Computer-Assisted Second Language Learning by Going Back and Fourth in a Collection of Layered Learning Materials for Formative Learning

通过在形成性学习的分层学习材料集中回顾和第四次计算机辅助第二语言学习

基本信息

批准号：
15300285
负责人：
ITOH Kohji
金额：
$ 7.94万
依托单位：
Tokyo University of Science
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2006
项目状态：
已结题

项目摘要

For assisting autonomous acquisition of expressions of Japanese as second language, we designed and implemented a system as follows : We provide the learners with a group of texts in each of which those expressions belonging to one of the formative layers are mainly used, along with records of the voice reading the texts. The authors or learners edit and place notes to the text positions where such expressions are used as described in the notes of their formats and semantic categories. The system, going back and forth in the layers, retrieves the text positions where the expression specified by the learners are used and displays those text parts with marking the usage and highlighting the text parts in synchronism with voice reproduction and, optionally, mora-wise pitch sequence of the voice. In this way the system allows the learners to compare different use cases of the same expression or those related either in semantics or formats being accompanied by voice sound and promoting lear … More ners of speaking by way of displaying prosody. And thus it helps distinguishable usage of expressions in contexts with episodic validation. The system also provides for sentence-wise blank filling composition tasks in the texts and, diagnosing the learners' answers, guides them using the same mechanism as described above to discover their own mistakes. In implementation, providing a collection of prototype expression notebooks in each of which is described the format of an expression with syntactic features and its semantic category, we developed, using XML technologies, assistance of authoring expression notes. We also developed the expression relational map representing nodes each of which corresponds to a prototype expression and the map provides the learners with an environment in which for them to navigate between the nodes related in formats or semantics, being assisted of comparison between the use cases of the expressions. In diagnosis of composition we refined usage of the Lexicalized Tree Adjoining Grammar. Finally we introduced voice recognition engine in order to synchronize highlighting texts with voice reproduction and also to display the mora-wise pitch information. Less

为了帮助自主习得日语作为第二语言的表达方式，我们设计并实现了一个系统，如下所示：我们为学习者提供一组文本，每个文本中主要使用属于形成层之一的表达方式以及记录作者或学习者按照其格式和语义类别的注释中的描述，对使用此类表达的文本位置进行编辑和注释，系统在各层中来回检索文本。使用学习者指定表达的位置并显示这些文本部分，并标记用法并与语音再现同步突出显示文本部分，并且可选地，语音的音节音高序列以这种方式，系统允许学习者比较相同表达或的不同用例。那些在语义或格式上相关的内容都伴随着语音，并通过显示韵律来促进学习者的说话，因此它有助于通过情景验证来区分上下文中的表达方式。该系统还提供了句子式的空白填充。作文任务在文本中，诊断学习者的答案，引导他们使用与上述相同的机制来发现自己的错误。在实施中，提供一系列原型表达笔记本，每个笔记本都描述了具有句法特征的表达式的格式。我们还开发了表示节点的表达式关系图，每个节点对应一个原型表达式，并且该图为学习者提供了一个导航环境。格式相关的节点之间或语义，在表达用例之间的比较的帮助下，我们改进了词汇化树邻接语法的使用，最后我们引入了语音识别引擎，以便将突出显示的文本与语音再现同步并显示音节。明智的音调信息较少。