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Adapting a grammar checker for learner writers

Published online by Cambridge University Press:  16 December 2008

Mike Levy  and
James Garton
Mike Levy
Affiliation:
Languages and Applied Linguistics, School of Humanities and Social Sciences, Bond University, Gold Coast, Queensland 4229, Australia (email: M.Levy@bond.edu.au)
James Garton
Affiliation:
Division of Education, Nathan, Brisbane, Queensland 4111, Australia
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Abstract

This paper explores the potential and limitations of Grammatik 5 as a tool for revising writing, particularly as a grammar checker and adviser. It will examine the proposition that writing strategies can be enhanced when the program is 'tuned' to suit a group of ESL writers, with grammar rules and advice written to meet the learner's specific needs.

The rules and advice designed by the authors for Grammatik 5 have been chosen and written on the basis of an analysis of errors in a corpus of learner scripts within the academic genre of essay writing. The corpus contains a set of 28 essays written by 4 students over a period of 14 weeks in a university course designed to develop ESL students' writing skills.

In the role of corrector the computer has to be unfailingly accurate. If, on the other hand, the computer is cast in the role of tool, to simply identify elements of the language to the learner, the shortcomings of the computer as infallible assessor can be avoided. This role is a more appropriate one given the complexities of evaluating written work and limitations in the capacity of the current generation of computer programs to correct reliably.

A basic assumption of the paper is that the goal in using a grammar checker in this way is to extend the learners' capacity to review their written drafts and develop a critical approach to the writing process. While grammar checkers and advisers are not infallible in their analyses of English sentences, good use can be made of commercial programs when they are adapted appropriately.

Type
Research Article
Information
ReCALL , Volume 6 , Issue 2 , November 1994 , pp. 3 - 8
Copyright
Copyright © European Association for Computer Assisted Language Learning 1994

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