We present and consider the experience, results and prognoses for the development and implementation of grammar-checking programs that can advise effectively on the language produced by learners of English as a foreign language. In particular, we report on the work which has been ongoing at Exeter over the last ten years and, specifically, on two programs, Language Independent Grammatical Error Reporter (LINGER) and Interactive Sentence Constructor and Analyser (ISCA). The work that has been undertaken is considered in relation to the purpose of the software, the necessary representational architecture, and the resulting performance on a range of problematical sentences. In addition, key design features are considered in relation to those of comparable commercial and non-commercial programs, providing an update report on available software. It is concluded that while progress can be charted over this period, with improvements in the design which is reflected in better performance, this performance itself brings with it further issues relating to what we term 'syntext' and with which difficulties remain. These include: the notion of grammar (as opposed to syntax), and the range of problems found in many student texts. In addition, we consider pedagogical possibilities for a more fully developed ISCA. We conclude that for certain learners and in the right pedagogical context a focus on sentence level organisation can be of value. Finally, we outline an Internet/Intranet-based project which offers the opportunity of setting an ISCA type facility in a learning context.
