SEGMENTATION

1
???????? ??????????? ??????? ??????????????????
?? ??????? ??????????

• SEGMENTATION
• OF SPOKEN DISCOURSE
• AND
• THE SPEAKERS COGNITIVE SYSTEM

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?????? Authors

• ?.?.?????? (???????? ??????????? ???)
• ?.?.?????????? (????)
• ?.?.??????? (???)
• ?.?.??????? (????)
• ?.?.???????? (????)
• ?.?.?????????? (???)
• ?.?.???????? (????)

• A.A.Kibrik (Institute of Linguistics, RAN)
• V.I.Podlesskaya (RSUH)
• Ju.V. Daragan (MSU)
• Z.V. Efimova (RSUH)
• N.A.Korotaev (RSUH)
• A.O.Litvinenko (MSU)
• V.L.Cukanova (RSUH)

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??????? Discourse

• ??????? - ??? ??????? ???????????? ?????
• ???????? ????, ??????, ????????????
• ? ?????? ??????? - ?????? ???????
• ???? - ???????
• ?????? ??????? ????????? ? ???????????

• Discourse is the process of language use
• Synonyms speech, dialogue, communication
• In this study spoken discourse
• The genre story
• A corpus of childrens night dream stories

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???????? ??????? ????????The problem of spoken
discourse

• ?????? ??????? ???????? ????????? ??????
  ????????????? ?????
• ? ??????????
• ? ??????????
• ??? ?????? ?????? - ???????????? ?????
• ???? ??? ???????? ?????????? ?????? - ?????
  ????????? ?????

• Spoken discourse is the primary form of language
  existence
• in phylogenesis
• in onthogenesis
• for many languages is the only variety
• even for the most written languages is the most
  frequent variety

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???????? ?????????????The problem of
representation

• ????? ???? ???????? ???????? ????????, ??????
  ??????? ?????? ???? ???????????????
• ???????????? ????? ????????????? - ???????????
  ????????????? (????????????)

• In order to be an object of scientific analysis,
  spoken discourse needs to be represented
• The natural form of representation is a graphic
  representation, that is, a transcription

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???????? ????????????The problem of transcription

• A systematic, consistent system of transcription
  is in order, such that
• different transcribers would make identical
  decisions
• an optimal level of detail is chosen

• ?????????? ???????????????, ????????????????
  ???????????????? ???????
• ??????????? ?????? ?????????????? ?????????
  ?????????? ???????
• ??????? ??????????? ??????? ???????????

7
???????? ???????????The problem of segmentation

• ??????? - ??? ???? ?? ???????? ?????
  ????????????? ?????????
• ????? ???????????????? ????????? ????? ?????????,
  ? ?????????, ??????? ?? ?????????
• ????? ????????? ?????????? ????? ????? ????????
  ???????

• Discourse is among the main kinds of human
  behavior
• Any goal-oriented behavior has a structure, in
  particular, consists of segments
• Boundaries between adjacent segments need to be
  identified

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??????????? ????????Discourse segmentation

• ??????? ??????????? ?? ? ???? ???????? ??????, ?
  ??? ????? ???????, ?????????, ??????? (Chafe
  1994)
• ?? ???????? ????? ?????? ?????????????
  ????????????? ????????? (???)

• Discourse is produced not as a smooth flow but as
  a series of pulses, or quanta (Chafe 1994)
• We call these quanta Elementary Discourse Units
  (EDUs)

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???????? ???????? ???Criteria of the unity of an
EDU

• Cognitively (Chafe 1994)
• An EDU represents the speakers focus of
  consciousness, that is, the amount of information
  the speaker is able to maintain activated at one
  time
• Semantically and grammatically
• an EDU typically (but not always!) corresponds to
  one clause
• Prosodically
• an EDU is shaped as a prosodic unit in terms of
  intonation, loudness, pausing, etc.

• ??????????? (Chafe 1994)
• ??? ???????? ????? ???????? ??????????, ?.?.
  ????? ??????????, ??????? ????????? ?????
  ???????????? ???????????? ? ???????? ?????????
• ?????????-??????????????
• ??? ??????? (?? ?? ??????!) ????????????? ?????
  ??????????
• ?????????????
• ??? ??????????? ??? ????????????? ??????? - ?
  ????? ?????? ????, ?????????, ???????? ? ?.?.

10
????????????????? ???????Research questions

• ?????? ?????? ???????, ? ??????? ??? ?? ?????????
  ? ?????????????
• ??? ????? ????????? ????? ?????? ????????????????

• What are the classes of instances when EDUs do
  not coincide with clauses?
• How can one explain these cases of disagreement?

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?????? ???, ?? ?????? ??????????Classes of EDUs
differing from clauses

• ? ????? ??????? ?? 2/3 ?? 3/4 ??? ????????? ?
  ????????????
• ?????? ???? ????????? ??????? ???, ??????? ???
  ???????, ??? ??????????
• ?? ??????????? ?? ????? ???
• ?? ??????? ???????? ?? ???? ? ????????? ???
  ??????? ?? ??? ????????????? - ??????? ? ??????
  ??????????? ???????? ??????????

• In our corpus, 2/3 to 3/4 of all EDUs coincide
  with clauses
• But there are several classes of EDUs that are
  either smaller or larger than a clause
• We are going to focus on small EDUs
• We are going to discuss their major types and
  offer an interpretation of the speakers
  underlying cognitive processes

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???, ??????? ??? ??????????

• EDUs smaller than a clause

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1. ?????????? ????? Left-dislocated topic

• z2627-28
• ....(1.7) ? ? ...(0.5) /?????????,
• And the twins,
• ....(2.0) /??? ..(0.2) \???????????,
• they were fencing,

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??????????? ?????????????A cognitive
interpretation

• ????????? ???????????? ???????????? ????????????
  ????? ???????? ? ????? ???????
• ??????????? ????? ????? ???? (Chafe 1994)
  ???????, ??? ??? ??? ???????? ?????? ????
  ???????? ? ?????? ???

• The speaker intends to simultaneously activate a
  new referent and a new event
• The One-New-Idea-Constraint (Chafe 1994) dictates
  that they must be put in different EDUs

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2. ??????????? Parcellation

• z21 1-4
• /??? /??????????,
• I dreamed,
• ??? /? /????? ?? \??????.
• that I was riding in a train.
• ? ??????? /???? ...(0.6) ??????? \????-???,
• In which there was a green meadow,
• ?-c /?????-??? ? ..(0.2) \????? ???????.
• with mushrooms and various stumps.

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??????????? ?????????????A cognitive
interpretation

• ?? ??????????? ?????????? ?????????? ???????
  ????? ????? ??????????
• ????????? ???????? ??????????????, ???????????
  ??? ?????????? ?? ? ?????? ?????????????? ???
• ??? ??????????????? ???????????

• There is too much new information per clause
• The speaker chops off an adjunct NP, a coordinate
  NP, or an attributive element into a separate
  postposed EDU
• This is planned parcellation

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2'. ?????????? ??????????? Improvised
parcellation (afterthought)

• z5115-16
• ..(0.4) ? ?? ? /??? ????? ???? /????? ??????
  ? \??????.
• and I needed to enter the room.
• ??(0.4) ????-? \????-??.
• For something.
• ....(1.1) ?? ? ???? ?? \???? ??? \????.
• Well I dont even know what for.
• ....(1.1) \???????????.
• Of the hotel.

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???????? ????????????? ???????????A typical
prosodic feature

• ????????? ??? ???????????? ????????? ???
  ??????????? ? ????? ????? ????????? ?????
  ???????????

• The initial EDU is intonationally complete and
  often has a sentence-final intonation

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??????????? ?????????????A cognitive
interpretation

• ????? ?????????? ???-?????????? ?????????
  ????????????, ??? ?????????? ???????? ? ??????
  ?????????? ??? ?????-?? ??????? ??????????
• ??????????????????? ????????? ???? ??? ???????
  ??? ????????? ?????????? ???????? ??????????
  ??????????, ??? ???? ?? ??? ???? ??????????
  ?????????????

• After finishing a clausal EDU, the speaker finds
  it important to add another piece of information
  to that clause
• The morphosyntactic structure of the already
  completed EDU allows the speaker to add an
  afterthought appendix as if it was planned
  originally

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3. ?????? Split

• z491-4
• ???? ??? ..(0.2) /\??-?
• One time we
• ..(0.3) ''(0.1) lt??(0.1)gt ...(0.6) ??? /?????,
• three brothers,
• ??????? ????? ? /?,
• Serezhka, Leshka, and myself,
• ..(0.5) ? ????? /????? ??????? ?? \???????.
• with uncle Sasha went fishing.

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??????????? ?????????????A cognitive
interpretation

• While formulating an EDU the speaker finds out
  that some of its elements may be unintelligible
  to the addressee
• Then s/he can wedge an extra EDU after the
  already uttered part of the first EDU
• Such an inset EDU can be a clause, but also can
  be smaller than a clause

• ?????????? ???, ????????? ????????????, ???
  ????????? ?? ?? ????????? ????? ???? ?????????
  ????????
• ? ???? ?????? ?? ????????? ?????????????? ???
  ????? ??? ????????????? ????? ?????? ???
• ????? ???????? ??? ?????? ???????????, ? ?????? ?
  ?????? ??????????

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4. (C??????) ????????? (Strong) false start

• n3229-30
• ..(0.4) ? ????
• And appro
• ?-? ..(0.2) /?? (0.3) ?????????? ?? \???.
• And he comes down to me.

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??????????? ?????????????A cognitive
interpretation

• ????? ?????????? ???, ????????? ????????, ???
  ????????? ???????????? ???????
• ?? ??????? ??????? ??? ? ???????? ?????????????
  ??? ??????
• ??? ????????? ?????????

• After having begun producing an EDU, the speaker
  realizes that the chosen verbalization does not
  fit
• S/he gives up, and begins the formulation of the
  EDU from scratch
• This is a local false start

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4'. ????????? ???????????? False start timing
error

• z561-5
• /?? ? ????? ????
• I and mom wen
• (0.8) \???,
• Okay,
• /?? ? ????? ??????? ?
• I and mom went to
• (0.5) ??? ????????? /???,
• I dreamed,
• ????? ?? ? \????? ??????? ? \???-?????.
• that I and mom went to America.

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??????????? ?????????????A cognitive
interpretation

• ????????? ???????? ????????????? ???, ?? ?? ??
  ?????????? ????????, ??? ?????? ???
  ??????????????, ? ?????? ?????????? ?????? ????
  ??????? ??????
• ????? ???????, ??? ?? ???????? ? ?????????????
  ????????? ????????, ???? ????? ??????? ? ??????
  ?????
• ????????? ??????? ???, ????????? ???? ??? ?????
  ?????? ???, ? ????? ????? ??????????? ??????
  ?????????? ? ????? ???

• The speaker begins to formulate an EDU, but
  before it is completed s/he realizes that it is
  premature and some other information is in order
• Therefore, the EDU would not fit into the
  semantic structure of discourse at this point
• The speaker gives up, proceeds with one or more
  other EDUs, and later on verbalizes the given
  content in a different EDU

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5. ???????????? ??????? Discourse markers

• n57 1-6
• ??(0.3) ? /??? ????? ?????????-? ??????????? ??
  /????????,
• To our home called the teacher of Russian,
• ..(0.3) \???,
• okay,
• ?-? /????????,
• and asked,
• /??????? ??,
• if we come,
• ..(0.1) ??? \???.
• or not.
• .... (1.2) ???.
• Okay.

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??????????? ?????????????A cognitive
interpretation

• The speaker does not provide any propositional
  information but rather signals
• Dynamics of discourse production, e.g. completion
  of a chunk and readiness to proceed
• His/her current mental condition, such as being
  unready to choose verbalization
• His/her sudden emotion, such as surprise

• ??? ?? ???????? ?????????????????? ??????????, ?
  ???????? ????????
• ???????? ?????????? ????????, ???????? ??????????
  ????????? ???????? ? ?????????? ??????? ?
  ?????????? (???)
• ???????? ??????????? ????????? ??????????,
  ???????? ???????????? ??????? ???????????? (???)
• ??????? ?????? ??????????, ???????? ?????????

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???, ??????? ??? ??????????

• EDUs larger than a clause

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(?) ??????????? (?) ???????????????????
?????? Attenuated Serialization main verb

• n67 22-23
• ..(0.1) ?? ??? ..(0.3) /??????? lt??-?????gt \????
  ??? /?????????,
• so I guess she asked me to come up,
• ...(0.4) ??????? /????? \?????? ??.
• says Go help her.

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?????????????? ??????Quantitative data

• ?????????? ??? ? ??????? 3480
• Number of EDUs in corpus 3480

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?????????? ????? ????? ???Quantity of small EDUs
by type
32
?????? Conclusions

• ??? ??????? ????????? ? ????????????
• ????, ??????, ????????? ????????? ???????
  ???????, ????? ????? ???????????? ??????????
• ? ???? ?????? ??? ????? ??????????? ??? ??????,
  ??? ? ?????? ??????????

• EDUs typically coincide with clauses
• However, there are several common classes of
  cases when such correspondence is not there
• An EDU can both be smaller and larger than a
  clause

33
?????? Conclusions(???????????) (continued)

• ?????? ?? ????? ??????? ??????? ?????????
  ?????????????? ????????? ???????????????
  ???????????? ???????? ??????? ????????

• Each such class of cases is aptly registered by
  the systematic transcription of spoken Russian
  discourse

34
?????? Conclusions(?????????) (completed)

• Each such class of cases can receive a cognitive
  explanation in terms of the speakers intentions,
  planning, expectations, temporal dynamics,
  modeling the addressee, activation processes, and
  emotions

• ?????? ?? ????? ??????? ??????? ????????
  ??????????? ?????????? ? ???????? ?????????
  ??????????, ??? ?????? ? ????????, ?????????
  ????????, ?????? ????????, ????????? ????????? ?
  ??????

35
??????? ?? ????????.??? ? ?? ?????? ????
??????????? ????????

• Thank you for your attention. As well as for your
  other cognitive processes