By Marina Dodigovic
"This booklet examines the stipulations lower than which man made intelligence and its similar method, clever desktop Assisted Language studying (ICALL), can be actually important to grownup novices of English as a moment language. Its objective is to illustrate the learnability of a moment language by way of concentrating on a few mistakes in English as a moment language and to suggest remediation resulting in an total elevate in English talent. The booklet additionally describes the pioneering steps taken by way of the writer towards the sort of objective. the purpose of this quantity is to cater to quite a lot of audiences linked to the sphere of machine Assisted Language studying (CALL). In a real cross-disciplinary style it brings jointly cases of analysis in moment language acquisition, language know-how, laptop assisted language studying, synthetic intelligence and typical language processing. it's meant for language lecturers, scholars of utilized linguistics and language engineering in addition to for utilized linguists mostly.
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Additional info for Artificial Intelligence in Second Language Learning: Raising Error Awareness
In addition to T-unit counting, the sentence level approach also focuses on certain other features such as the nominal complexity, the use of passives, relative clauses and similar (Halliday, 1999). These are useful indicators that can help us paint a picture of what successful writers do, or at least what their final drafts look like. We will explore this option as one of the components in the process of finding out what targets our EAP students are supposed to achieve. We will also use another off-shoot of this approach, specifically related to L2 writing, and that is error analysis.
Grabe (2001) points out that an L2 writer differs from an L1 writer in a number of aspects, from merely linguistic ones to those of cultural awareness. Leki and Carson (1997) list the following points of difference for the L2 writers: epistemological issues including cultural socialisation and belief systems, functions of writing, writing topics, knowledge storage where L1 based knowledge creates complexities for L2 writers, writing from reading, audience awareness, textual issues, plagiarism, experimenting with L2 and the social issue of students’ right to their own language.
Due to a high degree of specialisation, quotation requires extra explanation since not everyone is supposed to recognise unmarked quotations. Unreferenced quotation is unlawful use of somebody else’s words or ideas since the quoted text is seen as individual intellectual property. Ballard and Clanchy (1984) explain the rote learning habits and the plagiarism perceived as frequent in the overseas student approach by their apparent conserving attitude to knowledge. It could be argued that plagiarism is not necessarily caused by a particular attitude to knowledge, but often by the lack of in-depth understanding of the written sources and the lack of confidence in their own L2 abilities.