紹介
This book provides the first comprehensive overview of theoretical issues, historical developments and current trends in ICALL. It assumes a basic familiarity with Second Language Acquisition (SLA) theory and teaching, CALL and linguistics. It is of interest to upper undergraduate and/or graduate students who study CALL, SLA, language pedagogy, applied linguistics, computational linguistics or artificial intelligence as well as researchers with a background in any of these fields.
目次
List of Figures List of Tables List of Abbreviations Acknowledgements 1. Introduction 1.1. Intelligence and Parsers 1.2. The Structure of the Book 1.2.1. Part 2: NLP in CALL 1.2.2. Part 3: Error Analysis and Description 1.2.3. Part 4: Feedback 1.2.4. Part 5: Student Modeling 1.2.5. Part 6: The Past and the Future 2. NLP in CALL 2.1. CALL: Learning and Technology 2.1.1. Influence of Behavioral Psychology 2.1.2. Influence of Developmental Psychology 2.1.3. Influence of Cognitive Psychology 2.1.4. Learning Psychology and CALL 2.2. Human Language Technology 2.2.1. Computers and Language: A Brief Look Back 2.2.2. NLP and CALL 2.3. Parsers in CALL 2.3.1. What are Parsers Good for? 2.3.2. Formal Grammar 2.3.3. Parsing Ill-Formed Input in CALL 2.3.4. Robust Parsing for CALL 2.4. Formalisms and Parsing for Errors 2.4.1. Procedural Formalisms: Augmented Transition Networks 2.4.2. Declarative Formalisms 2.4.3. Use of the Native Language 2.4.4. Using Meta-Rules with Declarative Formalisms 2.4.5. Adapting the Feature Grammar Formalism 2.5. Projects in NLP and CALL 2.5.1. Documentation and Literature Overview 2.5.2. Chronology and Coverage 2.5.3. Grammar and Parsers 2.5.4. Implementation, Research, Integration 2.5.5. Developmental Stages 3. Error Analysis and Description 3.1. Introduction 3.2. Spell Checkers 3.3. Grammar Checkers 3.4. Foundations of Error Analysis 3.4.1. The Beginnings of Error Analysis 3.4.2. Interlanguage 3.4.3. Error Classification 3.4.4. Phrase Descriptors 3.5. Empirical Studies 3.6. Learner Corpus Studies and CALL 3.6.1. Corpus Linguistics 3.6.2. Corpus Studies and Language Learning 3.6.3. Corpora in CALL 3.6.4. Corpora and NLP in CALL 4. Feedback 4.1. Introduction 4.2. Feedback in Human-Computer Interaction 4.3. Feedback and Learning 4.3.1. Reinforcement and Feedback 4.3.2. Cognitive Perspectives 4.4. Feedback in SLA 4.5. Feedback and Formal Grammar 4.6. Feedback in CALL 4.6.1. Feedback for Multiple Errors -- The Example of the German Tutor 4.6.2. Error-specific and Traditional Feedback 4.6.3. Learner Control and Error Correction 4.6.4. Feedback and Linguistic Output 4.6.5. Feedback and Learner Uptake 4.7. System Design Issues 5. Student Modeling 5.1. Introduction 5.2. An Overview of Student Models 5.2.1. Different Types of Student Models 5.2.2. Modeling Techniques 5.2.3. Initializing and Maintaining a Student Model 5.2.4. Evaluation of Student Models 5.3. Student Models in Parser-Based CALL Systems 5.3.1. Implicit Student Models 5.3.2. Explicit Student Models 5.3.3. Collaborative Student Models 5.3.4. Student Models to Disambiguate Learner Input 5.4. Student Models in Other CALL Systems 6. The Past and the Future 6.1. Plotting the Past 6.2. Predicting the Future 6.3. The Future of AI in CALL 6.4. Future Research in NLP in CALL 7. Bibliography
