This paper describes the University of Maryland’s submission to the Duolingo Shared Task on Simultaneous Translation And Paraphrase for Language Education (STAPLE). Unlike the standard machine translation task, STAPLE requires generating a set of outputs for a given input sequence, aiming to cover the space of translations produced by language learners. We adapt neural machine translation models to this requirement by (a) generating n-best translation hypotheses from a model fine-tuned on learner translations, oversampled to reflect the distribution of learner responses, and (b) filtering hypotheses using a feature-rich binary classifier that directly optimizes a close approximation of the official evaluation metric. Combination of systems that use these two strategies achieves F1 scores of 53.9% and 52.5% on Vietnamese and Portuguese, respectively ranking 2nd and 4th on the leaderboard.

We introduce a machine translation task where the output is aimed at audiences of different levels of target language proficiency. We collect a novel dataset of news articles available in English and Spanish and written for diverse reading grade levels. We leverage this dataset to train multitask sequence to sequence models that translate Spanish into English targeted at an easier reading grade level than the original Spanish. We show that multitask models outperform pipeline approaches that translate and simplify text independently.

Byte-Pair Encoding (BPE) (Sennrich et al., 2016) has become a standard pre-processing step when building neural machine translation systems. However, it is not clear whether this is an optimal strategy in all settings. We conduct a controlled comparison of subword segmentation strategies for translating two low-resource morphologically rich languages (Swahili and Turkish) into English. We show that segmentations based on a unigram language model (Kudo, 2018) yield comparable BLEU and better recall for translating rare source words than BPE.

This paper describes systems submitted to the Metaphor Shared Task at the Second Workshop on Figurative Language Processing. In this submission, we replicate the evaluation of the Bi-LSTM model introduced by Gao et al.(2018) on the VUA corpus in a new setting: TOEFL essays written by non-native English speakers. Our results show that Bi-LSTM models outperform feature-rich linear models on this challenging task, which is consistent with prior findings on the VUA dataset. However, the Bi-LSTM models lag behind the best performing systems in the shared task.