A Language Learning Environment for Second Language Writers

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A Language Learning Environment for Second
Language Writers

• Ola Knutsson
• KTH Nada

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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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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

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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)

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Possibilities and Risks with Language Technology

• Language technology can provide relevant
  feedback on the users unconstrained speech- or
  writing production.
• False feedback can fool the user
• Lack of feedback can mislead the user

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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

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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.

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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

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Results

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

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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 programs behavior and content.

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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?

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www.nada.kth.se/grim

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