Multilingual communication within the world community is important for economic, political, and cultural interactions. In a global environment where other languages are increasing in importance in addition to recognized intemational standards (i. e., English and French), language learning is becoming more important for improved international relations. At the same time, recent advances in instructional technology make the promise of building intelligent tutoring systems in advanced technology laboratories to teach these language skills a reality in the near future. These tutoring systems, therefore, may help us foster improved methods for acquiring languages. As active language learners and instructional technology researchers, we felt an international meeting with similar individuals was needed to discuss how such advanced tutoring systems are to be designed and implemented. We held such a meeting, the results of which are presented in this volume. The purpose of this Advanced Workshop, sponsored by the NATO Scientific Affairs Division, was to bring together a multidisciplinary group of researchers who were active in the development of intelligent tutoring systems for foreign language learning. Participants came from computer science, computational linguistics, psychology, and foreign language learning. Washington, D.C. was selected for the Workshop site since it is Merryanna's home city, the capitol of the United States, and an international, multilingual community in its own right. Masoud agreed to the location (with a promise to be shown the White House!) and graciously volunteered to coordinate activities from the European side.

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Section 1. Teaching Practice: Understanding Technology and Language Learners.- STORYBOARD and Communicative Language Learning: Results of the Düsseldorf CALL Project.- Learners' Intuitions, Misconceptions and Errors.- Section 2. Computational and Theoretical Bases for ITS: Grammars, Lexicons, Parsers, and Discourse Models.- The Competition Model and Foreign Language Acquisition.- Naive vs. Formal Grammars: A Case for Integration in the Design of a Foreign Language Tutor.- A Lexicalized Tree Adjoining Grammar for French and its Relevance to Language Teaching.- WordNet and the Organization of Lexical Memory.- Semantic Discourse Processing and Tutoring Systems for Second Language Learning.- Section 3. Modeling the Language Learner: Computational Methods.- Conceptual Modelling in Error Analysis in Computer-Assisted Language Learning Systems.- The Use of Explanation-Based Learning for Modeling Student Behavior in Foreign Language Tutoring.- Nobile: Object-Based User Model Acquisition for Second Language Learning.- Language Technology and Language Instruction: Computational Diagnosis of Word-level Errors.- Section 4. Tutoring Knowledge and Learner Control: Knowledge Representation, Computational Strategies, and Environments.- A Foreign Language Tutoring and Learning Environment.- Issues for Tutoring Knowledge in Foreign Language Intelligent Tutoring Systems.- SWIM or Sink: The Problem of Communicating Thought.- Invoking and Exploring HELP in a Decoupled Task-Discussion Level Environment for Second Language Learning.- Section 5. Computer Systems and Environments for Foreign Language Learning.- Building an Intelligent Second Language Tutoring System from Whatever Bits You Happen to Have Lying Around.- Drill and Practice for Turkish Grammar.- WIZDOM: A Multiple-Purpose Language Tutoring System Based on AI Techniques.- Intelligent Automated Strategies of Teaching Foreign Language in Context.- The Technological Promise of Second Language Intelligent Tutoring Systems in the 21st Century.