Intelligent Automated Strategies of Teaching Foreign Language in Context

Criswell, Eleanor; Byrnes, Heidi; Pfister, Guenter G.

doi:10.1007/978-3-642-77202-3_20

Cited by 5 publications

(3 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even less ambitious 'smart' applications such as grammar checkers are still unable to match computing and language complexity. Crisswell (1992), Matthews (1994) and McCarthy (1995) have reported on this problem. However, for Expert CALL all that is required is a knowledge-base sufficient to deal with the here and now of the grammatical hesitations which appear in the rough and tumble of daily learning.…”

Section: Intelligent Call and Expert Callmentioning

confidence: 98%

Expert CALL: data-based versus knowledge-based interaction and feedback

Soria

1997

ReCALL

View full text Add to dashboard Cite

This article attempts to define Expert CALL, siting in between traditional data-based CALL and intelligent CALL (ICALL). It relies on the concapts of expert knowledge and expert interaction and feedback. These are explored in the context of inflexional morphology, using as reference the auther's own ‘The Spanish Verb’ program. An electic computational algorithm, rather than a fully-fledged linguistic for malism suffices to deliver a stable and reliable lingustic knowledge basa on which to base Expert CALL applications. A similar ‘intermediate technology’ approach to syntax may bypass current difficulties encountered by ICALL to deliver linguistic reliabity.

show abstract

Section: Intelligent Call and Expert Callmentioning

confidence: 98%

Expert CALL: data-based versus knowledge-based interaction and feedback

Soria

1997

ReCALL

View full text Add to dashboard Cite

show abstract

“…students' learning strategy usage). Others are concentrating their efforts in problematic areas such as natural language processing (NLP) (Criswell et al, 1992) and syntactic analysis (Matthews, 1994). However, thus far the development of Intelligent CALL has tended to proceed in a piecemeal fashion, while, at the same time, some authors warn that advanced technologies do not by any means guarantee success.…”

Section: Vol9no1 May 1997mentioning

confidence: 99%

Computer-based language assessment: a formative approach

Kane-lturrioz

1997

ReCALL

View full text Add to dashboard Cite

This paper analyses new research into learner-assisted testing. The results of this research, in addition to advances in computer technology and programming, have opened up the possibility of helping students to learn more effectively by providing immediate feedback or further information in the form of clues or hints. The implications of these developments regarding a formative approach to assessment and autonomous learning are reviewed. Finally, innovative approaches within computer-based assessment of language learning, such as modules entirely taught through the use of computer courseware and CAL methods, and applications of Intelligent Tutoring Systems (ITS) to foreign language learning, are discussed.

show abstract

“…O feedback no ambiente educacional tem sido alvo de estudos de vários pesquisadores (ANDERSON et al, 1995;MERRIL et al, 1992;HUME et al, 1996;CHI et al, 2001, FLORES, 2009CARDOSO, 2011 (GUS, 2001;PAIVA, 2003;FERREIRA, 2007FERREIRA, ,2011FLORES, 2009, CARDOSO, 2011 (CRISWELL et al, 1991;SAMS, 1995;NAGATA, 1995 (HILLOCKS, 1986;KEH, 1990;LEKI, 1990;COHEN, 1987 (BANDURA, 1977(BANDURA, , 1986BZUNEK, 2001;PAJARES, 1997;SCHUNK, 1989;1991 (BANDURA, 1986).…”

mentioning

confidence: 99%

A Importância Do Feedback E Das Crenças De Autoeficácia Do Aluno Na Aquisição De Língua Estrangeira

Fluminhan¹,

Murgo²,

Fluminhan³

2015

COLLOQ HUMANARUM

View full text Add to dashboard Cite

O uso do feedback como ferramenta pedagógica na aquisição de língua estrangeira tem sido pesquisado com crescente interesse nos últimos anos. Muito se tem escrito sobre o emprego de feedback em ambientes educacionais, e as razões pelas quais o feedback é um instrumento eficaz na promoção da autonomia e do desenvolvimento linguístico do aluno. Este artigo pretende colaborar para esclarecer de que forma o uso adequado do feedback por parte do professor e as crenças de autoeficácia do aluno são fundamentais para o desenvolvimento da aprendizagem de língua estrangeira. Entretanto, nota-se que existe uma grande necessidade de estabelecer a relação entre o recebimento adequado de feedback e as crenças de autoeficácia do aluno. Esta é uma lacuna significativa, pois, tanto o ponto de vista do professor quanto as crenças acima mencionadas por parte do aluno influenciarão de forma decisiva o uso eficaz deste instrumento pedagógico.

show abstract

Intelligent Automated Strategies of Teaching Foreign Language in Context

Cited by 5 publications

References 2 publications

Expert CALL: data-based versus knowledge-based interaction and feedback

Expert CALL: data-based versus knowledge-based interaction and feedback

Computer-based language assessment: a formative approach

A Importância Do Feedback E Das Crenças De Autoeficácia Do Aluno Na Aquisição De Língua Estrangeira

Contact Info

Product

Resources

About