Belpaeme Tony, Vogt Paul, van den Berghe Rianne, Bergmann Kirsten, Göksun Tilbe, de Haas Mirjam, Kanero Junko, Kennedy James, Küntay Aylin C, Oudgenoeg-Paz Ora, Papadopoulos Fotios, Schodde Thorsten, Verhagen Josje, Wallbridge Christopher D, Willemsen Bram, de Wit Jan, Geçkin Vasfiye, Hoffmann Laura, Kopp Stefan, Krahmer Emiel, Mamus Ezgi, Montanier Jean-Marc, Oranç Cansu, Pandey Amit Kumar
1Centre for Robotics and Neural Systems, Plymouth University, Plymouth, UK.
2IDLab - imec, Ghent University, Ghent, Belgium.
Int J Soc Robot. 2018;10(3):325-341. doi: 10.1007/s12369-018-0467-6. Epub 2018 Jan 25.
In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.
近年来，有人提出社交机器人有潜力成为儿童和成人的辅导者和教育者。虽然机器人已被证明在教授知识和技能类主题方面很有效，但我们希望探索社交机器人如何能用于辅导幼儿学习第二语言。由于语言学习依赖于情境化、基于实际体验和社交性学习，其中互动和反复练习是核心，社交机器人有望成为支持第二语言学习的教育工具。本文综述了第二语言学习的发展心理学，并提出了一个研究议程，以探讨社交机器人如何能够教授第二语言学习的核心概念。它基于在人际场景中对第二语言学习的观察、各种技术方面以及关于社交机器人作为第二语言辅导者有效性的早期研究，提出了设计机器人辅导者的指导方针。
