Learner-Centered Language Programs: Integrating Disparate Resources for Task-Based Interaction

Learner-Centered Language Programs: Integrating Disparate Resources for Task-Based Interaction

Deryle Lonsdale (Brigham Young University, USA), C. Ray Graham (Brigham Young University, USA) and Rebecca Madsen (Brigham Young University, USA)
Copyright: © 2006 |Pages: 17
DOI: 10.4018/978-1-59140-750-8.ch006
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Abstract

In this chapter we first discuss three factors believed to be important for success insecond-language learning: comprehensible input, comprehensible output and noticingdiscrepancies. We then discuss our current research work in integrating variouscomponents of human language technology to address these three language acquisitionfactors. Our efforts involve creating a wide spectrum of interesting language-learningapplications, including question answering and pronunciation tutoring. Theseapplications show the potential of combining speech processing with other importantnatural-language tools, such as external knowledge sources and dialog move engines.The applications we have developed not only show that this integration can besuccessful in creating non-trivial applications, but that there is much work that canbe done to build on what we have accomplished thus far.

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