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1、Artificial Intelligence in Second Language LearningSECOND LANGUAGE ACQUISITIONSeries Editor: Professor David Singleton, Trinity College, Dublin, IrelandThis new series will bring together titles dealing with a variety of aspects of language acquisition and processing in situations where a language o
2、r languages other than the native language is involved. Second language will thus be interpreted in its broadest possible sense. The volumes included in the series will all in their different ways offer, on the one hand, exposition and discussion of empirical findings and, on the other, some degree
3、of theoretical reflection. In this latter connection, no particular theoretical stance will be privileged in the series; nor will any relevant perspective sociolinguistic, psycholinguistic, neurolinguistic, etc. be deemed out of place. The intended readership of the series will be final-year undergr
4、aduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers and teachers in general whose interests include a second language acquisition component.Other Books in the SeriesPortraits of the L2 UserVivian Cook (ed.)L
5、earning to Request in a Second Language: A Study of Child Interlanguage PragmaticsMachiko AchibaEffects of Second Language on the FirstVivian Cook (ed.)Age and the Acquisition of English as a Foreign LanguageMara del Pilar Garca Mayo and Maria Luisa Garca Lecumberri (eds)Fossilization in Adult Secon
6、d Language AcquisitionZhaoHong HanSilence in Second Language Learning: A Psychoanalytic Reading Colette A. GrangerAge, Accent and Experience in Second Language Acquisition Alene MoyerStudying Speaking to Inform Second Language Learning Diana Boxer and Andrew D. Cohen (eds)Language Acquisition: The A
7、ge Factor (2nd edition)David Singleton and Lisa RyanFocus on French as a Foreign Language: Multidisciplinary Approaches Jean-Marc Dewaele (ed.)Second Language Writing SystemsVivian Cook and Benedetta Bassetti (eds)Third Language Learners: Pragmatic Production and Awareness Maria Pilar Safont JordFor
8、 more details of these or any other of our publications, please contact:Multilingual Matters, Frankfurt Lodge, Clevedon Hall,Victoria Road, Clevedon, BS21 7HH, England http:/www.multilingual-SECOND LANGUAGE ACQUISITION 13Series Editor: David Singleton, Trinity College, Dublin, IrelandArtificial Inte
9、lligence in Second Language LearningRaising Error AwarenessMarina DodigovicMULTILINGUAL MATTERS LTDClevedon Buffalo TorontoLibrary of Congress Cataloging in Publication Data Dodigovic, MarinaArtificial Intelligence in Second Language Learning: Raising Error Awareness Marina Dodigovic.Second Language
10、 Acquisition: 13Includes bibliographical references and index.1. Language and languagesComputer-assisted instruction. 2. Second language acquisition. 3. Language and languagesStudy and teachingError analysis.4. English languageComputer-assisted instruction for foreign speakers.I. Title. II. Second L
11、anguage Acquisition (Clevedon, England): 13. P53.28.D638 2005408.00285dc222005014805British Library Cataloguing in Publication DataA catalogue entry for this book is available from the British Library.ISBN 1-85359-830-5 /EAN 978-1-85359-830-2 (hbk)ISBN 1-85359-829-1 /EAN 978-1-85359-829-6 (pbk)Multi
12、lingual Matters LtdUK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 7HH.USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA.Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada.Copyright 2005 Marina Dodigovic.All rights reserved. No part of this work may be repro
13、duced in any form or by any means without permission in writing from the publisher.Typeset by Archetype-IT Ltd (http:/www.archetype-).Printed and bound in Great Britain by the Cromwell Press Ltd.ContentsAcknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiIntroduction . . .
14、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Can Another Language Be Learnt? . . . . . . . . . . . . . . . . . . . 8 Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Theory . . . . . . .
15、 . . . . . . . . . . . . . . . . . . . . . . . . . 12 EAP Student Characteristics. . . . . . . . . . . . . . . . . . . . 31 Interlanguage and Learnability . . . . . . . . . . . . . . . . . . 38 Agenda for Needs Analysis . . . . . . . . . . . . . . . . . . . . 422 Where Does Research End and CALL Dev
16、elopment Begin? . . . . 47 Research Opportunities: Developmental and Evaluative . . . 47 Research vs. Development in CALL . . . . . . . . . . . . . . . 53CALL Research in its Context . . . . . . . . . . . . . . . . . . 58Identification of Research Components in a CALL Project. . 603 Why the Web? . .
17、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 CALL and its Diffusion . . . . . . . . . . . . . . . . . . . . . . 75 History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Great Expectations . . .
18、 . . . . . . . . . . . . . . . . . . . . . . 78 Why do Innovations Get Accepted or Rejected? . . . . . . . . 79 User Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Over the Chasm and into the Mainstream . . . . . . . . . . . 81 Compatibility of CMC with Various SLA Theories,Prac
19、tices and Beliefs . . . . . . . . . . . . . . . . . . . . . . . 83 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 844 Can Computers Correct Language Errors? . . . . . . . . . . . . . . 85Error Correction . . . . . . . . . . . . . . . . . . . . . . . . . .85Terminology . . . . .
20、 . . . . . . . . . . . . . . . . . . . . . . .90Parsers, ICALL, NLP, AI, ITS and CL . . . . . . . . . . . . . .96Concluding Remarks . . . . . . . . . . . . . . . . . . . . . . .137vviArtificial Intelligence in Second Language Learning5 How to Develop an Artificially Intelligent Language Tutor? . . .
21、 140 Design Questions . . . . . . . . . . . . . . . . . . . . . . . . . 140 Who are the Target Learners in On-Line Courses? . . . . . . 140Study Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Needs Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . 144 The Content: Acad
22、emic Language . . . . . . . . . . . . . . . 153 EAP Student Writing vs. Established Academic Writing . . . 172 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2306 How Does it Work? . . . . . . . . . . . . . . . . . . . . . . . . . . 233 The Concept of Evaluation in CALL . . . .
23、 . . . . . . . . . . 233 Formative Evaluation . . . . . . . . . . . . . . . . . . . . . . . 240 In Lieu of Summative Evaluation . . . . . . . . . . . . . . . . 242 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . .
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