From Recording Linguistic Competence to Supporting Inferences about Language Acquisition in Context

Autor/inn/en	Amaral, Luiz; Meurers, Detmar
Titel	From Recording Linguistic Competence to Supporting Inferences about Language Acquisition in Context
Quelle	In: Computer Assisted Language Learning, 21 (2008) 4, S.323-338 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
Schlagwörter	Linguistic Competence; Grammar; Second Language Learning; Language Tests; Inferences; English (Second Language); Computer Assisted Instruction; Second Language Instruction; Intelligent Tutoring Systems; Models; Portuguese; Teaching Methods + Suchen Sie Ihr Suchwort? Sprachkompetenz; Grammatik; Zweitsprachenerwerb; Language test; Sprachtest; Inference; Inferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Intelligentes Tutorsystem; Analogiemodell; Portugiesischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Student models for Intelligent Computer Assisted Language Learning (ICALL) have largely focused on the acquisition of grammatical structures. In this paper, we motivate a broader perspective of student models for ICALL that incorporates insights from current research on second language acquisition and language testing. We argue for a student model that includes a representation of the learner's ability to use language in context and to perform tasks, as well as for an explicit activity model that provides information on the language tasks and the inferences for the student model they support. The student model architecture we present is being developed as part of the TAGARELA system, an intelligent workbook supporting the instruction of Portuguese. (Contains 1 figure and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10