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Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Malgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.

Previous studies have suggested that children possess cognitiverepresentations of multi-word units (MWUs) and that MWUscan facilitate the acquisition of smaller units contained withinthem. We propose that the formation of MWU representationsprecedes and facilitates the formation of single-word represen-tations in children. Using different computational methods,we extract MWUs from two large corpora of English child-directed speech. In subsequent regression analyses, we use ageof first production of individual words as the dependent and thenumber of MWUs within which each word appears as an in-dependent variable. We find that early-learned words appearwithin many MWUs – an effect which is neither reducible tofrequency or other common co-variates, nor to the number ofcontext words contained in the MWUs. Our findings supportaccounts wherein children acquire linguistic patterns of vary-ing sizes, moving gradually from the discovery of MWUs tothe acquisition of small-grained linguistic representations.

In this study, results of computational simulations on Englishchild-directed speech are presented to uncover what distribu-tional properties of words make it easier to group them intolexical categories. This analysis provides evidence that wordsare easier to categorize when (i) they are hard to predict giventhe contexts they occur in; (ii) they occur in few different con-texts; and (iii) their contextual distributions have a low entropy,meaning that they tend to occur more often in one of the con-texts they occur in. This profile fits that of content words, espe-cially nouns and verbs, which is consistent with developmentalevidence showing that children learning English start by form-ing a noun and a verb category. These results further charac-terize the role of distributional information in lexical categoryacquisition and confirm that it is a robust, reliable, and devel-opmentally plausible source to learn lexical categories.

We test the predictions of different computational models ofcross-situational word learning that have been proposed in theliterature by comparing their behavior to that of young childrenand adults in the word learning task conducted by Ramscar,Dye, and Klein (2013). Our experimental results show that aHebbian learner and a model that relies on hypothesis testingfail to account for the behavioral data obtained from both pop-ulations. Ruling out such accounts might help reducing thesearch space and better focus on the most relevant aspects ofthe problem, in order to disentangle the mechanisms used dur-ing language acquisition to map words and referents in a highlynoisy environment.

In Alberta, the enrollment rates in high school French as a Second Language (FSL) courses show that, in general, there is minimal interest amongst students to learn French. Although a large portion of high school students have had experiences with the language during their primary education, the majority of these students are not continuing to study French through FSL. Using a questionnaire, this study examined not only influences found in schools effecting this low level of interest, but also influences found outside of the school environment. The questionnaire was filled out by 74 students from a Lethbridge, Alberta high school. The results show that Southern Alberta has not escaped the general, and almost systematic decline in FSL enrollments. A small number of the surveyed high school students had a significant level of integrative and/or instrumental motivation, both of which have been found to be important in the learning of a second language. Participants were not very interested in taking FSL courses. The data also suggests the importance of students’ encounters with French culture in encouraging them to study the language in school. The percentage of students who had taken at least one FSL course and who were still interested in learning French shows that the FSL program is also playing a role in the lowering trend of enrollment from grade 1 to grade 12. Here again, cultural encounters turned out to be of importance.

In Alberta, the enrollment rates in high school French as a Second Language (FSL) courses show that, in general, there is minimal interest amongst students to learn French. Although a large portion of high school students have had experiences with the language during their primary education, the majority of these students are not continuing to study French through FSL. Using a questionnaire, this study examined not only influences found in schools effecting this low level of interest, but also influences found outside of the school environment. The questionnaire was filled out by 74 students from a Lethbridge, Alberta high school. The results show that Southern Alberta has not escaped the general, and almost systematic decline in FSL enrollments. A small number of the surveyed high school students had a significant level of integrative and/or instrumental motivation, both of which have been found to be important in the learning of a second language. Participants were not very interested in taking FSL courses. The data also suggests the importance of students’ encounters with French culture in encouraging them to study the language in school. The percentage of students who had taken at least one FSL course and who were still interested in learning French shows that the FSL program is also playing a role in the lowering trend of enrollment from grade 1 to grade 12. Here again, cultural encounters turned out to be of importance.

In Alberta, the enrollment rates in high school French as a Second Language (FSL) courses show that, in general, there is minimal interest amongst students to learn French. Although a large portion of high school students have had experiences with the language during their primary education, the majority of these students are not continuing to study French through FSL. Using a questionnaire, this study examined not only influences found in schools effecting this low level of interest, but also influences found outside of the school environment. The questionnaire was filled out by 74 students from a Lethbridge, Alberta high school. The results show that Southern Alberta has not escaped the general, and almost systematic decline in FSL enrollments. A small number of the surveyed high school students had a significant level of integrative and/or instrumental motivation, both of which have been found to be important in the learning of a second language. Participants were not very interested in taking FSL courses. The data also suggests the importance of students’ encounters with French culture in encouraging them to study the language in school. The percentage of students who had taken at least one FSL course and who were still interested in learning French shows that the FSL program is also playing a role in the lowering trend of enrollment from grade 1 to grade 12. Here again, cultural encounters turned out to be of importance.

Do children acquire rules for main stress assignment or do they learn stress in an exemplar-based way? In the language acquisition literature, the former approach has been advocated without exception: although they hear most words produced with their appropriate stress pattern, children are taken to extract rules and do not store stress patterns lexically. The evidence for a rule-based approach is investigated and it will be argued that in the literature this approach is preferred due to an extremely simplified interpretation of exemplar-based models. W e will report experiments showing that Instance-Based Learning, an exemplar-based model, makes the same kinds of stress related errors in production that children make: (i) the amount of production errors is related to metrical markedness, and (ii) stress shifts and errors with respect to the segmental and syllabic structure of words typically take the form of a regularization of stress patterns. InstanceBased Learning belongs to a class of Lazy Learning algorithms. In these algorithms, no explicit abstractions in the form of decision trees or rules are derived; abstraction is driven by similarity during performance. Our results indicate that at least for this domain, this kind of lazy learning is a valid alternative to rule-based learning. Moreover the results plead for a reanalysis of language acquisition data in terms of exemplar-based models.

This paper investigates the computational grounding of learning theories developed within a metrical phonology approach to stress assignment. In current research the Principles and Parameters approach to learning stress is pervasive. W e point out some inherent problems associated with this approach in leaxning the stress sys- tem of Dutch. T h e paper focuses on two specific aspects of the learning task: w e empirically investigate the eflFect of input encodings on learnability, and w e exam- ine the possibility of a data-oriented ap- proach as an alternative to the Principles and Parameters approach. W e show that a data-oriented similarity-based machine learning technique (Instance-Based Learn- ing), working on phonemic input encodings is able to learn metrical phonology abstrac- tions based on concepts like syllable weight, and that in addition, it is able to extract generalizations which cannot be expressed within a metrical framework.

This study proposes a new methodology for determining the relationship between child-directed speech and child speech in early acquisition. It illustrates the use of this methodology in investigating the relationship between the morphological richness of child-directed speech and the speed of morphological development in child speech. Both variables are defined in terms of mean size of paradigm (MSP) and estimated in a set of longitudinal spontaneous speech corpora of nine children and their caretakers. The children are aged 1;3-3;0, acquiring nine different languages that vary in terms of morphological richness. The main result is that the degree of morphological richness in child-directed speech is positively related to the speed of development of noun and verb paradigms in child speech.

This study proposes a new methodology for determining the relationship between child-directed speech and child speech in early acquisition. It illustrates the use of this methodology in investigating the relationship between the morphological richness of child-directed speech and the speed of morphological development in child speech. Both variables are defined in terms of mean size of paradigm (MSP) and estimated in a set of longitudinal spontaneous speech corpora of nine children and their caretakers. The children are aged 1;3-3;0, acquiring nine different languages that vary in terms of morphological richness. The main result is that the degree of morphological richness in child-directed speech is positively related to the speed of development of noun and verb paradigms in child speech.

We apply rule induction, classifier combination and meta-learning (stacked classifiers) to the problem of bootstrapping high accuracy automatic annotation of corpora with pronunciation information. The task we address in this paper consists of generating phonemic representations reflecting the Flemish and Dutch pronunciations of a word on the basis of its orthographic representation (which in turn is based on the actual speech recordings). We compare several possible approaches to achieve the text-to-pronunciation mapping task: memory-based learning, transformation-based learning, rule induction, maximum entropy modeling, combination of classifiers in stacked learning, and stacking of meta-learners. We are interested both in optimal accuracy and in obtaining insight into the linguistic regularities involved. As far as accuracy is concerned, an already high accuracy level (93% for Celex and 86% for Fonilex at word level) for single classifiers is boosted significantly with additional error reductions of 31% and 38% respectively using combination of classifiers, and a further 5% using combination of meta-learners, bringing overall word level accuracy to 96% for the Dutch variant and 92% for the Flemish variant. We also show that the application of machine learning methods indeed leads to increased insight into the linguistic regularities determining the variation between the two pronunciation variants studied., Comment: 8 pages

We describe a case study in the application of {\em symbolic machine learning} techniques for the discovery of linguistic rules and categories. A supervised rule induction algorithm is used to learn to predict the correct diminutive suffix given the phonological representation of Dutch nouns. The system produces rules which are comparable to rules proposed by linguists. Furthermore, in the process of learning this morphological task, the phonemes used are grouped into phonologically relevant categories. We discuss the relevance of our method for linguistics and language technology.

We introduce a memory-based approach to part of speech tagging. Memory-based learning is a form of supervised learning based on similarity-based reasoning. The part of speech tag of a word in a particular context is extrapolated from the most similar cases held in memory. Supervised learning approaches are useful when a tagged corpus is available as an example of the desired output of the tagger. Based on such a corpus, the tagger-generator automatically builds a tagger which is able to tag new text the same way, diminishing development time for the construction of a tagger considerably. Memory-based tagging shares this advantage with other statistical or machine learning approaches. Additional advantages specific to a memory-based approach include (i) the relatively small tagged corpus size sufficient for training, (ii) incremental learning, (iii) explanation capabilities, (iv) flexible integration of information in case representations, (v) its non-parametric nature, (vi) reasonably good results on unknown words without morphological analysis, and (vii) fast learning and tagging. In this paper we show that a large-scale application of the memory-based approach is feasible: we obtain a tagging accuracy that is on a par with that of known statistical approaches, and with attractive space and time complexity properties when using {\em IGTree}, a tree-based formalism for indexing and searching huge case bases.} The use of IGTree has as additional advantage that optimal context size for disambiguation is dynamically computed., Comment: 14 pages, 2 Postscript figures