Building a pedagogic spellchecker for L2 learners of Spanish

IF 4.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Recall Pub Date : 2023-06-15 DOI:10.1017/S0958344023000150
Miguel Blázquez-Carretero
{"title":"Building a pedagogic spellchecker for L2 learners of Spanish","authors":"Miguel Blázquez-Carretero","doi":"10.1017/S0958344023000150","DOIUrl":null,"url":null,"abstract":"Abstract In 2016, Lawley proposed an easy-to-build spellchecker specifically designed to help second language (L2) learners in their writing process by facilitating self-correction. The aim was to overcome the disadvantages to L2 learners posed by generic spellcheckers (GSC), such as that embedded in Microsoft Word. Drawbacks include autocorrection, misdiagnoses, and overlooked errors. With the aim of imparting explicit L2 spelling knowledge, this correcting tool does not merely suggest possible alternatives to the detected error but also provides explanations of any relevant spelling patterns. Following Lawley’s (2016) recommendations, the present study developed a prototype computer-based pedagogic spellchecker (PSC) to aid L2 learners in self-correcting their written production in Spanish. First, a corpus was used to identify frequent spelling errors of Spanish as a foreign language (SFL) learners. Handcrafted feedback was then designed to tackle the commonest misspellings. To subsequently evaluate this PSC’s efficacy in error detection and correction, another learner Spanish corpus was used. Sixty compositions were analysed to determine the PSC’s capacity for error recognition and feedback provision in comparison with that of a GSC. Results indicate that the PSC detected over 90% of the misspellings, significantly outperforming the GSC in error detection. Both provided adequate feedback on two out of three detected errors, but the pedagogic nature of the former has the added advantage of facilitating self-learning (Blázquez-Carretero & Woore, 2021). These findings suggest that it is feasible to develop spellcheckers that provide synchronous feedback, allowing SFL learners to confidently self-correct their writing while saving time and effort on the teacher’s part.","PeriodicalId":47046,"journal":{"name":"Recall","volume":null,"pages":null},"PeriodicalIF":4.6000,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Recall","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1017/S0958344023000150","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Abstract In 2016, Lawley proposed an easy-to-build spellchecker specifically designed to help second language (L2) learners in their writing process by facilitating self-correction. The aim was to overcome the disadvantages to L2 learners posed by generic spellcheckers (GSC), such as that embedded in Microsoft Word. Drawbacks include autocorrection, misdiagnoses, and overlooked errors. With the aim of imparting explicit L2 spelling knowledge, this correcting tool does not merely suggest possible alternatives to the detected error but also provides explanations of any relevant spelling patterns. Following Lawley’s (2016) recommendations, the present study developed a prototype computer-based pedagogic spellchecker (PSC) to aid L2 learners in self-correcting their written production in Spanish. First, a corpus was used to identify frequent spelling errors of Spanish as a foreign language (SFL) learners. Handcrafted feedback was then designed to tackle the commonest misspellings. To subsequently evaluate this PSC’s efficacy in error detection and correction, another learner Spanish corpus was used. Sixty compositions were analysed to determine the PSC’s capacity for error recognition and feedback provision in comparison with that of a GSC. Results indicate that the PSC detected over 90% of the misspellings, significantly outperforming the GSC in error detection. Both provided adequate feedback on two out of three detected errors, but the pedagogic nature of the former has the added advantage of facilitating self-learning (Blázquez-Carretero & Woore, 2021). These findings suggest that it is feasible to develop spellcheckers that provide synchronous feedback, allowing SFL learners to confidently self-correct their writing while saving time and effort on the teacher’s part.
为二语西班牙语学习者构建教学拼写检查器
摘要2016年,Lawley提出了一种易于构建的拼写检查器,专门设计用于通过促进自我纠正来帮助第二语言(L2)学习者在写作过程中。其目的是克服通用拼写检查器(GSC)对二语学习者造成的不利影响,例如嵌入Microsoft Word中的拼写检查器。缺点包括自动更正、错误诊断和被忽视的错误。为了传授明确的二语拼写知识,该校正工具不仅提出了检测到的错误的可能替代方案,而且还提供了对任何相关拼写模式的解释。根据Lawley(2016)的建议,本研究开发了一个基于计算机的教学拼写检查器(PSC)原型,以帮助二语学习者自我纠正他们的西班牙语书面作品。首先,使用语料库来识别西班牙语学习者的频繁拼写错误。然后设计了手工制作的反馈,以解决最常见的拼写错误。为了随后评估该PSC在错误检测和纠正方面的功效,使用了另一个学习者西班牙语语料库。分析了60种成分,以确定PSC与GSC相比的错误识别和反馈提供能力。结果表明,PSC检测到超过90%的拼写错误,在错误检测方面显著优于GSC。两者都对三分之二的检测到的错误提供了充分的反馈,但前者的教学性质具有促进自我学习的额外优势(Blázquez-Carretero&Woore,2021)。这些发现表明,开发提供同步反馈的拼写检查器是可行的,使SFL学习者能够自信地自我纠正自己的写作,同时节省教师的时间和精力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Recall
Recall Multiple-
CiteScore
8.50
自引率
4.40%
发文量
17
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信