Systems and methods for semantic knowledge assessment, instruction and acquisition

Abstract

Systems and methods for semantic knowledge assessment, instruction, and acquisition are disclosed. In one embodiment a computer-implemented method for language instruction includes determining a lexical recognition ability level of a user within a lexicon of a particular language. This method further includes, based on item recognizability, creating a target list of unknown lexical items. The target list can be sorted by ranking the importance of the unknown lexical items within the particular lexicon. The method also includes generating a personal language learning sequence for the user based, at least in part, on the target list.

Description

[0001] This application claims priority to US Provisional Application No. 60 / 668,764, filed April 5, 2005, the contents of which are incorporated herein by reference (Attorney Docket No. 581458001US). technical field [0002] The following disclosure generally relates to systems and methods for semantic knowledge assessment and teaching. Background technique [0003] The field of linguistics includes a variety of pedagogical theories and approaches to language acquisition. Many traditional theories and methods are oriented toward rule-based grammatical concepts or processes. For example, standard grammar translation methods emphasize learning the syntax and structure of sentences. This approach assumes that once students have learned enough grammatical rules for constructing sentences, they will be able to place the appropriate vocabulary as needed to produce meaningful language. For example, the (habit formation-based) listening and speaking approach focuses primarily on ...

AI Technical Summary

Problems solved by technology

For example, traditional systems typically do not measure and assess (a) the relative importance of each individual unrecognized lexical term, and (b) the depth of lexical knowledge for individuals, population segments, and / or regional populations

Furthermore, most traditional systems do not include processes in place to organize ability-appropriate reading material based on each individual learner's assessed vocabulary ability

Furthermore, most traditional methods do not include proper procedures to assess retention of newly learned lexical entries

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