Introduces this special issue of the journal, which focuses on an important aspect of learner language--linguistic errors. Each of the nine articles are highlighted. (Author/VWL)

A HyperCard stack using digitized video to provide students of Russian with meaningful exercise in the use of verbal aspect and verbs of motion and position is described. Several problems presented by the Russian verb are defined. Examples of traditional textbook exercises are presented--translations, fill-ins, and picture-based approaches, and…

Describes the error recognition module of an interactive system with a special focus on the underlying grammar theory. Using the system, the learners are invited to produce complete written sentences in small question-answer dialogs with the computer. (Author/VWL)

To overcome obstacles in error detection needed for intelligent feedback in computer assisted language learning (CALL), calls for a new focus on lexical items, both single words and multiword units of various types. Suggests single and multiword lexemes should not only be explicitly taught in CALL but could also provide the key to more effective…

Discusses selected theoretical aspects of providing error feedback for language learners. Theoretical considerations concerning the dialog with the learner about linguistic errors are discussed, and some conclusions for computer assisted language learning (CALL) system design are drawn. (Author/VWL)

Summarizes results from theory, research, and practice in technological assisted language instruction aiming toward an integrated theory of what will be available in this area in the 21st century. The study focuses on conceptualizing the use of advanced technologies in language instruction. (25 references) (Author/CK)

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…

The facilitative role of explicit information in second language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & ONeill, 1999; VanPatten & Oikkenon, 1996). This experimental study…

This study examined whether exposure to second/foreign language (L2) data under different computerized task conditions had a differential impact on learners' ability to recognize and produce the target structure immediately after exposure to the input and over time. Learners' L2 development was assessed through recognition and…

Examines communicative interactions between native speakers (NSs) and nonnative speakers (NNSs) of Japanese on Internet relay chat, with a special focus on implicit negative feedback in the interactions. Reports that NSs of Japanese gave implicit negative feedback to their NNS partners and NNSs used the feedback in their subsequent production, but…

Presents four sets of natural language processing-based exercises for which error correction and feedback are produced by means of a rich database in which linguistic information is encoded either at the lexical or the grammatical level. (Author/VWL)

Discusses the application of technology to pedagogical models of foreign-language instruction. Feedback and language processing are reexamined, and the debate about whether computers should be used for drills or creative activities is addressed. Finally, training issues and teacher support needs are identified. (seven references) (GLR)

Describes a study at the French department of the University of Amsterdam (Netherlands) that was conducted to investigate students' reactions to feedback during computer-assisted language learning (CALL). Results of transaction log analysis, interviews, and think-aloud protocols are analyzed to study students' strategies when working with CALL.…

Reports a study on the impact of learner control on the error correction process within a web-based Intelligent Language Tutoring System (ILTS). During three 1-hour grammar practice sessions, 33 students used an ILTS for German that provided error-specific and individualized feedback. Results indicate the majority of students (85%) sought to…

This article discusses design and usability issues pertaining to context-sensitive "help" in computer-assisted language learning (CALL). As part of the discussion, we present a study in which we examined the effects of three independent factors on student usage of context-sensitive "help": feedback, exercise type, and language proficiency. Forty…