Does Ability Affect Alignment in Second Language Tutorial Dialogue?

Arabella Sinclair, Adam Lopez, C. G. Lucas, Dragan Gasevic


Abstract
The role of alignment between interlocutors in second language learning is different to that in fluent conversational dialogue. Learners gain linguistic skill through increased alignment, yet the extent to which they can align will be constrained by their ability. Tutors may use alignment to teach and encourage the student, yet still must push the student and correct their errors, decreasing alignment. To understand how learner ability interacts with alignment, we measure the influence of ability on lexical priming, an indicator of alignment. We find that lexical priming in learner-tutor dialogues differs from that in conversational and task-based dialogues, and we find evidence that alignment increases with ability and with word complexity.
Anthology ID:
W18-5005
Volume:
Proceedings of the 19th Annual SIGdial Meeting on Discourse and Dialogue
Month:
July
Year:
2018
Address:
Melbourne, Australia
Venue:
SIGDIAL
SIG:
SIGDIAL
Publisher:
Association for Computational Linguistics
Note:
Pages:
41–50
Language:
URL:
https://aclanthology.org/W18-5005
DOI:
10.18653/v1/W18-5005
Bibkey:
Cite (ACL):
Arabella Sinclair, Adam Lopez, C. G. Lucas, and Dragan Gasevic. 2018. Does Ability Affect Alignment in Second Language Tutorial Dialogue?. In Proceedings of the 19th Annual SIGdial Meeting on Discourse and Dialogue, pages 41–50, Melbourne, Australia. Association for Computational Linguistics.
Cite (Informal):
Does Ability Affect Alignment in Second Language Tutorial Dialogue? (Sinclair et al., SIGDIAL 2018)
Copy Citation:
PDF:
https://aclanthology.org/W18-5005.pdf