Most existing neural network based task-oriented dialog systems follow encoder-decoder paradigm, where the decoder purely depends on the source texts to generate a sequence of words, usually suffering from instability and poor readability. Inspired by the traditional template-based generation approaches, we propose a template-guided hybrid pointer network for knowledge-based task-oriented dialog systems, which retrieves several potentially relevant answers from a pre-constructed domain-specific conversational repository as guidance answers, and incorporates the guidance answers into both the encoding and decoding processes. Specifically, we design a memory pointer network model with a gating mechanism to fully exploit the semantic correlation between the retrieved answers and the ground-truth response. We evaluate our model on four widely used task-oriented datasets, including one simulated and three manually created datasets. The experimental results demonstrate that the proposed model achieves significantly better performance than the state-of-the-art methods over different automatic evaluation metrics.

The challenge of both achieving task completion by querying the knowledge base and generating human-like responses for task-oriented dialogue systems is attracting increasing research attention. In this paper, we propose a “Two-Teacher One-Student” learning framework (TTOS) for task-oriented dialogue, with the goal of retrieving accurate KB entities and generating human-like responses simultaneously. TTOS amalgamates knowledge from two teacher networks that together provide comprehensive guidance to build a high-quality task-oriented dialogue system (student network). Each teacher network is trained via reinforcement learning with a goal-specific reward, which can be viewed as an expert towards the goal and transfers the professional characteristic to the student network. Instead of adopting the classic student-teacher learning of forcing the output of a student network to exactly mimic the soft targets produced by the teacher networks, we introduce two discriminators as in generative adversarial network (GAN) to transfer knowledge from two teachers to the student. The usage of discriminators relaxes the rigid coupling between the student and teachers. Extensive experiments on two benchmark datasets (i.e., CamRest and In-Car Assistant) demonstrate that TTOS significantly outperforms baseline methods.