The Tactical Language and Culture Training System (TLCTS) helps people quickly acquire communicative skills in foreign languages and cultures. More than 20,000 learners worldwide have used TLCTS courses. TLCTS utilizes artificial intelligence technologies in multiple ways: during the authoring process, and at run time to process learner speech, interpret learner actions, control the response of...

We present two dialogue systems for language learning which both restrict the dialog to a specific domain thereby promoting robustness and the learning of a given vocabulary. The systems vary in how much they constrain the learner’s answer : one system places no other constrain on the learner than that provided by the restricted domain and the dialog context ; the other provides the learner wit...

We demonstrate how data-driven approaches to learner corpora can support Second Language Acquisition research when integrated with visualisation tools. We present a visual user interface supporting the investigation of a set of linguistic features discriminating between pass and fail ‘English as a Second or Other Language’ exam scripts. The system displays directed graphs to model interactions ...

In this paper, I examine the role of language learner subjectivity in the acquisition ofsociolmguistic competency in a second language To look at the intersection of learner identity, social position, and L2 acquisition, the paper focuses on a case study of a white woman learning Japanese in Japan A conversation between the learner and her professor is presented to show the dynamic co-construct...

Computer learner corpora have been widely used by SLA/EFL specialists since mid 1990s to gain better insights into authentic learner language. The work presented in this paper examines the inter-language of Taiwanese learners of English from a part-of-speech sequence perspective. Two pre-tagged corpora (one learner corpus and one native corpus) are involved in this work. The experimental result...

Second language (L2) learners are different. They learn with different speed and different results. There are many explanations for that issue. The general factors that influence second language learning are: age, aptitude and intelligence, cognitive style, attitudes, motivation and personality (Ellis 1985). The aim of this article is to present these factors and their contribution to success o...

Introduction This survey review considers seven recent publications relating to autonomy in language learning. For the purpose of this review, they have been grouped into three categories, as follows: 1) Collections of articles about autonomy in language learning, and research studies in the field 2) Books intended as practical guides on implementing specific aspects of autonomy in language lea...