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Automated R e a s o n i n g techniques applied to the p r o b l e m of natural language correctness allow the d e s i g n of flexible training aids for the t e a c h i n g of foreign languages. The approach involves important advantages for both the student and the teacher by d e t e c t i n g possible errors and pointing out their reasons. Explanations may be given on four d i s t i n c t levels, thus offering differently instructive error messages according to the needs of the student. | AUTOMATED REASONING ABOUT NATURAL LANGUAGE CORRECTNESS Wolfgang Menzel Zentralinstitut filr Sprachwissenschaft Akademie der Wissenschaften der DDR Prenzlauer Promenade 149-152 Berlin 1100 DDR ABSTRACT Automated Reasoning techniques applied to the problem of natural language correctness allow the design of flexible training aids for the teaching of foreign languages. The approach involves important advantages for both the student and the teacher by detecting possible errors and pointing out their reasons. Explanations may be given on four distinct levels thus offering differently instructive error messages according to the needs of the student. I. THE IDEA The application of techniques from the domain of Automated Reasoning to the problem of natural language correctness offers solutions to at least some of the deficiencies of traditional approaches to computer assisted language learning. By supplying a specialized inference mechanism with knowledge about what is correct within fragments of natural language utterances a flexible training device can be designed. It prompts the student with e. g. randomly generated sentence frames where slots have to be filled in. The system then accomplishes two main tasks 1 It tries to diagnose possible errors in the students response in order to build up an internal model of the current capabilities of the student in terms of strictly linguistic categories. 2 It gives an explanation of the diagnostic results to guide the student in his search for a correct solution. In contrast to other approaches c.f. Barchan et al. 1985 Pulman 1984 Schwind 1987 we concentrate our efforts more on the handling of fragmentory utterances instead of trying to analyse the correctness of complete sentences. The enormous difficulties connected with the design of a universal error diagnosis for natural language sentences may only partially be seen as a motivation for this restriction. Other equally important justifications could be mentioned as well 1 The
