Towards a Digital Library for Language Learning

Wu, Shaoqun; Witten, Ian H.

doi:10.1007/11863878_29

Cited by 8 publications

(10 citation statements)

References 3 publications

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“…Learners can meet their peers, exchange learning ideas, and engage in competitive or Wu and Witten (2006) describe eight activities, automatically generated from digital library content, that utilize search and retrieval facilities to illustrate new ways of supporting language study.…”

Section: Digital Librariesmentioning

confidence: 99%

Supporting collocation learning with a digital library

Franken

Witten

2010

Computer Assisted Language Learning

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Extensive knowledge of collocations is a key factor that distinguishes learners from fluent native speakers. Such knowledge is difficult to acquire simply because there is so much of it. This paper describes a system that exploits the facilities offered by digital libraries to provide a rich collocation-learning environment. The design is based on three processes that have been identified as leading to lexical acquisition: noticing, retrieval and generation. Collocations are automatically identified in input documents using natural language processing techniques and used to enhance the presentation of the documents and also as the basis of exercises, produced under teacher control, that amplify students' collocation knowledge. The system uses a corpus of 1.3 B short phrases drawn from the Web from which 29 M collocations have been automatically identified. It also connects to examples garnered from the live Web and the British National Corpus.Keywords: CALL, collocation learning, collocation activities, automatic answer generation, cherry-picking INTRODUCTIONWhy do language learners find it difficult to differentiate between words like look, see and watch, or broad and wide? Why do students who know many individual words still struggle to express complex ideas simply and precisely? Why are so many frustrated that they make little visible progress? How is it that native speakers communicate so much more effectively? The answers rest on the collocational knowledge of language learners. It is the collocates of look, see and watch or broad and wide that reveal their different shades of meaning, rather than their dictionary definitions (Conzett, 2000). Complex ideas are hard to express unless one can use simple vocabulary in a range of collocations (Lewis, 1993). Hill (1999) points out that students with good ideas often lose marks because they don't know the four or five most important collocations of a key word that is central to what they are writing about. Wray (2002) emphasizes that collocations are particularly important for learners striving for a high degree of competence in a second language, because they enhance not only accuracy but also fluency. Nesselhauf (2003, p.223) reiterates, -Collocations are of particular importance for learners striving for a high degree of competence in the second language but they are also of importance for learners with less ambitious aspirations, as they not only enhance accuracy but also fluency‖.

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Section: Digital Librariesmentioning

confidence: 99%

Supporting collocation learning with a digital library

Franken

Witten

2010

Computer Assisted Language Learning

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“…Pedagogically tuned search and browse facilities can meet the special needs of individual learners and teachers without bogging them down in fruitless tangential explorations. Earlier [9] we developed eight activities that are automatically generated from digital library content and utilize the search and retrieval facilities to illustrate new ways of supporting language study.…”

Section: Digital Libraries In Language Learningmentioning

confidence: 99%

“…We are extending the Greenstone digital library software [8] and its metadata extraction tools to support language learning activities [9]. This paper describes a project in which articles on a chosen topic were harvested to create a collection that supports language learning activities.…”

Section: Introductionmentioning

confidence: 99%

Content-Based Language Learning in a Digital Library

Witten

Asian Digital Libraries. Looking Back 10 Years and Forging New Frontiers

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Abstract. Digital libraries have untapped potential for supporting language teaching and learning. This paper describes a new scheme for automating topicspecific language learning using a specially built digital library. Three exercises of different types are generated automatically from the library content: one that learners undertake individually, one in which learners collaborate in pairs, and one in which a group of learners compete. The system aims to foster contentbased language learning, which greatly increases students' motivation, fosters long-term recollection, and can be culturally situated in appropriate ways.

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“…But, the exercises cannot prepare themselves for the summative test as it was usually taken in the form of multiple choice tests. Wu, et al (2006) stated that there were several types of learning exercises, namely multiple choice, matching, permutation, fill in the blank and etc. those type of exercises can be used as supplementary exercise to provide the students with different kinds of exercises.…”

Section: Finding and Disscussionmentioning

confidence: 99%

Developing Differentiated Electronic Supplementary Reading Exercise for the Slow Learners of Seventh Year Students at SMP N 2 Singaraja

Dewi¹

2017

IJLL

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Integrating ICT in learning has become the demands of Curriculum 2013. Yet, not all of the teacher have media to support the integration of ICT in learning. Whereas, the integration of ICT may help the teachers to accomodate students' diversity by using differentiated instruction. Thus, this study aimed at: (1) identifying kinds of supplementary reading exercises are needed by the Seventh Year Students at SMP N 2 Singaraja; (2) identifying the design of the electronic supplementary reading exercises for the slow learners of seventhyear students at SMP N 2 Singaraja; (3) measuring the quality of the electronic supplementary reading exercises for the slow learners of seventhyear students at SMP N 2 Singaraja. This study was conducted based on the research and development design proposed by Sugiono (2011). The data of the study were collected through questionnaire, interview, observation, expert judge and field study. The results of the data were further analyzed by using descriptive analysis and interrater agreement model from by Gregory (2000). The result of the study showed that (1) the supplementary reading exercise needed by the seventh year students at SMP N 2 Singaraja was supplementary reading exercise which was integrated with ICT; (2) the design of the electronic supplementary reading exercise for the slow learners was developed based on the needs; (3) the electronic supplementary reading exercise for the slow learners was categorized as high quality exercises based on content validity, empirical validity, quality of the media and field test.

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Towards a Digital Library for Language Learning

Cited by 8 publications

References 3 publications

Supporting collocation learning with a digital library

Supporting collocation learning with a digital library

Content-Based Language Learning in a Digital Library

Developing Differentiated Electronic Supplementary Reading Exercise for the Slow Learners of Seventh Year Students at SMP N 2 Singaraja

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