Jan 30 2008

Calls: Computational Ling/USA; General Ling/USA

Editor for this issue: F. Okki Kurniawan <okkilinguistlist.org>


As a matter of policy, LINGUIST discourages the use of abbreviations or acronyms in conference announcements unless they are explained in the text. To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.html.
Directory
        1.    Joel Tetreault, Using NLP for Building Educational Applications
        2.    Alejandrina Cristia, Purdue Linguistics Association Symposium 2008


Message 1: Using NLP for Building Educational Applications
Date: 28-Jan-2008
From: Joel Tetreault <JTetreaultets.org>
Subject: Using NLP for Building Educational Applications
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Full Title: Using NLP for Building Educational Applications
Short Title: BEA-3

Date: 19-Jun-2008 - 19-Jun-2008
Location: Columbus, OH, USA
Contact Person: Joel Tetreault
Meeting Email: < click here to access email >
Web Site: http://http://www.cs.rochester.edu/u/tetreaul/acl-bea.html

Linguistic Field(s): Computational Linguistics

Call Deadline: 14-Mar-2008

Meeting Description:

ACL Workshop on Innovative Use of NLP for Building Educational Applications

To be held in conjunction with the 46th Association for Computational Linguistics Conference (ACL 2008)

Either June 19 or 20, Columbus, OH, USA

Call for Papers

Workshop Description:
NLP-based applications have had a profound effect on education in the areas of assessment and instruction. Early applications focused on writing for automated essay scoring, short-answer response scoring in assessment and intelligent tutoring, and grammatical error detection for proofreading. More recently, NLP has been introduced into additional educational contexts, including automated scoring of speech and text-based curriculum development for reading support. In addition, the earlier applications for grammatical error detection have greatly improved. Not only has the field improved existing capabilities, but as a community we are generating innovative and creative ways to use NLP in applications for multiple skill sets, including writing, reading, and speaking.

The need for, and the rapid development of, language-based capability
development in the United States and other Anglophone countries are driven by increased requirements for state/national assessments and a growing population of English language learners. In the past five years, steady growth in the area of NLP-based applications for education has prompted an increased number of workshops which typically focus on one specific aspect of NLP-based educational applications. In this workshop, we solicit papers from all subfields.

We intend to bring all subfields together to foster continued interaction and
collaboration among researchers in both academic institutions and industry.
This workshop (consistent with previous workshops at ACL 1997, NAACL/HLT 2003, and ACL 2005) will continue to expose the NLP research community to these technologies with the hope that they continue to identify novel opportunities for the use of NLP tools in educational applications.

Topics of Interest:
For this workshop, we invite submissions including, but not limited to:
1. Automated Scoring/Evaluation for Text and Speech
- Automated processing of spoken and written lecture materials across
genres, e.g., - Content-based analysis - Grammatical error detection -
Response-based discourse analysis - Stylistic analysis
- Knowledge representation in learning systems
- Machine translation for assessment, instruction, and curriculum
development
- Plagiarism detection tools

2. Intelligent Tutoring
- Intelligent tutoring systems that incorporate state-of-the-art NLP methods
to evaluate response content, using either text- or speech-based analyses
- Dialogue systems in education
- Hypothesis formation and testing in automated tutoring systems
- Multi-modal communication between human learners and machines
- Automatically generating tutorial responses

3. Learner Cognition
- Automated assessment of students' language and cognitive skill levels
- Automated systems that detect and adapt to learners' cognitive or
emotional states
- Automatic generation of test questions
- Tools for learners with special needs

4. Corpora and annotation standards for building NLP educational tools

5. Use of Response Databases
- Data mining of student corpora for tool building
- Visualization of concepts in learning systems

6. Classroom Tools
- NLP tools for second language learners
- Semantic-based access to instructional materials
- Tools for teachers and test developers (such as tools that automatically
identify text on a given topic, or adapt a text to the grade level of the
student, or assist in text-based curriculum development)
- E-learning tools for personalized course content

7. Evaluation of NLP-based tools for education

8. Descriptions of Working Systems

Submission Information:
Authors are invited to submit a full paper of up to 8 pages in electronic, PDF
format (with up to 1 additional page for references). Previously published
papers cannot be accepted. The submissions will be reviewed by the program committee. As reviewing will be blind, please ensure that papers are
anonymous. Self-references that reveal the author's identity, e.g., ''We previously showed (Smith, 1991) ...'', should be avoided. Instead, use citations such as ''Smith previously showed (Smith, 1991) ...''.

Please use the ACL style sheet for composing your paper:
http://www.ling.ohio-state.edu/acl08/stylefiles.html

And the following submission page handled by the START conference
system: https://www.softconf.com/acl08/ACL08-WS10/

Important Dates:
Submission deadline: March 14, 2008
Notification of acceptance: April 07, 2008
Final papers due: April 21, 2008
Workshop: either June 19 or 20, 2008

Workshop Chairs:
Joel Tetreault, ETS, USA (principal contact: JTetreaultets.org)
Jill Burstein, ETS, USA
Rachele De Felice, Oxford University, UK

Program Committee:
Martin Chodorow, Hunter College, CUNY, USA
Mark Core, ICT/USC, USA
Bill Dolan, Microsoft, USA
Jennifer Foster, Dublin City University, Ireland
Michael Gamon, Microsoft, USA
Na-Rae Han, Korea University, Korea
Derrick Higgins, ETS, USA
Emi Izumi, NICT, Japan
Ola Knutsson, KTH Nada, Sweden
Claudia Leacock, Butler Hill Group, USA
John Lee, MIT, USA
Kathy McCoy, University of Delaware, USA
Detmar Meurers, OSU, USA
Lisa Michaud, Wheaton College, USA
Mari Ostendorf, University of Washington, USA
Stephen Pulman, Oxford, UK
Mathias Schulze, University of Waterloo, Canada
Stephanie Seneff, MIT, USA
Richard Sproat, UIUC, USA
Jana Sukkarieh, ETS, USA



Message 2: Purdue Linguistics Association Symposium 2008
Date: 28-Jan-2008
From: Alejandrina Cristia <acristiapurdue.edu>
Subject: Purdue Linguistics Association Symposium 2008
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Full Title: Purdue Linguistics Association Symposium 2008
Short Title: PLAS08

Date: 29-Mar-2008 - 29-Mar-2008
Location: West Lafayette, IN, USA
Contact Person: Sunny Park
Meeting Email: < click here to access email >
Web Site: http://pla.purdue.org/

Linguistic Field(s): General Linguistics

Call Deadline: 08-Feb-2008

Meeting Description:

The PLA Symposium 2008 endeavors to provide faculty and students from various disciplines related to linguistics opportunities to interact with those both inside and outside their respective disciplines. The Symposium will consist of a Special Session centered on the topic of 'The Interaction between Data and Theory' and a General Session.

Second Call for Papers

Conference: Saturday, March 29, 2008; Purdue University, West Lafayette, IN

Submission Deadline: Friday, February 8, 2008

Acceptance Notification: Monday, March 3, 2008

Our invited speaker for this year is Jerrold M. Sadock (University of Chicago). Prof. Sadock will discuss how the range of data that are considered relevant for linguistic theory is related to the form and style of the linguistic theory in question. Broadly speaking, it seems that the more abstract the concepts that a theory invokes, the narrower the range of data that investigators make use of. Conversely, the more superficial the basic concepts are, the more inclusive the range of data that investigators take into account.

Special Session:
''The Interaction between Data and Theory''. How do data in each linguistic field contribute to the development of theoretical frameworks? How do frameworks constrain the generation or gathering of data? This Special Session aims at presenting views on how these two aspects of linguistic inquiry interact as well as specific examples of how data and theory fit together. We are especially interested in hearing papers on a variety of linguistic subfields on this topic, with the further aim of understanding whether the relationship between data and theory varies across subfields. The Special session will be followed by a general discussion on the topic.

General Session:
We invite submissions for abstracts for 20-minute presentations in any area related to linguistics, including, but not limited to:
- Phonetics
- Phonology
- Syntax
- Semantics
- Sociolinguistics
- Psycholinguistics
- Historical Linguistics
- Anthropological Linguistics
- Computational Linguistics
- First Language Acquisition
- Second Language Acquisition
- Second Language Writing
- Speech and Hearing Sciences

Please submit an anonymous abstract of not more than two pages (including examples, references and figures) by accessing the Symposium website at web.ics.purdue.edu/~pla2006.

If you have any questions, please contact Sunny Park at skparkATpurdue.edu or Jason Overfelt at joverfelATpurdue.edu





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