Literatura académica sobre el tema "Signification (linguistique) – Évaluation"
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Artículos de revistas sobre el tema "Signification (linguistique) – Évaluation"
Horton, David. "Georg Büchner's Lenz in English". Babel. Revue internationale de la traduction / International Journal of Translation 41, n.º 2 (1 de enero de 1995): 65–85. http://dx.doi.org/10.1075/babel.41.2.02hor.
Texto completoEl Hadj Khalif, M. y L. Gaha. "Aspects culturels de la psychiatrie en Tunisie". European Psychiatry 29, S3 (noviembre de 2014): 639–40. http://dx.doi.org/10.1016/j.eurpsy.2014.09.165.
Texto completoWadbled, Nathanaël. "Rendre compte d’une expérience de visite : se dire et se redire dans des entretiens d’explicitation composites". Hors thèmes 38, n.º 1 (15 de mayo de 2019). http://dx.doi.org/10.7202/1059753ar.
Texto completoKAYA, Muzaffer. "ORHAN KEMAL'İN 'ÜÇKAĞITÇI' ROMANININ FRANSIZCA ÇEVİRİSİNDE KÜLTÜREL İFADELER: MONA BAKER'IN STRATEJİLERİYLE BİR ANALİZ". Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5 de enero de 2024. http://dx.doi.org/10.35379/cusosbil.1399498.
Texto completoL. Pap, Andras y Eszter Kovacs Szitkay. "Science, identity and the law: Intersecting conceptualization and operationalization of race and ethnicity". Sociétés plurielles Identity versus science?..., Articles (10 de mayo de 2023). http://dx.doi.org/10.46298/societes-plurielles.2023.11295.
Texto completoTesis sobre el tema "Signification (linguistique) – Évaluation"
Faille, Juliette. "Data-Based Natural Language Generation : Evaluation and Explainability". Electronic Thesis or Diss., Université de Lorraine, 2023. http://www.theses.fr/2023LORR0305.
Texto completoRecent Natural Language Generation (NLG) models achieve very high average performance. Their output texts are generally grammatically and syntactically correct which makes them sound natural. Though the semantics of the texts are right in most cases, even the state-of-the-art NLG models still produce texts with partially incorrect meanings. In this thesis, we propose evaluating and analyzing content-related issues of models used in the NLG tasks of Resource Description Framework (RDF) graphs verbalization and conversational question generation. First, we focus on the task of RDF verbalization and the omissions and hallucinations of RDF entities, i.e. when an automatically generated text does not mention all the input RDF entities or mentions other entities than those in the input. We evaluate 25 RDF verbalization models on the WebNLG dataset. We develop a method to automatically detect omissions and hallucinations of RDF entities in the outputs of these models. We propose a metric based on omissions or hallucination counts to quantify the semantic adequacy of the NLG models. We find that this metric correlates well with what human annotators consider to be semantically correct and show that even state-of-the-art models are subject to omissions and hallucinations. Following this observation about the tendency of RDF verbalization models to generate texts with content-related issues, we propose to analyze the encoder of two such state-of-the-art models, BART and T5. We use the probing explainability method and introduce two probing classifiers (one parametric and one non-parametric) to detect omissions and distortions of RDF input entities in the embeddings of the encoder-decoder models. We find that such probing classifiers are able to detect these mistakes in the encodings, suggesting that the encoder of the models is responsible for some loss of information about omitted and distorted entities. Finally, we propose a T5-based conversational question generation model that in addition to generating a question based on an input RDF graph and a conversational context, generates both a question and its corresponding RDF triples. This setting allows us to introduce a fine-grained evaluation procedure automatically assessing coherence with the conversation context and the semantic adequacy with the input RDF. Our contributions belong to the fields of NLG evaluation and explainability and use techniques and methodologies from these two research fields in order to work towards providing more reliable NLG models
Palomèque, Christina. "Didactique de l'espagnol dans l'enseignement supérieur : analyse d'un dispositif et évaluation des résultats : l'enseignement/apprentissage entre déterminisme et liberté". Thesis, Lille 1, 2008. http://www.theses.fr/2008LIL12015.
Texto completoWhat are the means that need be put in place for the leaming of Spanish for beginner adults in higher education who receive 12, 15 or 20 hours of face-to-face teaching and who will be evaluated at a B2 level of the Common European Framework of Referencefor Languages ? Within the field of Education Sciences, our approach provides a novel insight into knowledge domains and related disciplines that contribute to the empirical dimensions of the dldactIc sItuatIon. The ensuing theoretical joumey of integrating language lessons into an anthropologIcal. perspectIve, fed by phllosophlcal and neurological science principles, opens up the posslblhtIes for pragmatlc practlces. These include the construction of a language "theory" with empirical aims that incorporates a "probabilist model" of the theory. ln so doing, it constitutes a model of reference for leamers / teachers wanting to establish identifiable strategies for actors in the didactic situation. The linguistic dimension of our research is based on the hypothesis that personal meaning produced by a locutor is an integral part of the individual' s vital Space-Time experience. Based on this common vital experience, we put forward a didactic framework, we cali LA.S.T.R.A.S. (LAnguage, Space, Time, Representation, Autonomy, Strategy). The three initial sequences of LA.S.T.R.A.S. set up the link between the new conventions of a foreign language and its target contexts. Our study evaluated this framework. ln encouraging the construction of foreign language leaming, leamers are offered an explicit representation of constraints that constitutes the knowledge domain they seek to acquire in an authentic awareness of their essential freedom as locutors. This "existential paradox of language production" is a lived situation within an institution concemed with the "knowledge domain of living languages"