跟讀練習: Computational Linguistics: Crash Course Linguistics #15 - 通過影片學習英語口語
選擇練習模式
每種模式都會開啟全屏練習室。
118 句
如果句子過短或過長，請點選 Edit 進行調整。
1
Hi, I'm Taylor and welcome to Crash Course Linguistics.
2
Computers are pretty great, but they can only do stuff that humans tell them to do.
3
Counterintuitively, this means that the more automatic a human skill is, the more difficult it is for us to teach to computers.
4
It's easy for us to teach a computer to calculate millions of digits of pi, or play chess.
5
But get a computer to recognize which image contains a traffic light?
6
Surprisingly difficult.
7
The same thing goes for language.
8
The parts that are difficult for humans, like learning lots of new words, are easy for computers.
9
Humans, like understanding across typos and accents, or knowing if someone's sad or angry or joking, are really, really difficult for machines.
10
Plus, language isn't just one task to teach.
11
It's all the different things we've talked about throughout the series and more.
12
Programming computers to process human language is called natural language processing, or computational linguistics.
13
We rely on NLP for a whole range of tasks.
14
search engines, voice -activated home systems, spam filters, spell checkers, predictive text, and more.
15
Today we'll look at what NLP is and what makes language a difficult challenge for computers.
16
Getting a computer to work with something as complex as language requires a lot of steps.
17
First, we need to give the computer text to work with.
18
We can input it directly, or get the computer to transform speech sounds, handwriting, or other physical text into digital text.
19
We do that with speech -to -text, handwriting recognition, or optical character recognition processes.
20
This step involves figuring out where the break between words and sentences go, such as the difference between a moist towelette versus a moist towelette.
21
"owlet," or whether a small speck is the dot of an "i," a period, or a flock of dirt.
22
Once it has the digital text, we then need the computer to figure out a the meanings of the words and b the relationship between them.
23
It might use context to disambiguate between things like bank and blank, a riverbank and a financial bank, or common nouns and proper nouns.
24
In this step, the machine figures out approximately what is being said.
25
answer a question, translate it into another language, or find directions between two places.
26
Each of these tasks also requires a different system.
27
All of this data gets produced in some abstract form that the computer understands, like a mathematical equation or some lines of code.
28
The last step is to re -encode that data into natural human language, which can involve text generation.
29
Depending on what the user wants, the computer might need to produce the answer as speech, in which case it would use text -to -speech and speech synthesis.
30
That's a lot of steps!
31
The nice thing about splitting up natural language processing into different steps is
32
that we can reuse parts of it for other tasks.
33
For example, if we make one system that's good at text -to -speech for English, it can read aloud answers to questions, translations into English, and directions to go to places.
34
We can also distinguish between what needs to be customized for each human language and what can always stay in computer code.
35
That saves programmers and computers some time.
36
also be useful by themselves.
37
Automatic captioners may just do the speech -to -text part, screen readers may just do text -to -speech, and search or translation may start with text and skip processing speech entirely.
38
A similar set of steps could work for signed languages too, although this technology is very underdeveloped compared to what's been created for a few big spoken languages.
39
They could be something like signed -to -text, parsing signs, processing the results for a computer to work with, and rendering the output back into signs.
40
that interoperated between signed and spoken languages.
41
For example, a computer could take input in English and translate it to ASL, or vice versa.
42
Just like with the thousands of spoken languages, though, each of the hundreds of signed languages would still need to be supported separately.
43
One thing that won't really help is gloves.
44
Let's head to the thought bubble to pop that bubble.
45
You might have seen hyperbolic headlines about sign language translation gloves in the news throughout the years.
46
They claim that these gloves can translate American Sign Language into English speech by recognizing the wearer's hand shapes.
47
Unfortunately, these glove makers have made several fundamental misunderstandings about how sign languages work.
48
One is that the grammar of signed languages isn't expressed just in the shape of the hand.
49
Signed languages also include facial expressions and movements of the hands and arms in relation to the rest of the body.
50
Two is that signed languages use far more signs than the 26 letters of the manual alphabet, which is all the gloves can detect.
51
Plus, signed languages tend to use the manual alphabet to borrow technical words from spoken languages, not for core vocabulary.
52
That's like making a translation system for English that only recognizes the words that come from Greek.
53
people, but gloves can only translate from signs to speech, never from speech to a format accessible for deaf and hard of hearing people.
54
Which is ironic, because the technology to produce written captions of speech already exists.
55
Computational tools involving signed languages could one day exist, using other input sources that can actually access full signs,
56
but they're never going to be any good if deaf people aren't consulted in creating them.
57
And many deaf researchers have already pointed out that gloves are just never going to accomplish that.
58
So let's say we've created a system that's pretty good at each of the steps involved in natural language processing, at least for one or two languages.
59
Does the system understand language the way a human does?
60
To answer that, let's pretend we've trained a rabbit to press buttons A, B, and C in order to get a treat.
61
We could relabel those buttons "I want food," but that wouldn't mean that the rabbit understands English.
62
The rabbit would press the same buttons if they were labeled something entirely unrelated.
63
The same goes for a computer.
64
If we tell a computer a few basic instructions, it can give the appearance of understanding language.
65
But it might fall apart spectacularly when we ask it to do something more complicated.
66
That's part of what makes teaching a computer to do language so tricky.
67
Originally, people taught computers to do language tasks with long lists of more and more specific rules, such as "make a word plural by adding s," Wait,
68
unless the word is child, in which case add ren instead, and so on, for other exceptions.
69
More modern approaches to machine learning involve showing computers a whole bunch of data to train them on statistical patterns,
70
and then testing how well they've figured out these patterns using a different set of data.
71
A lot of recent leaps in natural language processing have come from a kind of statistical machine learning known as neural networks.
72
Neural nets are based on a very simplified model of how neurons work in the brain, allowing which factors are the most relevant in the training data.
73
But because they work out these factors for themselves, it's hard for humans to know exactly what patterns they're picking up on.
74
Early in a neural net's training, it will make really silly, non -human -like errors, like returning a text EEEEEEE,
75
because it's worked out that E is the most common letter in English writing.
76
The machine will keep adjusting itself based on the training data, though, and eventually it starts returning things that look more like words.
77
Well, almost.
78
In any kind of machine learning, training data is really important, and there are two kinds of data we can use.
79
The first is data with two corresponding parts that have been matched by humans, such as text with audio, words with definitions, questions with answers,
80
sentences with translations, or images with captions.
81
Using parallel data like this is known as supervised learning, and it's great, but it can be hard to find enough data that has both parts.
82
After all, some humans have to create all of these pairs.
83
The second kind of data has only one component, like a bunch of text or audio or video in one language.
84
Using this kind of non -parallel data is known as unsupervised learning.
85
It's much easier to find, but it's harder to use to train a computer, since it has to learn only from half of the pair.
86
So researchers often use a mix of both: a smaller amount of parallel data to get things started, and then a larger amount of non -parallel data.
87
semi -supervised learning.
88
But none of this data just magically appears.
89
It gets created or gathered by humans, and humans have all sorts of biases.
90
Computer science researcher Harini Suresh created a framework to evaluate bias in machine learning.
91
We can use this framework to see how bias affects the language tools we've discussed in this episode.
92
First, historical bias is when a bias in the world gets reflected in the output the computer produces.
93
For example, Turkish doesn't make a gender distinction in any of its pronouns, third -person singular, between he /she /it and singular they.
94
So a translation system might pick a gender for pronouns when translating them from Turkish to English, making "he is a doctor" but "she is a nurse" from the same Turkish pronoun.
95
This might reflect an overall tendency in the world, but our computer is still producing a gender bias.
96
Next, representation bias is when some groups aren't as well represented as others in the training data.
97
For instance, while researchers estimate that at least 2 ,000 languages are actively being used on social media,
98
Only a few large languages are well represented in language tech tools.
99
The rest are barely represented or left out, including all signed languages.
100
When the features and labels in the training data don't accurately reflect what we're looking for, that's measurement bias.
101
The text that has been translated into the most languages is the Bible, so it's often used as training data.
102
But the style of language in religious texts can be very different from day -to -day conversation, and can produce strange results in Google Translate.
103
Aggregation bias is when several groups of data with different characteristics are combined, and a single system isn't likely to work well for all of them at once.
104
If we smushed all the varieties of English into training data for an English speech -to -text program, it could end up working better for standardized English than,
105
say, African American English.
106
program's success based on something users won't find useful.
107
Researchers with an "English first" mentality might focus on whether a predictive text program predicts the next word,
108
whereas the program that predicts the next morpheme would work better for languages with longer words and more morphemes.
109
When a system was originally created for reasonable purposes but then gets misused after its release, that's deployment bias.
110
Style analysis tools can be used to determine whether a historic figure wrote an anonymous anonymous whistleblowers.
111
Being aware of these sources of bias is the first step in figuring out how to correct for them.
112
Like the whole field of computational linguistics, addressing these biases is an active area of research.
113
We have a responsibility to use our increased understanding of language
114
through linguistics to deeply consider the effects we have on each other and the world we live in.
115
This ethical consideration is especially important in computational linguistics because we interact with technology so much in our daily lives.
116
Next time we'll talk about a much older kind of language technology, which is so common, we might not even think of it as a technology.
117
writing systems.
118
If you want to help keep all Crash Course free for everybody, forever, you can join our community on Patreon.
同頻道
C11
Vectors and 2D Motion: Crash Course Physics #4
Daily ConversationHigh School StudentsUniversity Students
B21
The Bicameral Congress: Crash Course Government and Politics #2
Daily ConversationHigh School StudentsUniversity Students
B21
Crash Course US History Preview
Daily ConversationUniversity Students
C1What's all the Yellen About? Monetary Policy and the Federal Reserve: Crash Course Economics #10
Daily ConversationUniversity Students
C12
How Water Shapes the Land: Crash Course Geology #9
Daily ConversationUniversity Students
B24
How Often do Asteroids Hit the Earth?: Crash Course Geology #20
Daily ConversationHigh School StudentsUniversity Students
B210
Crash Course Sex Ed Preview
Daily ConversationUniversity StudentsWorking Adults
C12
Derivatives: Crash Course Physics #2
Daily ConversationUniversity Students
C13
Indus Valley Civilization: Crash Course World History #2
Daily ConversationUniversity Students
B22
Ancient Egypt: Crash Course World History #4
Daily ConversationHigh School StudentsUniversity Students
C12
What is Engineering?: Crash Course Engineering #1
Business EnglishUniversity StudentsWorking Adults
B22
The Persians & Greeks: Crash Course World History #5
Cambridge Exam PrepHigh School StudentsUniversity Students
C13
The Secret to Business Writing: Crash Course Business - Soft Skills #3
Business EnglishUniversity StudentsWorking Adults
C12
Supervised Learning: Crash Course AI #2
Business EnglishUniversity StudentsWorking Adults
C1Why Are US Politics Today So Divisive?: Crash Course US Government #1
Daily ConversationUniversity Students
C13
The Periodic Table: Crash Course Chemistry #4
IELTS PrepTOEFL PrepCambridge Exam Prep
B22
Where Do Diamonds Come From?: Crash Course Geology #8
IELTS PrepTOEFL PrepCambridge Exam Prep
C11
Tissues, Part 1: Crash Course Anatomy & Physiology #2
Cambridge Exam PrepUniversity StudentsWorking Adults
C13
Where Did Democracy Come From, and Does It Still Work?
IELTS PrepTOEFL PrepUniversity Students
C12
The Nucleus: Crash Course Chemistry #1
IELTS PrepTOEFL PrepUniversity Students
FOR YOU
推薦影片
C11
136 句
Early Computing: Crash Course Computer Science #1
Business EnglishUniversity StudentsWorking Adults
C12
189 句
Using AI to read research articles
Business EnglishUniversity StudentsWorking Adults
C11
220 句
I learned 3 languages to C1 with a 30-minute routine, so you can just copy me
Business EnglishDaily ConversationUniversity Students
C18
102 句
World Models explained in 10min..
Business EnglishUniversity StudentsWorking Adults
C12
12 句
A Return to Code
Business EnglishUniversity StudentsWorking Adults
C15
270 句
Transformers, the tech behind LLMs | Deep Learning Chapter 5
American AccentBusiness EnglishUniversity StudentsWorking Adults
C13
208 句
AI & Education: Generative AI & the Future of Critical Thinking
Business EnglishUniversity StudentsWorking Adults
B216
459 句
How to Speak Better Than 99% of People (Complete Framework)
Business EnglishDaily ConversationUniversity Students
C14
81 句
Turing & The Halting Problem - Computerphile
Business EnglishUniversity StudentsWorking Adults
C12
241 句
AI Concepts Every Product Manager Should Know in 25 Minutes | Crash Course
Business EnglishUniversity StudentsWorking Adults
B22
246 句
What Reading Out Loud Does to Your Brain
Business EnglishDaily ConversationUniversity Students
為什麼要通過這個影片練習口語？
在這段影片中，泰勒講解了計算語言學的基本概念，探討了計算機如何處理人類語言的複雜性。通過模仿泰勒的說話方式，你不僅可以提升英語口語練習能力，還可以更深入地理解語言處理的邏輯。這種英語影子跟讀的練習方式，能夠幫助你更好地掌握語言的節奏和語調，提升語言理解能力。此外，短時間內集中練習有助於增強你的自信心，為將來與他人交流打下良好基礎。
語法與表達的語境分析
- 被動語態的使用: 在討論計算機處理語言時，泰勒提到“被賦予文本（text to work with）”。這展示了被動語態在技術性討論中的重要性。
- 條件句的構成: 他運用了“如果我們製作一個系統...”這樣的句型，幫助聽者理解條件與結果的關係。
- 比較句型: 在講解如何區分“bank”和“blank”時，泰勒使用了比較句型。這種結構能有效幫助學習者理解詞義的細微差別。
通過使用這些結構進行英語口語練習，學習者可以在實際溝通中更清楚地表達他們的思想，增強他們的表達能力。
常見發音陷阱
在這段影片中，泰勒的發音清晰，但某些詞彙可能對英語學習者構成挑戰，例如“complex”和“recognition”。這些詞在快速交談時容易模糊，發音不準可能會導致誤解。尤其是在不同的口音之間，詞語的音調和重音可能會有所不同。特別是在學習提高英語發音時，注意這些詞的發音和語調，即使是簡短的練習也可以通過shadow speech方式進行，幫助學習者掌握標準發音。
選擇合適的shadowing site進行練習，可以幫助你在實際交流中更有效地傳達資訊，並提高你對複雜語境中語言使用的敏感性。繼續使用這些技巧，你會發現自己的口語能力會有顯著提高！
影片中的語法
說話人最常用的結構，並附上影片中的原話：
| 結構 | 影片中的用法 |
|---|---|
| 現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事 | we've talked · have made · have already pointed |
| 被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的 | is called · being said · be customized |
| 定語從句 who / which + 從句 — 補充說明人或事物 | language, which can · alphabet, which is · technology, which is |
什麼是跟讀法？
跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。