ALTE DOCUMENTE
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Judith A. Muyskens, Editor
Heinle & Heinle Publishers
Paperback $25.95
Reviewed by Travis Bradley and Lara Lomicka
1 This volume contains eight papers which discuss the role of technology and foreign language education. Editor J.A. Muyskens begins with a brief introduction in which she explains the choice of change as the underlying theme of the book. Authors were asked to reflect on questions about the future of language instruction in relation to the information age, the effectiveness of language instruction with new technologies, and issues related to training and teacher preparation.
3 In the first section, Virginia Scott, Winnifred Adolph, and Leona LeBlanc discuss change in relation to technology, teaching, training, and teaching assistants (Tas). Scott suggests that "technology can provide an opportunity for reexamining teaching and learning." As part of their training, Scott suggests that Tas encouraged to develop and use research skills to explore computer-assisted language learning (CALL). Specifically Tas can (1) critically analyze CALL applications, (2) examine the supporting theories, and (3) frame questions about language instruction. 19319x2318t While Scott focuses more on Tas training and development, Adolph and LeBlanc address "dangers" related to language program design. Like Scott, they point to the importance of reevaluating instruction in technological contexts. Before getting too caught up in the "technological revolution", language educators should always keep motifs and goals in focus.
4 The second section highlights four key studies, all of which provide examples of the emphasis placed on communication and interaction by today's CALL. For example, Bernhardt and Kamil show how newsgroups can be used for out-of-class discussion in order to foster the growth of cultural knowledge. In his article, Kern examines both synchronous and asynchronous communication systems. Particularly insightful in his comparison of conventional writing (i.e., pen and paper) with writing in various computer-mediated media such as electronic conferencing, e-mail, and MOOs (virtual meeting places where users interact in a text-based environment). As Kern demonstrates, technology-enhanced interaction can foster virtual learning communities, promote interaction across linguistic and cultural boundaries, and provide a different set of classroom discourse conventions in which to communicate. Also of interest is the investigation carried out by Beauvois. Her pilot study tends to suggest that student participation in synchronous electronic discussion has positive consequences on their oral performance. Finally, Fant discusses the resurgence of interest in distance education and the possibilities for language education. He examines four models of L2 distance education applicable to the college context and then considers some crucial implications of integrating computer-driven communications technologies into the L2 curriculum.
5 Finally, in the third section, Meunier's presents a provocative account of personality and motivational factors in computer-mediated foreign language communication. (CMFLC). In her article, she provides a concise review of research on personality and motivational factors, as well as the results from a study that she conducted exploring student perspectives on motivational and affective factors in CMFLC. Data from her study suggest that CMFLC may lead to increased motivation among language learners. Whereas Meunier's article examined personality and motivational factors in CALL, Frommer looks at cognition, memory and context to explore the relationship between computers and language learning. One highlight of her article is an insightful discussion of the different dimensions offered by computers and technology. Dimensions having the potential to supplement the CALL environment include the following: the multisensory and multidimensionl nature of computers, the ability to allow learners to tailor information and tasks to their own level and interest, the possibility of authentic communication and access to authentic cultural resources and the interactive learning experience afforded by contemporary computer technology.
APPROACHING THE TEXT |
► Answer the following questions before reading the main body of the text. To which genre does this text belong? What is the name of the reviewer? What is the title and who is the author of the book? |
WORKSHEET 1 |
Identifying reviewer's evaluation Read the first sentence of each paragraph and decide whether it presents an opinion of the book which is very favorable, favorable, neutral, unfavorable or very unfavorable. Underline the language used to convey the reviewer's opinion, then place a tick in the appropriate column. |
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Par. |
Very favorable |
favorable |
neutral |
unfavorable |
Very unfavorable |
How
would you classify the evaluation of the book as a whole?
In the preceding units your attention was drawn to the general organization of the texts. In some cases the development of the text may be relatively simple and straightforward, each paragraph having a particular function (as in the brief research report: general assumptions, procedure, etc). In longer texts the writer may need or want to organize his discourse in a more complex manner, linking certain facts or steps in his exposition and following a line of argument through various stages. Thus some aspects may be developed at greater length than others. This is the case in the present book review. Below is an outline of the structure of the text. This format (showing by means of indentation the relationship between sections and subsections) represents one standard way of indicating the functions of the various sections of the text, especially in the major headings i.e. what the author is doing - presenting, evaluating, discussing - not what he is saying). Increasingly specific subsections will indicate in more detail the actual arguments treated.
WORKSHEET 2 |
Distinguishing text structure ► Read the article rapidly and indicate the paragraph or paragraphs which comprise the following sections and subsections. 1 PRESENTATION OF THE BOOK (par.______) 2 EVALUATION OF THE BOOK (par. ______) 3 DISCUSSION OF THE CHANGE PROVIDED BY TECHNOLOGY IN TEACHING AND LEARNING (par. ___) 4. CONCLUSION: EVALUATION OF THE BOOK (par.____) |
INTENSIVE
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All texts contain examples of reference, whereby words an all phrases are referred to by others (e.g. it, this, those etc.) In order to avoid repetition and achieve a "tighter" and more economical text. Sometimes these words refer backwards in the text to concepts already mentioned (in this case the reference is called anaphoric). In other cases the reference is forward to words or phrases which follow in the text (in which case the reference cataphoric). In the sentences below are examples of both. |
An important distinction in psychological research is that between qualitative and quantitative methods. Both approaches are useful in exploring and testing theories.
Psychologists have a wide range of instruments that they can use to refine or reject theories about cognition and behavior. These range from carefully controlled, laboratory-based experiments to naturalistic, unstructured observations.
This is part of a transcript of a recorded interview:
'You said in your last broadcast that if there were fewer colleagues in your laboratory, the tests would give irrelevant results. But isn't that hypothesis quite unrealistic."
Psychologists are very careful to ensure that their work is always conducted within a clear ethical framework.
► Now read the whole text carefully.
WORKSHEET 4 |
Reference ► Underline the words listed below. Decide whether the reference is anaphoric or cataphoric, then write the words or phrases referred to in the space provided. |
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Anaphoric |
Cataphoric |
Words or phrases referred to |
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That | |||
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They | |||
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these | |||
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This | |||
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their | |||
WORKSHEET 5 |
Checking understanding ► The following statements are reformulations of passages in the book review. Find the relevant passages and decide whether the opinions presented would be those of Scott or those of Adolph and LeBlanc. Place a tick in the appropriate column. |
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Opinion |
Scott |
Adolph and LeBlanc |
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Technology may offer new perspectives on education. Computer-assisted language learning should be explored more and encouraged to develop. CALL can be best understood by situating the instruction within its technological context. Technology may present dangers as far as language learning and teaching are concerned. |
► Which of the following options best reflects the reviewer's overall judgement of the book?
It is one-sided, outdated.
It provides a complete review of an important educational aspectr.
It is a concise and objective book on the change brought about by computers in modern teaching and learning.
In the preceding units you have been introduced to features of the global organization of different text types, and have seen how familiarity with text structure can help the reader by allowing him to make better predictions about text content and development, to locate more rapidly specific types of information, etc. Similarly, English paragraphs, particularly in academic prose, are organized according to a relatively stable pattern; sensitivity to this pattern facilitates reading by allowing the reader to focus on those parts of the paragraph which are likely to carry forward the writer's line of reasoning or "discourse".
The first or second sentence in English paragraphs usually presents the TOPIC or central idea. (the TOPIC SENTENCE is sometimes preceded by a sentence which functions as a TOPIC INTRODUCER.) The rest of the paragraph expands the topic sentence, the last sentence usually referring back to the topic considered and forward to the topic of the following paragraph. In the first paragraph of 1917, for example, the topic sentence (the first in the paragraph) is
Leonard Schapiro was exceptionally well qualified to write a book on 1917.
Successive sentences expand 1) Schapiro's qualifications, and 2) the book that he wrote. In other words, the paragraph answers the hypothetical questions (after reading the topic sentence), "Why was he well qualified?" (he was a leading academic authority, Professor at LSE, he witnessed the Russian revolution, etc.), and "What is this book?" (the distillation of a lifetime's teaching, reflections on the Russian revolution, etc.) Note also that the final sentence both draws a conclusion about the book (sending backward to the topic sentence), and prepares for the following paragraph: it is a concise and lucid narrative (developed in par.2), and a highly-charged piece of political analysis (developed in the remainder of the article).
The following exercise aims to give practice in recognizing the function of topic sentences and to call attention to aspects of the internal structure and development of English paragraphs.
WORKSHEET 6 |
Topic sentences and paragraph structure ► Complete the text below by writing the appropriate topic sentence in the space provided. |
Topic sentences
Relevant here is information about the support that parents have in rearing their children, and which may have a powerful impact on their capacity to meet the needs of and be available to their children.
The importance of these social networks cannot be overemphasized since the task of parenting is one of the most demanding which any adult will encounter.
The relationship between parents and their children is a developing one throughout the life-span and includes teacher, moral guide, emotional supporter, social role model.
The Social Context of Parenting
It is essential for life-span theorists to look beyond the immediate family to the wider social context.
In Western societies it is usually expected that parents are responsible for the social and physical well-being of their children, irrespective of the wealth or poverty of the family. In fact, many parents share this responsibility with other adults in the extended family in the community. The grand-parents' role is especially important where the incidence of poverty is more likely to be a significant factor.
Other forms of back-up for parenting can come from the community, for example through nursery or play group provision or through child-minders. __________ ______ ____ __________ ______ ____ __________ ______ ____ __________ ______ ____ __________ ______ ____ __________ ______ ____ __________ ______ ____ __________ ______ ____ __________ ______ ____ _____
It involves a shift away from the preoccupation of one partner with the other and though for most part child rearing is reported by parents themselves as a rewarding experience, the task is achieved at some cost. Not surprisingly, the experience of parenting can place strain on the relationship between the parents themselves.
Find the words in the book review (paragraphs are
given), decide the word class, and write it and the translation of the word in
the space provided. Then complete the table by forming other words using
appropriate suffixes if necessary (
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VOCABULARY WORK |
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Word and Location |
Class |
Translation |
Synonym(s) |
Antonym(s) |
Noun |
Verb |
Adjective |
Adverb |
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explains (1) | ||||||||
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effectiveness (1) | ||||||||
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addressing (2) | ||||||||
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learning (2) | ||||||||
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presents (2) | ||||||||
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included (2) | ||||||||
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(computer-) assisted (3) |
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supporting (3) | ||||||||
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reevaluating (3) | ||||||||
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provide (4) | ||||||||
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applicable (4) | ||||||||
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finally (5) | ||||||||
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account (5) | ||||||||
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motivational (5) | ||||||||
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research (5) | ||||||||
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valuable (6) | ||||||||
OBSERVATIONS ON TEXT TYPE |
BOOK REVIEW |
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Function: |
To assess a book by describing its content and commenting on its theoretical assumptions, its consequent analysis and practical aspects such as accuracy of data, sources used and so on. |
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Structure: |
Most book reviews will contain the following three items (sometimes they may be preceded by a discussion of the subject in general by the reviewer): a General description - of the book and/ or the views or position of the author b Summary - of the main items discussed in the book and of the ideas put forward c Evaluation - of the overall usefulness or importance of the book The last category often includes an exposition of the reviewer's own views and a discussion of points raised as well as a positive or negative judgement. |
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