Does ability affect alignment in second language tutorial dialogue?

Arabella Sinclair, Adam Lopez, Christopher G. Lucas, Dragan Gašević

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearch


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.
Original languageEnglish
Title of host publicationSIGDIAL 2018 - 19th Annual Meeting of the Special Interest Group on Discourse and Dialogue
Subtitle of host publicationProceedings of the Conference - 12-14 July 2018 Melbourne, Australia
EditorsDiane Litman, Kai Yu
Place of PublicationStroudsburg PA USA
PublisherAssociation for Computational Linguistics (ACL)
Number of pages10
ISBN (Electronic)9781948087674
Publication statusPublished - 2018
EventSIGdial Workshop on Discourse and Dialog 2019 - KTH Royal Institute of Technology, Stockholm, Sweden
Duration: 11 Sep 201913 Sep 2019
Conference number: 20th


ConferenceSIGdial Workshop on Discourse and Dialog 2019
Abbreviated titleSigDial 2019
Internet address

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