Nataša Vršič, OŠ Milana Šuštaršiča, Ljubljana
The language technology is a term for various computer tools and applications, which use existing linguistic (meta) data for solving users practical dilemma in the use of language. We normally use aids such as spell and grammar checkers, often used when writing texts electronically. Among the language technology products are also corpuses of texts with a program interface that enables the user to automatically search the texts. Language technologies have been developed in the Slovene language for the written as well as spoken resources. The spoken or oral resources originate from speech or spoken interaction, and written resources incorporate words or texts, which are common for written interaction. School users normally use written linguistic resources due to better access, whereas they rarely use corpuses- ordered collections of texts where language information is added to words. Most of the language technology products are available on the internet site of the Slovene language technology society (SDTJ), established in 1998. However, its works and accomplishments are poorly recognized and used in Slovene primary schools. The main motto of the contemporary communication approach in studying languages is the use of language technologies, which are available online. It turns out that language technologies are an excellent means of working with gifted pupils. In the past writing things down and learning them by heart was considered proper learning, but nowadays the correct use of modern technologies as learning tools is almost necessary due to their widespread use. I will demonstrate an example of teaching and studying of gifted pupils in the 9th grade of elementary school. I wanted to check if the pupils can find and solve mistakes in Gigafida, which is a language marked corpus. Gigafida namely has an added basic form and a morphological/syntactic marker. Due to a great number of texts and words automatic labelling was consequently used, and mistakes have occurred. As a higher level of knowledge is expected from the gifted pupils, it is demanded of them to find and recognize these mistakes, and they are at the same time encouraged to think and judge critically. The pupils are enabled to independently use quality resources, however, they are properly guided when they encounter mistakes caused by automatisation.
