Software that listens: It’s not a question of whether, it’s a question of how

CALICO Journal

Volumn 16, Issue 3, 1999, Pages 253-276

  Wachowicz, Krystyna A ^a   Scott, Brian ^b  

^a UNIVERSITY OF ARIZONA   (United States)

^b Universal Interface   (United States)

Author keywords

Commercial Software; Communicative Approach; Dialogue; Feedback; Games; Pronunciation; Speech Recognition; Vocabulary

Indexed keywords

EID: 23844449782     PISSN: None     EISSN: 20569017     Source Type: Journal    
DOI: 10.1558/cj.v16i3.253-276     Document Type: Article

References (34)

1. Anderson, J. R., Boyle, C. F., Corbett, A. A., & Lewis, M. W. (1990). Cognitive modeling and intelligent tutoring. Artificial Intelligence, 42, 7-49.
2. Auralog (1995). Talk to me: User manual. Voisins le Bretonneux, France: Author.
3. Baker, A., & Goldstein, S. (1990). Pronunciation pairs: An introductory course for the students of English. Melbourne: Cambridge University Press.
4. Bialystok, E., & Hakuta, K. (1994). In other words: The science and psychology of second language acquisition. New York: Basic Books.
5. Brown, D. (1994). Teaching by principles. Englewood Cliffs, NJ: Prentice Hall.
6. Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 13, 431-469.
7. Holland, V. M., Maisano, R., Alderks, C., & Martin, J. (1993). Parsers in tutors: What are they good for? CALICO Journal, 11 (1), 28-46.
8. Kaplan, J., & Holland, V. M. (1995). The application of learning theory to the design of a second language tutor. In V. M. Holland, J. Kaplan, & M. Sams (Eds.), Intelligent language tutors: Theory shaping technology. Mahwah, NJ: Lawrence Erlbaum.
9. Krashen, S. D., & Terrell, T. (1983). The natural approach. Oxford: Pergamon.
10. Lane, L. (1993). Focus on pronunciation: Principles and practice for effective com-munication. White Plains, NY: Longman.
11. LaRocca, S. (1994). Exploiting strengths and avoiding weaknesses in the use of speech recognition for language learning. CALICO Journal, 12 (1), 102-105.
12. Lightbown, P., & Spada, M. (1990). Focus on form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12 (4), 167-191.
13. Massaro, D. W. (1987). Speech perception by ear and eye: A paradigm for psycho-logical inquiry. Hillsdale, NJ: Lawrence Erlbaum.
14. McNamara, T.F. (1996). Measuring second language performance. London: Longman.
15. Meis, M. L. (1995). Kiss your accent good-bye. Colombia: Cosmopolitan Business.
16. Miller, G. A., Fellbaum, C., Kegl, J., & Miller, J. (1988). WordNet: An electronic lexical reference system based on theories of lexical memory. Revue Québécoise de Linguistique, 17, 181-213.
17. Morley, J. (1992). Rapid review of vowel & prosodic context. Ann Arbor, MI: The University of Michigan Press.
18. Morley, J. (Ed.). (1994). Pronunciation pedagogy and theory: New views, new directions. Alexandria, VA: TESOL.
19. Mostow, J., et al. (1994, August). A prototype reading coach that listens. In Proceedings of the twelfth national conference on artificial intelligence (AAAI). Seattle, WA.
20. Nunan, D. (1991). Language teaching methodology. New York: Prentice Hall.
21. Nunan, D. (1995). Atlas: learning-centered communication. Boston: Heinle & Heinle.
22. Oller, J. W. (1996). Toward a theory of technologically assisted language learning/ instruction. CALICO Journal, 13 (4), 19-43.
23. Park, O. K., & Tennyson, R. D. (1983). Computer-based instructional systems for adaptive education. Contemporary Education Review, 2, 121-134.
24. Pennington, M. C. (1991). Computer assisted analysis of English dialect and interlanguage: Prosodics. Applications to research and training. In P. Dunkel (Ed.), Computer-assisted language learning and testing: Research issues and practice (pp. 133-154). New York: Newbury House.
25. Pennington, M. C. (1996). Phonology in English language teaching. London: Longman.
26. Richards, J., & Rodgers, T. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
27. Scott, B. (1995). To humanize speech technology. (Technical report). Stanford, CA: Applied Speech Technology Laboratory, Center for the Study of Language and Information, Stanford University.
28. Sheffert, S. M., & Fowler, C. A. (1995). The effects of voice and visible speaker change on memory for spoken words. Journal of Memory and Language, 34, 665-685.
29. Siegal, M. (1996). The role of learner subjectivity in second language sociolinguistic competency: Western women learning Japanese. Applied Linguistics, 17, 356-381.
30. Swan, M., & Smith, B. (Eds.). (1992). Learner English: A teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.
31. Wachowicz, K. A. (1996). Surfing the sound wave. In F. L. Borchardt & E. Johnson (Eds.), Proceedings of the 1996 CALICO annual symposium: Distance learning (pp. 262-264). Durham, NC: CALICO.
32. Willing, K. (1988). Learning strategies in adult migrant population. Adelaide, Aus-tralia: NCRC.
33. Wohlert, H. (1991, March). German by satellite. Annals of the American Academy of Political and Social Sciences.
34. Wohlert, H. (1984). Voice Input/Output: Speech technologies for German language learning. Unterrichtspraxis, 17 (1), 76-84.