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arXiv 2410.05851cs.CLcs.AI

与不同语用水平的说话者和听者交流

Communicating with Speakers and Listeners of Different Pragmatic Levels

University of Amsterdam(阿姆斯特丹大学);Delft University of Technology(代尔夫特理工大学)

Kata Naszadi, Frans A. Oliehoek, Christof Monz

AI总结:

该研究模拟不同推理水平的说话者与听者的语言学习与对话,探究语用能力对交流的影响,发现推理水平匹配利于交流与学习,字面语言学习有益,学习阶段融入语用推理可显著提升交流表现。

摘要:

本文通过模拟具备不同推理能力水平的说话者与听者之间的语言学习和对话过程,探究了可变语用能力对交流成功率的影响。通过研究这种互动,我们提出假设:交流伙伴之间匹配的推理水平会为交流成功和语言学习创造更有利的环境。研究结果表明,无论学习者的语用能力水平如何,从更明确、字面化的语言中学习都是有益的。此外,我们发现在语言学习过程中(而非仅在评估阶段)整合语用推理,能显著提升整体交流表现。本文为推理水平对齐以及将语用推理融入优化交流互动的重要性提供了关键见解。

英文摘要:

This paper explores the impact of variable pragmatic competence on communicative success through simulating language learning and conversing between speakers and listeners with different levels of reasoning abilities. Through studying this interaction, we hypothesize that matching levels of reasoning between communication partners would create a more beneficial environment for communicative success and language learning. Our research findings indicate that learning from more explicit, literal language is advantageous, irrespective of the learner's level of pragmatic competence. Furthermore, we find that integrating pragmatic reasoning during language learning, not just during evaluation, significantly enhances overall communication performance. This paper provides key insights into the importance of aligning reasoning levels and incorporating pragmatic reasoning in optimizing communicative interactions.

机构、总结、中文摘要均由AI分析而来,可能存在错误,请以论文正文为准。

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