Error diagnosis in ICALL typically analyzes learner input in an attempt to abstract and identify indicators of the learner's (mis)conceptions of linguistic properties. For written input, this process usually starts with the identification of tokens that will serve as the atomic building blocks of the analysis. In this paper, we discuss the…

Argues that Grammatik 5 for Windows software presents users with feedback that is often wrong, frequently confusing, and sometimes irrelevant. Expresses grave concerns about it both as a teaching tool and as a subtle means of propagating a political perspective. (SR)

Presents criteria teachers can use when evaluating software designed to teach grammar to students of Italian-as-a-Second-Language. The importance of collaboration between programmers and academic experts is stressed in creating software and the need for teachers to choose software as carefully as they select textbooks. (CFM)

Reviews several software packages that analyze text readability, check for spelling and style problems, offer desktop publishing capabilities, teach interviewing skills, and teach grammar using a computer game. (SRT)

Illustrates some of the problems and the advantages of three programs designed for language arts instruction: "English Volume I" (MECC), "English SAT 1" (Microlab), and "Vocabulary Prompter" (Jagdstaffel). (AEA)

Reviews four computer programs that check grammar, punctuation, and spelling; discusses their applicability in the business writing process. (AEA)

Discusses the use of spell checking and grammar checking software by high school journalists. Argues that, though they are useful, they are far from foolproof and are used best by students who have been taught the basics of spelling, editing, and grammatical writing. (SR)

Poses four important questions relevant to error diagnosis and correction in computer assisted language learning (CALL). These questions relate to the diagnosis of persistent second language (L2) learner grammar errors, whether these can be corrected, what types of feedback from the computer are most efficient for focusing the students' attention…

Presents 2 articles concentrating on middle-school teaching: 1 that describes how a teacher, using 12 zip-lock sandwich bags and 300 small ceramic tiles, may create "grammar tiles," a method for teaching the parts of speech; and another that describes several innovative ways in which students have learned to work with language while manipulating…

Discusses selected theories of second-language acquisition and their implications for developing a computer-assisted language-learning tool for learners of German,"Textana." Textana was planned as a generic text production tool to provide help to learners in outlining, editing, and postediting texts in German as a foreign language. (Author/VWL)

Presents accumulated insights for benefit of colleagues considering embarking on software development projects. Original purpose of project was to produce a set of grammar revision and extension modules allowing teachers to use computers as a means of ensuring that once a language point had been dealt with in class, students could be required to…

Highlights methods of teaching grammar that have been adapted for computer-assisted language learning. (Author/VWL)

Looks ahead to some of the software capabilities soon to be available on the Web for helping learners notice linguistic form in text and Web-based audio materials. Points out that some of the general purpose authoring tools on the Web are ideally suited for developing English as a Second or Other Language learning materials. (Author/VWL)

Introduces a computer-assisted language-learning system called L2tutor that is designed to provide an immersion experience to travelers before they leave on a trip to a country where a different language is spoken. The learner takes part in a fully mixed-initiative dialog with the system to gain fluency and hone vocabulary and grammatical skills.…

Discusses philosophical considerations that should be taken into account when developing materials to teach programing at elementary and secondary levels and outlines a learning environment based on these considerations. Philosophical considerations discussed relate to programing strategies, motivation, curriculum materials, continuity, visual and…