Babette Verhoeven University of Huddersfield Introduction Languages amp Linguistics nut favourite holiday read grammars MA English Language amp Literature from University of Amsterdam Secondary English teacher by profession while working in 6 ID: 742552
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Slide1
“Making Problems” or, writing puzzles for UKLO
Babette Verhoeven
University of HuddersfieldSlide2
Introduction:
Languages & Linguistics nut (favourite holiday read: grammars)
MA English Language & Literature from University of Amsterdam
Secondary English teacher by profession – while working in 6
th
form college, started running UKLO Round 1 as extra-curricular activity
Became aware of UKLO’s need for problems, so decided to have a go
Writing problems since 2011
Joined LAGB Education Committee in 2013
Part-time PhD student Linguistics at Huddersfield since 2016Slide3
UKLO - overview
Round 1
: problems are solvable by just looking at data / info in tasks – no prior linguistic knowledge required; held in schools.
Round 2
: best candidates from Round 1, given training in linguistics – problems are harder; held at host university.
UKLO offers Breakthrough, Foundation & Intermediate levels for younger pupils / students (catering for children from approx. age 8 and up) – these coincide with Round 1.
Organisational Timeline UKLO: problem writer’s activities
Round 1: early Feb
Marking Round 1 papers – usually 1 week window after final date for competition
Round 2: March/April
Int. Linguistics Olympiad: July
Problem writers work on new problems March/April – Aug
Submit new problems by 31
st
August to ELCLO
*
Test Construction Team tests problems & feeds back Sept - Jan
Re-drafting of problems Sept – Jan
During competition time: may be asked for clarification during Round 1 and if problems used in Round 2, there may be some work on these.Slide4
Co-operative effort: English Language Computational Linguistics Olympiads (ELCLO)
Platform for several countries working together for their own domestic LO competitions - hosted by NACLO (USA’s LO – used to be
USA+Canada
)
Currently: Australia (
OzCLO); Canada (OLCLO); Ireland (Eire & Northern Ireland – AILO); UK (technically only GB – UKLO); USA (NACLO)Share problems – each nation selects their R1 and R2 problems and provides useful feedback (as well as UKLO Test Construction Team)Each nation edits problems to suit their competitionOzCLO & NACLO want a certain number of computational problems – AILO & UKLO only do traditional linguistics problems. Slide5
What does a problem developer do?
Come up with idea for a puzzle / problem
[Take suggestion from someone else to develop into problem – ELCLO database of suggested, draft & unfinished problems]
Develop idea into a format that would suit UKLO Round 1 (or Round 2 or any of the lower levels aimed at school children)
[Work with fellow developers – collaborative writing of problems / trouble-shooting]
[Contact experts on particular language(s) for relevant information or have specific questions answered – ELCLO network can help]Provide answers so that problem can be easily markedEdit problems following feedback from Test Construction Team
[Provide or contribute to explanation of the problem so that teachers & students understand the answers / nature of problem][Advise on / provide guidelines for marking e.g. weighting / difficulty levels – in co-operation with competition construction team][Provide feedback on your fellow developer’s puzzles]Slide6
How it works (for me) [1]:
Get idea
If necessary, research language or topic for idea; collect data for problem
Draft problem – can take 1 day to several weeks (sometimes over years) - this also includes drafting solution & notes on problem
Submit to ELCLO via email – secure website stores problems, which will be looked at by all ELCLO members (additional useful feedback)
UKLO Competition Construction team will (if necessary) get in touch with queries, suggestions etc. after rigorous testing process
Their feedback will lead to (minor) corrections, re-drafting or sometimes even collaborative work on problemIf necessary, advise on how problem should be marked / gradedSlide7
Getting ideas?
Problems based on natural languages (although NACLO &
OzCLO
welcome computational contributions, too!)
Preferably languages that are not taught in UK (not an absolute edict – had problems on English e.g. IPA transcription)
Avoid languages / topics that were used recently e.g. “to know” versus “savoir / connaître” one year, no “to know” versus “kennen / wissen” following year(s)Scripts are popular with younger school pupils in lower levels, but also in Rounds 1 & 2Problems can be based on any aspect of language: morpho-syntactical, lexical-semantic, pragmatics, phonetics / phonology, diachronic / synchronic language change, comparative (multiple languages, family-trees etc.), real-life texts (e.g. Thai menu names for dishes, bi- or multilingual texts such as instructions, “translations” by MT software to correct errors) etc.
You can use languages you know, but (native) speaker knowledge is not essentialWALS, typological research and “weirdness index values” as inspiration for rare, unusual languages and even specific unusual linguistic featuresSlide8
How it works (for me) [2]:
Typology approach:
Concept or feature such as marking of possession (e.g. alienable – inalienable), TAM systems, case including ergative/absolutive, person (verb / pronouns) etc.
Linguistic-anthropological approach
:
kinship, noun classification, basic colour terms, lexicalised terms (or absence of commonly lexicalised concepts) etc.Usually inspiration comes from seeing a language with different (from English) feature or seeing a linguistic rarityOr, looking at particular concepts e.g. body parts, olfactory languageSometimes inspiration comes by chance: travel abroad, teaching, social media, TVCollect information about particular languages or features as I come across them
No inspiration? No problem: 2 archives of papers & teaching materials: 1 on languages and 1 on language features / conceptsSlide9
How it works (for me) [3]: thinking of audience & purposes
Aimed at the average (British) secondary school student (monolingual English speaker)
Introduce a language they may never have heard of, especially rare languages
Or, showcase language that may be familiar, e.g. Gaelic or Polish, but different
Overall underlying purposes:
Use a language that is (in some way) very different from EnglishCelebrate the
diversity and beauty of the world’s languagesGet young people (and their teachers) interested in / know about Linguistics as a disciplineSlide10
Some past problems – their development history:
2018:
N’Ko
Need for script-based problems, so decided to look for interesting scripts – “
N’Ko
”Used for several languages – so choose place names as dataDrafted problem – feedback from Harold Somers (AILO) led to co-writing problem
Used in AILO R1, NACLO R1 & UKLO R12018: Chalcatongo Mixtec
Chalcatongo
Mixtec scores high on
Schoebelen
, T.
et al.
(2013)“Weirdness Index Values”. Retrieved from:
https://marciokenobi.wordpress.com/2013/07/03/the-weirdest-languages/
Read papers on Mixtec – interesting verbal marking, possession & nominalization features would be challenging to English speakers
Drafted problem on these –
submitted for
2017
Feedback from UKLO Construction team – made few corrections / tweaks
Used in AILO R2, NACLO R2,
OzCLO
R2, UKLO R2Slide11
References & further reading:
AILO
http://adaptcentre.ie/ailo/
Bozhanov
, B. and Derzhanski, I. (2013) Rosetta Stone Linguistic Problems. Proceedings of the Fourth Workshop on Teaching Natural Language Processing, 1-8Clark, B. and Trousdale, G. (2012) The Language Detective: A Course for Young Linguists. Language and Linguistics Compass, 6 (8), 506-516.
Derzhanski, I. and Payne, T. (2009) The Linguistic Olympiads: academic competitions in linguistics for secondary school students. In: Denham, K. and Lobeck, A. (Eds.), Linguistics at School: Language Awareness in Primary and Secondary Education (pp. 213-226). Cambridge, UK: Cambridge University Press.Estival, D. et al. (2014) Australia Loves Language Puzzles: The Australia Computational and Linguistics Olympiad (
OzCLO
).
Language and Linguistics Compass
, 8 (12), 659-670
Hudson, R. and Sheldon, N. (2013) Linguistics at School: The UK Linguistics Olympiad.
Language and Linguistics Compass,
7 (2), 91-104
Littell
, P et al. (2013). Introducing Computational Concepts in a Linguistics Olympiad.
Proceedings of the Fourth Workshop on Teaching Natural Language Processing
, 18-26
NACLO
http://nacloweb.org
OLCLO
https://olclo.org/en/
OzCLO
http://ozclo.org.au/
Radev
, D. (Ed.) (2013)
Puzzles in Logic, Languages and Computation (The Red Book)
. Berlin: Springer.
Radev
, D. (Ed.) (2013)
Puzzles in Logic, Languages and Computation (The Green Book)
. Berlin: Springer.
Radev
, D. R., Levin, L. S. and Payne, T. E. (2008) The North American Computational Linguistics Olympiad (NACLO).
Proceedings of the Third Workshop on Issues in Teaching Computational Linguistics (TeachCL-08)
, 87-96.
UKLO
http:www.uklo.org
Verhoeven, B. (2016) The pleasures of a good problem: writing puzzles for the Linguistics Olympiads. Retrieved from:
https://huddersfield.academia.edu/BabetteVerhoeven
Slide12
Fancy having a go?
ELCLO & UKLO are always
desperate
happy to receive contributions
http://www.uklo.org/test-setters
& www.nacloweb.com ELCLO lead - Dragomir Radev at Yale University: dragomir.radev@yale.eduContributing for 2019: naclo19org@umich.edu (official deadline 31st August has passed!)
Thank you! Any questions?