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Prosodic tools for language learning

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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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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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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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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Minding the Gap Between First and Continued Usage of a Corporate E-learning English-language Program

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INTERNATIONAL JOURNAL OF TECHNOLOGY AND HUMAN INTERACTION 2012年第1期8卷 55-74页

作者： Luor, Tainyi Lu, Hsi-peng Johanson, Robert E. Yu, Hueiju Natl Taiwan Univ Sci & Technol Grad Sch Management Taipei Taiwan Natl Taiwan Univ Sci & Technol Dept Informat Management Taipei Taiwan Natl Taiwan Univ Sci & Technol Taipei Taiwan Natl Taiwan Univ Sci & Technol Dept Appl Foreign Languages Taipei Taiwan Natl Taiwan Univ Sci & Technol NTUST Ctr Int Acad Affairs Taipei Taiwan Chinese Culture Univ Sch Continuing Educ Taipei Taiwan

The implementation of computer on-line English-language learning (COEL) (acronyms given in the Appendix) programs in business contexts remains an unexplored area in the computer assisted language learning literature. Moreover, while many studies have focused on learners' first usage intentions in TAM (technical acceptance model), few have explored their intentions to continue using them. To address this lacuna, the authors propose a framework for COEL derived from a three-month empirical study of learners' perceived ease of use (PEOU), perceived usefulness (PU), perceived enjoyment (PENJ), attitudes towards corporate e-learning (ATT), intention (INT), technology satisfaction (SAT), and affective reaction (AR) regarding a COEL program implemented at a financial firm in Taiwan. An examination of the proposed two models revealed gaps between learners' intention of first usage and re-usage of the COEL. Further analyses revealed a significant difference between groups of high intention learners to re-use the COEL and low intention learners to re-use the COEL. A second investigation determined eight factors that contributed to the differences between these two diverse groups of learners. This study's findings shed light on the relationship between TAM model and factors related to COEL programs.

关键词： computer assisted language learning Corporate On-Line English learning Perceived Ease of Use Perceived Enjoyment Perceived Usefulness Users' Attitudes Users' Intentions Users' Reactions

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Flexible and Affordable Foreign language learning Environment based on Web 2.0 Technologies

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2013年第2期8卷 16-28页

作者： Guetl, C. Chang, V. Edwards, A. Boruta, S. Graz Univ Technol Inst Informat Syst & Comp Media Graz Austria Curtin Univ Perth WA Australia Curtin Univ Sch Informat Syst Perth WA Australia Univ Colima Colima Mexico

Web technologies and educational platforms have greatly evolved over the past decade. One of the most significant factors contributing to education on the Internet has been the development of Web 2.0 technologies. These technologies, socially interactive in nature, have much to contribute to the area of computer assisted language Leaning. Unfortunately, Web 2.0 technologies for the most part have been used in an ad hoc manner, permitting language learners acquire knowledge through interaction, but not through a more structured manner as these technologies were not developed to help lean languages as such. The goal of our work is to research and develop an environment, which employs Web 2.0 technology plus online language learning tools to provide a more integrated language learning environment. This paper will explore the technologies and provide information about how tools can be better integrated to provide a more productive working environment for language learners. A first working proof of concept based on our approach introduced is promising supporting modern language requirements and first findings and space for improvements are discussed.

关键词： Second language learning computer assisted language learning e-Education Flexible learning Environment Guided and Unguided learning

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Synthetic speech in foreign language learning: an evaluation by learners

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INTERNATIONAL JOURNAL OF SPEECH TECHNOLOGY 2008年第2期11卷 97-106页

作者： Kang, Min Kashiwagi, Harumi Treviranus, Jutta Kaburagi, Makoto Kobe Univ Grad Sch Intercultural Studies Human Commun & Informat Sci Div Kobe Hyogo 6578501 Japan Kobe Univ Sch Languages & Commun Kobe Hyogo 6578501 Japan Univ Toronto Fac Informat Studies Adapt Technol Resource Ctr Toronto ON M5S 1A5 Canada

Can synthetic speech be utilized in foreign language learning as natural speech? In this paper, we evaluated synthetic speech from the viewpoint of learners in order to find out an answer. The results pointed out that learners do not recognize remarkable differences between synthetic voices and natural voices for the words with short vowels and long vowels when they try to understand the meanings of the sounds. The data explicates that synthetic voice utterances of sentences are easier to understand and more acceptable by learners compared to synthetic voice utterances of words. In addition, the ratings on both synthetic voices and natural voices strongly depend upon the learners' listening comprehension abilities. We conclude that some synthetic speech with specific pronunciations of vowels may be suitable for listening materials and suggest that evaluating TTS systems by comparing synthetic speech with natural speech and building a lexical database of synthetic speech that closely approximates natural speech will be helpful for teachers to readily use many existing CALL tools.

关键词： computer assisted language learning Evaluation of synthetic speech Improving classroom teaching Media in education Teaching/learning strategies

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SoundHunters: Increasing Learner Phonological Awareness in Plains Cree 21st

SoundHunters: Increasing Learner Phonological Awareness in P...

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21st International Conference on Artificial Intelligence in Education (AIED)

作者： Lothian, Delaney Akcayir, Gokce Sparrow, Anaka Mcleod, Owen Epp, Carrie Demmans Univ Alberta EdTeKLA Res Grp Edmonton AB Canada

ISBN: (纸本)9783030522377;9783030522360

Indigenous languages have been dying out due to colonial practices that limited and even punished their use. For this reason, there is a need to support the maintenance and revitalization of these languages as part of the reconciliation process. However, there has been little research to guide the use of technology in supporting language revitalization. To contribute to this process, this study investigated the use of a novel e-learning activity for a specific Indigenous language Plains Cree (nehiyawewin). This activity, SoundHunters, targets the development of learner phonological awareness (i.e., their ability to understand and manipulate sounds in a language) through game play. A mixed-methods study was used to measure learning and explore learner experiences. Learner performance on a transcription task, which required the mapping of sounds to characters, improved following SoundHunters use. The nature of learner errors indicates the development of learners' interlanguage and provides evidence of transfer from English to Cree. Additionally, learners enjoyed the activity while finding it appropriately challenging. These results showthe potential for using adaptive technology to support learning in low-resource settings, such as those that exist for most Indigenous languages.

关键词： computer assisted language learning Indigenous languages Listening skills

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Generation of a Spanish Artificial Collocation Error Corpus 11

Generation of a Spanish Artificial Collocation Error Corpus

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11th International Conference on language Resources and Evaluation (LREC)

作者： Rodriguez-Fernandez, Sara Carlini, Roberto Wanner, Leo Pompeu Fabra Univ Dept Informat & Commun Technol NLP Grp C Roc Boronat 138 Barcelona 08018 Spain Catalan Inst Res & Adv Studies ICREA Barcelona Spain

ISBN: (纸本)9791095546009

Collocations such as heavy rain or make [a] decision are combinations of two elements where one (the base) is freely chosen, while the choice of the other (collocate) is restricted by the base. Research has consistently shown that collocations present difficulties even to the most advanced language learners, so that computational tools aimed at supporting them in the process of language learning can be of great value. However, in contrast to grammatical error detection and correction, collocation error marking and correction has not yet received the attention it deserves. This is unsurprising, considering the lack of existing collocation resources, in particular those that capture the different types of collocation errors, and the high cost of a manual creation of such resoures. In this paper, we present an algorithm for the automatic generation of an artificial collocation error corpus of American English learners of Spanish that includes 17 different types of collocation errors and that can be used for automatic detection and classification of collocation errors in the writings of Spanish language learners.

关键词： artificial corpus collocations collocation errors second language learning computer assisted language learning

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