Knowledge Acquisition for Learner Modelling in Second Language Learning

Chanier, Thierry; Pengelly, Michael

doi:10.1007/978-3-642-77575-8_23

Cited by 9 publications

(1 citation statement)

References 2 publications

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“…Although a learner will often be guessing the rules to explain what another learner has done, the task of generating an applicable rule will have coerced the learner into viewing and handling language from several viewpoints. (Chanier & Pengelly, 1991) Collins and Brown (1988) likewise emphasise the benefits of studying the thought processes of another student, as learners may thereby discover neater solutions or recognise the multiplicity of correct solutions. Cumming and Self (1991) suggest the possibility of joint plan agreement or plan negotiation to replace the idea of plan recognition.…”

Section: Collaborative Learningmentioning

confidence: 99%

Towards user/system collaboration in developing a student model for intelligent computer assisted language learning

Bull

1993

ReCALL

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This paper examines research in the field of collaborative learning, concentrating on aspects suitable for use in an intelligent computer assisted language learning (ICALL) system. Current work on the project focuses on the construction of a student model, based on the notion that a model constructed and repaired through collaboration between the system and student will lead to a more accurate representation of the learner's beliefs, and is less likely to be regarded with suspicion by the student. Further, the act of collaboration should promote reflection on both the language to be learnt and the student's approaches to learning.

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Section: Collaborative Learningmentioning

confidence: 99%

Towards user/system collaboration in developing a student model for intelligent computer assisted language learning

Bull

1993

ReCALL

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Second Language Acquisition as a Hybrid Learning Process

Kempen

1992

Cognitive Modelling and Interactive Environments in Language Learning

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Recent developments in cognitive learning theory are likely to shed new light on the process of Second Language Acquisition (SLA). Basic phenomena in the behaviour of language learners suggest that SLA roots in two entirely different learning processes: a grammatical induction device attuned to properties of natural languages, and a knowledge compilation device which according to Anderson's ACT*/PUPS model (Anderson, 1989) underlies the acquisition of cognitive skills in general. The paper presents a characterization of SLA along these lines, outlines its empirical underpinnings, and explores the implications with respect to the design of second language instruction methods and environments.

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