Refinement
Learning a tonal language-Chinese
- Primary Investigator: Min Wang
- Co-PIs & Other Investigator(s): Charles Perfetti
Cluster(s): Fluency, Refinement
Course(s): Chinese
The tonal feature of Chinese language poses a particular challenge for a beginning learner of Chinese as a second language. In this project, we test learning hypotheses based on the assumption that attending to the critical features of the tonal contour facilitates learning.
We designed three training conditions in which we trained students to perceive tones using: 1) visual waveforms that depict the acoustic information of the tones, together with Pinyin spelling of the spoken syllable; 2) numerical numbers that represent the tones in traditional classroom instruction, together with Pinyin spelling of the spoken syllable; 3) visual wave forms, without Pinyin spelling. In each condition, there were hints available and the students always received feedbacks for their performance.
By comparing these three training conditions, we will test two hypotheses: 1) using visual information of the tone waveform facilitates students’ perception of auditory tones; 2) providing Pinyin spelling allows the students to focus on the tone, therefore yields better training performance (learning curve).
Most recent project report:
(2006-11-30) wang_perfetti_liu_report.doc
Most recent project poster:
(2006-04-19) poster_chinese_tone_4-13.ppt
Training oral production in learning second language grammar
- Primary Investigator: Nel de Jong
- Co-PIs & Other Investigator(s): Charles Perfetti, Robert DeKeyser
Cluster(s): Fluency, Refinement
Course(s): French
None
Project Runs: 2006-09-01 to 2007-08-31Most recent project report:
None
Most recent project poster:
None
Bridging Principles and Examples through Analogy and Explanation
- Primary Investigator: Timothy Nokes
- Co-PIs & Other Investigator(s): Kurt VanLehn
Cluster(s): Coordinative Learning, Fluency, Refinement
Course(s): Physics
None
Project Runs: 2007-01-01 to 2008-06-01Most recent project report:
None
Most recent project poster:
None
Fostering fluency in second language learning: Testing two types of instruction
- Primary Investigator: Nel de Jong
- Co-PIs & Other Investigator(s): Charles Perfetti
Cluster(s): Fluency, Refinement
Course(s): English
None
Project Runs: 2006-09-01 to 2007-08-31Most recent project report:
None
Most recent project poster:
None
Providing Optimal Support for Robust Learning of Syntactic Constructions in ESL
- Primary Investigator: Lori Levin
- Co-PIs & Other Investigator(s): GwenF Frishkoff, Nel de Jong, Philip Pavlik
Cluster(s): Coordinative Learning, Fluency, Refinement
Course(s): English
This project addresses a problem of language use in second language learners, the appropriate use of a syntactic construction in response to subtle features of the communicative situation. In some cases, using a syntactic construction may be straightforward: use an imperative (Drop it!) to issue a command; use You should…to give advice, etc. In other cases, use of a syntactic construction may not be mastered even by advanced students. Use of the articles the and a, and use of tenses like the present perfect tense (They have lived here for two years) fall into this category. This project focuses on the use of the dative alternation (I gave him a book/I gave a book to him) by ESL students. Bresnan et al. (2005) have shown that the dative alternation is sensitive to fourteen features of the discourse situation and have constructed a linear regression model of the dative alternation for native speakers. Sensitivity to fourteen features with different weights obviously cannot be taught explicitly. However, our hypothesis is that a model of this type can be used as a basis for instruction if the right examples are presented at the right times with the right frequencies. The project includes two studies, one to calibrate the student model and one to test the hypothesis. The model of native speaker dative alternation will be integrated with the Pavlik and Anderson (2005) model in order to create a model of how the dative alternation is learned. The result of this project will be a framework (theory, formal model, and tools) that can be applied to the study of other hard-to-use constructions.
Project Runs: 2006-08-01 to 2007-07-31Most recent project report:
(2006-11-23) project-report-template[ll].doc
Most recent project poster:
None
ESL self-correction of student-recorded speaking activities: Year 2
- Primary Investigator: Dawn McCormick
- Co-PIs & Other Investigator(s): Claire Siskin, Christine Oneil
Cluster(s): Fluency, Refinement
Course(s): English
None
Project Runs: 2006-10-01 to 2008-09-30Most recent project report:
None
Most recent project poster:
None
Using Comparisons to Leverage Learning from Chemistry
- Primary Investigator: Norma Chang
Cluster(s): Coordinative Learning, Refinement
Course(s): Chemistry
None
Project Runs: 2007-09-01 to 2009-08-31Most recent project report:
None
Most recent project poster:
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