Applied linguistic principles and designing CALL programmes for the ESL classroom
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Date
2004-05
Authors
Muller, Frederick Mark
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Applied Linguistics is largely concerned with teaching English as a second language
(TESL) (Cruttenden, 1994, p6). This is not a simple field. There are a number
of variables, such as the personalities of the individual students and teachers involved
and the approach to learning used. Computer-assisted instruction (CAI) has been used
for some years in a variety of approaches and learning environments. In these the
primary focus of CAI has been on providing materials for learning in methods that
stimulate learning more effectively - either by providing enhanced access to texts or
by providing rapid feedback to set problems. The one facet of teaching where CAI
is not extensively used (except in a facilitatory role) is providing an environment in
which students can practise generating texts and have these understood.
This dissertation investigates the potential of using computers to process text in
such a way as to enable evaluating the cohesion and coherence of texts. It takes an interdisciplinary
approach which exploits methods and insights from applied linguistics,
artificial intelligence (AI) and computer-assisted language learning (CALL) to explore
the potential of automating textual analysis, comparison and evaluation.
This dissertation develops the hypothesis that a dependency-based grammar can
be used to generate a computerised representation of the sense contained in a text
and that this representation is sufficient to allow contextual comparison of texts. This
comparison can be used, in turn, to evaluate texts by means of comparing the representation
to that of a model answer, thus providing a means of evaluating the cohesion
and coherence of the text. The potential of using such a system in constructing CALL
programmes and the extent to which it can assist in the process of second language
acquisition (SLA) is also discussed.
Existing research studied during the writing of this dissertation included an examination
of existing uses of computers in language teaching, particularly those associated
with developing communicative competence. These studies pointed to a need for a utility
that would enable teaching aids to evaluate texts contextually. Various methods of
performing this evaluation were considered. This included the examination of a selection
of grammatical systems with a view to determining their strengths in building a
representation of the sense contained in a text. In addition, current applications using
natural language processing (NLP) and AI were examined with a view to how these
could be adapted or used to enable CALL programmes to evaluate coher~nce and cohesion
in texts. Furthermore, guidelines are proposed for developing CALL programmes
using this type of evaluation.
These requirements are used as a template for implementing a programme aimed
at performing a contextual evaluation by means of a comparison of texts. This programme
is discussed in terms of the grammatical model used as well as the implications
this holds for future development.
Lastly, the implications using this kind of system in CALL programmes would
have for teaching and teacher training are examined and suggestions for the future
improvement and development of this sort of application are made.
The main conclusion of this dissertation is that computerised contextual evaluation
of texts is possible, though with the caveat that the evaluation is limited by the extent
to which world-knowledge can be represented.
Description
Keywords
English language -- Discourse analysis -- Data processing, English language -- Computer-assisted instruction, Dissertation (M.A. (English and Classical Languages))--University of the Free State, 2004