(April 15, 2003)
|
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
This news letter includes: 1) Reminder: Interactive Poster/Demo Sessions 3) Registration Fees, Accommodations, and Visa Documents 5) Information on Other Conferences or Workshops Being Held Nearby 6) Important Announcements from Several Workshops
1) Reminder: Interactive Poster/Demo Sessions Submission deadline: May 1,
2003 There will be three invited talks, to be given by leading scientists who will present work and thoughts on different aspects of natural language. The invited talks will take place in the Main conference. The abstracts of the invited talks and the profiles of the speakers will be described on the ACL-03 web site. For details, see the Web site http://www.ec-inc.co.jp/ACL2003/Invited-talks.html. The invited talks are: 2-1) From Structure to Meaning: Simple Sentence-Structure Cues Guide Sentence Comprehension by Young Children Cynthia Fisher (Department of Psychology and the Beckman Institute of Advances Studies, University of Illinois at Urbana/Champaign.) Theories of language acquisition
have traditionally assumed that children learn to identify
syntactic structures in their native language through
independent access to word and sentence meanings. If
sentence meanings can be derived from world observation,
then children begin with a set of form-meaning pairs that
should help them to figure out the grammar. But even in the
most concrete cases, sentences do not merely label events in
some simple and universal way. Instead, they take a
perspective on them, focusing on or highlighting different
aspects of the events. How, then, is the child to determine
a speaker's meaning before learning the language? In this
talk I will argue that (a) the syntactic structure of
sentences in which a verb is used can provide hints about
its meaning, and (b) simple aspects of sentence structures
influence sentence interpretation even for very young
children. These simple sentence structure cues, including
the set of familiar nouns in a sentence and the order in
which they occur, bias children toward correct
interpretations of sentences even before they know much (if
anything) about the syntax of their native language. In this
way, the interpretation of sentences can be
structure-sensitive nearly from the start, and verb meanings
are acquired as a consequence of this process of sentence
interpretation, rather than being a prerequisite to it. Ariel Rubinstein (School of Economics, Tel Aviv University and Department of Economic, Princeton University) I will try to demonstrate what we,
economists, can say about linguistics by presenting two
short investigations in which we use economic reasoning to
address linguistic issues. The first discussion will be an
attempt to derive properties of binary relations from
considerations of functionality. The second discussion will
introduce strategic considerations to explain pragmatic
phenomena in debates. Reading: Ariel Rubinstein, Economics
and Language, Cambridge University Press, 2000. Donia Scott (Information Technology Research Institute (ITRI) at the University of Brighton, U.K.) This talk will present the case
for {\em abstract document structure as a separate
descriptive level in the analysis and generation of written
texts. The purpose of this representation is to mediate
between the message of a text (i.e., its discourse
structure) and its physical presentation (i.e., its
organization into graphical constituents like sections,
paragraphs, sentences, bulleted lists, figures, footnotes
and so forth). Abstract document structure can be seen as an
extension of Nunberg's `text-grammar'; it is also closely
related to `logical' mark-up in languages like HTML and
LaTeX. We will argue that by using this intermediate
representation, several subtasks in language generation and
language understanding can be defined more cleanly. 3-1-1) Early, Late and On-site Registration
3-1-2) Registration Fees [Main Conference Registration]
[Tutorial Registration]
[Workshop Registration (2 days)]*
[Workshop Registration (1 day)]*
"Workshop only" attendees are required to pay additionally the registration fees, which are a half of the registration fees of the main conference.
3-2) Accommodations (a) For Regular Attendees:
(b) For Student Attendees:
For more information, please contact Anri Manabe. TEL: +81-11-706-6823 FAX: +81-11-709-6277 Participants may need to acquire a visa to attend ACL03. Those with nationality of European countries (with some exceptions) and North American countries do not need a visa. However, please check with your local Japanese embassy or consulate if you are not sure. In most countries, to acquire a visa is not complicated and does not take long. However, it may take longer in some countries and if you need help obtaining a visa, please see http://www.ec-inc.co.jp/ACL2003/visa.html and send an e-mail to the Secretariat with necessary information. The period between the dates of
acceptance notification and the actual dates of
conference/WSs is shorter than in an ordinary International
ACL conference. If you are afraid that you have not enough
time in obtaining a visa or official approval of traveling
abroad, please contact the
Secretariat. If you
submitted a paper to the main conference, the WSs, the
interactive demo sessions or the student workshop, please
also include the Paper ID and the title of your paper in
your e-mail. 4-1) Interactive Poster/Demo Sessions
4-2) Associated Conferences AC1 The Eighth Conference on Empirical Methods in Natural Language Processing (EMNLP2003)
AC2 The Sixth International Workshop on Information Retrieval with Asian Languages (IRAL2003)
4-3) ACL Workshops The following is a list of the workshops whose deadlines have not passed. Please see http://www.ec-inc.co.jp/ACL2003/workshop2.html for the details. WS1 Multilingual Summarization and Question Answering - Machine Learning and Beyond
WS3 The Lexicon and Figurative Language
WS5 The Second International Workshop on Paraphrasing: Paraphrase Acquisition and Applications
WS6 Second SIGHAN Workshop on Chinese Language Processing
WS7 Multiword Expressions: Analysis, Acquisition and Treatment
WS9 Workshop on Patent Corpus Processing
5) Information on Other Conferences or Workshops Being Held Nearby We would be happy to help those wishing to arrange events in conjunction with ACL03. For information on available venues and local facilities for gatherings and meetings, please contact: Kenji Araki (Hokkaido University, Japan) The following workshops were newly informed to us. For details, see http://www.ec-inc.co.jp/ACL2003/events.html. (a) PAPILLON-2003 Workshop on Multilingual Lexical Databases July 3-5, 2003, Hokkaido University Organization Chair: July 6, Sapporo Organizers: WS3 The Lexicon and Figurative Language Abstract of the Call for Papers Note the new deadlines. The lexicon has variously been treated as a list of word senses, a list of hierarchically related senses, and as a structured entity containing rich lexical representations and means to generate novel uses of words. Figurative language, such as metaphor, idioms metonymy, etc, poses problems for all these approaches, and a common claim is that metaphor is a cognitive not a linguistic phenomenon; word senses are related in terms of their underlying conceptual domains. The major theme of this SIGLEX endorsed workshop is to explore and attempt to reconcile these different approaches to figurative language and the lexicon -although papers exploring other aspects of figurative language, including computationally oriented corpus studies, will also be welcome.
WS5 Second International Workshop on Paraphrasing: Paraphrase Acquisition and Applications We are honored that Graeme Hirst has agreed to give a workshop presentation on "Paraphrasing Paraphrased" as the invited speaker. Furthermore, given a sufficient number of quality workshop papers, we will put together a special issue on paraphrasing for the journal Computational Intelligence after the workshop.
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
