Integrating ICALL Integrating ICALL into synchronous into synchronous CMCCMC

Markus Dickinson, Rebecca Sachs, Yunkyoung Markus Dickinson, Rebecca Sachs, Yunkyoung Kang, Soojeong Eom, & Chong Min LeeKang, Soojeong Eom, & Chong Min Lee

CALICO/IALLT ConferenceCALICO/IALLT ConferenceMarch 20, 2008March 20, 2008San Francisco, CASan Francisco, CA

Intelligent CALL Intelligent CALL (ICALL)(ICALL) Intelligent CALL, using natural language Intelligent CALL, using natural language

processing technology, provides many processing technology, provides many promising means of facilitating L2 promising means of facilitating L2 development:development:– Detailed information about learners’ L2 production Detailed information about learners’ L2 production

errors can foster awareness of language and errors can foster awareness of language and encourage cognitive comparisonsencourage cognitive comparisons

– Feedback can be precisely tailored to learners’ Feedback can be precisely tailored to learners’ proficiency levels, common mistakes, activity goals, proficiency levels, common mistakes, activity goals, learning styles, cognitive abilities, etc.learning styles, cognitive abilities, etc.

– Specific improvements can be tracked across Specific improvements can be tracked across exercises through the use of learner modelsexercises through the use of learner models

(Amaral & Meurers, 2006; Heift & Schulze, 2007; Nagata, 2002)(Amaral & Meurers, 2006; Heift & Schulze, 2007; Nagata, 2002)

Limitations of ICALLLimitations of ICALL

However, there is a tension between However, there is a tension between

– Contextualized language use is increasingly emphasized in Contextualized language use is increasingly emphasized in ICALL, and with increasing success ICALL, and with increasing success

(e.g., Amaral et al., 2006; Amaral & Meurers, 2006; Nagata, (e.g., Amaral et al., 2006; Amaral & Meurers, 2006; Nagata, 2002)2002)

– But actual communicative interaction remains relatively But actual communicative interaction remains relatively unexplored in systems capable of providing feedback unexplored in systems capable of providing feedback

(though see Petersen, 2006)(though see Petersen, 2006)

In order to manage computational complexity:In order to manage computational complexity:– Exercises are often restricted to the sentence levelExercises are often restricted to the sentence level– Activities often do not simulate true communicationActivities often do not simulate true communication

The ability of an ICALL system to The ability of an ICALL system to provide meaningful, accurate provide meaningful, accurate

feedbackfeedback

The flexibility an ICALL system The flexibility an ICALL system allows for in terms of meaningful, allows for in terms of meaningful,

communicative interactioncommunicative interaction

Synchronous CMCSynchronous CMC

Synchronous CMC (computer-mediated Synchronous CMC (computer-mediated communication) between L2 learners can also communication) between L2 learners can also provide beneficial contexts for language provide beneficial contexts for language development:development:– Activities can approximate ‘target tasks’ relevant to Activities can approximate ‘target tasks’ relevant to

real-life communicative situationsreal-life communicative situations

– Learners can function as language Learners can function as language usersusers as opposed as opposed to simply ‘displaying’ language or manipulating L2 to simply ‘displaying’ language or manipulating L2 forms systematically without attending to meaning forms systematically without attending to meaning (Ellis, 2003)(Ellis, 2003)

– Possibly ‘optimal psycholinguistic environment’ for Possibly ‘optimal psycholinguistic environment’ for several interactional features linked to L2 several interactional features linked to L2 development development (Doughty & Long, 2003)(Doughty & Long, 2003)

Pros of CMCPros of CMC

Potentially beneficial featuresPotentially beneficial features– Negotiation of lexical meaning Negotiation of lexical meaning (Blake, 2000)(Blake, 2000)

– Attention to form, monitoring of linguistic output, self-Attention to form, monitoring of linguistic output, self-correction correction (Salaberry, 2000)(Salaberry, 2000)

– Incorporation of others’ feedback Incorporation of others’ feedback (Pellettieri, 2000)(Pellettieri, 2000)

– Use of more complex language Use of more complex language (Warschauer, 1996)(Warschauer, 1996)

– Drawing of form-meaning connections Drawing of form-meaning connections (Doughty & Long, (Doughty & Long, 2003)2003)

– Less pressing time constraints and less ephemeral Less pressing time constraints and less ephemeral language in the written modality, reducing processing language in the written modality, reducing processing demands demands (Payne & Whitney, 2002)(Payne & Whitney, 2002)

– Comfortable environment for expression of ideas Comfortable environment for expression of ideas (Warschauer, 1996)(Warschauer, 1996)

Limitations of CMCLimitations of CMC

Concerns regarding the quality of learner-to-Concerns regarding the quality of learner-to-learner interactions: The blind leading the blind?learner interactions: The blind leading the blind?– Without feedback from a trusted authority, learners Without feedback from a trusted authority, learners

might…might… reinforce each other’s errorsreinforce each other’s errors not have the resources necessary for correcting each othernot have the resources necessary for correcting each other naturally tend to focus on vocab without attending to naturally tend to focus on vocab without attending to

grammargrammar(Blake, 2000; Kern, (Blake, 2000; Kern,

1995)1995)

Teachers may need to set explicit expectations for Teachers may need to set explicit expectations for grammatically correct language, while simultaneously grammatically correct language, while simultaneously trying to balance this with a primary focus on trying to balance this with a primary focus on meaningful communication (Lee, 2001; Pellettieri, meaningful communication (Lee, 2001; Pellettieri, 2000)2000)

Combining the Combining the benefitsbenefits Can ICALL and synchronous CMC be integrated in Can ICALL and synchronous CMC be integrated in

a way that exploits the unique benefits of each a way that exploits the unique benefits of each while avoiding their limitations?while avoiding their limitations?

Intelligent computer-generated feedback in Intelligent computer-generated feedback in synchronous, task-based, computer-mediated synchronous, task-based, computer-mediated

learner-learner interactionslearner-learner interactions

A balancing actA balancing act

We think so, but… ICALL has certain limitationsWe think so, but… ICALL has certain limitations– We want learners’ interactions to be as free as We want learners’ interactions to be as free as

possible, promoting authentic and meaningful possible, promoting authentic and meaningful communicationcommunication

… … But must constrain the communicative situation But must constrain the communicative situation somehow in order to make processing manageable somehow in order to make processing manageable (cf. discussion in Amaral et al., 2006)(cf. discussion in Amaral et al., 2006)

– We want to allow learners to make errors and then We want to allow learners to make errors and then provide them with detailed, informative computer-provide them with detailed, informative computer-generated feedback on nontargetlike language usegenerated feedback on nontargetlike language use

… … But must reduce the amount of variability in But must reduce the amount of variability in learner input so that accurate feedback can be givenlearner input so that accurate feedback can be given

Proposed study

Questions:

1. What design features will allow an ICALL system to provide detailed, accurate, individualized metalinguistic feedback on L2 errors in meaningful learner-to-learner CMC?

2. How can we make the system as user-friendly as possible?

3. How effective will this sort of ICALL system be in terms of promoting L2 development?

We would argue…

Feedback on grammar can be provided in synchronous CMC without sacrificing an undue amount of communicative authenticity, as long as we can design natural ways of…

1. Controlling the activity specification2. Controlling the range of learner input

Participants: English-speaking university students in first-year Korean classes

Target of feedback: Korean postpositional particles

Activity specificationActivity specification

Dyadic picture-based spot-the-differences taskDyadic picture-based spot-the-differences task– Each participant will see one version of a house and Each participant will see one version of a house and

have to exchange information in the L2 in order to have to exchange information in the L2 in order to find similarities and differences between the two find similarities and differences between the two picturespictures

– A ‘game record’ will provide additional guidance and A ‘game record’ will provide additional guidance and potentially increase motivation through including an potentially increase motivation through including an element of competitionelement of competition

Each participant must…Each participant must…– Record the activities and locations of all characters in Record the activities and locations of all characters in

his/her partner’s house using a provided charthis/her partner’s house using a provided chart– Indicate whether each of these represents a similarity or Indicate whether each of these represents a similarity or

differencedifference

Following the activity, each dyad will be able to compare Following the activity, each dyad will be able to compare their score to the average scores of other dyadstheir score to the average scores of other dyads

Picture 1Picture 1

Picture 2Picture 2

Activity specification Activity specification (cont.)(cont.) Guided and goal-orientedGuided and goal-oriented

– Constrains the vocabulary and domain, Constrains the vocabulary and domain, thereby reducing many of the complexities thereby reducing many of the complexities involved in generating feedback involved in generating feedback (computationally speaking)(computationally speaking)

‘‘Interactionally authentic’Interactionally authentic’

– Perhaps not so authentic in terms of real-Perhaps not so authentic in terms of real-world relevance, but the sort of task often world relevance, but the sort of task often used in interaction research to target specific used in interaction research to target specific areas of language and promote negotiation areas of language and promote negotiation and L2 learningand L2 learning

Target of feedback: Target of feedback: Korean particlesKorean particles Korean Korean has relatively free word order, so has relatively free word order, so

postpositional particles are used to indicate postpositional particles are used to indicate grammatical functions, thematic roles (e.g., who grammatical functions, thematic roles (e.g., who is doing what to whom), and the locations of is doing what to whom), and the locations of people and objects.people and objects.

Subject Verb ObjectSubject Verb Object Location Location Time TimeII ateate pizzapizza last nightlast night

나나

at a at a restaurant restaurant

어제 밤어제 밤 음식점음식점 피자피자 먹었다먹었다가가 에에 에서에서 를를

Subject Time Location Object Verb

Target of feedback: Korean particles Particles must be used even in simple sentences;

thus, they are taught from the beginning of L2 Korean study

However, the system is quite complex and difficult to master for adult learners of Korean:– Korean particles make distinctions not made in English– Some verbs have different argument structures across

the two languages– Several particles are ambiguous

Particle errors account for a substantial proportion of the mistakes made by beginning learners (Ko et al., 2004), and errors persist even at advanced levels

Sources of difficulty Sources of difficulty for native speakers of for native speakers of EnglishEnglish No one-to-one correspondence No one-to-one correspondence

between Korean locative particles and between Korean locative particles and English prepositionsEnglish prepositions

에에 (‘(‘ee’)’)

에게에게 (‘(‘egeege’)’)

께께 (‘(‘kkekke’)’)

한테한테 (‘(‘hantehante’)’)

English ‘English ‘toto’’

에에 (‘(‘ee’)’)

에서에서 (‘(‘eseoeseo’)’)

을을 // 를를 (‘(‘eul/reuleul/reul’)*’)*

English ‘English ‘inin’’

Location of a Location of a static objectstatic object

Location of a Location of a dynamic activitydynamic activity

(*also an object marker)(*also an object marker)

Location an Location an action moves action moves throughthrough

Sources of difficulty Sources of difficulty for native speakers of for native speakers of EnglishEnglish Korean has a topic marker, best translated as “as for” or Korean has a topic marker, best translated as “as for” or

“speaking of X”, which English does not have.“speaking of X”, which English does not have. The distinction between subject and object markers can The distinction between subject and object markers can

be confusing because some English transitive verbs are be confusing because some English transitive verbs are used as intransitive verbs in Korean.used as intransitive verbs in Korean.

iss-taiss-ta (have) (have) exist exist pilyoha-tapilyoha-ta (need) (need) be be

neededneededchoh-tachoh-ta (like) (like) be likedbe likedshil-tashil-ta (do not like) (do not like) not be not be

likedliked

I I (subject)(subject)

needneed a book a book (object)(object)

나는나는I (topic)I (topic)

필요해요필요해요needneed

책이책이book (subject)book (subject)

Examples of targetlike Examples of targetlike and non-targetlike and non-targetlike particle useparticle use Intransitive verbs need a subject markerIntransitive verbs need a subject marker

주방주방 -- 에 뭐에 뭐 -- 가가 있어요 있어요 ?? 주방주방 -- 에 뭐에 뭐 --** 를를 있어요있어요 ??kitchen-LOC what-kitchen-LOC what-SUBJSUBJ isis kitchen-LOC what- kitchen-LOC what-OBJOBJ isis

‘‘What is in the kitchen?’What is in the kitchen?’

Transitive verbs need an object markerTransitive verbs need an object marker아버지아버지 -- 가 고기가 고기 -- 를를 구어요 구어요 . . 아버지아버지 -- 가 고기가 고기 --** 가가 굽고 굽고

있다있다 ..father-SUBJ meat-father-SUBJ meat-OBJOBJ grill grill father-SUBJ meat- father-SUBJ meat-SUBJSUBJ is is

grillinggrilling

‘‘Father is grilling meat.’Father is grilling meat.’

A static location must be marked with a static locative markerA static location must be marked with a static locative marker고양이고양이 -- 가 거실가 거실 -- 에에 있어요 있어요 .. 고양이고양이 -- 가 거실가 거실 --** 에서 에서 있다있다 ..cat-SUBJ living room-cat-SUBJ living room-LOCLOC is is cat-SUBJ living room- cat-SUBJ living room-LOCLOC is is‘‘A cat is in the living room.’A cat is in the living room.’

(TL examples are on the left with correct particles ; non-TL are on the right with asterisks)

Other expected error types Missing particles

내 ø 어제 밤 ø 음식점 ø 고기 ø 먹었다 . I last night restaurant meat ate

Incorrect particles (morphology)subject - i/ka sister (dongsang) + i/ *ka

object - eul/rul rice (bab) + eul/*rultopic - un/nun elephant (kokkiri) + *un/nun

comitative - wa/kwa rice (bab)+ *wa/kwa +meat (gogi)

Incorrect particle order음식점에는 (* 는에 ) 누가 일해요 ?

restaurant-Loc-Top Who-Sub work-Ques ‘As for a restaurant, who works (there)?’

Can beginning learners Can beginning learners use CMC?use CMC? We can expect problems with particles We can expect problems with particles

regardless of the communicative situationregardless of the communicative situation Unconstrained tasks might be stressful or Unconstrained tasks might be stressful or

frustrating for beginning learners, making it frustrating for beginning learners, making it important to sequence, guide, and scaffold important to sequence, guide, and scaffold tasks appropriately tasks appropriately (cf. Doughty & Long, 2003)(cf. Doughty & Long, 2003)

AND… Beginning learners of Korean do not AND… Beginning learners of Korean do not yet know how to type in Koreanyet know how to type in Korean– Since we wish to provide communicative practice

with particles, we need to ensure that the focus of the task does not become that of simply inputting Korean

A possible solution

Word and particle banks

– Learners can select the tokens they wish to use simply by clicking on words and particles

– For some morphophonological alternations, the system will transform some adjacent characters where necessary

Misspellings will be less of an issue Learners will be given positive evidence of

particle attachment in Korean

The interfaceThe interface

Spot-the-differences pictureSpot-the-differences picture Word and particle banksWord and particle banks Sentence drafting areaSentence drafting area ‘‘Check’ and ‘Send’ buttonsCheck’ and ‘Send’ buttons Feedback-providing avatarFeedback-providing avatar Chat windowChat window Game recordGame record

SS

S

D

S D

S D

S

D

S D

S D

D D

[ParticipantA]: 오빠가 어디에 있어요 ?[ParticipantB]: 거실에 있어요 .[ParticipantA]: 거실에서 뭐해요 ? [ParticipantB]: …

CHECK SEND

오빠가 소파를 책을 읽어요 .

Word Bank Particles

에 침대

의자

책

화장실

거실

읽었어요

는 이

…

울었어요 소파

에서 가 을

CHARACTER LOCATION ACTIVITY

Mother

Father

Grandma 주방 읽다…

In your sentence, 소파 is marked with the particle 를 , which

suggests that 소파 is an object. Instead, you need the particle 를

attached to 소파 in order to indicate

that 소파 is the location of a dynamic

activity.

In your sentence, 소파 is marked with the particle 를 , which

suggests that 소파 is an object. Instead, you need the particle 를

attached to 소파 in order to indicate

that 소파 is the location of a dynamic

activity.

[ParticipantA]: 오빠가 어디에 있어요 ?[ParticipantB]: 거실에 있어요 .[ParticipantA]: 오빠가 거실에서 뭐해

요 ? [ParticipantB]: …

CHECK SEND

오빠가 소파를 책을 읽어요 .

Word Bank Particles

에 침대

의자

책

화장실

거실

읽었어요

는 이

…

울었어요 소파

에서 가 을

CHARACTER LOCATION ACTIVITY

Mother

Father

Grandma 주방 읽다…

S

S

D

S D

S D

S

S

D

S D

S D

D D

TASK PICTURE:

Partners have slightly different versions and must communicate to find differences. They can scroll over the picture to enlarge it.

In your sentence, 소파 is marked with the particle 를 , which

suggests that 소파 is an object. Instead, you need the particle 를

attached to 소파 in order to indicate

that 소파 is the location of a dynamic

activity.

[ParticipantA]: 오빠가 어디에 있어요 ?[ParticipantB]: 거실에 있어요 .[ParticipantA]: 거실에서 뭐해요 ? [ParticipantB]: …

CHECK SEND

오빠가 소파를 책을 읽어요 .

Word Bank Particles

에 침대

의자

책

화장실

거실

읽었어요

는 이

…

울었어요 소파

에서 가 을

CHARACTER LOCATION ACTIVITY

Mother

Father

Grandma 주방 읽다…

WORD & PARTICLE BANKS:

To create a sentence, participants click on

words and particles…

SS

S

D

S D

S D

S

D

S D

S D

D D

In your sentence, 소파 is marked with the particle 를 , which

suggests that 소파 is an object. Instead, you need the particle 를

attached to 소파 in order to indicate

that 소파 is the location of a dynamic

activity.

[ParticipantA]: 오빠가 어디에 있어요 ?[ParticipantB]: 거실에 있어요 .[ParticipantA]: 거실에서 뭐해요 ? [ParticipantB]: …

SS

S

D

S D

S D

S

D

S D

S D

D D

CHECK SEND

오빠가 소파를 책을 읽어요 .

Word Bank Particles

에 침대

의자

책

화장실

거실

읽었어요

는 이

…

울었어요 소파

에서 가 을

CHARACTER LOCATION ACTIVITY

Mother

Father

Grandma 주방 읽다…

S

S

D

S D

S D

D

…which then appear in the

sentence drafting area.

In your sentence, 소파 is marked with the particle 를 , which

suggests that 소파 is an object. Instead, you need the particle 를

attached to 소파 in order to indicate

that 소파 is the location of a dynamic

activity.

[ParticipantA]: 오빠가 어디에 있어요 ?[ParticipantB]: 거실에 있어요 .[ParticipantA]: 거실에서 뭐해요 ? [ParticipantB]: …

CHECK SEND

오빠가 소파를 책을 읽어요 .

Word Bank Particles

에 침대

의자

책

화장실

거실

읽었어요

는 이

…

울었어요 소파

에서 가 을

CHARACTER LOCATION ACTIVITY

Mother

Father

Grandma 주방 읽다…

S

S

D

S D

S D

S

S

D

S D

S D

D DIf they want help with

Korean particle usage, they can

request feedback on their sentences

before entering them into the conversation.

[ParticipantA]: 오빠가 어디에 있어요 ?[ParticipantB]: 거실에 있어요 .[ParticipantA]: 거실에서 뭐해요 ? [ParticipantB]: …

CHECK SEND

오빠가 소파를 책을 읽어요 .

Word Bank Particles

에 침대

의자

책

화장실

거실

읽었어요

는 이

…

울었어요 소파

에서 가 을

CHARACTER LOCATION ACTIVITY

Mother

Father

Grandma 주방 읽다…

S

S

D

S D

S D

S

S

D

S D

S D

D D

In your sentence, 소파 is marked with the particle 를 , which

suggests that 소파 is an object. Instead, you need the particle 를

attached to 소파 in order to indicate

that 소파 is the location of a dynamic

activity.

FEEDBACK AREA: Here, participants receive metalinguistic feedback with advice on particle usage.

[ParticipantA]: 오빠가 어디에 있어요 ?[ParticipantB]: 거실에 있어요 .[ParticipantA]: 거실에서 뭐해요 ? [ParticipantB]: …

CHECK SEND

오빠가 소파를 책을 읽어요 .

Word Bank Particles

에 침대

의자

책

화장실

거실

읽었어요

는 이

…

울었어요 소파

에서 가 을

CHARACTER LOCATION ACTIVITY

Mother

Father

Grandma 주방 읽다…

S

S

D

S D

S D

S

S

D

S D

S D

D D

In your sentence, 소파 is marked with the particle 를 , which

suggests that 소파 is an object. Instead, you need the particle 를

attached to 소파 in order to indicate

that 소파 is the location of a dynamic

activity.

When they are ready, they click SEND to

enter their utterance into the conversation.

In your sentence, 소파 is marked with the particle 를 , which

suggests that 소파 is an object. Instead, you need the particle 를

attached to 소파 in order to indicate

that 소파 is the location of a dynamic

activity.

[ParticipantA]: 오빠가 어디에 있어요 ?[ParticipantB]: 거실에 있어요 .[ParticipantA]: 거실에서 뭐해요 ? [ParticipantB]: …

CHECK SEND

오빠가 소파를 책을 읽어요 .

Word Bank Particles

에 침대

의자

책

화장실

거실

읽었어요

는 이

…

울었어요 소파

에서 가 을

CHARACTER LOCATION ACTIVITY

Mother

Father

Grandma 주방 읽다…

S

S

D

S D

S D

S

S

D

S D

S D

D D

CHAT WINDOW: They can scroll up and down to review the conversation so far.

In your sentence, 소파 is marked with the particle 를 , which

suggests that 소파 is an object. Instead, you need the particle 를

attached to 소파 in order to indicate

that 소파 is the location of a dynamic

activity.

[ParticipantA]: 오빠가 어디에 있어요 ?[ParticipantB]: 거실에 있어요 .[ParticipantA]: 거실에서 뭐해요 ? [ParticipantB]: …

CHECK SEND

오빠가 소파를 책을 읽어요 .

Word Bank Particles

에 침대

의자

책

화장실

거실

읽었어요

는 이

…

울었어요 소파

에서 가 을

CHARACTER LOCATION ACTIVITY

Mother

Father

Grandma 주방 읽다…

S

S

D

S D

S D

S

S

D

S D

S D

D D

GAME RECORD: When participants find similarities or differences, they drag the relevant words for locations and activities here to record information about their partners’ pictures, then click on ‘S’ or ‘D’ to indicate whether the pictures match in those respects or not.

Is processing feasible?Is processing feasible?

Learners’ sentence construction is Learners’ sentence construction is guided by…guided by…– The nature of the picture-based taskThe nature of the picture-based task– Instructions and the game recordInstructions and the game record– Word and particle banks, which…Word and particle banks, which…

Limit the types of argument structure by limiting Limit the types of argument structure by limiting the verbs usedthe verbs used

May be necessary for beginning learners who May be necessary for beginning learners who can’t type in Koreancan’t type in Korean

May serve as a scaffold for using receptive vocab May serve as a scaffold for using receptive vocab in conversationin conversation

Intensive feedback is provided on one Intensive feedback is provided on one particular error typeparticular error type

UpshotUpshot

Synergy between pedagogical and Synergy between pedagogical and computational constraintscomputational constraints

– Beginning learners will feel comfortable Beginning learners will feel comfortable communicating meaningfully in the L2 (with communicating meaningfully in the L2 (with familiar content and sufficient guidance)familiar content and sufficient guidance)

– The learners can still make mistakes in the The learners can still make mistakes in the L2 while attempting to express themselvesL2 while attempting to express themselves

– ICALL processing can focus just on ICALL processing can focus just on detecting particle errors in a known domaindetecting particle errors in a known domain

How can we detect ill-How can we detect ill-formed sentences?formed sentences? A combination of techniques will ultimately be A combination of techniques will ultimately be

used to feed into an error diagnosis moduleused to feed into an error diagnosis module

– Linguistic processing will be kept separate from error Linguistic processing will be kept separate from error detection/diagnosis and feedback generationdetection/diagnosis and feedback generation

– Since general relations between elements of the task Since general relations between elements of the task pictures are fixed, fairly traditional anticipation-based pictures are fixed, fairly traditional anticipation-based pattern matching (i.e., regular expressions) could be pattern matching (i.e., regular expressions) could be usedused

– This will need to be augmented with basic linguistic This will need to be augmented with basic linguistic abstraction (part-of-speech tags and syntactic chunks)abstraction (part-of-speech tags and syntactic chunks)

Partial parsing methods are extremely robust & provide Partial parsing methods are extremely robust & provide information even when a full syntactic parse is not possibleinformation even when a full syntactic parse is not possible

Linguistic abstraction ensures applicability to new exercisesLinguistic abstraction ensures applicability to new exercises

Opportunity to Opportunity to experiment with experiment with different techniquesdifferent techniques Particle errors will often result from a mismatch Particle errors will often result from a mismatch

between the argument relations of the sentence between the argument relations of the sentence and the morphological forms used by the learnersand the morphological forms used by the learners Could use multiple parsing models to check for Could use multiple parsing models to check for

mismatches (cf. Metcalf & Boyd, 2006)mismatches (cf. Metcalf & Boyd, 2006) One parser captures particle usage patterns from real One parser captures particle usage patterns from real

languagelanguage Another parser captures general argument structure patterns Another parser captures general argument structure patterns

between words, irrespective of particlesbetween words, irrespective of particles Currently exploring this & other techniques (Dickinson & Lee, Currently exploring this & other techniques (Dickinson & Lee,

2008)2008)

Regardless of the techniques, generating learner Regardless of the techniques, generating learner data will provide evaluation material to help data will provide evaluation material to help advance the state-of-the-art in processing Korean advance the state-of-the-art in processing Korean learner inputlearner input

Is focused feedback Is focused feedback beneficial?beneficial? Some have argued that intensive feedback on Some have argued that intensive feedback on

one pre-selected error type may be more one pre-selected error type may be more effective in certain contexts than wide-ranging effective in certain contexts than wide-ranging incidental feedback on a variety of errorsincidental feedback on a variety of errors(e.g., Lyster, 1998; Nicholas, Lightbown, & Spada, 2001)(e.g., Lyster, 1998; Nicholas, Lightbown, & Spada, 2001)

In our study, we will inform learners that they In our study, we will inform learners that they will be receiving feedback only on particleswill be receiving feedback only on particles– Important for meaning (i.e., communicating who is Important for meaning (i.e., communicating who is

doing what to whom) in Koreandoing what to whom) in Korean– Will hopefully prevent them from mistaking non-Will hopefully prevent them from mistaking non-

feedback for correctnessfeedback for correctness– Leaves open the possibility of providing other Leaves open the possibility of providing other

feedback, if neededfeedback, if needed

Is meaningful Is meaningful communication communication promoted?promoted? Does this set-up truly represent Does this set-up truly represent

‘synchronous CMC’ as it is commonly ‘synchronous CMC’ as it is commonly conceptualized?conceptualized?

How much will the learners focus on meaningful How much will the learners focus on meaningful communication if it is clear that the feedback is communication if it is clear that the feedback is focusing exclusively on Korean particles?focusing exclusively on Korean particles?

Particles are crucial to expressing and understanding Particles are crucial to expressing and understanding meaning in Korean sentences; thus, the ostensibly meaning in Korean sentences; thus, the ostensibly grammar-oriented feedback should facilitate grammar-oriented feedback should facilitate communicationcommunication

How can the word and particle banks be made How can the word and particle banks be made sufficiently rich for the participants’ sufficiently rich for the participants’ communicative purposes?communicative purposes?

The importance of The importance of pilotingpiloting Picture-based tasks have been used successfully Picture-based tasks have been used successfully

in other experimental CMC research as a means in other experimental CMC research as a means of guiding content and controlling amount/type of of guiding content and controlling amount/type of feedback feedback (e.g., Sachs & Suh, 2007),(e.g., Sachs & Suh, 2007), but learners were but learners were already proficient typists in the L2.already proficient typists in the L2.

Will beginning learners be capable of interacting Will beginning learners be capable of interacting smoothly in the current context?smoothly in the current context?

What sorts of scaffolding will they actually need?What sorts of scaffolding will they actually need?

What can we do to make the banks as easy to What can we do to make the banks as easy to use (and as facilitative of L2 development) as use (and as facilitative of L2 development) as possible?possible?

Future directionsFuture directions

Pilot the tasks and competitive game component Pilot the tasks and competitive game component with L2 learnerswith L2 learners– Get a clearer sense of what to expect in learner inputGet a clearer sense of what to expect in learner input– Test how the word and particle banks are actually usedTest how the word and particle banks are actually used

Develop the system in modular fashion, ensuring it Develop the system in modular fashion, ensuring it will be extendible to other Korean language will be extendible to other Korean language activitiesactivities– Activity model (indicating expected constructions and Activity model (indicating expected constructions and

words for the word bank)words for the word bank)– Expert model (for linguistic analysis)Expert model (for linguistic analysis)– Error diagnosis module Error diagnosis module – Feedback moduleFeedback module

(cf. TAGARELA: Amaral & Meurers, (cf. TAGARELA: Amaral & Meurers, 2006)2006)

Future directions Future directions (cont.)(cont.) Develop activities to target more areas of Develop activities to target more areas of

languagelanguage

Make the tasks more complex, meaningful, and Make the tasks more complex, meaningful, and relevant to real-life communicative situationsrelevant to real-life communicative situations

Use this set-up to test questions of SLA theory Use this set-up to test questions of SLA theory and language pedagogyand language pedagogy– Assess L2 development under different feedback Assess L2 development under different feedback

conditions (e.g., metalinguistic info vs. recasts) with conditions (e.g., metalinguistic info vs. recasts) with pre-test/post-test experimental designspre-test/post-test experimental designs

– Investigate optimization of feedback for different areas Investigate optimization of feedback for different areas of language, proficiency levels, aptitude profiles, etc.of language, proficiency levels, aptitude profiles, etc.

Integrate this system with the Korean language Integrate this system with the Korean language curriculum at Georgetowncurriculum at Georgetown

Questions?Questions?Comments?Comments?

Please email:Please email: Markus Markus DickinsonDickinson

md7@indiana.edu

Soojeong EomSoojeong Eom se48@georgetown.edu Yunkyoung Yunkyoung

KangKangyk95@georgetown.edu Chong Min LeeChong Min Lee cml54@georgetown.edu Rebecca SachsRebecca Sachs rrs8@georgetown.edu

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