Discussion and Conclusion
As this study has shown, some modest gains can potentially be made in OTI by relying on
VanPatten’s principles of input processing. First, automatic analysis of the Sentence
Location Principle helps identify tokens in which the target language structure is near the
beginning of the sentence, where it is likely to be processed more easily. Second,
identifying lexical redundancy of grammatical information makes it possible to easily
generate fill-in-the-blank and similar exercises, as well as providing a method for
generating exercises with more than one target language structure per document. Lastly,
automatic analysis of the First Noun Principle (8) makes it possible to avoid or leverage
likely misinterpretations of a sentence. Future research will evaluate implementations of
these principles in comparison with teacher judgments and learner performance.
As mentioned above, measures of cognitive load can be significantly improved by the
availability of student models specifying known words and grammar principles. Although
several ICALL tutoring systems have implemented student models, no authentic text ICALL
systems make use of them. Authentic text ICALL systems are faced with processing
diverse and unpredictable vocabulary, with few natural opportunities to check learner
knowledge of words. Future research is needed to identify effective methods to initially
estimate and then maintain student models in an authentic text ICALL environment.
To the extent that VanPat
ten’s principles of input processing are valid predictors of student
uptake of form-
meaning connections, the operationalizations of VanPatten’s principles
suggested in this paper can be used in computer applications to automatically evaluate
sentences for likelihood of learner uptake.
References
Barcroft, J., & VanPatten, B. (1997). Acoustic salience of grammatical forms: The effect of
location, stress, and boundedness on Spanish L2 input processing. Contemporary
Perspectives on the Acquisition of Spanish, 2, 109
–
121.
Burstein, J., Shore, J., Sabatini J., Lee, Y., & Ventura, M. (2007). The Automated Text
Adaptation Tool. Proceedings of Human Language Technologies: The Annual Conference of
the North American Chapter of the Association for Computational Linguistics (NAACL-HLT):
3
–
4.
Collins-Thompson, K., & Callan, J. (2004). A language modeling approach to predicting
reading difficulty. Proceedings of the HLT/NAACL 2004 Conference. Boston.
-298-
2014 CALL Conference
LINGUAPOLIS
www.antwerpcall.be
DuBay, W. (2006). The Classic Readability Studies. Impact Information, Costa Mesa,
California.
Ervin-Tripp, S. (1974). Is second language learning like the first. Tesol Quarterly, 111
–
127.
Farley, A. (2004). Structured Input: Grammar Instruction For The Acquisition-Oriented
Classroom. McGraw-Hill College.
Francois, T.
& Fairon, C. (2012). An “AI readability” formula for French as a foreign
language. Proceedings of the 2012 Joint Conference on Empirical Methods in Natural
Language Processing and Computational Natural Language Learning.
Hulme, C., Roodenrys, S., Brown, G., Mercer, R. (1995). The role of long-term memory
mechanisms in memory span. British Journal of Psychology 86(4): 527
–
536.
doi:10.1111/j.2044-8295.1995.tb02570.x.
Klein, W. (1986). Second language acquisition. Cambridge University Press.
Meurers, D., Ziai, R., Amaral, L., Boyd, A., Dimitrov, A., Metcalf, V., & Ott, N. (2010).
Enhancing authentic web pages for language learners. In Proceedings of the NAACL HLT
2010 Fifth Workshop on Innovative Use of NLP for Building Educational Applications. 10
–
18. Association for Computational Linguistics.
Miltsakaki, E. & Troutt, A. (2008). Real Time Web Text Classification and Analysis of
Reading Difficulty. Proceedings of the Third Workshop on Innovative Use of NLP for
Building Educational Applications (BEA-3) at ACL'08, Association for Computational
Linguistics, 89-97
Pilán, I., Volodina, E., & Johansson, R. (2013). Automatic Selection of Suitable Sentences
for Language Learning Exercises. 20 Years of EUROCALL: Learning from the Past, Looking
to the Future. Proceedings of the 2013 EUROCALL Conference. Bradley, L. & Thouësny, S.
(Eds.), 218-225.
Rosa, E., & O’Neill, M. (1998). Effects of stress and location on acoustic salience at the
initial stages of Spanish L2 input processing. Spanish Applied Linguistics, 2(1), 24
–
52.
Vajjala, S., & Meurers, D. (2012). On improving the accuracy of readability classification
using insights from second language acquisition. In Proceedings of the Seventh Workshop
on Building Educational Applications Using NLP. 163
–
173. Association for Computational
Linguistics.
VanPatten, B. (1996). Input processing and grammar instruction: Theory and Research.
Norwood, NJ: Ablex.
VanPatten, B. (2004). Processing Instruction: Theory, Research, and Commentary.
Lawrence Erlbaum Associates.
-299-
2014 CALL Conference
LINGUAPOLIS
www.antwerpcall.be
Do'stlaringiz bilan baham: |