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SUMMARY           

 

In this project, we propose to construct a man‑machine context bound dialogue. Being of a dual nature, we shall refer to it as Basic and Situation contexts with a same vocabulary applying to both. Communication is established through utterances (spoken sentences), that are constrained by a determined (codified) syntactic structure. Vocabulary, Contexts and Syntax form the linguistic core of our model. A given context among others is activated by the interchange of utterances. This dialogue takes place between two entities endowered with an internal representation of the world or Universe of Discourse, which, naturally, is very limited for the machine and consequently so, for the man who enters in conversation with the machine.

 

INDEX

     0.   Summary.

     1.   Background.

     2.   Vocabulary.

     3.   The Basic Subcontext.

     4.   Subcontexts of Situation.

            4.1 The Subcontext of Space

            4.2 The Subcontext of Time

            4.3 The Anaphoric Subcontext

            4.4 The Subcontext of Being

            4.5 Relations between subcontexts and language

     5.   Reality.

     6.   Syntax

     7.   Learning and Comprehension.

     8.   Dialogue and its modules

     9.   General system specifications.

     10.  Conclusions.

     11.  Bibliography.

     Ap.1.Generated samples from the syntactico‑semantic Production module.

 

1.  BACKGROUND.    

 

     In line with the research we are carrying out in isolated word Recognition, we are working towards incorporating higher levels of linguistic structure, namely those concerned with syntax and semantics. Indeed, even when identifying isolated words (pause/word  pause), the lexical string in the stretch of speech to be recognized, follows a correct syntactic((semantic)) order and this valuable information may be used as a filter to  favour an option among other matches in the process of word identification.  As a result, the process is significantly ((considerably)) enhanced by  increasing Recognition speed (selection of candidates) and improving  performance as to accuracy and error percentage.

     The next step is to recognize phrases and beyond. That is, we need to recognize not only the spoken words, but also the succession of words that make a sentence and over and above that , we need to refer to a certain reality, with reference to which things mean and without which, one would only be pointing to an item among several others and this cannot be considered as "signifying anything".

We present, here, a preliminary approach to the formal construction of thar reality.

 

2. VOCABULARY

 

     The vocabulary is limited to a set of lists of words classified into syntactic categories (( substantives ))(nouns, verbs, adjectives,etc.)),but without any  semantic information. The latter ((as shall be seen)) is realized by a context consisting of several subcontexts. ((As a result)) It allows, while retaining the same vocabulary,  greater flexibility  when making changes within a context or  even in several almost simultaneous contexts (multicontext).[[as a result, with a same given vocabulary, changes can be made with greater flexibility, even when  dealing with several almost simultaneous contexts or multicontext.]] Therefore, following closely ordinary speech,[[words, utterances take on  a dual aspect]] the one??? dynamic, the other static??((no me gustan estos adjetivos aquí)), where to give an example "words may fly" in a metaphorical context but not so literally.((prefiero añadir in the Basic Subcontext entre parentesis.))

 

3. THE BASIC SUBCONTEXT.

 

     The Basic Subcontext is formed by a set of compatibility  or incompatibility conditions that hold between the words  of the vocabulary; these conditions are determined by the nature of the objects the words refer to. The Basic Subcontext  is generated along with the word on its first appearance. It is implemented  by pairing 2 words  belonging to different syntactic  categories. This creates a semantic relation between the word pair; they can now appear together: i.e. subject‑verb, verb‑complement, noun‑predicate/adjective and so on. The relation is binary  for the moment, trying to avoid if possible, greater order relations, which are costly to set up and maintain, as they require a great number of cells. A three dimensional context consisting of subject‑verb‑complement relations for 10 verbs and 10 nouns  would need 1000 cells.

     As mentioned, words appear in a single stem form to avoid multiple root alternations and form endings which shall be included in later stages.

     The Basic Subcontext represents the basic ((literal meaning))semantic nature of things; it is neutral, free from any particular context. It may be transcended to reach other more specific contexts to deal with, say poetic, symbolic and metaphorical inferences common enough in everyday speech. These are alternative contexts to the Basic Subcontext and are applied to the same vocabulary.

 

4. SUBCONTEXTS OF SITUATION.

 

The Subcontexts of Situation on the other hand, refer to the "here and now" of the speakers (the real world of a given dialogue) and therefore, include Space and Time. They consist of the following:

 

4.1 The Subcontext of Space.

 

     The Subcontext of Space is formed by binary??? relations of order between the objects. That is, these order relations contain notions such as "above, behind", so that Man (who  sees) can situate them  in relation one to another and equally,  the machine  in storing these relations, can be told or "learn" where they are.

 

4.2 The Subcontext of Time.

 

      Time as a subcontext, is formed similarly, by relations that do not apply to objects (or to the nouns that describe them) but  to a sequence of events, expressed as clauses and propositions.  Of these, most are to be considered simultaneous to their spoken about, except when a time different from present time is indicated (and given an index number). The same occurs with pro‑forms, i.e. "it, he, that ", when the subcontext serves as reference, allowing us to distinguish between what is said in a sentence, therefore  part of the subcontext of  Time, and its utterance, belonging, as shall see, to the Anaphoric subcontext.

 

4.3 The Anaphoric Subcontext.

 

     There is besides, a further context, the Anaphoric Subcontext, more precisely a metacontext, which refers back to utterances exchanged in dialogue situation. As "events" taking place in a time other than present time, they  belong to a subcontext in the Subcontext of time. They represent a special case of anaphoric reference, which is constantly used in conversation, e.g. echo questions and confirmation of information: "Did you say...?", Yes".

 

4.4 The Subcontext of Being.

 

            When several propositions are realized as subject and predicate, the Basic Subcontext evolves. The event is set in the Time Subcontext. Hence, the proposition "Man walks" is possible (not contradictory), until such a moment when he breaks his leg. So given the Universe of Discourse, each object, person or animal has a past (what we know of them so far), with regard to a particular type of events (verbs) expressed in terms of an ordered set, formed by the sequence of nouns and predicates in terms of the vocabulary. Going to back to the example "Man walks." We can have "he breaks his leg and recovers.", expressed as

 

                        Man Walks,  1  (walk)

                        Breaks leg, 0  (walk not)

                        Recovers,   1  (walk again)     giving, 1, 0, 1

 

    In this way , the prime matrices of the Basic Subcontext that bring together verbs and nouns (subjects and complements) project into a third dimension, that of time, with the occasional change in their values and a cross‑section of this dimension would show a given synchronic state of this context.   

     This subcontext constitutes, as it were, the foundation of the Basic: the persistence of a value in this subcontext gives a constant, timeless value to the relation. The Context of Situation has become Basic((in this case, for this relation)).??? (()Quieres aclarar algo aquí?))

 

4.5 Relations between subcontexts and language.

 

     Let us take the sentence "birds fly", which is generally true (Basic Subcontext) . In the here and now however, this might not happen, for example a bird in a cage " may not fly" (Subcontext of Being) and then, on leaving the cage open, it would fly away. This is an instance of a change occurring in  the subcontext of Being. During early chilhood however, which when we suppose the Basic Subcontext is formed in the human being, the persistent association of flight on seeing or speaking about particular birds, imprints our linguistic apparatus with the notion  that birds fly (Basic Subcontext), taken as potentially true or ideally true and inextricably bound with our idea of birds. ???? This leads us to a definition of an idea which modelizes  reality as it is usually understood.

                                                                               

5. REALITY.

 

     The Basic Subcontext and the vocabulary form what we shall call a lexical field. Similarly, the lexical field and the Subcontext of Situation form a set  called a Reality. That limited and so defined reality, is the Universe to be shared by Man and Machine. The subcontexts previously discussed represent the semantic aspect of this reality, whether of an intrinsic nature (the world of language), the world of which we speak, or of a contigent one (the world of the conversation), the world in which we speak.

     Reality evolves as the interchange between Man and Machine gives "news" on reality. This information may alter not only the anaphoric subcontext, but any of the other subcontexts such as the basic subcontext ( from now on " dogs dive"), the spatial subcontext ( "the dog is on the rug") or the time subcontext ( "The Romans invaded the Iberian Peninsular after the Celts".

     A sentence might apparently not change anything, thus merely reinforcing existing reality. Yet, as the utterance is expressing an event, it will change at least the anaphoric subcontext.

     Furthermore, when the subcontexts are codified not only with 1 or 0, but with a wider set of values  i.e. possible, probable, improbable, impossible  (and therefore with more bits), the reinforcement increases one of the variables, affecting in turn, quantitatively that is in this case, the other remaining subcontexts.   

     This degree of indefinition describes more accurately the semantic content of  utterances and leads us to fuzzy sets [6]. In this instance, not only the predicates are fuzzy, but all the semantic relations as well, expressed by means of matrices. To give an example, the ascription of a given person to the category "smart" would be fuzzy, even that of being able to walk , being Spanish, being recently operated on or that living in the flat upstairs. The fact  we have made use of these predicates in this particular example, does not imply that they are fuzzy in our model: they are virtually so, but become explicitly so, when one refers to them in speech ‑ a limitation we face in discussing language.

 

6. SYNTAX.

 

            The sentences are for the moment,  simple((canonical forms/patterns)) clause structure types using single stem words without tense, number or gender agreement, using only one root words,  excluding as well irregular verbal stems. Only the minimum morphemic alternation in the form of linguistic indices have been included to communicate the desired information. The current stage of sentence production, shown AP.1 is realized by a combination of mathematical indices, forming a seventuple/seventuplet(a set of 7 elements), representing a specific clause.

 

[[Verbs have another additional parameter which points to their? semantic nature: verbs in the SUB‑VERB matrix present an 0, whether they admit a subject or not (impersonalverb), while in the COM‑VERB matrix, the values of that parameter points to the nature of the verbal complementation,i.e intransitive = 0, transitive = 1, copulative = 2, auxiliary verbs = 3, modals aux = 4.]]

 

7. LEARNING AND COMPREHENSION.    

 

     With the previously described tools, the computer as it converses with humans, is now able to retain and update a reality (consisting in numerical matrices), a reality stored and retrieved every time the dialogue starts up again. In this way, the computer "learns" on receiving information that alters its state. Hence  we reach the conclusion that, in our model,  the computer "understands" what is said and that to the extent that it can draw((extract)) the "meaning"of a clause, where meaning implies in our paradigm((framework)) holding in a potential state something that might change, in its turn, some aspect of reality as defined above. In other words, this reality is a Formal Reality, in spite of all attempts to make it represent the "real"world, the world in which we live.

 

8. DIALOGUE AND ITS MODULES.

 

     A dialogue can now be established between two beings endowered with an internal map of the world or reality which naturally, is limited in the case of the machine and as a result, limits that of man when he talks it. Both make use of two essential devices comprising:

   

            LOCUTION: An Explicit Intention (psychosemantics, Speech Acts), a Lexical Selector (vocabulary), a Syntactic Linker, a Lexico‑Allophonic Transcriber (phonetics), a Suprasegmental Prosodic ?Component((module?)) (pitch, intensity, quantity), a  Digital‑Analogic Converter.

           

            COMPREHENSION: An Analogical‑Digital Converter, a Parametric Encoder (spectra, pitch and intensity), a   Lexical Recognizer  component (isolated spoken words), a Prosodic Segmenter and Recognizer (clause intonation and boundaries), a Syntactic Organiser (assigns category function to identified words), an Interpreter (decides how and what part of stored reality has to be changed), an Implementer (carries out the changes by means of a system of strategies) and an Exhibitor (an auxiliary module to show and therefore to control, that the modification has been carried out.).

     It goes without saying that a module and its homologue, in both devices, share the same framework (syntax for the Organiser and the Syntactic Linker, prosody for the Supra segmental Prosodic module and for the clause entonation and boundary Recognition module and so on,). The absence of a phonological level can be explained as being unnecessary  for Synthesis (i.e. direct codification of words into a spectra chain) and for Recognition (of isolated words from the acoustic chain).

     Any reference to pragmatics has been also left out  on the grounds that its insertion in the  Locution module  and even more so in the Comprehension module might weaken too much the desired level of reliability in the system, with the exception of statements, questions and commands ( which some linguists include in this field) but without which no dialogue is possible.

 

9. SPECIFICATIONS OF THE GENERAL SYSTEM.

 

     We propose, in this grammar, to meet the following specific objectives which fall within our present or near future possibilities.To give  the fullest picture we shall include other components we have not mentioned so far:

 

LOCUTION:

     Open‑ended vocabulary. Simple sentences ensueing by uttering isolated words. Basic intonation patterns (declarative, negative, interrogative and Wh‑ questions), stress, well‑formedness, perfect intelligibility, naturalness. Medium qualityof sound. Male and females voices. Three speeds of delivery: slow, medium, fast.

    

COMPREHENSION:

     50-word  vocabulary classified in substantives, verbs, adjectives, yes/no answers, time and place adverbs. Usual laboratory noise levels (30‑40 dB SNR)(signal‑noise relation).

     Utterances consisting of simple sentences produced from isolated words but retaining relevant intonation patterns (declarative, command, interrogative). Kernel structures with a limited number of e.g. 5 , TG transformations.

           

UNIVERSE OF DISCOURSE SEMANTICS:

     Spatiotemporal universe, formed by objects (geometrical figures) with similar qualities (sizes, colours), having relative positions as to one another, sharing a past (carried over from previous sessions) derived from the succession of events that have taken place since the onset and from all the dialogues between both parties.

    

COMMUNICATION:

     The strings uttered by one party alter the state of the other. Among other things, the machine (computer) "understands" a declarative sentence by changing its state, a question by answering it coherently, if it has the information or else with an "I don't know." It obeys order (see next paragraph), when it can do so ( within the universe of shared reality). Moreover, requests for information on behalf of the machine have been taken into consideration and planned for, should comprehension breakdown (wrong word identified, inappropriateness, or semantic incompatibility).

           

PURPOSE:

     Our machine has to be endowered with a mind set, an attitude or the trace of an elementary psyche. It has to show willingness and cooperate, by answering queries and obeying orders. Beyond this, it can be given another mind set , let us call it "personal". It would act parallely and restructure, reorganize and protects "its" world. That is to say, that it is independent from the set of mind carrying out man oredered tasks. It can resist an order that would request the destruction (erasure) of reality under certain circumstances. There are besides, two complementary mind sets that are of great importance: the Learning frame of mind (it believes what it "hears" and updates its contexts), and that of Teaching (when it conveys information or passes on knowledge). Finally , there two other basic mind sets: Listening and Speaking, without which there would be no conversation (as is often the case with human beings).         

 

10. CONCLUSIONS.

 

     This paper presents, in our opinion, several innovations to the field of semantics:

 

1. The Basic Subcontext ?? realized by means of semantic matrices reflects the use of language (an entity does not move because it is animated, on the contrary it is because it is animated that it moves) ((  )). No presuppositions are made as to the semantic nature of words in the vocabulary; they emerge after use. We consider this evolving approach to be closer to the way babies learn how to speak.

 

2. The mechanical partner (as the human) learns from the dialogue every time  it updates the context matrices and stores  them for the next dialogue.                   

 

3. The Anaphoric metacontext gives reality to that which has been said. It provides a means of entering the dimension of speech acts within the conversation and can be seen as a first step into pragmatics. Its main purpose, in our dialogue, is to allow for an interpretation to be confirmed, as in human speech (Did you say?).

 

4.  Any given conversation may require transcending the Basic Subcontext, to enter another, for instance the Metaphoric Subcontext. Just as in any tale where the first few sentences change the universe. In this new world, animals speak; there are witches, dragons and giants; any step taken measures seven leagues and all is true, while the story lasts. In the world of adults, we find something similar when dealing with religion, magic, poetry, alegories, theatre, ballet or films. They refer to particular universes where laws and relations are different.   

 

5. A universe with a semantic dimension (capable of semantic interpretation) has been introduced. In it, sentences not only are recognized but understood. Since in this model, it is possible to refer to a reality which is duely represented where identified sentences take on meaning. While this reality is a theoretical model, we believe nevertheless, that once dialogue has been established with the machine, the behavioural changes in this reality,  will reveal(shed light on ) the underlying linguistic nature of our hypothesis. Where it proves to be inadequate, it will enable us to further define what it is we mean by "signify" or

"mean$".

 

BIBLIOGRAPHY.

 

[1] Fillmore, Ch.J. "Sobre el concepto de gramática generativa" en S.Peters  (ed.) "Los objetivos de la teoría lingüística." Gredos, Madrid, 1983.  pp.11‑38.

[2]  García Calvo, A. "Del lenguaje." Lucina, Madrid, 1979.

[3]  García Calvo, A. "Hablando de lo que habla." Lucina, Madrid, 1989.

[4] López de Mántaras, R. "Sobre la representación de la imprecisión del lenguaje natural mediante conjuntos difusos." I Congreso de la lengua   Española. Sevilla, octubre 1992.

 

12. APPENDIX 1 GENERATED SAMPLES FROM THE SYNTACTICO‑SEMANTIC PRODUCTION MODULE.

     Following the lines given in our theoretical model, we present preliminary results obtained, in a lexical field (see point 6), from the production module which, by storing the vocabulary, the syntax and the basic subcontext, permits the random generation of grammatical and semantically correct sentences.

 

 

     0. Program Presentation

 

     1. Basic Subcontext matrices

          1.a. Verbs‑Substantives  (subject)

          1.b. Verbs‑Substantives  (direct object complement)

          1.c. Substantives‑Predicates  (epithet, attribute)

 

     2. Ramdomly generated sentences. Each sentence is represented by a seventuplet {1,verb, 2,tense and auxiliary if needed, 3, polarity index (negative or not), 4, direct object or predicate, 6 and 7, articles}. Every accepted sentence is stored , thus avoiding repetition. In order to codify  the non‑acceptance of a given relation (verb‑direct object complement for an intransitive verb, say "rain", a flag is stored with the verb by means of an impossible index number (99). The computer makes a 100 attempts and will ask the user whether to stop there (type "1"). If not, it will procede with a 100 more new sentences, each time there are scarcer (and fewer in number). When ending is finally accepted, the computer is ready to produce

       

     3. Lists of all accepted sentences in order of production. The seventuplet is printed in the usual syntactic order for Spanish:{article‑subject‑polarity‑aux‑verb‑tense‑article ‑object}. The first 100 appear from 2 art x 2 art x 2 pol x 7 vb x 5 tense x 13 subs x 2 obj = 7280 possible sentences in this case.

 

     Let us comment one of these sentences, i.e. 28:

 

│ 28 │ un.a niño no abre‑rá un.a ventana │ 1 6 1 0 2 1 4 │

         `a child will not open a window'

 

     Notice the acceptance of the pairs `niño‑abre' and `abre‑ventana', represented by `1' in each of the corresponding matrices, the two first. the rest of the morpho‑syntactic components, articles polarity, tense markers are ramdomly generated in this module which in thiscase only includes the basic subcontext and the vocabulary constituting what we have called a lexical field.

     The situation subcontexts will decide if this sentence is appropriate, that is the situation or spatio‑temporal subcontext allow it, (they could reject it , with s.28 , if 1. we have no windows `here', 2. there is no child, 3. the window is locked, etc.). In these last cases the sentence, while being grammatical is not appropriate as it does not correspond to this reality.

     Most of these sentences will have to be rewritten in another module to make then syntactically and morphologically perfect (word order, tense, number, gender agreement and root alternation), semantically correct: s.5 `un.a carne ne es'"a meat is no" becomes `no hay carne'"there is no meat" and adequate for style:s.67 `el.la amigo no ha juegado '"the friend has not played" becomes`no ha juegado el.la amigo.'In a later stage they will have to receive phonological information (intonation contour, word stress) and the necessary phonetic information(alophonic selection, ellisions,assimilations, neutralizations, etc.) by means of the previously modules in 8 and 9.

 

MATRICES de CONTEXTO

─────────────────────────

SU_VER   abre   esta   puede  es     come   juega  viene

──────────────────────────────────────────

         1      0      1      0      1      0      1

──────────────────────────────────────────

amigo    1      1      0      1      1      1      1

perro    1      1      0      1      1      1      1

melón    0      1      0      1      0      0      0

bollo    0      1      0      1      0      0      0

ventana  0      1      0      1      0      0      0

libro    0      1      0      1      0      0      0

niño     1      1      0      1      1      1      1

carne    0      1      0      1      0      0      0

llave    0      1      0      1      0      0      0

garaje   0      1      0      1      0      0      0

puerta   0      1      0      1      0      0      0

francés  1      1      0      1      1      1      1

 . . .   0      1      1      1      1      1      1

 ──────────────────────────────────────────

 VER_COMP abre   esta   puede  es     come  juega  viene

 ──────────────────────────────────────────

       1      2      3      2      1      0      0

 ──────────────────────────────────────────

amigo    0      0      0      0      0      0      0

perro    0      0      0      0      0      0      0

melón    0      0      0      0      1      0      0

bollo    0      0      0      0      1      0      0

ventana  1      0      0      0      0      0      0

libro    1      0      0      0      0      0      0

niño     0      0      0      0      0      0      0

carne    0      0      0      0      1      0      0

llave    0      0      0      0      0      0      0

garaje   1      0      0      0      0      0      0

puerta   1      0      0      0      0      0      0

francés  0      0      0      0      0      0      0

 . . .   1      1      1      0      0      1      1

 ──────────────────────────────────────────

ADJ_SUST bueno  malo   enfermolisto  verde  ameno  quieto

 ──────────────────────────────────────────

amigo    1      1      1      1      1      1      1

perro    1      1      1      1      1      1      1

melón    1      1      0      0      1      0      0

bollo    1      1      0      0      1      0      0

ventana  1      1      0      0      1      0      1

libro    1      1      0      0      1      0      0

niño     1      1      1      1      1      1      1

carne    1      1      0      0      1      0      0

llave    1      1      0      0      1      0      0

garaje   1      1      0      0      1      0      0

puerta   1      1      0      0      1      0      1

francés  1      1      1      1      1      1      1

 . . .   1      1      1      0      0      1      1

 

──────────────────────────────────────────

     ARTI.SUJETO  LOG AUX.VERBO TIEMPO ART.PREDIC septerna de indices

──────────────────────────────────────────

│  0│ el.la amigo     abre                   │ 0  0  0  0  0  0 99│

│  1│ el.la llave  no esta  ‑ó          verde      │ 0  8  1  1  1  0  4│

│  2│ un.a  amigo  ha   es    ‑do         ameno      1  0  0  3  5  1  5│

│  3│ un.a  carne   no  está es    ‑ndo   bueno    │ 1  7  1  3  4  1  0│

│  4│    abre       un.a  ventana            │ 0 99  0  0  0  1  4│

│  5│ un.a  carne  es                              │ 1  7  0  3  0  1 99│

│  6│ un.a  amigo   no       viene ‑ría      │ 1  0  1  6  3  1 99│

│  7│ el.la melón  esta  ‑ría       bueno    │ 0  2  0  1  3  1  0│

│  8│ el.la francés no       viene ‑ría      │ 0 11  1  6  3  1 99│

│  9│ un.a  perro            come  ‑rá  un.a  carne  │ 1  1  0  4  2  1  7│

│ 10│ un.a  carne   no  está es    ‑ndo       bueno  │ 1  7  1  3  4  0  0│

│ 11│ un.a  llave            es    ‑rá               │ 1  8  0  3  2  0 99│

│ 12│ un.a  amigo   no  ha   come  ‑do               │ 1  0  1  4  5  1 99│

│ 13│ el.la ventana no       esta  ‑rá        malo   │ 0  4  1  1  2  1  1│

│ 14│ un.a  bollo       está esta  ‑ndo       bueno  │ 1  3  0  1  4  0  0│

│ 15│ el.la carne   no  está esta  ‑ndo              │ 0  7  1  1  4  1 99│

│ 16│ el.la niño        si   esta  ‑are       malo   │ 0  6  0  1  6  0  1│

│ 17│ el.la libro            es    ‑ría              │ 0  5  0  3  3  0 99│

│ 18│ el.la melón            esta  ‑ó                │ 0  2  0  1  1  0 99│

│ 19│ un.a  puerta           esta  ‑ó                │ 1 10  0  1  1  1 99│

│ 20│ el.la niño    no       esta             quieto │ 0  6  1  1  0  0  6│

│ 21│ el.la ventana     está es    ‑ndo       quieto │ 0  4  0  3  4  0  6│

│ 22│ un.a  amigo       está esta  ‑ndo       quieto │ 1  0  0  1  4  1  6│

│ 23│ un.a  perro   no       come  ‑rá               │ 1  1  1  4  2  1 99│

│ 24│ el.la puerta  no  está es    ‑ndo              │ 0 10  1  3  4  1 99│

│ 25│ el.la perro   no  si   juega ‑are              │ 0  1  1  5  6  0 99│

│ 26│ el.la bollo       ha   esta  ‑do               │ 0  3  0  1  5  0 99│

│ 27│ el.la perro   no       come  ‑ría              │ 0  1  1  4  3  0 99│

│ 28│ un.a  niño    no       abre  ‑rá  un.a  ventana│ 1  6  1  0  2  1  4│

│ 29│ el.la amigo       ha   abre  ‑do               │ 0  0  0  0  5  0 99│

│ 30│ un.a  francés no  ha   juega ‑do               │ 1 11  1  5  5  1 99│

│ 31│ un.a  bollo   no       es    ‑ría              │ 1  3  1  3  3  1 99│

│ 32│ un.a  niño        está abre  ‑ndo              │ 1  6  0  0  4  0 99│

│ 33│ un.a  ventana     si   es    ‑are              │ 1  4  0  3  6  1 99│

│ 34│ el.la bollo       ha   esta  ‑do               │ 0  3  0  1  5  1 99│

│ 35│ un.a  bollo            esta  ‑ó                │ 1  3  0  1  1  1 99│

│ 36│ el.la francés no       abre  ‑rá               │ 0 11  1  0  2  0 99│

│ 37│ el.la perro   no  ha   come  ‑do  un.a  melón  │ 0  1  1  4  5  1  2│

│ 38│               no       come  ‑rá  el.la carne  │ 1 99  1  4  2  0  7│

│ 39│ un.a  francés          abre  ‑rá  el.la ventana│ 1 11  0  0  2  0  4│

│ 40│ un.a  francés no  ha   esta  ‑do        malo   │ 1 11  1  1  5  0  1│

│ 41│ un.a  perro   no       viene ‑ó                │ 1  1  1  6  1  0 99│

│ 42│ un.a  francés          juega ‑ría              │ 1 11  0  5  3  1 99│

│ 43│ un.a  llave   no       es               bueno  │ 1  8  1  3  0  0  0│

│ 44│ el.la melón            esta  ‑ó         malo   │ 0  2  0  1  1  0  1│

│ 45│ un.a  francés          abre                    │ 1 11  0  0  0  0 99│

│ 46│ un.a  francés no       come                    │ 1 11  1  4  0  0 99│

│ 48│ un.a  niño        está abre  ‑ndo un.a  garaje │ 1  6  0  0  4  1  9│

│ 49│ un.a  niño    no       es    ‑rá        listo  │ 1  6  1  3  2  0  3│

│ 50│                        come       un.a  melón  │ 1 99  0  4  0  1  2│

│ 51│               no  ha   abre  ‑do  un.a  ventana│ 0 99  1  0  5  1  4│

│ 52│ el.la bollo   no  está esta  ‑ndo              │ 0  3  1  1  4  1 99│

│ 53│ un.a  francés          esta             bueno  │ 1 11  0  1  0  0  0│

│ 54│ un.a  perro   no  ha   es    ‑do        bueno  │ 1  1  1  3  5  0  0│

│ 55│ un.a  niño    no  está es    ‑ndo       malo   │ 1  6  1  3  4  0  1│

│ 56│               no  si   come  ‑are un.a  melón  │ 0 99  1  4  6  1  2│

│ 57│ un.a  ventana     si   esta  ‑are       malo   │ 1  4  0  1  6  1  1│

│ 58│ un.a  francés     si   es    ‑are       enfermo│ 1 11  0  3  6  0  2│

│ 59│ el.la bollo            esta  ‑ría              │ 0  3  0  1  3  1 99│

│ 60│ el.la garaje           es               malo   │ 0  9  0  3  0  0  1│

│ 61│ un.a  niño    no       come  ‑ría              │ 1  6  1  4  3  1 99│

│ 62│ el.la garaje           es    ‑ó                │ 0  9  0  3  1  1 99│

│ 63│ un.a  perro   no  ha   esta  ‑do        enfermo│ 1  1  1  1  5  0  2│

│ 64│ un.a  perro       ha   es    ‑do        bueno  │ 1  1  0  3  5  0  0│

│ 65│ el.la llave       está es    ‑ndo       bueno  │ 0  8  0  3  4  0  0│

│ 66│ un.a  ventana          esta  ‑ría              │ 1  4  0  1  3  0 99│

│ 67│ el.la amigo   no  ha   juega ‑do               │ 0  0  1  5  5  1 99│

│ 68│ el.la libro            es    ‑ó         malo   │ 0  5  0  3  1  1  1│

│ 69│                   está abre  ‑ndo el.la ventana│ 1 99  0  0  4  0  4│

│ 70│ un.a  puerta  no       esta  ‑ría       quieto │ 1 10  1  1  3  1  6│

│ 71│                   ha   abre  ‑do  un.a  puerta │ 1 99  0  0  5  1 10│

│ 72│ el.la garaje           esta  ‑ría              │ 0  9  0  1  3  0 99│

│ 73│ el.la perro       si   juega ‑are              │ 0  1  0  5  6  0 99│

│ 74│               no  está abre  ‑ndo el.la libro  │ 0 99  1  0  4  0  5│

│ 75│ el.la amigo       si   come  ‑are              │ 0  0  0  4  6  0 99│

│ 76│ un.a  libro            es               bueno  │ 1  5  0  3  0  1  0│

│ 77│ un.a  niño             abre  ‑ó                │ 1  6  0  0  1  1 99│

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Vuelta al Principio    Última actualización: sábado, 15 de febrero de 2014    Visitantes: