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<Paper uid="W97-1007">
  <Title>From Psycholinguistic Modelling of Interlanguage in Second Language Acquisition to a Computational Model</Title>
  <Section position="9" start_page="0" end_page="0" type="concl">
    <SectionTitle>
6 Conclusions and Future Work
</SectionTitle>
    <Paragraph position="0"> The presented work proves that the implementation of psycholinguistic models of interlanguage is viable from the adaptation of the linguistic-computational tools we have for the automatic study of Basque.</Paragraph>
    <Paragraph position="1"> Modelling at word level is important in our case because Basque is an agglutinative language with rich morphosyntactic information within words.</Paragraph>
    <Paragraph position="2"> The results obtained using the developed tools for language learning studies provide us statistical information about phenomena that teachers and psycholinguistics knew by intuition. Therefore, we can say that corpus analysis is a good technique for modelling ILMs.</Paragraph>
    <Paragraph position="3"> In the near future we will develop new tools in order to model each student's knowledge. The detection of contexts will be improved in order to identify contexts related to the characteristics of the particular learners. Moreover we will work on the detection of interlanguage structures at sentence level . Field studies have been carried out in this sense (Maritxalar et al., 1993) (Andueza et al., 1996). At the moment, we are studying some aspects of the morphosyntax and syntax for L2, taking as a basis the results obtained in Andueza (Andueza et al., 1996), where in a final test the hypothesis obtained in the study carried out in the 94/95 academic year were contrasted with the students. In this work, we also analysed the reasons for using some language structures in addition to the detection of their context. We plan in the future to add to the system such knowledge about the diagnosis of structures.</Paragraph>
    <Paragraph position="4"> Finally, we would like to remark that together with the experiments explained in the article, two environments are being prepared in the ICALL system: the Knowledge Acquisition Subsystem and the Learning Process Subsystem. The Knowledge Acquisition Subsystem helps language teachers to make hypotheses about, among others, the reasons students have for using deviant language structures.</Paragraph>
    <Paragraph position="5"> The Learning Process Subsystem guides users in their learning process giving hints according to their language level.</Paragraph>
  </Section>
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