Abstract
Modern technology has provided many powerful computer assisted language learning (CALL) programs that help students with pronunciation, vocabulary, grammar, reading, and writing of different languages. However most of these programs are information oriented and are lacking in interactive learning environments. We propose and discuss an interactive language learning model named “Face to Face”, which is designed for North American students who wishes to learn Mandarin Chinese.
This project has a 3-phase life cycle: (1) design and modeling; (2) development and testing; (3) improvement and re-testing. Currently, “Face to Face” is finalizing its initial phase and will begin its second phase in the near future. We expect to finish the implementation and classroom testing of the prototype “Face to Face” before the end of year 2001.
We expect that the new model, “Face to Face”, will make learning Chinese faster, easier, and more interesting because it provides students with the opportunity to develop their communicative competence rather than just provide information. The success of our new language learning model will improve the quality of Chinese teaching and learning and will have positive implications for design and implementation of other foreign language learning programs.
Keywords: Interactive Database, Natural Language Processing, Language Learning, Internet
Technology, Machine Learning, Mandarin Chinese
1. Introduction
We propose and establish a theoretical and technological framework for designing and developing an interactive language learning model based on the current language learning theories (Dobrovolsky, 1996) and the available computer technology. The prototype of this framework is an intelligent computer program called "Face to Face" which provides an interactive learning environment as if we were face to face with native Mandarin Chinese speakers. This learning model applies computer technology to facilitate and enhance the teaching and learning of Mandarin (Chinese) as a foreign language for adult learners. Based on the current language learning theories and the potential of computer technology, we propose, describe, and demonstrate the advantages of an interactive language learning model and its future implication as a powerful tool to be integrated into the language teaching curriculum.
Our discussion begins with an introduction to the background of our study and our examination on what has been offered by the current practice, and then identifies what is available and what is missing in current practice. We also provide the theoretical and technological base for the design of our language learning model. Based on this theoretical and technological knowledge, we present the detailed design in six parts: the virtual environments provided for the learning, the dynamic database for the language query, realtime interactions between the learner and the intelligent agents, the specific supervision provided by a virtual teacher, the self-improvement ability of the learning model, and the description of a dream model (the future model of Face to Face) with synchronous virtual environments. In the last two sections of this paper, we will state our current plan and then conclude our paper with discussion on how the new model can improve the current practice.
2. Background
In this section we provide a brief introduction to the scope and the background of our study. Our discussion is based on adult learners at the university level, learning Mandarin as a foreign language; that is, Canadian university students taking Mandarin courses. It has long been evident that the ideal way to learn a language is to be immersed into the target language environment. Obviously, one of the most difficult barriers for our students is the lack of a Mandarin speaking environment. For more than a decade, we have noticed that there is a huge gap between what the students have learned in the classroom and their abilities and competence to use the language in real life situations. Our very best intermediate level students often report back that they cannot communicate with the native Mandarin speakers on campus. Their conversation often breaks down by either encountering an unfamiliar phrase or being unable to keep up with the speed of the native Mandarin speakers. Although many of our students have reached a considerable level of proficiency, with this gap they have ended up giving up learning partly for the lack of the appropriate language environment and the confidence that ensued. It is evident that without the environment to practice and use what they have acquired in the classroom, everything will soon be forgotten. What we have identified is a need to fill in the gap with a tool which can provide students with a simulated environment where they can practice and explore with comfort, guidance, advise, encouragement, and feedback. In short, wouldn’t it be wonderful for the students to be able to practice in a virtual reality until they are confident enough to venture into the real world. A program or a devise like this will serve as a bridge or short cut from classroom to reality.
With the rapid development of computer technology and its great promise for education, especially language education, we turned our search for the solution in this direction hoping it might be able to provide us with the tool or the bridge so desperately needed. Before the search begins, we need to define the type of technology we intend to work with. We have looked at many computer related language teaching and learning tools which include CALL (computer assisted language learning) software programs, IT (information technology) such as the Internet, and AI (artificial intelligence) such as computer simulation and virtual reality.
3. Current Computer Technology in Language Teaching and Learning
We surveyed broadly and in depth to see what programs or tools are available for language related activities, what they have to offer to improve language learning, what are the major advantages and disadvantages, and most of all what we can draw from such technological capabilities and possibilities to help solve the identified problems. To broaden our view, we have examined the use of CALL programs and IT not only in the teaching and learning of Mandarin, but also of English, French, Japanese, German and Spanish.
In the past decade or so, CALL programs and one-line materials have flooded the field of language teaching and learning and bombarded the learners as well as educators with a variety of activities. Hence, tough decisions have had to be made in choosing among them since there have been very few systematic studies to categorize and evaluate these materials and programs. We reviewed largely computer technology employed to solve problems and improve learning in different aspects of language learning. Of course, computer application in each area of language learning can be a large scale study on its own, and therefore, the brief discussion of each area which follows, we hope, will be sufficient to identify the need and to seek out the possibilities.
3.1. Pronunciation: There are all sorts of online programs and software on the market specially designed to help with pronunciation such as English Pro Web Edition for English learners and HypeChinese (Fu, Hongchu, 1996) that is designed to help students with the learning and practicing of various Mandarin sounds (Pinyin) and tones. There are even commercial programs, which demonstrate the way of pronouncing by showing mouth, teeth, and tongue positions through animated visual displays. Many programs also offer immediate feedback, mini quizzes and game like drills to boost interest in pronunciation practice. We have used some of these programs and even devised our own which students have found very helpful and we have noticed the progress made by the students through these programs.
3.2. Grammar Exercises and Vocabulary Building Games: A large number of on-line and CALL programs are designed to teach and practice grammar and vocabulary. Electronic dictionaries are also available in various languages. For example Hall (1998) talked about how a varied application of CALL and IT can be used to teach grammar more effectively by a combination of explicit, implicit, and exploratory approaches. They have made learning grammar and vocabulary less tedious and painful and at times made it quite fun.
3.3. Character Writing: This is unique to Japanese and Mandarin learning. The development of computer animation has been of great assistance to students to practice and learn to write Chinese characters on line. The animated program is capable of demonstrating, stroke by stroke, each character chosen by students. For Englishand many other language learners the function of desktop publishing provides numerous writing related activities.
3.4. Authentic Materials: One of the greatest advantages that the computer has brought to foreign language learners is to provide exposure to the target language and culture in various authentic forms: on-line newspapers, magazines, songs, novels, videos, movies, photographs etc. The information is at the fingertips for research and increasing knowledge.
3.5. E-mail and Chat Rooms: The e-mail and chat rooms are so far the most interactive tools provided by computer technology. They offer a real opportunity for communication in written form between a language learner and a native language speaker. They have been used in higher levels of learning. They partially fill in the gaps we have identified by providing an authentic language environment in which several aspects of language learning are addressed such as real life communication, grammar competence, learning strategies, reading and writing skills. There are several drawbacks: first there is no face to face communication; secondly, no oral skills can be practiced, and thirdly, it is still frightening for some people to cross the zone between the classroom and reality.
Without a doubt computer technology has revolutionized the way we teach and learn a language. With its capabilities of integrating graphics, sounds, animations, visuals, and machine intelligence, computers are used today very successfully in a wide variety of aspects of language learning. The advantages have been noticed by many language teachers as well as learners: computer technology adds variety to language learning; it individualizes the learning; it provides immediate feedback for each exercise; it exposes language learners to authentic materials, and it is patient, fun, safe, stimulating and sometimes encouraging.
All of these advantages are needed for our design, the deployment of which is intended to close the gap in what has been missing previously. However, we found that many of the existing programs are, at best, capable of demonstrating and reinforcing the student’s knowledge of the target language and culture using a variety of skills and resources. Most of them still play a passive role, as they are mainly oriented and limited to providing information, amplifying explanations, and mechanical drills. Technically, what is missing is the ability to react to unpredicted outcomes as these occur in real life communication.
What we see needed is a model that provides a near reality environment, that can excavate learners’ creative ability as well as engage their attention. That is, the model should provide advice and guidance and, most of all, lead the students to the realization that there is a way to achieve communicative competence with comfort and convenience but without too much risk. This leads to our proposal to design and develop an interactive language model. We have also learned from examining the existing programs, from the development of computer technology and from our experiences in language teaching that it is highly possible to accomplish such a goal. Our theoretical and technological framework has emerged from our knowledge of language acquisition and of computer technology.
4. Theoretical and Technological Basis for the Design of the Model
After identifying the gap between what is needed and what is available, we propose a new model based on language acquisition and learning theories, years of teaching experience, the pioneer work done by the programs discussed above, and the potential of modern technology.
Through decades of research and experimentation, the current field of second and foreign language acquisition has focused the research on how a second language learner acquires the target language and what knowledge and skills contribute to the ability to use a language effectively. So far, most language educators believe that the focus should be on the development of communicative competence on the part of the learner. There are many books and journals devoted to this topic. For the scope of this paper, we will just present the core of the development of communicative competence. Other than merely teaching the forms of a language as was done for centuries, communicative competence includes a wide array of related elements contributing to successful language learning. Dobrovolsky’s (1996) model of communicative competence, as depicted in Figure 1, provides a good idea of the major elements included in this concept. The belief is that while knowledge of a language’s grammar such as phonetics, phonology, morphology, syntax, and semantics allows learners to distinguish between grammatical and ungrammatical sentences, successful communication requires many more skills and knowledge as indicated in Figure 1. All of these aspects of language competence need to be considered in learning a language for the purpose of effective communication. However, as discussed earlier, many of the existing learning programs are inadequate in addressing the areas of strategic competence and pragmatic competence. These are no doubt very difficult areas to tackle.
As the saying goes, “Language is a living animal”. It is forever changing, at times it is unpredictable, and the cultural elements attached to it makes it unique to each situation. For example, there are number of ways of expressing a greeting in Mandarin: "ni hao!", "ni hao ma?", "zenme yang?", "zuijin hao ma?", "jinlai hao ma?", "chi fan le ma?", "hao jiu mei jian le!", "ni qu nar le?", "zao wa!", "zhao an!", "wan an!", "shen ti hao ma!", or simply "hei!".
The list can go on and on. The native speakers would never give a thought before answering any form of greeting. However, it would be extremely difficult for students to arrive at this level for there have been no effective tools available to assist them in developing such competence. What are taught in the classroom or in the textbook are only in one or two forms. Yet a short exchange of greetings like other more complicated situations involve an array of knowledge and skills, such as cultural tradition and communication strategies in addition to grammar, vocabulary, pronunciation etc. It is not the fault of the teacher or textbooks. It is the nature of the language and language use. Therefore, we intend to venture into the task of providing the learners with such a model which is designed intelligent enough so that it can help the learners to explore, be advised, prompted, given alternatives, feedback, and ultimately lead them through various social situations. What is needed is a computer program with the ability to act intelligently to guess the users intentions, to assess their abilities, to analyze and pinpoint their weakness and to provide help accordingly. In short, what we need is a tool or a boat to allow students to try but not sink and eventually build up enough courage, knowledge, and skill to successfully reach their destination. Is this just a dream? Will the present technology allow us to achieve our goal? With these questions in mind we examine the current and the potential of technology.
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