Speller: A reflexive ITS to support the learning of second language spelling

摘要

In this article we describe a normative approach towards knowledge-based tutoring. The normative approach resembles the “meaning is use” attitude present in the pragmatic analyses of natural language meaning. It exhibits the common projective, empathic attitude towards knowledge modelling as just one interaction game amongst others and not the most profitable one to use in human-computer interaction. The normative approach is the basis of the cooperative RITS (reflexive intelligent tutoring system) methodology that interprets human-computer interaction as regulated by social contracts to which partners in the interaction have to be committed. The approach is demonstrated by a description of the SPELLER system for use in instruction in primary second language spelling. The system is able to diagnose spelling errors, to explain these errors to the learner, and to cooperate with the learner in solving spelling problems. The interaction between the learner and the computer is not based on domain or genetic knowledge specified beforehand. Relevant knowledge is generated through conversational interaction game activities between the system and the user. Finally, some observations are made with respect to the use of SPELLER as a remediation tool in a clinical site at our research institute.