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<Paper uid="W99-0803">
  <Title>Autosegmental Phonology in Pronunciation</Title>
  <Section position="8" start_page="0" end_page="0" type="concl">
    <SectionTitle>
7 Outlook
</SectionTitle>
    <Paragraph position="0"> Tools like those introduced here are not ubiquitous, and there are many areas of computational linguistics, in particular formal training in computing and training in linguistic argumentation, which require intensive face-to-face teaching. Our tools are restricted to 'island' applications where we consider them to be most effective. For many students (and teachers), such tools provide an additional level of motivation because of their easy accessibility, portability, and the absence of installation problems, and can be used with different levels of student accomplishment, from the relatively casual user in a foreign language or speech therapy context, to the more advanced linguistic programmer in courses on database or automata theory or software development. null For reasonably small scale applications, we favour client-side tools where possible.</Paragraph>
    <Paragraph position="1"> JavaScript is suitable in many cases, provided that minor browser incompatibilities are ham dled. The database application, for example, still provided very fast access when evaluated with a 2000 record, 10 attributes per record database. JavaScript has a number of disadvantages (no mouse-graphics interaction, no library concept), but being an interpreted language is very suitable for introducing an 'open source code' policy in teaching. In contrast to CGI applications, where query and result transfer time can be considerable, client-side JavaScript (or Java) applications have a bandwidth dependent once-off download time for databases and scripts (or compiled applets), but query and result transfer time are negligeable.</Paragraph>
    <Paragraph position="2"> The applications presented here are fully integrated (with references to related applications at other commercial and educational institutions, e.g. parsers, morphology programmes, speech synthesis demonstrations) into the teaching programme. Obvious areas where further development is possible and desirable are: * Automatic tool interface generation based more explicitly on general principles of training methodology, e.g. with a more explicit account of TM space and with more systematic control, help, error detection, query and result panel design.</Paragraph>
    <Paragraph position="3"> * Automatic test generation for tool (and student) validation.</Paragraph>
    <Paragraph position="4"> * Further tools for formal language, parsing and automata theoretic applications.</Paragraph>
    <Paragraph position="5"> * Extension of database tool to include more database functionality.</Paragraph>
    <Paragraph position="6"> We plan to extend our repertoire of applications in these directions, and will integrate more applications from other institutions when they become available.</Paragraph>
  </Section>
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