One of the challenges of language teaching is how to organize the rules regarding syntax, semantics, or phonology of the language in a meaningful manner. This not only requires pedagogical skills, but also requires a deep understanding of that language. While comprehensive materials to develop such curricula are available in English and some broadly spoken languages, for many other languages, teachers need to manually create them in response to their students' needs. This process is challenging because i) it requires that such experts be accessible and have the necessary resources, and ii) even if there are such experts, describing all the intricacies of a language is time-consuming and prone to omission. In this article, we present an automatic framework that aims to facilitate this process by automatically discovering and visualizing descriptions of different aspects of grammar. Specifically, we extract descriptions from a natural text corpus that answer questions about morphosyntax (learning of word order, agreement, case marking, or word formation) and semantics (learning of vocabulary) and show illustrative examples. We apply this method for teaching the Indian languages, Kannada and Marathi, which, unlike English, do not have well-developed pedagogical resources and, therefore, are likely to benefit from this exercise. To assess the perceived utility of the extracted material, we enlist the help of language educators from schools in North America who teach these languages to perform a manual evaluation. Overall, teachers find the materials to be interesting as a reference material for their own lesson preparation or even for learner evaluation.
翻译:语言教学的挑战之一是如何以有意义的方式组织有关语言的语法、语义或声调的规则。这不仅需要教学技能,而且需要深入理解语言。虽然以英语和一些广泛使用的语言提供编写这类课程的全面材料,但教师需要根据学生的需要手工创建这些教材。这个过程具有挑战性,因为(一)它要求这些专家可以接触,并拥有必要的资源,以及(二)即使有这样的专家,描述一种语言的所有复杂性是耗时和容易遗漏的。在本条中,我们提出一个自动框架,目的是通过自动发现和直观描述语法的不同方面来推动这一进程。具体地说,我们从一个自然文体中提取描述,回答关于变形语法(学习文字秩序、协议、案件标记或文字形成)和语义(学习词汇)的问题,并展示示例。我们采用这一方法教授印度语言、坎纳达和马拉蒂(Kannada和Marathi),甚至可以省略略略。在本篇文章中,我们提出一个自动框架,目的是要通过自动发现和直观地描述语种语言的描述来推动这一进程。我们从学习的教学资源和教学的教学,因此,从学习的教学资源到学习,从学习的美国可能从学习到学习到学习到学习到学习到学习材料,从学习的教学的教学材料,从学习到学习到学习的学习的教学的学习的教学的教学的教学的教学,从学习,从学习到学习,从学习到学习到学习到学习到学习到学习的教学的教学的美国。