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A Language Learning Environment for Second Language Writers

A Language Learning Environment for Second Language Writers. Ola Knutsson KTH Nada. Outline. Computer Assisted Language Learning Second Language Learning Language Technology in CALL A Field Study Grim – a language environment Future directions and discussion.

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A Language Learning Environment for Second Language Writers

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  1. A Language Learning Environment for Second Language Writers Ola Knutsson KTH Nada

  2. Outline • Computer Assisted Language Learning • Second Language Learning • Language Technology in CALL • A Field Study • Grim – a language environment • Future directions and discussion

  3. Why use computers in language learning? Old things with new tools? Warschauer & Healey (1998): multimodal practice with feedback individualization in a large class variety in the resources available and learning styles used exploratory learning with large amounts of language data

  4. Basic Components in Second Language Acquisition (Gass 1997; Chapelle, 1998) • Input (of target language) • Apperception (noticing aspects in TL) • Comprehension (+semantic -syntax) • Intake (+semantic +syntax) • Integration (into learners’ interlanguage) • Output (L2 production)

  5. Possibilities and Risks with Language Technology Language technology can provide relevant feedback on the user’s unconstrained speech- or writing production. False feedback can fool the user Lack of feedback can mislead the user

  6. Language tools and efficient algorithms developed at KTH Nada Stava (Kann & Hollman, 1992) Granska (1998-? CrossCheck (2002-?) (incl. ProbGranska and AutoGranska) GTA – a shallow parser for Swedish (2003) Other tools based on these programs and research insights

  7. Point of departure Study the use of the grammar checker Granska Study the use of language technology Second Language Learners (students), in collaboration with teachers.

  8. “Use Granska whenever you want, and when you find it appropriate” Classroom observations Collecting students’ texts Collecting students’ judgments and comments on the feedback from Granska Questionnaires Interviews with students and teacher Final Workshop

  9. Results Lack of feedback and misleading feedback Different sources of linguistic information - one tool is not enough Focus on form

  10. Some Insights • One group of students wants to learn from the program. • Another group of students wants to succeed in their writing. • The teacher is very important as a mediator of the program’s behavior and content.

  11. Discussion • Is Grim a learning environment? • Should pedagogical packages be included in the environment? • Focus on meaning? • Why are computers underused in language teaching? • How can we study the use of Grim in naturalistic settings without promoting it?

  12. www.nada.kth.se/grim More than 1750 users

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