Bootstrapping in a language learning environment

Wible, David; Kuo, Chin-Hwa; Tsao, Nai-Lung; Liu, A.; Lin, H. L.

doi:10.1046/j.0266-4909.2002.00009.x

Cited by 24 publications

(20 citation statements)

References 7 publications

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“…Early work on EDC for content words (Wible et al, 2003;Shei and Pain, 2000) relied on the use of reference databases of known learner errors and their corrections. While such approaches can achieve good quality, they cannot provide good coverage.…”

Section: Related Workmentioning

confidence: 99%

Proceedings of the Tenth Workshop on Innovative Use of NLP for Building Educational Applications

Tetreault

Burstein

Leacock³

2015

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iii IntroductionWe are excited to be holding the 10th anniversary the BEA workshop. Since starting in 1997, the BEA workshop, now one of the largest workshops at NAACL/ACL, has become one of the leading venues for publishing innovative work that uses NLP to develop educational applications. The consistent interest in and growth of the workshop has clear ties to societal need and related advances in the technology, and the maturity of the NLP/education field. NLP capabilities now support an array of learning domains, including writing, speaking, reading, and mathematics. Within these domains, the community continues to develop and deploy innovative NLP approaches for use in educational settings. In the writing and speech domains, automated writing evaluation (AWE) and speech scoring applications, respectively, are commercially deployed in high-stakes assessment and instructional settings, including Massive Open Online Courses (MOOCs). We also see widely-used commercial applications for plagiarism detection and peer review. Major advances in speech technology, have made it possible to include speech in both assessment and Intelligent Tutoring Systems. There has been a renewed interest in spoken dialog and multi-modal systems for instruction and assessment as well as feedback. We are also seeing explosive growth of mobile applications for game-based applications for instruction and assessment. The current educational and assessment landscape, continues to foster a strong interest and high demand that pushes the state-of-the-art in AWE capabilities to expand the analysis of written responses to writing genres other than those traditionally found in standardized assessments, especially writing tasks requiring use of sources and argumentative discourse.The use of NLP in educational applications has gained visibility outside of the NLP community. First, the Hewlett Foundation reached out to public and private sectors and sponsored two competitions: one for automated essay scoring, and the other for scoring of short answer, fact-based response items. The motivation driving these competitions was to engage the larger scientific community in this enterprise. MOOCs are now beginning to incorporate AWE systems to manage the thousands of constructedresponse assignments collected during a single MOOC course. Learning@Scale is a recent venue for discussing NLP research in education. The NLP-TEA workshop, now in its second year (NLP-TEA2), gives special attention to papers working on Asian languages. The Speech and Language Technology in Education (SLaTE), now in its sixth year, promotes the use of speech and language technology for educational purposes. Another breakthrough for educational applications within the CL community is the presence of a number of shared-task competitions over the last three years. There have been three shared tasks on grammatical error correction with the most recent edition hosted at CoNLL 2014. In 2014 alone, there were four shared tasks for NLP and Education-related areas.As a community, we contin...

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Section: Related Workmentioning

confidence: 99%

Proceedings of the Tenth Workshop on Innovative Use of NLP for Building Educational Applications

Tetreault

Burstein

Leacock³

2015

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“…Grammatical collocations combine a lexical word, typically a noun, verb or adjective, with a preposition or grammatical structure such as an infinitive or clause (Michael Lewis, 2001b In terms of degree of idiomaticity lexical collocations have been classified (Howarth, 1998a;Nesselhauf, 2003;Wanner, 2004) The current study will focus on restricted lexical collocations. Lexical collocations are defined as combinations that consist of nouns, adjectives, verbs and adverbs (e.g., Martynska, 2004) and the research study will focus on verb + noun lexical collocations, for example, charge a fee, as these collocations have been found to be a major problem for ESL learners and have been considered significant in the literature (e.g., Bahns, 1993;Erman et al, 2015;Gitsaki, 1999b;Hsu, 2007;Levitzky-Aviad & Laufer, 2013;Li, 2005;Nesselhauf, 2003;Rezaee, Marefat, & Saeedakhtar, 2014;Wible, Kuo, Tsao, Liu, & Lin, 2003). The following section will explain why L2 collocations are difficult to learn which highlights the significant role of the teaching materials and tasks.…”

Section: Classification Of Collocations For L2 Acquisitionmentioning

confidence: 99%

“…Some corpus-based studies have elaborated on detecting collocational errors in the ESL learners' language production (Chang, Chen, & Chang, 2004;Futagi, Deane, Chodorow, & Tetreault, 2008;Pantel & Lin, 2000;Shei & Pain, 2000;Wible et al, 2003). For instance, Wible, Kuo, Tsao, Liu and…”

Section: Why Collocations Are Problematic For L2 Acquisitionmentioning

confidence: 99%

“…Some studies have tried to answer the questions with regards to single words, mainly with participants of the same L1, including Keating (2008), Laufer and Girsai (2008a), Fan (2008), Hulstijn and Laufer (2001), while other studies in the literature have dealt with collocations in regards to describing collocations and investigating L2 learners' problems with collocations (Chang et al, 2004;Futagi et al, 2008;Pantel & Lin, 2000;Shei & Pain, 2000;Wible et al, 2003). Table 1 presents a summary of the studies investigating factors affecting the retention of words through tasks.…”

Section: Empirical Evidence For the Involvement Load Hypothesismentioning

confidence: 99%

“…Most of the previous research on collocations has been concerned with identifying L2 learners' problems with collocations and analysing their errors (e.g., Chang et al, 2004;Chen, 2002;Futagi et al, 2008;Huang, 2001;Li, 2005;Pantel & Lin, 2000;Pecina, 2010;Shei & Pain, 2000;Taiwo, 2004;Wible et al, 2003). How to effectively teach collocations to L2 learners has not been the major research focus.…”

Section: Designing the Treatment Conditionsmentioning

confidence: 99%

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Investigating the effectiveness of involvement load in acquisition and retention of ESL learners’ collocational knowledge

Majd¹

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Learning collocations is one of the difficult tasks in second language acquisition that has been largely overlooked in the research literature. The patterning of words and collocations in a language is not predictable based on grammar and lexicon alone. A variety of factors have been found to affect the acquisition of collocations in the ESL context such as exposure, the degree of L1-L2 differences, language proficiency level, and type of collocations. Previous research has focused predominantly on detecting ESL learners' collocational errors in which lexical miscollocations are among the most common. In particular, verb + noun lexical collocations such as draw conclusions are found to be more difficult than others. However, designing effective ways for second language learners to acquire collocations has not been examined in detail. The current study attempted to address this issue by exploring the effect of tasks with different involvement indexes with regard to verb + noun collocations, and by operationalising the Involvement Load Hypothesis proposed by Hulstijn and Laufer (2001) that provides the theoretical framework for the study.The main aim of this thesis is to increase the understanding of how ESL learners acquire and retain collocations, and to improve the effectiveness of tasks designed for assisting the acquisition and retention of L2 collocations. Learning tasks were designed where Involvement Load was varied from Low to Medium to High. The experimental hypothesis is that tasks with higher involvement load facilitate the learning and retention of L2 collocations better than tasks with lower involvement load. The participants in the study were selected from a single language group, Mandarin speakers from China, who were all university students studying at the University of Queensland.The study was based on a within subjects experimental design that included a detailed system for tracking learning tasks and items across groups so that the effects of different involvement loads could be measured. A pretest, an immediate posttest and a delayed-posttest of learning was performed. Also, at the conclusion of the experimental phase the participants answered a questionnaire that probed their learning experiences and evaluation of the tasks, focusing in particular on the difficulty and perceived effectiveness of the collocation tasks that varied from low to high involvement.The results of the data analysis showed a significant difference between pretest and posttest; and between prestest and delayed posttest, with a very strong effect showing that learning took place and a significant improvement was found for all Levels of Involvement. Hence, the findings from the analysis of the data did not support the prediction that tasks with higher involvement load would be more effective that lower involvement load tasks for learning collocations. In fact the low ii involvement tasks were found to be more effective immediately following the completion of the tasks. Moreover, results from the participants' perc...

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A Ubiquitous Agent for Unrestricted Vocabulary Learning in Noisy Digital Environments

Wible

Kuo

Chen

et al. 2006

Intelligent Tutoring Systems

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Bootstrapping in a language learning environment

Cited by 24 publications

References 7 publications

Proceedings of the Tenth Workshop on Innovative Use of NLP for Building Educational Applications

Proceedings of the Tenth Workshop on Innovative Use of NLP for Building Educational Applications

Investigating the effectiveness of involvement load in acquisition and retention of ESL learners’ collocational knowledge

A Ubiquitous Agent for Unrestricted Vocabulary Learning in Noisy Digital Environments

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