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        <title>Does Ability Affect Alignment in Second Language Tutorial Dialogue?</title>
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        <namePart type="given">Arabella</namePart>
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    <name type="personal">
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            <title>Proceedings of the 19th Annual SIGdial Meeting on Discourse and Dialogue</title>
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    <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.</abstract>
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    <identifier type="doi">10.18653/v1/W18-5005</identifier>
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%0 Conference Proceedings
%T Does Ability Affect Alignment in Second Language Tutorial Dialogue?
%A Sinclair, Arabella
%A Lopez, Adam
%A Lucas, C. G.
%A Gasevic, Dragan
%S Proceedings of the 19th Annual SIGdial Meeting on Discourse and Dialogue
%D 2018
%8 jul
%I Association for Computational Linguistics
%C Melbourne, Australia
%F sinclair-etal-2018-ability
%X 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.
%R 10.18653/v1/W18-5005
%U https://aclanthology.org/W18-5005
%U https://doi.org/10.18653/v1/W18-5005
%P 41-50

Markdown (Informal)

[Does Ability Affect Alignment in Second Language Tutorial Dialogue?](https://aclanthology.org/W18-5005) (Sinclair et al., 2018)

• Does Ability Affect Alignment in Second Language Tutorial Dialogue? (Sinclair et al., 2018)

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.