abstract: Computer assisted language learning (CALL) has become increasingly common as a means of helping learners develop essential skills in a second or foreign language. However, while many CALL programs claim to be based on principles of second language acquisition (SLA) theory and research, evaluation of design and learning outcomes at the level of individual CALL exercises is lacking in the existing literature. The following proposed study will explore the design of computer-based vocabulary matching exercises using both written text and images and the effects of various design manipulations on learning outcomes. The study will use eye-tracking to investigate what users attend to on screen as they work through a series of exercises with different configurations of written words and images. It will ask whether manipulation of text and image features and combinations can have an effect on learners’ attention to the various elements, and if so, whether differences in levels of attention results in higher or lower scores for measures of learning. Specifically, eye-tracking data will be compared to post-test scores for recall and recognition of target vocabulary items to look for a correlation between levels of attention to written forms in-task and post-test gains in scores for vocabulary learning. / Dissertation/Thesis / Masters Thesis English 2019

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This dissertation presents the design of a novel joining-in-type humanoid robot-assisted language learning that uses two robots to conduct a goal-oriented conversation with the human learner to practice English as a second language. The system uses implicit learning as the main learning style to teach the usage of a specific expression form. A mix of tutoring and peer learning is implemented in the course of a three-party conversation. This learning style enables the learner to gain linguistic knowledge, and at the same time it improves the performance of the speech recognition engine. / 博士(工学) / Doctor of Philosophy in Engineering / 同志社大学 / Doshisha University

In recent years, increasing attention has been placed on providing pronunciation instruction that meets the communicative needs of nonnative speakers (NNSs) of English. Empirical research and pronunciation materials writers suggest that teaching suprasegmentals before segmentals to intermediate and advanced NNSs could be more beneficial in a shorter period of time. However, the majority of the materials available that emphasize suprasegmentals are textbook-based, relying principally on classroom settings and teacher feedback. The purpose of Pronunciation Progress: Stress in American English is to provide NNSs with pronunciation materials for self-access and student-directed learning environments. These materials are designed as a series of computerized modules that focus on one element of suprasegmentals – stress. Pronunciation Progress: Stress in American English is divided into three units: syllable unit, word unit, and sentence unit. Each unit consists of different sections that include explanations of the content, examples, and practice exercises with immediate feedback. Learners can listen to native speakers on the computer and navigate through the content at their own pace, focusing on specific areas that they deem important for their learning. A pilot study was conducted over a three week period to evaluate these materials. Students at Brigham Young University's English Language Center provided written and oral feedback detailing their reactions to the materials. Participants responded to surveys for each of the three units and participated in a focus group that gathered comments regarding the overall usefulness and design of the program. Overall reactions to the program were very positive. In general, participants responded favorably to each of the three units for statements regarding ease of use, level of enjoyment, clarity of directions, newness of knowledge, interest of practice exercises, understanding of examples, and desires to practice outside of the lab. Many of the students said that they enjoyed all of the units, and all but one who participated in the focus group commented that they liked the sentence unit the most. Student comments also implied that participants had a raised awareness of features of stress in American English.

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京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24301号 / 人博第1057号 / 新制||人||248(附属図書館) / 2022||人博||1057(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

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No description available.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is becoming increasingly important for learners to be able to master the English language, including English grammatical structures; not only to do well at their internal and external school examinations, but also to communicate effectively in a progressively anglicised educational, occupational and commercial society. Educators of English First Additional Language (FAL) often have to augment existing textbook material, especially in the field of grammar teaching and learning, as many of the more recent textbook publications do not make sufficient provision for the communicative teaching and learning of grammatical structures. One way in which textbook material could be augmented would be to develop interactive multimedia learning material for the teaching of grammar. However, many South African English FAL classrooms are underresourced in terms of computers and other technological tools needed to use such interactive computer assisted language learning (CALL) material. The learners being taught in these technologically barren classrooms may fall far behind their peers in terms of exposure to interactive educational technology, i.e. they may become victims of the digital divide. The objective of this study was to investigate whether the digital divide could be addressed with the development and use of computer assisted language learning material that makes provision for learner interactivity and could be used in classrooms with minimal access to technological tools. To determine the attitudes of educators with regard to grammar instruction in general, as well as the use of technology in the teaching and learning of grammar and the general accessibility of technology in English FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools situated in low-income communities in the Western and Northern Cape were asked to complete a questionnaire. The results of this survey were used to ascertain what kind of multimedia learning material would be suitable for use in technologically challenged English FAL classrooms. As part of this study, exemplar material has been developed to make a recommendation regarding the type of multimedia material that could be used in technologically under-resourced classrooms. / AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer bevoorregte tydgenote. Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan word in klaskamers met minimale toegang tot tegnologie. Om die houdings van opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal wat onder hierdie omstandighede gebruik sou kon word.

Thesis (MPhil (Modern Foreign Languages. Hypermedia for Language Learning))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The ancient Roman poet Vergil’s great literary epic, the Aeneid, is written in Latin. This so-called “dead” language is already almost three thousand years old and had a rich history and extensive influence on the Western world. The most influential development of the modern era is the World Wide Web (WWW). Hypertext drives the Web. The translation of just one book of the Aeneid can be a protracted process for the Latin student. Usually a great deal of information must be consulted to translate just one line into idiomatic Afrikaans or English. Hypertext can manage, link and rapidly make available large amounts of information. A discussion of Aeneidos Electronicum (“The Electronic Aeneid”) – a web-based electronic text commentary of Book I of the epic – shows the effectiveness of hypertext as a medium to facilitate the translation of the Aeneid. Moreover an examination of the Web determines the extent and nature of Vergil’s presence on it. Finally a critical evaluation of five websites provides an overview of the available resources for the reader/researcher of the classical poet and his works on the Web. The Aeneidos Electronicum-project attempts to show how hypertext can be utilised to make the translation of the Aeneid expeditious and translation aid more accessible. The aim of the project is to support and expand Vergil’s place in the field of computer assisted language learning. The examination and evaluation of the classical poet’s presence on the Web wishes to confirm that his and his works’ enduring influence and impact not only exists on paper, but also in cyberspace. Chapter 2 deals with Latin and Vergil respectively. Chapter 3 discusses the theory of good hypertext and web design. Chapter 4 describes and explains the contents, structure, navigation and design of the Aeneidos Electronicum-project. Chapter 5 examines Vergil’s presence on the Web and critically evaluates five websites according to the principles of good web design. Aeneidos Electronicum utilises hypertext’s ability to manage and link large amounts of information to produce an electronic text commentary of Book I of Vergil’s Aeneid. It is web-based and follows the guidelines of good hypertext and web design to be a userfriendly and extremely functional electronic translation aid. Similar websites exist, but its object is to make Latin students’ experience of Vergil and his great epic easy, informative and enriching. Vergil’s presence on the Web is considerable and there is a wide variety of websites with information and interactivity for study of the classical poet and his works available to the student/teacher/researcher as well as the lay person. The random sample of five websites shows not only the application of good and less effective web design principles, but also the predominantly good quality and importance of the presentations. Thus Vergil and his works gain further ground in computer assisted language learning and he lives on in the 21st century with all the possibilities that the Web and hypertext can offer. / AFRIKAANSE OPSOMMING: Die antieke Romeinse digter Vergilius se grootse literêre epos, die Aeneïs, is in Latyn geskryf. Dié sogenaamde “dooie” taal is al ongeveer drieduisend jaar oud en het ’n ryke geskiedenis en omvattende invloed op die Westerse wêreld gehad. Die invloedrykste tegnologiese ontwikkeling van die moderne era is die Wêreldwye Web (WWW). Hiperteks dryf die Web. Die vertaling van net een boek van die Aeneïs kan ’n langdurige proses vir die Latyn-student wees. ’n Magdom inligting moet gewoonlik geraadpleeg word om net een reël in idiomatiese Afrikaans of Engels te vertaal. Hiperteks kan groot hoeveelhede inligting hanteer, verbind en vinnig beskikbaar stel. ’n Bespreking van Aeneidos Electronicum (“Die Elektroniese Aeneïs”) – ’n webgebaseerde elektroniese tekskommentaar van Boek I van die epos – toon die effektiwiteit van hiperteks as ’n medium om die vertaling van die Aeneïs te vergemaklik. Voorts bepaal ’n ondersoek van die Web die omvang en aard van Vergilius se teenwoordigheid daarop. Ten slotte bied ’n kritiese evaluering van vyf webwerwe ’n oorsig van die beskikbare hulpbronne vir die leser/navorser van die klassieke digter en sy werke op die Web. Die Aeneidos Electronicum-projek poog om te toon hoe hiperteks ingespan kan word om die vertaling van die Aeneïs te bespoedig en vertaalhulp meer toeganklik te maak. Die oogmerk van die projek is om Vergilius se plek in die rekenaarondersteunde taalonderrigveld te ondersteun en uit te brei. Die ondersoek en evaluasie van die klassieke digter se teenwoordigheid op die Web wil bevestig dat hy en sy werke se blywende invloed en trefkrag nie net op papier voortleef nie, maar ook in die kuberruim. Hoofstuk 2 behandel onderskeidelik Latyn en Vergilius. Hoofstuk 3 bespreek die teorie van goeie hiperteks en webontwerp. Hoofstuk 4 beskryf en verklaar die inhoud, struktuur, navigasie en ontwerp van die Aeneidos Electronicumprojek. Hoofstuk 5 ondersoek Vergilius se teenwoordigheid op die Web en evalueer krities vyf webwerwe volgens die beginsels van goeie webontwerp. Aeneidos Electronicum benut hiperteks se vermoë om groot hoeveelhede inligting te hanteer en te skakel om ’n elektroniese tekskommentaar van Boek I van Vergilius se Aeneïs teweeg te bring. Dit is webgebaseerd en volg die riglyne van goeie hiperteks en webontwerp om ’n gebruikersvriendelike en uiters funksionele elektroniese vertalingshulpmiddel te wees. Soortgelyke webwerwe bestaan, maar dit het ten doel om Latyn-studente se ervaring van Vergilius en sy grootse epos gemaklik, insiggewend en verrykend te maak. Vergilius se teenwoordigheid op die Web is aansienlik en daar is ’n wye verskeidenheid webwerwe met inligting en interaktiwiteit vir studie van die klassieke digter en sy werke vir die student/onderwyser/navorser asook die leek beskikbaar. Die steekproef van vyf webwerwe toon nie net die toepassing van goeie en minder doeltreffende webontwerpbeginsels nie, maar ook die oorwegend goeie gehalte en belangrikheid van die aanbiedinge. Dus wen Vergilius en sy werke nog verder veld in rekenaarondersteunde taalonderrig en leef hy in die 21ste eeu voort met al die moontlikhede wat die Web en hiperteks kan bied.