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Swartz M.L., Yazdani M. — Intelligent Tutoring Systems for Foreign Language Learning
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Íàçâàíèå: Intelligent Tutoring Systems for Foreign Language LearningÀâòîðû: Swartz M.L., Yazdani M. Àííîòàöèÿ: This volume presents the proceedings of an international workshop held for a multidisciplinary group of researchers involved in intelligent tutoring systems research for language learning. The papers include work on: - Computational bases, tools, and environments for delivering language instruction, - Theoretical frameworks for developing language-based architectures and computational grammars, - Pedagogical practice, learner characteristics, and learner performance data, - Methods for representing tutoring and student modelling knowledge in the tutoring system, - Existing systems for language learning. The approach to developing intelligent tutoring systems that integrates natural language processing in a multimedia environment is new. This book presents readers with the state of the art in the field in a single volume, with contributors from computer science, linguistics, and psychology.
ßçûê: Ðóáðèêà: Computer science /Ñòàòóñ ïðåäìåòíîãî óêàçàòåëÿ: Ãîòîâ óêàçàòåëü ñ íîìåðàìè ñòðàíèö ed2k: ed2k stats Ãîä èçäàíèÿ: 1991Êîëè÷åñòâî ñòðàíèö: 347Äîáàâëåíà â êàòàëîã: 10.12.2005Îïåðàöèè: Ïîëîæèòü íà ïîëêó |
Ñêîïèðîâàòü ññûëêó äëÿ ôîðóìà | Ñêîïèðîâàòü ID
Ïðåäìåòíûé óêàçàòåëü
Advice/feedback selector 316 Algorithmic approach teaching conjugation rules 192—194 ALICE, dialogue 183 ALICE, discriminant concepts 181—183 ALICE, domain knowledge 186—187 ALICE, student model 182 187—188 ALICE, temporal conjunctions 181—183 ALICE, tutoring shell 181—186 Analyses, computer 29 Analyses, error 128—129 155 159—165 Analyses, grammatical 29—30 Analyses, learner 28 Analyses, linguistic 26 46 Analyses, morpho-lexical 300—301 Analyses, natural language 264 294—295 Analyses, propositional 322—323 Analyses, semantic 111—115 301 Analyses, syntactic 301 Applicable rules 126—127 Applicable rules, definition of structure 142—144 Applicable rules, discriminative example 127 Applicable rules, examples of diagnosis 144—147 Applicable rules, learner's rule 126 145 147 Applicable rules, meta rule 145—146 Applicable rules, pedagogical rule 144—145 Applicable rules, predefined rule 144—145 Applicable rules, slot types 143—144 Applicable rules, teacher's rule 145 Argument structure of grammar entries 77 Associative network structure 226 Associative network structure, word retrieval from 229 Attribute-value pairs 54 Automatization 44 Backward Model Tracing 153—154 BELLOC, comput. linguistic grammar 141 BELLOC, divergent sentences 140 BELLOC, error analysis in 129 BELLOC, general architecture 139—140 BELLOC, pedagogical grammar 141—142 BELLOC, unification process 141 Bilingual dictionary in TAG 80 Bilingual discourse comprehension 110—111 Bilingual lexical matrix 91—93 Bilingual lexicology 91—92 Bilingual lexicon (vocabulary) 90 100 Bilinguals 91—92 Bug and model construction 174 Bug, catalogue 182 Bug, construction 133 155—156 Business writing 270—271 CALL 250—251 CALL in the classroom 9 CALL, learner modeling in 125 CALL, research in 25 CASE 272—273 Classroom, foreign language, group work in 17—20 Cloze tasks 35 228—231 CODA-X, expert model 114 CODA-X, semantic grammar 112—117 CODA-X, semantic grammar, interpretation 112—115 CODA-X, semantic grammar, interpretation, conceptual graphs 114 CODA-X, semantic grammar, interpretation, dynamic rules 114—115 CODA-X, semantic grammar, interpretation, static rules 114—115 CODA-X, semantic grammar, parse trees 113—114 Commission error analysis 155 159—162 Communication mode 237 Communication mode, ideas 239 Communication mode, transformations 239 Communication, media for 212—214 Communication, processes in group work 17 Communicative competency 223 Communicative interactions 9 Communicative language teaching 220 223—224 322 Communicative language teaching, knowledge representations for 222—224 Communicative needs 307—308 Competition model 39—41 Competition model, error-driven instruction 48 Competition model, pedagogical principles 47—48 Competition model, transfer in 41—45 Complex, predicates 70 Complex, tenses 59 Computational dictionary 75—78 Computational dictionary, ambiguity, importance of 77 Computational dictionary, argument structure 77 Computational dictionary, idioms 76 Computational dictionary, lexical disambiguation 77 Computational dictionary, subcategorization frames 76 Computational dictionary, syntax-semantic interface 76 Computational error diagnosis, process 134—137 Computational error diagnosis, word-level errors 191—192 Computational grammar 77 136 141 Computer in the classroom 9 Computer, cost-effectiveness analysis 29 Computer-assisted language learning (CALL) 9 25 250—251 Conceptual modeling in error analysis 115—116 Conceptual structures, arguments 241—243 Conceptual structures, predicates 241—243 Conceptual structures, propositions 241—2433 Conceptual structures, tools for 237 Conjugation rules, algorithmic approach to teaching 192—194 Connectionist network 41—42 Constructive exercises 194 Contextualized language teaching 307—310 Cue, linguistic 39—41 Cue, strength in transfer 45—46 Cue, validity 40—41 Cyberspace 331—332 Degraded input 295 Derivation trees 66 73—74 159 161 163 287 Derivational morphology 79 Diagnosis of word-level errors 191—192 Diagnosis, computational process 134—137 Diagnosis, error see "Error diagnosis" Diagnostic dialogues 255—256 Diagnostic knowledge 158 Diagnostic process 154—156 Diagnostic questions 176 Dictionary, bilingual 80 Dictionary, computational 75—76 Dictionary, lexical entries 266 Dictionary, visual 331 Difficulty level 318 Disambiguation network 300 Discourse comprehension, bilingual 110—111 Discourse comprehension, cognitive models of 104 Discourse comprehension, natural language representation 105 Discourse processing in ITS 115 Discourse processing in L2 109—111 Discourse processing, acquiring proficiency 118—119 Discourse processing, competence in L2 112 Discourse processing, implications for L2 learning 107—111 Discourse processing, performance environment 118—119 Discourse processing, representations for 109—110 Discourse processing, stratified model of 104—105 Discourse production, process 105—108 Discourse production, proposition generation 106—107 Discriminant concept 181—183 Diver gent sentence 128 Domain expert module, grammatical knowledge in 51—52 Domain expert module, knowledge base 183 186—187 Drill and practice 275—276 290—291 DRIP, construction of sentences 288—290 DRIP, frame variables in 285 DRIP, harmonic variables in 285 DRIP, language coverage 290 DRIP, pattern rules in 284 DRIP, pattern variables in 284 DRIP, transactions window 289 DRIP, translation process 290 Dutch 191—194 Dynamic rules 114—115 Editor, TAG 83—85 English Tutor (ET), derivation tree 159 161 163 English Tutor (ET), diagnostic process 154 English Tutor (ET), error analysis 155 159—165 English Tutor (ET), mal-rule (bug) generation 155 English Tutor (ET), modeler architecture 156—158 English Tutor (ET), simulation of student reasoning 157—158 166 English Tutor (ET), unification 160 Error analysis 128—129 Error analysis of commission errors 155 159—162 Error analysis of omission errors 155 162—165 Error analysis, conceptual modeling in 125—126 Error analysis, deeper 137—139 Error analysis, description 128 Error analysis, six-step method 128—129 Error diagnosis in SLL ITS 133—139 Error diagnosis, by AR 144—147 Error diagnosis, formal approach 134 Error diagnosis, functional approach 133 Error diagnosis, techniques 195—197 312—313 Error diagnosis, word-level 191—192 197—198 Error libraries 294 Error models, acquiring 176—177 Error models, acquisition through NOBILE 177—181 Error-driven instruction 48 Errors, agreement 136 Errors, causes of 32—33 see Errors, commission 155 159—162 Errors, feedback for 33—35 Errors, inflection 195—196 Errors, inter!anguage 32 Errors, learners' 32—35 182 Errors, omission 155 162—165 Errors, spelling 197 Errors, student 192 Errors, syntactic agreement 196 Errors, systematic 192 Errors, word-level 191—192 Exercise 26 Exercise, constructive 194 Exercise, constructor (generator) 298 302—304 316 Exercise, fill-in-the-blank (gap) 292 302 317 Exercise, guessing games 304 Exercise, problem solving 28 Exercise, reading comprehension 317 Exercise, selector, next 314—315 Exercise, text reconstruction 21—22 303 Exercise, word-based 298 Experimenter, language learner's role as 11 Expert model (module) 51 Expert model (module) in CODA-X 114 Expert questions 176 Explanation-based learning, backward model tracing in 152 Explanation-based learning, explanation structure in 160 Explanation-based learning, modeler architecture in 156—158 Explanation-based learning, techniques in 161—162 Explanations, circular 31 Explanations, contextual 29—30 Explanations, situational 29—30 Extra-linguistic context 308—309 Feedback, adaptive 35 Feedback, descriptive 34 Feedback, impressionistic 35 Feedback, prospective 34—35 First language learners 39 FLUENT 201 FLUENT, actions, goal structures for 205—207 FLUENT, communication media 212—214 FLUENT, dialogue mode 205—206 FLUENT, immersion in 203 FLUENT, representations 209—212 FLUENT, representations, translating between 212—214 FLUENT, spatial mode 207 FLUENT, system architecture 208 FLUENT, two-medium interaction 203 Foreign language classroom, group work in 17—20 Foreign language classroom, group work in, communication process 17 Foreign language classroom, group work in, planning 18—20 Foreign language classroom, group work in, self-repair 19 Foreign language classroom, group work in, text production 20—21 Foreign language classroom, group work in, word processing 20—21 Foreign language instruction with pictures 267—270 329—331 Foreign language instruction, assumptions for ITS 221 Foreign language learning, (acquisition), semantic functions, transfer 41—45 Foreign language learning, (acquisition), semantics in 103—104 Foreign language learning, (acquisition), word processing in vocabulary 48 75 89—90 Foreign language teaching (tutoring), assumptions for 223 Foreign language teaching (tutoring), communicative 220 222—224 Foreign language teaching (tutoring), principles for 47—48 221 Formal grammar 52 Formal linguistic representations 85 Fossilization 47 Frame variables in Turkish 285 Functional restructuring 46—47 Functions, linguistic 40 Generalizations, L2 42 Generation in TAG 73—75 83 Government-Binding 312 Grammar, computational 77 136 141 Grammar, curriculum 193—194 Grammar, formal 52 Grammar, generative 276 287 Grammar, Incremental Procedural 142 194 Grammar, naive 52 Grammar, pattern variables 284 Grammar, pedagogical 141—142 Grammar, semantic 115—117 Grammar, Systemic 56—57 Grammar, systemic, system networks 57 Grammar, systemic, tense in 58—59 62 Grammar, Tree Adjoining 65 Grammar, Turkish 275—276 Grammatical analysis by learner 29 Grammatical knowledge 51—52 Grammatical knowledge, systemic model of 60—62 Graphical editing tools 187 Group work, communication processes 17 Group work, planning 18—20 Group work, self-repair 19 Group work, text production 20—21 Group work, word-processing 20—21 Grouping strategy, semantic 227—228 Guidance, discussion level help 251—252 Guidance, task level 251—252 Harmonic variables 285 HELP systems 249—250 Hierarchy models 181 187 Hypermedia 271—272 312 Hypertext 321—322 325 333 Hyponymy 94 Hypotheses Discriminator 165 Idioms in computational dictionary 76 Images 327—328 Immersion, environment 201—203 Immersion, representations, internal (object-oriented) 211—212 Immersion, representations, language 209—210 Immersion, representations, spatial 210—211 Immersion, supports fluency 202—203 Incremental Procedural Grammar (IPG) 142 194 Instruction for exercises 33 Instruction, context 309 Instruction, error-driven 48 Instruction, interactive sequence 310 312 Instructional objective 315 Intelligent help (IHELP), implementing 254—255 257 Intelligent help (IHELP), instructor-learner interaction 254 Intelligent help (IHELP), language support tool 257—258 Intelligent help (IHELP), monitoring actions 257 Intelligent help (IHELP), navigation hints 257
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