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If the student of a foreign language is expected to beneøt from the interactive nature of computer based tutoring systems, solutions are required which combine the ability to accept free form input with the production of helpful feedback on the quality of the utterances received. A solution is presented which provides language learning systems with the desired diagnostic capabilities for a wide range of syntactic, semantic, and domainrelated phenomena. It is based on a procedure for structural disambiguation in a multilevel representation using graded constraints.

This paper describes progress toward a prototype implementation of a tool which aims to improve literacy in deaf high school and college students who are native (or near native) signers of American Sign Language (ASL). We envision a system that will take a piece of text written by a deaf student, analyze that text for grammatical errors, and engage that student in a tutorial dialogue, enabling the student to generate appropriate corrections to the text. A strong focus of this work is to develop a system which adapts this process to the knowledge level and learning strengths of the user and which has the flexibility to engage in multi-modal, multi-lingual tutorial instruction utilizing both English and the native language of the user.

This paper presents several ideas for dealing with parts of this broad problem. One is the use of presupposition to detect user assumptions. The second is relaxation of tests while parsing. The third is a general technique for responding intelligently when no parse can be found. All of these ideas have been implemented and tested in one of two natural language systems. Some of the ideas are heuristics that might be employed by humans; others are engineering solutions for the problem of practical natural language systems

This chapter examines the application of natural language processing to computerassisted language learning including the history of work in this field over the last thirtyfive years but with a focus on current developments and opportunities. 16.1 Introduction This chapter focuses on applications of computational linguistics (CL) techniques to computer-assisted language learning (CALL). This always refers to programs designed to help people learn foreign languages, e.g., programs to help German high-school students learn French. CALL is a large field---much larger than computational linguistics---which no one can describe completely in a brief chapter. The focus of this chapter is therefore much narrower, viz., just on those areas of CALL to which CL has been applied or might be. CL programs process natural languages such as English and Spanish, and the techniques are therefore often referred to as natural language processing (NLP). To preview this chapter's contents, we note that NL...

: This paper addresses an innovative approach to computer assisted learning of foreign language terminology which involves supporting not only foreign language learning focused on specific terminology but also the enhancement of conceptual knowledge in the subject area. ITELS - an intelligent tutoring system aimed at helping Bulgarians to learn English terminology in a particular subject area exemplifies the main ideas of this approach. The paper focuses on the issues of representation and extraction of terminological knowledge, which are of crucial importance for the system's overall performance. The most significant aspect of the proposed approach lies in separating language knowledge from subject area knowledge. The paper suggests a way of building a terminological knowledge base and of using it for intelligent language instruction. Keywords: Terminology Knowledge Processing, Conceptual Graphs, Computer Assisted Language Learning, Intelligent Tutoring Systems. 1. Introduction For...

This paper explores the motivation and prerequisites of a successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between activity design and restrictions needed to make natural language processing tractable and reliable, and (ii) pedagogical considerations and the influence of activity design choices on the integration of ICALL systems into

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This proposal paper is being presented in partial fulfillment of the Ph.D. requirements of the Department of Computer and Information Sciences at the University of Delaware. In this paper, I discuss a user modeling architecture for ICICLE, a natural language system intended for use as a writing tutor for deaf learners of written English. This proposed design, intended to model dynamic aspects of a learner over the passage of time, the acquisition of new knowledge, and multiple sessions with the system, includes components to track the history of interaction with a given user as well as a very complex, dynamic model of user interlanguage grammar and domain knowledge. It has been based on research in language acquisition and in the acquisition of cognitive skills. The focus of the work described in this proposal is the development of the model of interlanguage status, which will be used in the analysis of user language production and in the generation of user-tailored explanations. Conte...

This chapter examines the application of natural language processing to computerassisted language learning including the history of work in this field over the last thirtyfive years but with a focus on current developments and opportunities. 36.1