Student Model of Technical Japanese Reading Proficiency for an Intelligent Tutoring System

Abstract

This article presents the development of a student model that is used in a Japanese language intelligent tutoring system to assess pupils' proficiency at reading technical Japanese. A computer-assisted knowledge acquisition system is designed to generate a domain knowledge base for a Japanese language intelligent tutoring system. The domain knowledge represents a model of the expertise that a native English speaker must acquire in order to be proficient at reading technical Japanese. The algorithms described here are able to generate a set of grammatical transformation rules that clarify changes of syntactic structures between a Japanese text and its corresponding English translation, use them to assess a student's proficiency, and then appropriately individualize the student's instructions.