Investigating syntactic priming cumulative effects in MT-human interaction
Why this work is in the frame
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Bibliographic record
Abstract
Background: A question that deserves to be explored is whether the interaction between English language learners and the popular Google neural machine translation (GNMT) system could result in learning and increased production of a challenging syntactic structure in English that differs in word order between speakers first language and second language. Methods: In this paper, we shed light on this issue by testing 30 Brazilian Portuguese L2 English speakers in order to investigate whether they tend to describe an image in English with a relation of possession between nouns using a prepositional noun phrase (e.g. the cover of the book is red) or re-use the alternative syntactic structure seen in the output of the GNMT (e.g. the book cover is red), thus manifesting syntactic priming effects. In addition, we tested whether, after continuous exposure to the challenging L2 structure through Google Translate output, speakers would adapt to that structure in the course of the experiment, thus manifesting syntactic priming cumulative effects. Results: Our results show a robust syntactic priming effect as well as a robust cumulative effect. Conclusions: These results suggest that GNMT can influence L2 English learners linguistic behaviour and that L2 English learners unconsciously learn from the GNMT with continuous exposure to its output.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it