"The Princess Bride": Letting the Resources Drive the Instruction.

Autor/in	Walker, Joanne
Titel	"The Princess Bride": Letting the Resources Drive the Instruction.
Quelle	(1994), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Computer Software Development; Design Requirements; English (Second Language); Films; Foreign Countries; Higher Education; Learner Controlled Instruction; Multimedia Materials; Problems; Research and Development; Second Language Learning; Videodisks + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Design preferences; Gestaltungsmittel; English as second language; English; Second Language; Englisch als Zweitsprache; Film; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Problemsituation; Forschung und Entwicklung; Zweitsprachenerwerb
Abstract	In research and development it is not unusual to find the resources driving the instruction; this approach can be modified to a more acceptable one if the new technology is applied in such a way as to integrate sound instructional methods. Research and development personnel of the University of Victoria (Canada) Language Center often initiate software development in the form of prototype programs in order to test new hardware and software or to demonstrate what is possible with the newest computing technology. "The Princess Bride: An Adventure in ESL" is such a project. Incorporating video into computer aided language learning means the computer must be able to control the video disc. This project investigated the possibility of using Hollywood movies as video resources for multimedia ESL software. The script was transcribed and the movie was divided into more workable sections. These episodes were divided into various viewing, comprehension, and grammatical exercises. Language Center personnel found the program content to be too complicated for beginner and too simple for intermediate ESL students. The program was revised and then demonstrated in a "drop-in" multimedia lab so that students could use it as they wished. Results indicated the program was difficult to navigate and depended too much on computer instruction in a foreign language; it was boring; there was not enough feedback or interaction; and it was not an appropriate use of the resource. (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC