ABSTRACT
The chapters in this book result from a workshop that presented a number of state-of-theart projects in ICALL, or Intelligent Computer-Assisted Language Learning (see Holland, this volume). At that workshop, several different speakers stated that the study of syntactic processing was at a mature enough state that it could be reliably used as a basis for tutoring systems. Semantic knowledge, however, was deemed to be less well understood and not reliable for use outside of extremely limited domains such as graphics microworlds or adventure game level discourse (see, e.g., Murray, this volume). Further, authoring of semantic knowledge was dismissed by many as not currently available.
