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The utility of article and preposition error correction systems for English language learners: Feedback and assessment

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language TESTING 2010年第3期27卷 419-436页

作者： Chodorow, Martin Gamon, Michael Tetreault, Joel CUNY Hunter Coll New York NY 10065 USA

In this paper, we describe and evaluate two state-of-the-art systems for identifying and correcting writing errors involving English articles and prepositions. Criterion(SM), developed by Educational Testing Service, and ESL Assistant , developed by Microsoft Research, both use machine learning techniques to build models of article and preposition usage which enable them to identify errors and suggest corrections to the writer. We evaluated the effects of these systems on users in two studies. In one, Criterion provided feedback about article errors to native and non-native speakers who were writing an essay for a college-level psychology course. The results showed a significant reduction in the number of article errors in the final essays of the non-native speakers. In the second study, ESL Assistant was used by non-native speakers who were composing email messages. The results indicated that users were selective in their choices among the system's suggested corrections and that, as a result, they were able to increase the proportion of valid corrections by making effective use of feedback.

关键词： computer assisted language learning ESL writing errors grammatical error detection natural language processing proofing tools

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Structuring Narrative in 3D Digital Game-Based learning Environments to Support Second language Acquisition

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FOREIGN language ANNALS 2010年第3期43卷 446-469页

作者： Neville, David O. Elon Univ Elon NC 27244 USA

The essay is a conceptual analysis from an instructional design perspective exploring the feasibility of using three-dimensional digital game-based learning (3D-DGBL) environments to assist in second language acquisition (SLA). It examines the shared characteristics of narrative within theories of situated cognition, context-based approaches to SLA, and game studies as a means of developing meaningful, engaging, and instructional gameplay in 3D-DGBL environments. The article concludes with a design rubric proposed for aligning gameplay in 3D-DGBL environments with concise performance objectives in order to support assessable learning outcomes. A theoretical approach for designing 3D-DGBL environments, the essay invites further discussion on the topic and calls for increased research and development in the area.

关键词： digital game-based learning computer assisted language learning learning environments serious games video games

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The relationship between technology support and extent of technology integration into college-level foreign language curricula

The relationship between technology support and extent of te...

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作者： Green, James T. University of South Florida

学位级别：Ph.D.

Although computer use has become widespread throughout foreign language (FL) education, availability of computers alone is not sufficient for increasing their use. Integration requires rich and varied technology support, which includes instructional as well as technical support. To date, in the field of adult FL learning no quantitative examination of the relationship between the different aspects of technology support and computer integration into the curricula has been attempted. This study explores the direction and strength of the relationships among the different types of technology support and the integration of computers into the curricula of college and university FL programs. The investigation was conducted by means of an online survey instrument developed and pilot tested by the researcher and disseminated nationwide to teachers in U. S. college and university foreign language departments. It probes the extent and nature of computer integration within FL curricula as well as the extent and nature of the technology support available. It also examines the relationships between the different types of technology support and the extent and nature of integration to determine which, if any, were the strongest. The study found that technology support in the form of professional development that enables teachers to understand and create ways to seamlessly integrate computers into their teaching is needed more than any other type of technology support, including the provision of new, updated, stat-of-the art computers. The findings provide a broader understanding of technology support and its role in increased technology integration among college-level foreign language teachers. Further, the findings potentially provide guidelines for FL program directors as to the areas of technology support in which their expenditure of resources will best benefit their institute.

关键词： computer assisted language learning second language acquisition

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Second language Instructors’ Perspectives about the Use of Educational Games

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Procedia - Social and Behavioral Sciences 2010年 9卷 717-721页

作者： Muhammet Demirbilek Ebru Yılmaz Suzan Tamer Suleyman Demirel University Faculty of Technical Education Isparta 32260 Turkey

The aim of this research is to analyze second language instructors’ perspectives about the use of educational games. A qualitative research design is utilized for analyzing the perspectives about educational games in second language learning at the graduate level. Data are collected through semi-constructed interviews. Participants consist of 11 instructors from the School of Foreign language at a university located on the South West of Turkey. For data analysis, “Grounded Theory” method is conducted. Based on the data analyses, four categories that reflect the perspectives of foreign language instructors’ are formed. The categories are “current situation”, “usage”, “game features” and “efficacy to lesson” respectively. Data analysis reveals that the use of computer games as an instructional support tool may affect the way how computer games are employed in the lectures, the features of the game, in-class hardware and software infrastructure, and the perception and attitudes of instructors and students towards the computer games.

关键词： Foreign language education Educational computer games Second language learning computer assisted language learning

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Italian speakers learn lexical stress of German morphologically complex words

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SPEECH COMMUNICATION 2009年第10期51卷 933-947页

作者： Bissiri, Maria Paola Pfitzinger, Hartmut R. Univ Munich Inst Phonet & Speech Proc IPS D-80799 Munich Germany Univ Sassari Dipartimento Sci Linguaggi I-07100 Sassari Italy Univ Kiel Inst Phonet & Digital Speech Proc IPDS D-24118 Kiel Germany

Italian speakers tend to stress the second component of German morphologically complex words such as compounds and prefix verbs even if the first component is lexically stressed. To improve their prosodic phrasing an automatic pronunciation teaching method was developed based on auditory feedback of prosodically corrected utterances in the learners' own voices. Basically, the method copies contours of F0, local speech rate, and intensity from reference utterances of a German native speaker to the learners' speech signals. It also adds emphasis to the stress position in order to help the learners better recognise the correct pronunciation and identify their errors. A perception test with German native speakers revealed that manipulated utterances significantly better reflect lexical stress than the corresponding original utterances. Thus, two groups of Italian learners of German were provided with different feedback during a training session, one group with manipulated utterances in their individual voices and the other with correctly pronounced original utterances in the teacher's voice. Afterwards, both groups produced the same sentences again and German native speakers judged the resulting utterances. Resynthesised stimuli, especially with emphasised stress, were found to be a more effective feedback than natural stimuli to learn the correct stress position. Since resynthesis was obtained without previous segmentation of the learners' speech signals, this technology could be effectively included in computer assisted language learning software. (C) 2009 Elsevier B.V. All rights reserved.

关键词： CALL computer assisted language learning Prosody modification Intonation Local speech rate Intensity Performance assessment Lexical stress

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Comparing different approaches for automatic pronunciation error detection

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SPEECH COMMUNICATION 2009年第10期51卷 845-852页

作者： Strik, Helmer Truong, Khiet de Wet, Febe Cucchiarini, Catia Radboud Univ Nijmegen Ctr Language & Speech Technol NL-6500 HD Nijmegen Netherlands Univ Twente Dept Comp Sci Human Media Interact Grp NL-7500 AE Enschede Netherlands Univ Stellenbosch Ctr Language & Speech Technol ZA-7602 Matieland South Africa

One of the biggest challenges in designing computer assisted language learning (CALL) applications that provide automatic feedback on pronunciation errors consists in reliably detecting the pronunciation errors at such a detailed level that the information provided can be useful to learners. In our research we investigate pronunciation errors frequently made by foreigners learning Dutch as a second language. In the present paper we focus on the velar fricative /x/ and the velar plosive /k/. We compare four types of classifiers that can be used to detect erroneous pronunciations of these phones: two acoustic-phonetic classifiers (one of which employs Linear Discriminant Analysis (LDA)), a classifier based on cepstral coefficients in combination with LDA, and one based on confidence measures (the so-called Goodness Of Pronunciation score). The best results were obtained for the two LDA classifiers which produced accuracy levels of about 85-93%. (C) 2009 Elsevier B.V. All rights reserved.

关键词： Pronunciation error detection Acoustic-phonetic classification computer assisted pronunciation training computer assisted language learning

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The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study

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computerS & EDUCATION 2009年第4期52卷 820-833页

作者： Yamada, Masanori Univ Tokyo Interfac Initiat Informat Studies Bunkyo Ku Tokyo 1130033 Japan

This study aimed to clarify the relationship between media, learners' perception of social presence. and output in communicative learning using synchronous computer-mediated communication (SCMC). In this study, we developed four types of SCMC: videoconferencing (image and voice), audioconferencing (voice but no image), text chat with image (image but no voice), and plain text chat (no image and no voice). Each system allows learners to be conscious of and utter a target formulaic expression. I investigated the effect of each system on psychological perception and productive output as well as the relationship between perception and output. The results show that image and voice promote consciousness of natural communication and relief, while a text-mediated system enhances confidence in grammatical accuracy. In order to clarify the relationship between media, affective side, and output, path analysis was conducted using SPSS Amos 7.0. The results indicated that voice communication strongly affects both learners' affective side and output. The existence of a partner's image enhances the consciousness of natural communication, which leads to a number of self-corrections, an aspect of learning performance. However, voice communication has a negative effect on confidence in grammatical accuracy. (C) 2008 Elsevier Ltd. All rights reserved.

关键词： Synchronous computer-mediated communication computer assisted language learning Social presence Communicative approach

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Prosodic tools for language learning

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INTERNATIONAL JOURNAL OF SPEECH TECHNOLOGY 2009年第4期12卷 161-184页

作者： Delmonte, Rodolfo Univ Ca Foscari Ca Bembo Linguist Computat Lab LCL Dorsoduro1075 I-30123 Venice Italy

In this paper we will be concerned with the role played by prosody in language learning and by the speech technology already available as commercial product or as prototype, capable to cope with the task of helping language learner in improving their knowledge of a second language from the prosodic point of view. The paper has been divided into two separate sections: Section One, dealing with Rhythm and all related topics;Section Two dealing with Intonation. In the Introduction we will argue that the use of ASR (Automatic Speech Recognition) as Teaching Aid should be under-utilized and should be targeted to narrowly focussed spoken exercises, disallowing open-ended dialogues, in order to ensure consistency of evaluation. Eventually, we will support the conjoined use of ASR technology and prosodic tools to produce GOP useable for linguistically consistent and adequate feedback to the student. This will be illustrated by presenting State of the Art for both sections, with systems well documented in the scientific literature of the respective field. In order to discuss the scientific foundations of prosodic analysis we will present data related to English and Italian and make comparisons to clarify the issues at hand. In this context, we will also present the Prosodic Module of a courseware for computer-assisted foreign language learning called SLIM-an acronym for Multimedia Interactive Linguistic Software, developed at the University of Venice (Delmonte et al. in Convegno GFS-AIA, pp. 47-58, 1996a;Ed-Media 96, AACE, pp. 326-333, 1996b). The Prosodic Module has been created in order to deal with the problem of improving a student's performance both in the perception and production of prosodic aspects of spoken language activities. It is composed of two different sets of learning Activities, the first one dealing with phonetic and prosodic problems at word level and at syllable level;the second one dealing with prosodic aspects at phonological phrase and utterance supra

关键词： computer assisted language learning Speech technology for language learning Prosody ASR Phonetics Phonology Acoustic phonetics

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CSIEC: A computer assisted English learning chatbot based on textual knowledge and reasoning

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KNOWLEDGE-BASED SYSTEMS 2009年第4期22卷 249-255页

作者： Jia, Jiyou Peking Univ Sch Educ Dept Educ Technol Beijing 100871 Peoples R China

CSIEC (computer Simulation in Educational Communication) system with newly developed multiple functions for English instruction still focuses on supplying a virtual chatting partner (chatbot), which can chat in English with the English learners anytime anywhere. It generates communicative response according to the user input, the dialogue context, the user's and its own personality knowledge, common sense knowledge, and inference knowledge. All these kinds of knowledge are expressed in the form of NLML, an annotation language for natural language text. These NLMLs can either be automatically obtained through parsing the text, or be easily authored with the help of GUI editors designed by LIS. So the CSIEC system suggests a naive approach of logical reasoning and inference directly through syntactical and semantic analysis of textual knowledge. This approach has advantages over the old ELIZA-like keywords matching mechanism. The chatting log summarization of free Internet usage within six months demonstrates this advantage. In this paper, we present the system architecture and underlying technologies, and the educational application results. (C) 2009 Elsevier B.V. All rights reserved.

关键词： computer assisted language learning Chatbot Natural language processing Human-computer interaction Inference

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An Effective CALL System for Strongly Accented Mandarin Speech

An Effective CALL System for Strongly Accented Mandarin Spee...

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International Conference on Research Challenges in computer Science

作者： Jiang, Tonghai Tang, Ming Ge, Fengpei Liu, Changliang Dong, Bin Chinese Acad Sci Xinjiang Tech Inst Phys & Chem Urumqi Peoples R China Xinjiang Publ Secur Dept Urumqi Peoples R China Chinese Acad Sci Inst Acoust ThinkIT Speech Lab Beijing Peoples R China

ISBN: (纸本)9780769539270

In this paper, we investigate some specific acoustic problems of the computer assisted language learning (CALL) system by modifying the acoustic model and feature under the speech recognition framework. At first, in order to alleviate the distortion of channel and speaker, speaker-dependent Cepstrum Mean Normalization (Speaker CMN) is adopted, by which the average correlation coefficient (ACC) between human and machine scores is improved from 78.00% to 84.14%. Then, Heteroscedastic Linear Discriminate Analysis (HLDA) is applied to enhance the discrimination ability of acoustic model, which successfully increases ACC from 84.14% to 84.62%. Additionally, HLDA can lessen the great human-machine scoring difference of speeches that have very good or too bad quality, and so leads to an increase of the correctly-rank rate from 85.59% to 90.99%. Finally, we use the technology of Maximum a Posteriori (MAP) to tune the acoustic model to match the strongly accented testing speech. As the result, ACC is improved from 84.62% to 86.57%.

关键词： computer assisted language learning Pronunciation Quality Assessment HLDA Speaker CMN MAP

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