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Activity-based dialogue analysis as evaluation method

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  1. Activity-based dialogue analysis as evaluation method Bilyana Martinovska Ashish Vaswani Institute Creative Technology University of Southern California

  2. Questions • How can we recognize speech activities? • How does the language and media determine and reflect the speech activity? • Which descriptive features are more informative and what story do they tell us about the activity? • Can activity-based dialogue analysis be used to evaluate spoken dialogue systems?

  3. Method • Quantitative activity-based dialogue analysis of radio dialogue during Call for Fire training • Describe the activity: • context: micro and macro • language • pragmatics • Compare to other speech activities • Compare instructive radio talk between humans (HH) and between humans and a machine (HM)

  4. Processing of data • Transcription on Transcriber/Text files • Qualitative analysis of activity • Formulation of a coding scheme • Coding of data • Counting parts of speech with a rules based tagger (Brill 1.14, used in Penn treebank tagging) • Counting moves • Statistics • Measures: liveliness, caution, etc.

  5. Analysis categories • Dialogue Moves • Dialogue Regulators • Grounding Acts • Stress • Pauses • Intonation • Overlap • Own Communication Management • Parts of Speech

  6. Interactive liveliness (2. ToOvPtok) + OvePutt + (2.StressPTok) -(2.PausPTok) – MLU* —————————————————— Total number of tokens (*MLU: mean number of tokens in utterance; ToOvPTok percent of overlapped words as tokens in relation to the total amount of words as tokens in a group; StressPTok percent of stressed words as tokens in relation to the total amount of word- tokens in a group; PauPTok percent of pauses in relation to the total amount of words as tokens in a group)

  7. Interactive caution (2.Pauses) + Stress + (2.OCM) + (2.FB) + Numerals – (2.Pronouns) – (2.Overlap) ————————————————— Total number of tokens

  8. Compare activities: liveliness and caution

  9. Conclusions • CFF radio training is livelier only in comparison to sermons and auctions but more cautious compare to courtroom examinations and dinners. • Question-answer fixed activities appear less lively but more cautious. • The complex measures of liveliness and caution would be improved if information about the duration of pauses is included. • HH interactive training relies on explicit explanations, coordination and meta-grounding acts whereas the HM relies on repetition of pre-recorded actions with not much explicit explanation, less speech management and coordination, but also less modal expression and hesitation sounds. • Training modes are equally efficient, in our sense, but differ in style of instruction and learning.

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