Artificial Intelligence in Second Language Learning: Raising by Marina Dodigovic

By Marina Dodigovic

"This e-book examines the stipulations below which synthetic intelligence and its similar process, clever machine Assisted Language studying (ICALL), might be actually valuable to grownup novices of English as a moment language. Its function is to illustrate the learnability of a moment language by way of targeting a few error in English as a moment language and to suggest remediation resulting in an total raise in English talent. The e-book additionally describes the pioneering steps taken by way of the writer towards this type of objective. the purpose of this quantity is to cater to quite a lot of audiences linked to the sector of computing device Assisted Language studying (CALL). In a real cross-disciplinary style it brings jointly situations of analysis in moment language acquisition, language know-how, machine assisted language studying, man made intelligence and ordinary language processing. it truly is meant for language academics, scholars of utilized linguistics and language engineering in addition to for utilized linguists as a rule.

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Risk-taking behaviours in language learning (Beebe, 1983) are considered to be willingness to guess, appear foolish in order to communicate and willingness to create novel utterances with the existing knowledge. Like anxiety, risk-taking behaviours may be facilitating or detrimental. In a study of university students, Ely (1986) found that risk-taking behaviours were a positive predictor of oral correctness in classroom participation. Cultural stereotypes of our EAP students would probably depict them as not exceedingly willing to take risks (Bedell & Oxford, 1996), even though this could be hardly said of someone who leaves the familiarity of one’s own country to study in a foreign environment, often at great financial risk to self and family.

Affective factors include language attitudes, motivation, language anxiety and personality traits. Research on language attitudes, mainly articulated as attitudes toward native speakers of L2, has largely been conducted within the context of motivation and the two concepts have not always been viewed in separation (Larsen-Freeman & Long, 1991: 175). Early SLA borrowed Bruner’s cognitive-interactionist view of motivation as being ‘extrinsic’ and ‘intrinsic’ (Bigge & Shermis, 1999). Bruner sees learning as a goal-directed activity, capable of generating the feeling of success or failure, which are inherent to the task at hand and are responsible for intrinsic motivation.

Although NLP is an interdisciplinary area which per se seems to defy simple definition, Clive Matthews (1998) has successfully and succinctly defined this technological advance as ‘the capacity of the computer to “understand” natural language’ (Matthews, 1998: 3). This capacity seemed to be the answer to the learning needs of a number of overseas students, including Eric and Jean, studying at a university where English is spoken as a first language. Their particular problem was that they appeared to have reached a plateau in the acquisition of English as a second language (L2) and were finding it difficult to make further progress.

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