ChatGPT: si el objeto es la lengua, la singularidad asoma (I)
Estos dos posts de hoy y de mañana recogen un par de conversaciones con ChatGPT. La primera parte se publicó en mi blog Cuaderno de Campo el 24/1/23. Era el relato y breve comentario de una anécdota, sin pretensiones, una conversación en la que me asombró, como a casi todos, el desempeño del invento. Como suponía que funcionaría mejor en inglés, y en parte le iba a preguntar sobre ESL (English as a Second Language), esa parte de la conversación está en inglés.
Al recibir la propuesta de republicarlo en universídad he dudado de su interés, porque me parece muy datado y es un texto del chatbot, más que mío, y quizá aun más porque entonces lo empezaba a probar con bastante escepticismo y ahora he de decir que estoy enganchado.
La segunda parte, toda en español (en el que funciona casi igual de bien), es otra pregunta, solo una y mucho más sencilla pero en la que, sin embargo, ChatGPT fracasa estrepitosamente. Ese es el enigma que propondré mañana.
No he podido resistirlo. Me han invitado a un pequeño coloquio sobre las implicaciones de la Inteligencia Artificial (sin pensarlo ya lo he escrito como lo dejo, con mayúsculas iniciales, honor que la ortografía reservaba para entidades como el Estado, la Iglesia, etc. –todo un lapsus). Lo ha hecho un grupo de investigación dedicado a multilingüismo, multiliteracidad y educación lingüística, un evento que será en inglés y con mayoría de profesores de inglés. He aceptado, pues el tema me interesa, y mucho; también porque llevo un tiempo dándole vueltas y porque me queda un mes para pensar lo que diré.
Lo que no he podido resistir es la tentación de dirigir ya algunas preguntas relacionadas con ello a la propia IA, en concreto a ChatGPT, siempre tan dispuesta.
ChatGPT dista (todavía) mucho, en no pocos aspectos (en otros la supera), de la inteligencia humana, pero lo que ya se le da muy bien, haciendo honor a su nombre (chat, charla/r) es expresarse en charlatán fluido.
En toda enseñanza hay de esto mucho más de lo que debería, pero en el aprendizaje de una lengua resulta más tolerable, porque lo que se trata de aprender es la lengua misma, antes que lo que expresa.
En el peor de los casos, la IA puede ofrecer ya excelentes niveles de morfología y sintaxis (similares a los de un nativo y probablemente superiores a los de quien enseña en una segunda lengua), niveles razonables de sentido, racionalidad y veracidad, y una interactividad verbal potencialmente inagotable.
Pero no digo más. Copio y pego, sin modificar un solo carácter, mi charla con ChatGPT.
Se repite un poco (quizá no tiene en cuenta que está hablando con un mismo interlocutor), es muy prudente en las respuestas (por no decir timorato) y muestra, además de una gran corrección política, un exquisito cuidado en que sus declaraciones no molesten ni preocupen a nadie (en eso, parece el gabinete de comunicación de cualquier ministro).
Creo que le he pillado una única, pequeña, falta de ortografía (¿o debería decir de sintaxis?), pero la dejo como acertijo.
Please tell me about yourself
I am ChatGPT, a large language model developed by OpenA and I am trained on a vast amount of text data and can understand and respond to a wide range of natural language inputs. I can assist with tasks such as answering questions, generating text, and providing information on various topics.
Will you be useful for education?
I can be useful for education in a variety of ways. For example, I can assist students with their homework by answering questions, providing explanations, and helping with research. I can also be used to generate practice problems and quizzes, which can help students to better understand and retain the material. Additionally, I can be used to create interactive educational content, such as simulations and tutorials. Overall, I can help to make education more efficient and effective by providing students with quick and accurate information and resources.
Will you be particularly useful for teaching or learning ESL?
I can be particularly useful for teaching or learning English as a Second Language (ESL) as I can help students to improve their reading, writing, listening and speaking skills by providing them with a variety of resources and exercises.
One way is that I can assist in providing practice and feedback for grammar and vocabulary, which are essential building blocks of the language. Additionally, I can provide feedback on pronunciation and intonation, which are important aspects of speaking.
Furthermore, I can assist in providing reading comprehension exercises, and respond to students’ questions about the text. I can also generate writing prompts and essays, which can help students to improve their writing skills.
In addition, I can be used to create interactive exercises and dialogues which can help students to improve their listening and speaking skills.
Overall, my ability to understand and respond to natural language inputs, as well as generate text, makes me well-suited to assist with ESL instruction and learning.
Will that be a menace for ESL teachers’ employment?
The use of technology, including language models like myself, in education can bring many benefits, such as providing students with personalized and interactive learning experiences. However, it’s important to note that my capabilities are a tool to assist, not replace, human teachers.
ESL teachers play an important role in providing guidance, feedback, and cultural context, which are essential for language learning. They also develop lesson plans, assess students’ progress, and provide emotional support. I cannot replace the human interaction, empathy, and personalization that a teacher can provide.
In fact, the use of technology in education can also help ESL teachers to be more efficient and effective in their teaching. For example, teachers can use me to create and grade quizzes, provide feedback on writing assignments, and generate extra practice materials for their students.
In conclusion, I can help to enhance the teaching and learning of ESL, but I cannot replace the value that human teachers bring to the classroom.
Would an ESL learner be able to learn with just ChatGPT?
An ESL learner would likely find it challenging to learn a new language with just ChatGPT. While I can provide students with practice and feedback on grammar, vocabulary, reading, writing and listening, learning a new language is a complex process that involves more than just mastering these skills.
Effective language learning also requires interaction with native speakers, exposure to authentic materials, and cultural context. Moreover, learning a language requires practice and repetition, which is best achieved through immersion and interaction with native speakers.
Additionally, language learning also requires emotional support and motivation. A human teacher can provide guidance, feedback, and emotional support, which are essential for language learning. They can also help learners to set goals, track progress, and stay motivated.
Furthermore, a human teacher can assess students’ progress and adapt the curriculum to their specific needs and learning styles.
In conclusion, while I can be a useful tool to assist with language learning, it would be challenging for an ESL learner to learn a new language exclusively with just ChatGPT. A human teacher is needed to provide the emotional support, cultural context, and personalization that are essential for effective language learning.
But would it be enough, let us say, for ‘international English’, i.e. to learn the kind of English language that is usually spoken in academic international meetings?
It is possible that an ESL learner could use ChatGPT to improve their knowledge of the kind of English that is spoken in academic international meetings, often referred to as «international English». However, it would likely not be enough on its own.
International English is a standardized form of the language that is often used in academic, scientific and professional contexts. It can be characterized by a formal register, specific vocabulary and grammar structures.
While I can provide students with practice and feedback on grammar, vocabulary, and writing, learning International English also requires exposure to authentic materials, such as academic papers, professional reports, and scientific journals, as well as interaction with native speakers who use this variety of English.
Additionally, it requires practice and repetition, which is best achieved through immersion and interaction with native speakers, as well as feedback from a human teacher.
Furthermore, a human teacher can assess students’ progress and adapt the curriculum to their specific needs and learning styles, and also provide guidance, feedback, and emotional support, which are essential for language learning.
In conclusion, while I can be a useful tool to assist with learning international English, it is not enough on its own. An ESL learner would benefit from a combination of using my resources and services, as well as having access to authentic materials, interaction with native speakers and guidance from a human teacher.
Can you correct my spelling, or mi gramar, if I ask you it to do, this question for instance?
Yes, I can correct your spelling and grammar if you ask me to. For example, in your current question, you wrote «mi gramar» instead of «my grammar» and «Can you correct my spelling, or mi gramar, if I ask you it to do, this question for instance?» instead of «Can you correct my spelling, or my grammar, if I ask you to do it, in this question for instance?».
Keep in mind that my ability to correct grammar and spelling is not always perfect and I may make mistakes as well. It’s always a good idea to consult multiple sources for grammar and spelling checks, and to consult with a human teacher or tutor for additional feedback and support.
Teachers are worried about the possibility that students use ChatGPT, or any other AI form, for plagiarism as never before. Are we right?
It’s true that technology has made it easier for students to access information, including text, and that this may increase the potential for plagiarism. ChatGPT, and other AI forms, can generate text that is similar to that found in existing sources, which could make it easier for students to plagiarize.
However, it’s important to note that plagiarism is not a new problem and that it can be addressed through education and the use of plagiarism detection tools. Teachers can educate their students about the importance of academic integrity and the proper way to use and cite sources. They can also use plagiarism detection tools to check students’ work for similarities to existing text.
Additionally, AI-generated text can also be used as a tool for plagiarism detection, as it can help to identify passages of text that are too similar to existing sources.
It’s also important to note that, as a AI model, my main function is to assist users in generating text, and not to plagiarize. However, my users should always be aware of the importance of academic integrity and proper citation, and use my assistance accordingly.
In conclusion, while technology may make it easier for students to access information and potentially plagiarize, it can also be used as a tool to detect plagiarism and promote academic integrity.
Have you detected any plagiarism in my questions? Are they very common questions addressed to you?
As an AI language model, I do not have the capability to detect plagiarism. My main function is to understand and respond to natural language inputs based on the text data that I was trained on.
As for your questions, they are not very common and are specific. However, questions about the use of AI in education, the potential impact on employment and the potential for plagiarism are topics that have been raised before and are relevant.
It’s important to remember that plagiarism is not only limited to text-based works, but also includes visual, audio and other types of works, so it’s important to be aware of the academic integrity guidelines and proper citation methods in any type of work, whether it’s a text, a video, a podcast or any other format.
If you have any doubts about academic integrity and plagiarism, it’s always a good idea to consult with your teacher or a tutor for guidance and support.
When you read a question, let us say a long question, by someone who is using English as a second language, can you detect his or her first language?
That model is currently overloaded with other requests.
Esto último, después de una meditación breve pero menos de lo habitual. O sea, que se cansó de mí. Hasta mañana.
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