The Bimodal Corpus of Russian-Turkic Bilinguals’ Speech
T he paper presents Russian-Turkic Bilingual Corpus (RuTuBiC) design, its basic identifying features: the aim of producing a corpus, the types of texts it contains, metatextual markup and error annotation principles, technological (IT, digital) concepts. The current state and development trends of the corpus are discussed. The corpus started as an integral part of a research project intended to explore languages and cultures’ interaction dynamics in South Siberia, it embraces the recordings of Russian-Turkic (Russian-Tatar, Russian-Shor and Russian-Khakass) bilinguals’ oral speech, transcribed and error-annotated. The corpus data allow revealing mother tongue influence within the system of deviations from the speech standard in bilingual speech by means of placing them against various sources of deviations, as well as tracing the influence of social and linguistic factors on the occurrences of deviations from the speech standard.
The paper presents the rationale for the decisions that were taken in the set-up and further development of a learner corpus of student texts written in English by Russian learners of English, the only Russian learner corpus in the open access. The tool of manual expert annotation is in the focus of the present observations, and after introducing categorization of errors applied in annotation, the complicated cases that arose in annotation practices have been looked into followed by comparison of the annotation statistics over the three stages in the corpus development. For that purpose, texts annotated by different groups of participants in the process of two experiments were used to spot the problematic areas in annotation. The main pedagogical applications of the learner corpus in teaching EFL – the opportunities to create automated training exercises and placement and progress tests custom-made for specific groups of students - are outlined in the concluding part of the paper.
The book presents the final results of a unique project of transnational cultural cooperation launched by the Institute of Asian Studies and Regional Cooperation at Akita International University. The bilingual anthology provided with a comprehensive introductory article and academic commentary includes haiku by the leading poets from the most representative Akita haiku assocations along with the works by foreign participants from over 20 countries, Compilation, editing, intoductory article, translation from the Japanese into English and academic commentary by Alexander Dolin (with technical assistance of Dr. Hidenori Hiruta).
The article is devoted to the application of legislation practice on the conclusion, amendment and termination of employment contract.
This paper proposes integration of three open source utilities: brat web annotation tool, Freeling suite of linguistic analyzers and Aspell spellchecker. We demonstrate how their combination can be used to pre-annotate texts in a learner corpus of English essays with potential errors and ease human annotators’ work. Spellchecker alerts and morphological analyzer tagging probabilities are used to detect students’ possible errors of most typical sorts. F-measure for the developed pre-annotation framework with regard to human annotation is 0.57, which already makes the system a substantial help to human annotators, but at the same time leaves room for further improvement.
The beginning of the 19th century was a period of formation of restoration school in Russia. F.K.Labensky, Curator of the Hermitage Picture Gallery from 1797 onwards till 1850, arranged a restoration studio with a permanent staff working on Imperial painting collection. Labensky’s assistant, a restorer A.F. Mitrokhin learned all known techniques of mechanical restoration – relining, cradling and even transfer of paintings, - and developed them on his own. A special school was established by the Hermitage studio in 1819, supervised by Mitrokhin, were young graduates of Imperial Academy of Art were taught both mechanical and painting restoration. The apprentices of Mitrokhin school passed his techniques to next generation of Hermitage restorers.
The Corpus of Russian Student Texts (CoRST) is a computational and research project started in 2013 at the Linguistic Laboratory for Corpora Research Technologies at HSE. It comprises a collection of Russian texts written by students from various Russian universities. Its main research goal is to examine language deviations viewed as markers of language change. CoRST is supplied with metalinguistic, morphological and error annotation that enable to customize subcorpora and search by various error types. Its error annotation is based on the modular classification: lexis, grammar and discourse, within which most frequent error phenomena are further distinguished. In total, the error classification encompasses 39 (20 higher-level and 19 lower-level) error tags. The crucial characteristic of CoRST is that the error annotation is multi-layered. Typically, since an error section can be corrected in a few ways, it is annotated with a few error tags respectively. Moreover, the corpus provides search by two possible explanation factors – typo and construction blending. The perspectives of CoRST development have both computational and research aspects, including qualitative and statistical comparative analysis of language phenomena in CoRST and NRC.
The paper is focused on the study of reaction of italian literature critics on the publication of the Boris Pasternak's novel "Doctor Jivago". The analysys of the book ""Doctor Jivago", Pasternak, 1958, Italy" (published in Russian language in "Reka vremen", 2012, in Moscow) is given. The papers of italian writers, critics and historians of literature, who reacted immediately upon the publication of the novel (A. Moravia, I. Calvino, F.Fortini, C. Cassola, C. Salinari ecc.) are studied and analised.
In the article the patterns of the realization of emotional utterances in dialogic and monologic speech are described. The author pays special attention to the characteristic features of the speech of a speaker feeling psychic tension and to the compositional-pragmatic peculiarities of dialogic and monologic text.