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Abstract The release and rapid diffusion of ChatGPT has forced teachers and researchers around the world to grapple with the consequences of artificial intelligence (AI) for education. For second language educators, AI-generated writing tools such as ChatGPT present special challenges that must be addressed to better support learners. We propose a five-part pedagogical framework that seeks to support second language learners through acknowledging both the immediate and long-term contexts in which we must teach students about these tools: understand, access, prompt, corroborate, and incorporate. By teaching our students how to effectively partner with AI, we can better prepare them for the changing landscape of technology use in the world beyond the classroom.
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Detecting Preposition Errors to Target Interlingual Errors in Second Language Writing
Second language learners studying languages with a diverse set of prepositions often find preposition usage difficult to master, which can manifest in second language writing as preposition errors that appear to result from transfer from a native language, or interlingual errors. We envision a digital writing assistant for language learners and teachers that can provide targeted feedback on these errors. To address these errors, we turn to the task of preposition error detection, which remains an open problem despite the many methods that have been proposed. In this paper, we explore various classifiers, with and without neural network-based features, and finetuned BERT models for detecting preposition errors between verbs and their noun arguments.
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- Award ID(s):
- 1705058
- PAR ID:
- 10191933
- Date Published:
- Journal Name:
- Proceedings of the 33rd International FLAIRS Conference
- Page Range / eLocation ID:
- 290-293
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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