Korrekturprogramme für Rechtschreibung und Grammatik

  • Thierry FONTENELLE (Centre de Traduction UE (Luxembourg))
    Présentation : Dictionnaires, nouvelles approches, nouveaux modèles
    (Dictionaries: new outlooks, new models)
    2005, Vol. X-2, pp. 5-10
  • Christine JACQUET-PFAU (Collège de France)
    Correcteurs orthographiques et grammaticaux : quel(s) outil(s) pour quel rédacteur ?
    (Spelling and grammar checkers : which tool(s) are suitable for which author ?)
    2001, Vol. VI-2, pp. 81-94

    This article intends to question the users' assessment of so-called correction tools, spelling correction and syntactic recovery. Several criteria should be considered, namely : a- how correctors, whether integrated or autonomous, will operate; b- what should be their particular configuration in each case; and c- which correction constraints should precisely be defined in connexion with the users checking process. Our purpose is firstly to show that the use of the word "error" is, in this context, to be settled; secondly to examine the main characteristics of the 'correcticiels', and thirdly to propose a users' typology. Finally we will make a few suggestions as to how these tools can be used in the acquisition of the French language.

  • Brendan O'REGAN (Lille 3)
    From Spell, Grammar and Style Checkers to Writing Aids for English and French as a Foreign Language: Challenges and Opportunities
    2010, Vol. XV-2, pp. 67-84

    For spell and grammar checkers to be useful, they need to be geared towards language learners. In this paper, we focus on spelling, grammar and style checkers, which have been specifically designed for learners of French and English, some of them evolving towards real writing aids. We examine the features of the programs on the market which characterise this evolution towards real writing aids. This paper examines the capabilities of these writing tools when faced with a corpus of learner-written production and evaluates the opportunities these findings present us with as well as the challenges that lay ahead for an efficient integration within a foreign language learning environment focusing on written expression.