Author:
Li Linlin,Li Juxing,Wang Hongli,Nie Jianing
Abstract
AbstractThis study aims to explore the research methodology of applying the Transformer model algorithm to Chinese word sense disambiguation, seeking to resolve word sense ambiguity in the Chinese language. The study introduces deep learning and designs a Chinese word sense disambiguation model based on the fusion of the Transformer with the Bi-directional Long Short-Term Memory (BiLSTM) algorithm. By utilizing the self-attention mechanism of Transformer and the sequence modeling capability of BiLSTM, this model efficiently captures semantic information and context relationships in Chinese sentences, leading to accurate word sense disambiguation. The model’s evaluation is conducted using the PKU Paraphrase Bank, a Chinese text paraphrase dataset. The results demonstrate that the model achieves a precision rate of 83.71% in Chinese word sense disambiguation, significantly outperforming the Long Short-Term Memory algorithm. Additionally, the root mean squared error of this algorithm is less than 17, with a loss function value remaining around 0.14. Thus, this study validates that the constructed Transformer-fused BiLSTM-based Chinese word sense disambiguation model algorithm exhibits both high accuracy and robustness in identifying word senses in the Chinese language. The findings of this study provide valuable insights for advancing the intelligent development of word senses in Chinese language applications.
Publisher
Springer Science and Business Media LLC
Reference41 articles.
1. Bharadiya, J. A comprehensive survey of deep learning techniques natural language processing[J]. Eur. J. Technol. 7(1), 58–66 (2023).
2. Xu, N. et al. Extracting domain knowledge elements of construction safety management: Rule-based approach using Chinese natural language processing[J]. J. Manag. Eng. 37(2), 04021001 (2021).
3. Zheng, Z. et al. Pretrained domain-specific language model for natural language processing tasks in the AEC domain[J]. Comput. Ind. 142, 103733 (2022).
4. Pan, D. J. & Lin, D. Cognitive–linguistic skills explain Chinese reading comprehension within and beyond the simple view of reading in Hong Kong kindergarteners[J]. Lang. Learn. 73(1), 126–160 (2023).
5. Guo, H. Chinese primary school students’ translanguage in EFL classrooms: What is it and why is it needed? [J]. Asia-Pacific Educ. Res. 32(2), 211–226 (2023).
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献