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computer-based training for learning English vowel contrasts

System 2004年第4 SPEC.ISS.期32卷 539-552页

作者： Wang, Xinchun Munro, Murray J. Department of Linguistics California State University Fresno CA 93740 5245 North Backer Avenue United States Department of Linguistics Simon Fraser University Burnaby BC V5A 1S6 8888 University Drive Canada

computer-based training can be effective in improving second language learners' perceptions and productions of segmental speech contrasts. However, because most previous studies have addressed specific theoretical problems in speech learning, an impact on pedagogy has hardly been felt. Research participants are commonly subjected to rigid research paradigms with strict schedules, so that it is unclear whether research results can be applied in pedagogical contexts. Moreover, a limited range of speech sounds have been examined, with a disproportionate number of studies considering only consonants. In this investigation, we applied training techniques from previous work in a pedagogically oriented approach in which participants had some control over lesson content and worked at a self-determined pace. Sixteen native Mandarin and Cantonese speakers received training on three English vowel contrasts over two months. The training stimuli consisted of synthetic and natural utterances, presented in a graded fashion. In comparison with an untrained control group, trainees showed improved perceptual performance, transferred their knowledge to new contexts, and maintained their improvement three months after training. These findings support the feasibility of computer-based, learner-centered programs for second language pronunciation instruction. © 2004 Elsevier Ltd. All rights reserved.

关键词： computer assisted language learning Pronunciation Speech perception

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Can learners use concordance feedback for writing errors?

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System 2004年第3期32卷 301-319页

作者： Gaskell, Delian Cobb, Thomas Dept. de Ling./de Didac. des Langues Universite du Quebec a Montreal Montréal Que. Canada

Sentence-level writing errors seem immune to many of the feedback forms devised over the years, apart from the slow accumulation of examples from the environment itself, which second language (L2) learners gradually notice and use to varying degrees. A computer corpus and concordance could provide these examples in less time and more noticeable form, but until now the use of this technology has assumed roughly the degree of language awareness most learners are aiming at. We report on attempts to make concordance information accessible to lower-intermediate L2 writers. These attempts capitalize on some newly available opportunities as concordancing goes online. Our report: (1) makes a case in principle for concordance information as feedback to sentence-level written errors, (2) describes a URL-link technology that allows teachers to create and embed concordances in learners' texts, (3) describes a trial of this approach with intermediate academic learners, and (4) presents preliminary results. © 2004 Elsevier Ltd. All rights reserved.

关键词： CALL computer assisted language learning Error feedback Error treatment Focus on forms Form focus Grammatical awareness Hands-on concordancing language awareness Learner concordancing Structured input

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Where is the technology-induced pedagogy? Snapshots from two multimedia EFL classrooms

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2002年第1期33卷 39-52页

作者： Zhong, YX Shen, HZ Univ Sydney Fac Educ A35 Sydney NSW 2006 Australia

This research examines two multimedia secondary EFL classrooms to identify what changes, pedagogical or otherwise, have taken place in technologically integrated classroom practice. The research analyses data generated from a range of sources: classroom observations, videotapes and teacher's lesson plans. It is argued that substantial pedagogical innovations will not come unless there is a perceived change in the understanding of the process of teaching and learning and philosophy of language. The research concludes that the traditional Chinese notion of teaching and the role of the teacher in the classroom need to be redefined to allow for a learner-centred multimedia language classroom to emerge.

关键词： Educational Change Educational Technology English (Second language) Foreign Countries Multimedia Instruction Secondary Education Teacher Role Technology IntegrationChinaChina computer assisted language learning Learner Centered Instruction

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Neclle: Network-based communicative language-learning environment focusing on communicative gaps

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computerS & EDUCATION 2001年第3-4期37卷 225-240页

作者： Ogata, H Liu, YQ Ochi, Y Yano, Y Univ Tokushima Fac Engn Dept Informat Sci & Intelligent Syst Tokushima 7708506 Japan

This paper focuses on the problem of language transfer in foreign language learning. The transfer often leads to a communicative gap, which is caused by the difference between a learner's mother language (ML) and the target language (TL). This paper first analyzes the semantic relations between the ML and the TL. Then it proposes a CGM (Communicative Gap Model) because of the meaning difference between both languages. We have developed a computer assisted language-learning system called Neclle (Network-based Communicative language-learning Environment) in order to support foreign language learning through communication using a text based chat tool. Neclle has a software agent called Ankle (Agent for Kanji learning), which observes the conversation between a learner and a native speaker, looks up a communicative gap in the learner's utterance automatically according to CGM, the student model and the word dictionary of both languages, intervenes into the conversation, and gives an instruction for bridging the gap. Then, the learner can not only be aware of the gap but also acquire its cultural background from the native speaker. In our case study, Chinese students used Neclle for Japanese language learning. Japanese language had incorporated with Chinese kanji but the meaning of a kanji sometimes differed between two languages. Therefore, the Chinese learners who want to study Japanese language have to pay much attention to the meaning gap between Chinese and Japanese language. In the evaluation of Neclle, nine Chinese students talked with Japanese students about three topics with Neclle for 1 h 30 min. The results of the experiment showed that it was very useful for Japanese language learning. (C) 2001 Elsevier Science Ltd. All rights reserved.

关键词： computer assisted language learning agent-mediated communication communicative approach crosslinguistic influence language transfer Japanese language learning for Chinese students

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Online markup based language learning environment

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computerS & EDUCATION 2000年第1期34卷 51-66页

作者： Ogata, H Feng, C Hada, Y Yano, Y Univ Tokushima Fac Engn Tokushima 7708506 Japan

This article describes the development and implementation of an Internet-based educational system called Communicative Collection Assisting System (CoCoA) designed to assist student-centered instructing and learning for foreign students in learning Japanese written composition. CoCoA realizes communicative correction by exchanging marked-up documents via Internet. We studied exchange of corrected compositions, using Communicative Correction Mark-up language, a set of mark-up conventions used for encoding text. We proposed an effective method for finding out writing errors in the revised text, With this method, when the teacher completed the correction of a student's composition, CoCoA system call find and analyze the writing errors that exist the student's composition, and create an error profile for the composition in certain types of Japanese morphological errors. The error profile can be used to choose the materials with similar type of morphological errors for the student's correcting exercise, and to help the teacher for understanding the student's weaknesses. On viewing the results of experimentation, the CoCoA system can be used in the corrections of foreign students' compositions, and the instructions of foreign students' writing of Japanese compositions. (C) 2000 Elsevier Science Ltd. All rights reserved.

关键词： computer mediated communication distance education and telelearning improving classroom teaching country specific developments computer assisted language learning

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Productivity tool and cognitive stimulator

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2000年第1期22卷 75-104页

作者： Harrell, WL Knowledge Network Houston TX 77035 USA

Personal computers today are able to play natural sounding human speech and provide full-screen interactive video. computers can also allow users to communicate globally and to interact with one another in real-time using chat lines, Webcams (Web cameras), etc. Such virtual communication avenues offer opportunities for authentic language use between native and non-native. Furthermore, CD-ROMS used with laptop computers can offer language instruction almost anywhere on demand. With so many possibilities available, broadly speaking, the computer can be used essentially in three ways for language teaching. It can be used to present material to the entire class;it can be used by small groups of learners working collaboratively at the screen, either in the classroom or on a self-access basis;and it can be used as an individual resource either in the classroom or on a self-access basis [1]. Whenever the computer is used in any of the three ways for language teaching, it can be utilized as a productivity tool and as an instrument for promoting higher-order thinking skills-in other words, as a cognitive stimulator. This article considers the role of cognition in language learning and explores constructivism and Bloom's taxonomy of higher-order thinking skills. By noting how computer-assisted language learning (CALL) and cognitive development are linked, we can understand why the computer is under-utilized as a promoter of higher-order thinking skills and suggests ways to remedy that situation for language learning with computers.

关键词： Cognitive Development computer assisted Instruction Constructivism (learning) Internet Printed Materials Resource Materials Scholarly Journals Thinking SkillsBlooms Taxonomy computer assisted language learning Web Sites

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Experience in Designing Databases for learning Chinese Characters

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International Journal of computer Processing of languages 2000年第4期13卷 351-375页

作者： H. C. LAM W. W. KI A. L. S. CHUNG P. Y. KO Department of Curriculum Studies The University of Hong Kong Pokfulam Road Hong Kong People's Republic of China

There is much regularity in Chinese characters. For example, the characters (car), (wheel), (rail), (transport), (carry), (turn) and (the roar of train) are all in relation to "transportation" and at the same time share the component . An interactive database that can retrieve these characters as linked together can enable students to explore and discover the relationship among the characters. This paper reports our many years of works in designing and developing such databases for learning Chinese characters. Several interesting issues on the implementation are raised, including intuitive interaction, demand for high accuracy, codification of components, decomposition of characters, handling multiple acceptable values, irregularity of Chinese characters and application-oriented development. Unlike most technology-centric research, much of our experience has been gained through an iterative development of the databases with actual contents and in collaboration with the Chinese educators. In this paper, we hope to propose a more humanistic and contextual approach into the study of Chinese computing.

关键词： learning Chinese Characters Character Component computer assisted language learning Knowledge Representation Chinese Database and Information Retrieval

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DOES FEEDBACK ENHANCE computer-assisted language-learning

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computerS & EDUCATION 1993年第1-2期21卷 61-65页

作者： VANDERLINDEN, E UNIV AMSTERDAM SPUISTR 1341012 VB AMSTERDAMNETHERLANDS

Programs for computer-assisted language learning (CALL) are becoming more complex. On one hand, courseware designers develop programs of a more open-ended character, e.g. adventures, hypermedia courseware. On the other hand, courseware in the traditional drill and practice vein is more and more elaborate and offers extensive feedback to the learner. Developing this last type of courseware, in which feedback generally is based on an error analysis of a large group of learners, demands an enormous investment in time and energy. The question is whether this investment pays off: do learners indeed learn better by programs with a considerable amount of feedback? This question was addressed in a research project at the French Department of the University of Amsterdam. Students' reactions to feedback were studied in two ways. First, log files were analyzed containing the series of tasks-responses-feedback of each student. In addition, think aloud protocols were analyzed. The results from the log files, which were confirmed by the analysis of the think aloud protocols, show that there was no overall successful strategy. While some students made optimal use of the feedback provided, others seemed to avoid using it in several ways.

关键词： computer assisted Instruction Feedback Foreign Countries French Higher Education Interviews learning Strategies Protocol Analysis Second language learningUniversity of Amsterdam (Netherlands) Transaction Log Analysis computer assisted language learning

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STUDENT MODELING FOR 2ND-language ACQUISITION

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computerS & EDUCATION 1994年第1-2期23卷 13-20页

作者： BULL, S UNIV EDINBURGH DEPT ARTIFICIAL INTELLIGENCE80 S BRIDGEEDINBURGH EH1 1HNSCOTLAND

This paper describes the student model of an intelligent computer assisted language learning (ICALL) system which is based on current theories in the field of second language acquisition (SLA). The following four issues were selected as important questions in SLA, while also being implementable in the ICALL environment: (1) the acquisition order of the target rules;(2) language learning strategies;(3) language transfer;and (4) languagle awareness. The first three points are represented in the student model. A learner's language awareness is enhanced by explicit user-system discussion of these issues and the target constructions, and also by cooperative construction and repair of the student model. The project aims both to test the suitability of these theories in the context of ICALL, and at the same time develop a system which demonstrates guidelines for the creation of more successful and acceptable ICALL systems. The area of language used for illustration is clitic pronoun placement in European Portuguese.

关键词： Artificial Intelligence computer assisted Instruction Higher Education language Research learning Strategies Metalinguistics Models Second language learning Student ReactionCross language Transfer Intelligent CAI Systems Knowledge Acquisition computer assisted language learning

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USING CORPORA AS A RESOURCE IN language TEACHING

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computerS & EDUCATION 1994年第1-2期23卷 41-51页

作者： WILSON, E UNIV KENT COMP LABCANTERBURY CT2 7NFENGLAND

The paper begins by considering the need to provide a learner-directed computer package to help mature students to perfect their English. The information they require to do this has two components: expert procedural knowledge and expert domain knowledge. Expert procedural knowledge encompasses the lexical, grammatical and discourse skills involved in writing good English. Expert domain knowledge is the collection of documents from different genres that is accepted by the native speaking community. This collection is dynamic. Three components of special interest to the implementors of computer assisted language learning (CALL) packages are dictionaries and thesauri, tagged corpora, and discipline-specific documents generated by scholars or professionals in a specialist field. The paper considers, with examples, how corpora of each type can best contribute examples and exercises to suit learners of a wide range of abilities. Examples are drawn from the Oxford Advanced Learner's Dictionary (OALD) and the Susanne Corpus. Dictionaries excel in the provision of general lexical exercises, but are inadequate for grammar or discourse. Tagged corpora are unreliable for some lexical examples but are superb for clause level grammatical exercises and simple discourse exercises that rely on easily recognizable frameworks such as enumeration. Neither of these prime sources is adequate for specialist vocabulary or domain-specific document structures such as laboratory reports which require resort to specialist dictionaries and texts.

关键词： Adult learning Adult Students computer assisted Instruction Dictionaries English (Second language) Expert Systems Grammar Higher Education Intellectual Disciplines language Research Learner Controlled Instruction Lexicology Syntax ThesauriDomain Knowledge Examples Procedural Knowledge computer assisted language learning Discourse

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