This paper investigates domain adaptation in Chinese Spelling Correction (CSC) based on the instruction-following ability of large language models (LLMs). In the instructions, we include a variety of domain-specific requirements for spelling correction, such as the domain’s formality or writing tone, which go beyond the considerations of previous CSC research. To evaluate the LLMs’ performance on instruction-following, we propose IDSpell, a semi-supervised construction pipeline for a CSC dataset containing a wide range of domain-specific sentences along with specific instructions. We construct a dataset with IDSpell and evaluate it on Qwen2.5 and GPT-4o, where we find that instructions serve a meaningful influence in correction, increasing the average F1 score by 10.4% compared to when the instructions are not provided. To further enhance the result, we propose Contrastive Prompting, a method incorporating contrastive false examples into the prompt to better guide the model to understand the instruction. Experiments demonstrate that our method outperforms baseline prompting with an average improvement of 5.4%. Our dataset and code are publicly available for further research.

错误:搜索内容不能为空,请输入英文关键词
错误:关键词超出字数限制,请精简
高级检索

Instruction-Driven In-Context Learning for Domain-Specific Chinese Spelling Correction

  • Hyunsoo Park,
  • Hongqiu Wu,
  • Hai Zhao

摘要

This paper investigates domain adaptation in Chinese Spelling Correction (CSC) based on the instruction-following ability of large language models (LLMs). In the instructions, we include a variety of domain-specific requirements for spelling correction, such as the domain’s formality or writing tone, which go beyond the considerations of previous CSC research. To evaluate the LLMs’ performance on instruction-following, we propose IDSpell, a semi-supervised construction pipeline for a CSC dataset containing a wide range of domain-specific sentences along with specific instructions. We construct a dataset with IDSpell and evaluate it on Qwen2.5 and GPT-4o, where we find that instructions serve a meaningful influence in correction, increasing the average F1 score by 10.4% compared to when the instructions are not provided. To further enhance the result, we propose Contrastive Prompting, a method incorporating contrastive false examples into the prompt to better guide the model to understand the instruction. Experiments demonstrate that our method outperforms baseline prompting with an average improvement of 5.4%. Our dataset and code are publicly available for further research.