Invited talks

• Do our textbooks foster language development? An exploration of linguistic complexity in Geography textbooks and student writing (partly based on joint research with Sowmya Vajjala, Karin Berendes, Doreen Bryant, Maria Chinkina, Zarah Weiss, and Xiaobin Chen)
  Symposium "Schlüssel zum Bildungserfolg: Sprachliche Kompetenzen fördern und bewerten", ITT, Universität Leipzig, 5. November 2016.

   

• Evidence for language competence: Reflecting opportunities and challenges of diagnostic instruments, corpora and computational linguistic analysis, Workshop held with Barbara Geist at the Symposium "Schlüssel zum Bildungserfolg: Sprachliche Kompetenzen fördern und bewerten", ITT, Universität Leipzig, 5. November 2016.

   

• Computational Linguistics in Langguage Learning and Teaching. What we've been up to and where we want to go
  Workshop "Analyzing Language: Teaching and Learning", Tromsø, Norway, 16. August 2016.

   

• Integrating different complexity notions into a computational analysis of readability and proficiency (based on joint research with Sowmya Vajjala and Xiaobin Chen)
  BLRI Complexity Workshop, Aix-en-Provence, 28. June 2016.

   

• Learning what the crowd can do: A case study on focus annotation (presentation together with Kordula De Kuthy, based on joint work with Ramon Ziai)
  LPL, Aix-en-Provence, 10. June 2016.

   

• Analyzing focus in authentic data from an explicit task context (presentation together with Kordula De Kuthy, based on joint work with Ramon Ziai)
  BLRI/LPL, Aix-en-Provence, 9. June 2016.

   

• Language Learning and NLP: Connecting Needs and Opportunities
  Louvain-la-Neuve, Belgium, 22. April 2016.

   

• Language Learning and NLP: Connecting Needs and Opportunities
  Kortrijk, Belgium, 21. April 2016.

   

• Exploring linguistic complexity in readability analysis and L2 development (based on joint research with Sowmya Vajjala and Xiaobin Chen)
  University of Cambridge, UK, February 2, 2016.

   

Invited talks

• Detecting Errors in Corpus Annotation
  CLEAR (Cognitive Linguistics: Empirical Approaches to Russian), University of Tromsø, 23. September 2015.

   

• Language in computer-mediated Education -- A glimpse at the world beyond string matching
  RESULT (Ressurssenter for undervisning, læring og teknologi), University of Tromsø, 21. September 21 2015.

   

• Readability analysis as an exploration of linguistic complexity
  ILCC and HCRC Seminar, University of Edinburgh, Informatics, 4. September 2015.

   

• Connecting Data and Theory in SLA - What can Computational Linguistics contribute and what are the challenges for that to happen?
  Symposium "Connecting data and theory: Corpora and Second Language Research", Lancaster University, 19. July 2015.

   

• Annotating information structure: On integrating different sources of evidence
  Plenary at the Final Conference of the SFB 632 Information Structure: Advances in Information Structure Research 2003 - 2015, Berlin, 8. May 2015

   

Conference/Workshop talks (talks at events with proceedings are not listed here, cf. the list of papers instead)

• Learning what the crowd can do: A case study on focus annotation (paper presented by co-author Kordula De Kuthy)
  QITL6, Tübingen, November 4, 2015

   

• Connecting Language Learning and Computational Linguistics - Some work done, lots more ahead
  Meeting of the INDUS (Individualized Language Learning) DFG Network, Duisburg, March 17, 2015

   

• Analyzing focus in authentic data from an explicit task context (paper presented by co-authors Kordula De Kuthy and Ramon Ziai)
  The Division of Labor: A View from Syntax, Semantics, Information Structure and Processing (DoL 2015), Tübingen, January 23, 2015

  (abstract, slides)

   

• Sprachliche Komplexität in Schulbüchern der Sekundarstufe I [Linguistic complexity in school books of secondary schools] (presented by co-author Doreen Bryant, joint work with Karin Berendes, Sowmya Vajjala)
  Workshop "Linguistische Komplexität – ein Phantom?", Rauischholzhausen, 1. Oktober 2015

   

• Leseanforderungen in der Sekundarstufe: Ein Vergleich der linguistischen Komplexität von Schulbuchtexten [Reading demands in secondary schools: a comparison of the linguistic complexity of school book texts] (joint work with Karin Berendes, Sowmya Vajjala, Doreen Bryant)
  3. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 13. March 2015

   

• Grammatikverständnis von Kindern unterschiedlicher sprachlicher und soziökonomischer Herkunft [Grammatical abilities of children of different language and socioeconomic background] (joint work with Karin Berendes, Wolfgang Wagner and Ulrich Trautwein)
  3. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 13. March 2015

   

• Schülerbeurteilungen des Unterrichts: Bedeutung der Lesekompetenz und sprachlicher Anforderungsmerkmale [Student evaluation of instruction: Relevance of Reading Competence and linguistic demands] (joint work presented by Richard Göllner, co-authored together with Wolfgang Wagner, Eckhard Klieme and Ulrich Trautwein)
  3. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 13. March 2015

   

Invited talks

• A roadmap connecting NLP research and language learning
  Invited talk at the third workshop on NLP for computer-assisted language learning at the Fifth Swedish Language Technology Conference, Uppsala University, 13.-14. November 2014.

   

• On the Automatic Analysis of Learner Corpora. Modeling between surface features and linguistic abstraction.
  CLT Seminar Series, Centre for Language Technology, Gothenburg, 25. September 2014

   

• Readability analysis as an experimental sandbox for exploring linguistic complexity
  MLT Seminar Series, Centre for Language Technology, Gothenburg, 25. September 2014

   

• Readability analysis as an experimental sandbox for exploring linguistic complexity
  Department of Languages and Linguistics Tromsø, 19. September 2014

   

• Readability analysis as an experimental sandbox for exploring linguistic complexity
  Computational Linguistics Colloquium, Saarbrücken, 17. July 2014

   

• Learner language and natural language processing.
  Lecture organized by the Department of Linguistics and English Language, the Second Language Learning and Teaching Group (SLLAT), the ESRC Centre for Corpus Approaches to Social Science (CASS), and the University Centre for Computer Corpus Research on Language (UCREL), Lancaster University. 27. Mai 2014.

   

• Readability analysis as an exploration of linguistic complexity.
  SLLAT/UCREL Seminar Series, Lancaster University. 28. Mai 2014.

   

• On systematically characterizing learner language: a computational and corpus linguistic perspective
  Institute for Language and Speech Processing / “Athena” Research Centre Colloquium on Learner Corpora for less commonly taught languages: Design, processing and prospects for Second Language Acquisition and Education, Athens, Greece, 8. April 2014.

   

• Zur automatischen Analyse der Lesbarkeit von Texten und Sätzen - und wie das potenziell bei der Textvereinfachung helfen kann
  Workshop "Text als Werkstück. Wege zu einer computergestützten Überarbeitung von deutschen Texten" im Rahmen der Reihe Deutsch 3.0 des Goethe Instituts. Deutsches Institut für Internationale Pädagogische Forschung (DIPF), Frankfurt. 7. July 2014.

   

• Analyzing learner corpora: Which categories for interlanguage?
  Interdisziplinäre Zentrum für Lexikografie, Valenz- und Kollokationsforschung der Friedrich-Alexander Universität Erlangen-Nürnberg. 21. January 2014.

   

Conference/Workshop talks (talks at events with proceedings are not listed here, cf. the list of papers instead)

• On systematically characterizing learner language A computational and corpus linguistic perspective
  DGfS Jahrestagung. AG 5: Categories and Categorization in First and Second Language Acquisition Marburg, 7. March 2014

Invited talks

• From recording the past to predicting the future?
  On the role and relevance of linguistic abstraction for corpus-based analysis.
  Plenary speaker at the Herrenhausen Conference “(Digital) Humanities Revisited – Challenges and Opportunities in the Digital Age”. Hannover, December 5, 2013
  (slides, audio available here)

   

• Education Applications Analyzing Language Bildungshaus Schulbuchverlage Westermann Schroedel Diesterweg Schöningh Winklers GmbH, Braunschweig, November, 25 2013

   

• Where can computational linguistics contribute to (language) teaching and learning. Workshop "Virtualisierung von Bildungsprozessen [Virtualization of Educational Pocesses]". Deutsches Institut für Internationale Pädagogische Forschung (DIPF), Frankfurt. July 9, 2013.
  (slides)

   

• Comparing Meaning in Context Computational Linguistics Colloquium, University of Potsdam. January 21, 2013.

   

Conference/Workshop talks

• Exploring CEFR classification for German based on rich linguistic modeling.
  (co-authored with Julia Hancke). Learner Corpus Research 2013. Bergen, Norway.

   

• Word Formation Variation as Features for Native Language Identification (jointly presented with co-author Julia Krivanek). Learner Corpus Research 2013. Bergen, Norway.

   

• On The Applicability of Readability Models to Web Texts (paper presented by co-author Sowmya Vajjala). The Second Workshop on Predicting and Improving Text Readability for Target Reader Populations (PITR). ACL, Sofia, August 8, 2013.

   

• Combining Shallow and Linguistically Motivated Features in Native Language Identification (paper co-authored with Niels Ott, Ramon Ziai and Michael Hahn; poster presented by Niels Ott). Seventh International Workshop on Semantic Evaluation (SemEval 2013), Atlanta, Georgia. June 13, 2013.

   

• Combining Shallow and Linguistically Motivated Features in Native Language Identification (paper co-authored with Serhiy Bykh, Sowmya Vajjala and Julia Krivanek; presented by Serhiy Bykh and Sowmya Vajjala). The 8th Workshop on Innovative Use of NLP for Building Educational Applications. NAACL-HLT 2013, Atlanta, Georgia. June 13, 2013.

   

• Focus Annotation for Short Answer Evaluation (poster presented by Co-Author Ramon Ziai). 35. Tagung der Deutschen Gesellschaft für Sprachwissenschaft. 12.-15. Mörz 2013, Potsdam.

   

Other talks

• Sprache entdecken [Discover language] Class (Neigungskurs) given with Kordula De Kuthy at the elementary school "Aischbachschule", Tübingen, March 20, 2013.
  (slides including sounds)

   

• Language Learning and Computational Linguistics
  LEAD graduate seminar series, Tübingen, Feb 4, 2013.
  (slides, background reading: Meurers (2012); Dickinson, Brew, Meurers (2013, ch. 3)

Invited talks

• On the Automatic Analysis of Learner Corpora:
  Modeling between Surface Features and Linguistic Abstraction
  Plenary speaker at the IV Congreso Internacional de Lingüistica de Corpus (CILC 2012),
  Jaén (Spain), 22-24. March 2012.

  (slides)

   

  Learner corpora as collections of language produced by language learners have been systematically collected since the 90s, and with readily available collections such as the ICLE (Granger et al. 2002) for English and FALKO (Lüdeling et al. 2005) for German there is a growing empirical basis on which theories about second language acquisition and the linguistic system can be informed and applications can be tested.

   

  While most research on learner corpora has analyzed the (co)occurrence of (sequences of) words or manual error annotation, tools for automatically analyzing large corpora in terms of linguistic abstractions such as parts-of-speech, syntactic constituency, or dependency are increasingly available. Similar to the discussion about the role of exemplars vs. prototypes in language, this situation raises the question when to consider surface forms as such and when linguistic categories abstracting and generalizing over surface forms are useful in a corpus-based analysis. In this talk, I want to illustrate the issue with some experiments from our current research, mostly from the domain of L1 identification, the automatic identification of the native language of a non-native writer.

   

  This talk is based on joint work with Serhiy Bykh and Julia Krivanek.

   

Workshop talks

• NLP for Non-Canonical Language and Learner Language
  Panel presentation at the Syntactic Analysis of Non-Canonical Language Workshop NAACL-HLT, Montreal, June 8, 2012.

  (slides)

   

• Definiteness Effects as Epiphenomena of Information Structure
  talk presented by Co-Author Kordula De Kuthy at AG 9: Definiteness Effects. 34. Jahrestagung der Deutschen Gesellschaft für Sprachwissenschaft, 8. March 2012.

  (abstract, slides)

   

Invited talks

• Comparing Meaning in Context
  Språkbanken, Centre for Language Technology, Institutionen för svenska språket, Göteborgs Universitet,
  15. December 2011.

   

• Comparing Meaning in Context
  Institut für Sprache und Information, Heinrich-Heine Universität Düsseldorf,
  8. December 2011.

   

• On Automatically Analyzing Learner Language (keynote speaker)
  "Learner Corpus Research 2011 (LCR 2011). 20 Years of Learner Corpus Research: Looking back, moving ahead", 20th Anniversary Conference of the Centre for English Corpus Linguistics, Louvain-la-Neuve (Belgium),
  15-17. September 2011.

  (abstract, slides)

   

• On Annotating Learner Corpora: Why? Which annotations? How?
  Symposium "What’s Hard in German? Structural Difficulties, Research Approaches and Pedagogic Solutions", Bangor University, 19. July 2011.

  (slides)

   

  Learner corpora have long been compiled and an increasing number of papers show that they can successfully be used to inform theories of second language acquisition and foreign language teaching practice. Yet, as soon as the research questions go beyond the acquisition of vocabulary and constructions with unambiguous surface indicators, the use of corpora typically involves significant manual analysis.

   

  In this talk, we explore the annotation of corpora and where it may be useful for identifying relevant sets of examples automatically. On the one hand, this involves fundamental conceptual issues, such as the question what it means for traditional linguistic classes and generalizations developed for native language, such as part-of-speech or dependency analyses, to be applied to learner language. On the other, there are practical considerations which deserve some discussion, such as methods for obtaining consistent annotation and for automatically finding annotation errors.

   

• Comparing Meaning in Context (CoMiC).
  Université Paris 7, UFR d'Études Anglophone. March 25, 2011.

  (slides)

   

  How can meaning be compared and evaluated in realistic situations, in which ill-formed language or differences in situative knowledge or world knowledge make a complete analysis difficult or impossible? In this talk I report on our ongoing work in the CoMiC project (SFB833-A4). We are exploring which linguistic representations are effective and robust in a computational-linguistic comparison of the meaning of sentences and text fragments. We focus on learner answers to reading comprehension questions, for which we are collecting large authentic corpora. Using these task-specific corpora, we study the properties of questions and texts which support the comparison of the meaning of answers at different levels of analysis from surface forms to deeper linguistic representations.

   

• On emergent linguistic characteristics in learner and translation corpora.
  Université Paris 7, UFR Études Interculturelles de Langues Appliquées (EILA). March 21, 2011.

  (slides)

   

  When formulating linguistic generalizations, one generally relies on a long tradition of linguistic analysis that has established an inventory of categories and properties to abstract away form the actual strings. Morphemes, words, constituents, and sentences as units and government, agreement, and selection as relations between them are examples for abstractions which have proven useful for expressing generalizations about native linguistic competence. Yet when investigating language in other contexts, the traditional linguistic units, categories, and properties are not necessarily well-suited for expressing the observed empirical generalizations. Gil (2001), for example, discusses field work as a process of unlearning the Eurocentrism of our linguistic traditions. In this talk we investigate related aspects of data-driven linguistic units and categories.

  In the first part, I ask what linguistic categories are appropriate and insightful for characterizing language as produced by second language learners. Such interlanguage is systematic but traces the path of acquisition of individual learner. We show that the traditional linguistic categories characterizing abstract linguistic competence of a native speaker is not an appropriate index into the space of interlanguage realizations and their systematicity which research into second language acquisition aims to capture.

  In the second part, I will explore the automatic identification of recurring strings in translation corpora (aligned bi-texts). By viewing the translation as a type of annotation, in this work in progress I investigate how the variation n-gram detection approach we developed in the DECCA project for detecting corpus annotation errors can be used to study the recurring units and the variation in their translation. In a sense one can view this approach as a data-driven induction of constructions supporting an exploration of the range of variation in translation and how it is conditioned by the linguistic material and its context of use.

   

• On corpora and theoretical linguistics.
  DoSciLa 2011. Université Paris 7, UFR de Linguistique. March 18, 2011.

  (slides)

   

  Linguistic research has traditionally emphasized either the empirical or the theoretical aspect of the enterprise - but independent of the philosophical dispute between empiricism and rationalism about the nature of the connection between data and knowledge, it is clear that neither aspect exists entirely without the other: observation of data is shaped by prior experience and current research questions, and data is needed for establishing or falsifying any worthwhile theory. Leaving the philosophical dispute aside, we can thus ask how one can obtain data that is relevant for a particular theoretical issue. What is involved in translating theoretical research questions to evidence which can be found in corpora? And which role does the nature and quality of linguistic annotation of corpora play in this? In this talk, we discuss some of the general issues and explore them based on some case studies from the syntax of German.

   

• Focus projection between theory and evidence: Towards using corpora for research linking syntax, prosody, and information structure.
  Corpus interoperability workshop. Université Paris 7, UFR d'Études Anglophones. March 11, 2011.

  (slides)

   

  Research over the past decade has established that the nature of the integration of a sentence into the discourse can provide explanations for constraints previously stipulated in syntax. But to be able to further explore and refine this line of research, it is essential to have an explicit model of the interaction of syntax, information structure, and intonation as part of a formal linguistic architecture. Research investigating the interaction of syntax, information structure, and intonation has traditionally been theoretically driven, with the syntactic F-marking approach of Selkirk (1995) serving as one prominent foundation. At the same time, recent work mostly driven by pragmatic and semantic considerations has questioned the very foundation of such an approach. This includes the claim that focus projection as the fundamental means of connecting the focus exponent (the word carrying the nuclear pitch accent) and the semantically interpreted focus element is not needed at all (Roberts, 2006; Kadmon, 2006, 2009), or that it is not subject to syntactic constraints (Büring, 2006; Fanselow, 2008). Importantly, the new approaches do not just differ in terms of their theoretical interpretation, but they also make claims about a fundamentally different empirical landscape. In this joint work with Kordula De Kuthy, we want to bring together and compare the theoretical predictions with two sources of empirical evidence. After reviewing the published experimental results relating to focus projection in English, we explore where prosodically annotated, syntactically parsed corpora can provide empirical evidence for or against the different conceptualizations of focus projection.

   

• Detecting Errors in Corpus Annotation.
  LingLunch. Université Paris 7, UFR Linguistique. March 10, 2011.

  (slides)

   

  Large corpora that are annotated with various types of linguistic information are central for computational linguistics and arguably also of relevance to theoretical linguistics. They play a crucial role as training and testing data for a wide range of natural language processing algorithms, and they provide access to natural examples relevant for developing and testing linguistic theories. Yet, the "gold standard" annotations used for these purposes contain a significant number of errors, which have been shown to negatively affect both kinds of uses. As a step towards addressing this situation, we discuss an automatic method for detecting errors in annotated corpora that is generally applicable to corpora with a wide range of annotation schemes. The approach, developed in collaboration with Markus Dickinson and Adriane Boyd in the project DECCA, is based on the basic idea that data recurring within a comparable context should be annotated the same way in all occurrences. Variation in the annotation within similar contexts thus is likely to be erroneous. We demonstrate the applicability of this variation n-gram method by illustrating that it can detect errors with high precision for a range of annotation types, including positional (part-of-speech), tree-based syntactic, discontinuous syntactic, and dependency annotation.

   

• On Automatically Analyzing Learner Language: Interpreting Form and Meaning in Context.
  Colloquium of the Research Center for English and Applied Linguistics (RCEAL), University of Cambridge, 8. February 2011.

  (slides)

   

  The automatic analysis of learner language can play a role in the annotation of learner corpora and in intelligent language tutoring systems. In this talk, I first want to raise some questions about the nature of the linguistic categories which are appropriate for learner language under different perspectives, and which role the context, explicit tasks, and learner modeling play for the interpretation of learner language. Then the talk moves from analyzing form to evaluating aspects of meaning. I discuss our work in the CoMiC project on automatically evaluating the meaning of learner answers to reading comprehension questions, for which we explore which linguistic representations and comparison strategies are effective and robust enough to evaluate meaning in the face of significant well-formed and ill-formed variation.

   

• Analyzing learner language - a computational linguistic perspective: Why analyze learner language? modeling what? using which information sources?
  Séminaire du Laboratoire Parole & Langage (LPL), Aix-en-Provence, 21. January 2011.

  (slides)

   

  Texts produced by second language learners have long been collected in corpora and such corpora are successfully used in lexically based studies. Yet in contrast to the different types of linguistic annotation schemes which have been developed for other corpora, there so far is only little work on such linguistic abstractions for analyzing and annotating learner corpora. This talk explores aspects of linguistic modeling which could be relevant and the issues which arise when trying to apply them to learner corpora. Complementing the language explicitly given in the corpus, we also consider the need for information about the task which resulted in the corpus and the learners who produced it for interpreting and annotating learner data.

   

• Enhancing Authentic Texts for Language Learners.
  Symposium on Corpora in Teaching Languages and Linguistics (CTLL), Humboldt-Universität zu Berlin, 6. Jan. 2011.

  (slides)

   

  Second language acquisition research since the 80s has established that awareness of language categories and forms is important for an adult learner to successfully acquire a foreign language. Addressing that need, Sharwood Smith (1993) argued for the use of consciousness raising strategies drawing the learner's attention to specific language properties. He coined the term input enhancement to refer to strategies highlighting the salience of language categories and forms.
  In this talk, we discuss the use of natural language processing (NLP) to provide automatic input enhancement of web pages. The pages can be freely selected by the learners based on their interests and using a regular web browser. Based on a Firefox add-on, the browser can automatically enhance language patterns which are known to be difficult for learners of English, such as determiners and prepositions, phrasal verbs, the distinction between gerunds and to-infinitives, and wh-question formation. The current prototype focuses on learners of English, but the underlying architecture can be used for other languages and we make it freely available.
  One can view such automatic visual input enhancement as an enrichment of Data-Driven Learning (DDL). Where DDL has been characterized by Tim Johns as an "attempt to cut out the middleman [the teacher] as far as possible and to give the learner direct access to the data", in our automatic input enhancement approach the learner stays in control, but the NLP uses 'teacher knowledge' about relevant and difficult language properties to make those more prominent and noticeable for the learner, and to support interaction with the language material.

   

Conference/Workshop talks

• Integrating GIVENness into a structured meaning approach in HPSG
  talk presented by Co-Author Kordula De Kuthy at the Workshop on Information Structure and Formal Grammar at the 18th International Conference on Head-Driven Phrase Structure Grammar, Seattle, 23. August 2011

  (paper)

   

• Enhancing Authentic Texts for Language Learners
  Workshop on the Automatic Analysis of Learner Language III (AALL) at CALICO. Victoria, Canada, 18. May 2011.

  (slides)

   

• What Can ICALL Do for You? Enhance Authentic Texts for Language Learners!
  Panel on "What Can ICALL Do For You?". CALICO 2011. Victoria, Canada. 20. May 2011.

  (slides)

   

• Kontext
  Presentation in Ringvorlesung "Text und Sprache: Theorien am Brechtbau (und Blochbau)". Tübingen, 31. May 2011.

  (slides)

   

Invited talks

• NLP and Language Learning: On Analyzing Learner Language and Analyzing Language for Learners
  GLiCom Seminar Series, Universidad Pompeu Fabra, Barcelona, 26. October 2010.

  (slides)

   

  The idea of this talk is to characterize two NLP research agendas in the context of language learning. On the one hand, we take a look at an intelligent language tutoring system, TAGARELA, discuss the motivation behind the system and the automatic analysis of learner language in such systems, and sketch the need for content assessment and the shallow semantic analysis we are currently exploring. On the other hand, we discuss how NLP can foster language awareness through automatic input enhancement of texts on web pages selected by the language learner.

   

• On Linguistically Analyzing Interlanguage
  NaTAL Workshop on NLP and CALL, Nancy, 18. Juni 2010.

  (slides)

   

Peer reviewed conference talks

• Developing and Integrating ICALL Systems with Luiz Amaral, Flávia Cunha and Ramon Ziai
  CALICO 2010, Amherst, Massachusetts, 10. June 2010.

  (slides)

   

• Enhancing Authentic Web Pages for Language Learners
  Paper co-authored with Ramon Ziai, Luiz Amaral, Adriane Boyd, Aleksandar Dimitrov, Vanessa Metcalf and Niels Ott. Fifth Workshop on the Innov. Use of NLP for Building Educational Applications, NAACL, Los Angeles, 5. June 2010.

  (slides)

   

• On the Creation and Analysis of a Reading Comprehension Exercise Corpus: Evaluating Meaning in Context with Niels Ott and Ramon Ziai
  Workshop "Learner Corpora and Corpora for Learners", Conference on "Multilingual Individuals and Multilingual Societies (MIMS)", SFB 538. Hamburg, 7. October 2010.

  (slides)

   

• Compiling a Task-Based Corpus for the Analysis of Learner Language in Context
  Pre-Conference Workshop on Learner Corpora at ALOES 2010. Online via EVO at Paris, March 25, 2010

  (slides)

   

Invited talks

• Computerlinguistik ­ Unde venis? Quo vadis? Perspektiven auf die Entwicklung der Computerlinguistik bis ins Jahr 2019 Festakt zum 60. Geburtstag von Prof. Dr. Michael Hess. Universität Zurich, November 2, 2009. (slides)

   

• On Annotating Learner Corpora: Some Recent Developments. with Ana Díaz Negrillo and Holger Wunsch. Corpus Annotation Workshop. Online via EVO at Paris, 28. May, 2009. (slides)

   

• On the Annotation and Use of Learner Language Corpora. with Luiz Amaral. Invited Colloquium on ``Bridging Computational and Applied Linguistics: Implementation Challenges and Benefits'' at the American Association for Applied Linguistics Conference (AAAL-09). 21. March 2009. Denver, Colorado. (slides)

   

• How about Meaning in Intelligent Computer-Assisted Language Learning? CALICO-09 Panel on Successes and Challenges of ICALL for Learning, Teaching and Research. 12. March 2009. Tempe, Arizona. (slides)

   

• Diagnosing meaning errors in Intelligent Computer-Assisted Language Learning. Seminaire Traitement Automatique des Langues et des Connaissances. LORIA, Nancy, Frankreich. 29. January 2009. (slides)

   

Workshop talks

• Focus in German: Towards a Corpus-Based Study with Kordula De Kuthy. Workshop of the DFG-Network "Constraintbasierte Grammatik: Empirie, Theorie und Implementierung". Tübingen, October 9, 2009. (slides)

   

• 1. Tübingen-Berliner Lernerkorpustreffen. Humboldt-Universität zu Berlin. 15./16. Oktober 2009:

   

  • Diagnosing meaning errors in ICALL with Niels Ott and Ramon Ziai

     

  • WELCOME, the WEb-based Learner COrpus MachinE for decentralized Data Entry
    with Niels Ott and Ramon Ziai

     

  • Diagnosing Word Order Errors with Adriane Boyd

     

  • Annotation von Artikeln und Präpositionen in englischer und deutscher Lernersprache -- Einige Überlegungen
    with Adriane Boyd, Cornelius Fath, Stefanie Wolf, and Holger Wunsch

     

  • Authentic Text ICALL (ATICALL). Exercise Generation & Information Retrieval for Language Learning
    with Niels Ott

     

  • Towards Linguistic Annotation of Interlanguage. Conceptual and practical issues in POS analyzing the NOCE corpus with Holger Wunsch

   

Invited talks

• Diagnosing meaning errors in Intelligent Computer-Assisted Language Learning. Computational Linguistics Colloquium. Department of Computational Linguistics and Phonetics and the International Post-Graduate College in Language Technology and Cognitive Systems. Saarbrücken. 20. November 2008

   

• On Annotating Learner Language: A Computational Linguistic Perspective. Informatización de la descripción lingüística aplicada a la diagnosis experimental del aprendizaje del inglés. Scientific Meeting. University of Jaén, Spanien. 9. Juni 2008. (slides)

   

Peer reviewed conference talks (without proceedings)

• Tapping into the synergy between SLA, Foreign Language Instruction and Natural Language Processing in ICALL. Symposium on Instruction and Modeling in ICALL. AILA: 15th World Congress of Applied Linguistics. 25. August 2008. Essen. (slides)

   

• Little Things With Big Effects: On the identification and interpretation of tokens for error diagnosis in ICALL. with Luiz Amaral. CALICO 2008 Preconference workshop on Automatic Analysis of Learner Language Workshop. 19. March 2008. San Francisco. (slides)

   

Invited talks

• Intelligent Computer-Assisted Language Learning: An Opportunity for Interdisciplinary Research. Indiana University Linguistics Club. 7. November 2007. Bloomington, Indiana.

   

• On Using Corpora for Syntactic Research. Indiana University. Department of Linguistics. 7. November 2007. Bloomington, Indiana.

   

• Intelligent Computer-Assisted Language Learning - Connecting Pedagogical Needs, Linguistic Modeling, and Natural Language Processing. Current Trends in (Teaching) Computational Lingustics DAAD-Workshop. Freudenstadt, 18.-22. Juni 2007.

   

Peer reviewed conference talks (without proceedings)

• Extending learner models for intelligent computer-assisted language learning beyond grammar. with Luiz Amaral. Fifth Annual Conference on Technology for Second Language Learning (TSLL). Towards Adaptive CALL: Natural Language Processing for Diagnostic Language Assessment. 21. September 2007. Iowa State University. Ames, Iowa.

   

• Putting activity models in the driver's seat: Towards a demand-driven NLP architecture for ICALL. with Luiz Amaral. EUROCALL 2007, Symposium on NLP in CALL. 5.-8. September 2007. University of Ulster, Coleraine Campus, Ireland. (slides, listen to talk)

   

• Designing Learner Models for Intelligent Language Tutors. with Luiz Amaral. CALICO 2007. 22.-26. Mai 2007. Texas State University, San Marcos, Texas. (slides)

   

• On automatically evaluating answers to reading comprehension questions. with Stacey Bailey. CALICO 2007. 22.-26. Mai 2007. Texas State University, San Marcos, Texas. (slides)

   

Invited talks

• Detecting Errors in Corpus Annotation. Dublin Computational Linguistics Research Seminars. (DCLRS, DCU/UCD/DIT/Trinity College), Dublin, Ireland. 13. Oktober 2006.

   

• Exploring Interfaces and Issues in Intelligent Computer-Aided Language Learning. Dublin City University, Dublin, Ireland. 12. Oktober 2006.

   

• Towards a Treatment of Word Order Errors in Computer-Aided Language Learning. When To Use Deep Processing - and When Not To. Large-scale Grammar Development and Grammar Engineering Research Workshop of the Israel Science Foundation, University of Haifa, Israel. 25. Juni 2006. (slides)

   

• Using Natural Language Processing for Foreign Language Teaching: Pitfalls and Opportunities. Department of Linguistics Speaker Series. Georgetown University, Washington D.C. 25.April 2006.

   

• TAGARELA: Connecting Linguistic Modeling, Natural Language Processing and Pedagogical Needs in Foreign Language Teaching. Panel on Innovation in Instructional Technology: Examples, Methods, People. Digital Union and Humanities Information Systems, Columbus, Ohio. 12. April 2006.

   

Peer reviewed conference presentations (without proceedings)

• Using Foreign Language Tutoring Systems for Grammatical Feedback. with Luiz Amaral. EUROCALL 2006. Granada, Spain. September 4.-7. September 2006. (slides)

   

• Exercise-Driven Selection of Content Matching Methodologies. with Stacey Bailey. EUROCALL 2006. Granada, Spain. 4.-7. September 2006. (slides)

   

• Generating Web-based English Preposition Exercises from Real-World Texts. with Vanessa Metcalf. EUROCALL 2006. Granada, Spain. 4.-7. September 2006. (slides)

   

• Where Does ICALL Fit into Foreign Language Teaching. with Luiz Amaral. CALICO 2006. 19. Mai 2006. University of Hawaii. (slides)

   

• Language Awareness through Re-use of NLP Technology. with Luiz Amaral und Vanessa Metcalf. Pre-conference Workshop on NLP in CALL - Computational and Linguistic Challenges. CALICO 2006. 17. Mai 2006. University of Hawaii. (slides)

   

• When to Use Deep Processing and When Not To - The Example of Word Order Errors. with Vanessa Metcalf. Pre-conference Workshop on NLP in CALL - Computational and Linguistic Challenges. CALICO 2006. 17. Mai 2006. University of Hawaii. (slides)