New Ways of Learning and Teaching: Focus on Technology and Foreign Language Education
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DOCUMENT RESUME ED 482 490 FL 027 910 AUTHOR Muyskens, Judith A., Ed. TITLE New Ways of Learning and Teaching: Focus on Technology and Foreign Language Education. Issues in Language Program Direction: A Series of Annual Volumes. ISBN ISBN-0-8384-7809-3 PUB DATE 1997-00-00 NOTE 240p.; Prepared by the American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs. AVAILABLE FROM Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE EDRS Price MF01/PC10 Plus Postage. DESCRIPTORS Case Studies; *Computer Assisted Instruction; *Computer Uses in Education; Distance Education; *Educational Technology; Electronic Mail; French; Higher Education; Interpersonal Relationship; Literacy Education; Second Language Instruction; Speech Skills; Student Motivation; Teaching Assistants; *Teaching Methods ABSTRACT This collection of papers is divided into three parts. After "Introduction," (Judith A. Muyskens), Part 1,"Issues in Teaching with Technology: Implications for.the Future Training of Teaching Assistants," includes "Exploring the Link between Teaching and Technology: An Approach to TA Development" (Virginia M. Scott) and "A Revolution from Above: The Race for Technology in Foreign Languages" (Winnifred Adolph and Leona LeBlanc). Part 2,"Applications and Case Studies in Technology and Foreign Language Education," includes "Enhancing Foreign Culture Learning through Electronic Discussion" (Elizabeth Bernhardt and Michael Kamil); "Technology, Social Interaction, and FL Literacy" (Richard G. Kern); "Write to Speak: The Effects of Electronic Communication on the Oral Achievement of Fourth Semester French Students" (Margaret Healy Beauvois); and "Remote Access for Foreign or Second Language Acquisition: New Interpretations of Distance Learning" (Michael Graham Fast). Part 3,"Learning, Foreign Languages, and Technology," includes "Personality and Motivational Factors in Computer-Mediated Foreign Language Communication (CMFLC)(Lydie E. Meunier) and "Cognition, Context, and Computers: Factors in Effective Foreign Language Learning" (Judith G. Frommer).(Papers contain references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. CIN AAUSC 00 Issues in Language Program Direction A Series of Annual Volumes 0 e 0 0 0 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) pi This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessanly represent official OERI position or policy. 9 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY ?Dr1 irnni TO THE EDUCATIONAL RESOURCES T INFORMATION CENTER (ERIC) 1 111 Heinle & Heinle BESIt'OPYAVLABLE %%MYdr Publishers New Ways of Learning and Teaching: Focuson Technology and Foreign Language Education Judith A. Muyskens Editor 3 American Association of University Supervisors,Coordinators, and Directors of Foreign Language Programs (AAUSC) Issues in Language Program Direction A Series of Annual Volumes Series Editor Sally Sieloff Magnan, University of Wisconsin-Madison Managing Editor Charles J. James, University of Wisconsin-Madison Editorial Board Virginia Benmaman, College of Charleston David I? Benseler, Case Western Reserve University Diane W Birckbichler, Ohio State University Charles Hancock, Ohio State University Yukiko Hatasa, University of Iowa Theodore Higgs, San Diego State University Carol A. Klee, University of Minnesota Claire Kramsch, University of California-Berkeley John E Lalande II, University of Illinois Timothy Light, Western Michigan University Judith Liskin-Gasparro, University of Iowa Judith Muyskens, University of Cincinnati Alice Omaggio Hadley, University of Illinois Benjamin Rifkin, University of Wisconsin-Madison Wilga Rivers, Harvard University H. Jay Siskin, Brandeis University Richard Teschner, University of Texas at El Paso Albert Valdman, Indiana University Joel C. Walz, University of Georgia Maly Wildner-Bassett, University of Arizona New Ways of Learning and Teaching: Focuson Technology and Foreign Language Education Judith A. Muyskens Editor Et.Heinle & Heinle Publishers An International Thomson Publishing Company P Boston, Massachusetts 02116, USA 5 I Copyright © 1998 by Heinle & Heinle. No partsof this publication may be reproduced or transmitted in any form or by any meanselectronic or mechanical, including photocopy, recording, or anyinformation storage and retrieval system, without permission in writing fromthe publisher. Manufactured in the United States of America. Heinle & Heinle Publishersis an International ThomsonPublishing company. ISBN: 0-8384-7809-3 10 9 8 76 5 43 2 1 6 Contents Acknowledgments vii Introduction ix Judith A. Muyskens I. Issues in Teaching with Technology: Implications for the Future Training of Teaching Assistants Exploring the Link Between Teaching and Technology: 3 An Approach to TA Development Virginia M Scott A Revolution from Above: The Race for Technology in 19 Foreign Languages Winnifird Adolph and Leona LeBlanc II. Applications and Case Studies in Technology and Foreign Language Education Enhancing Foreign Culture Learning through 39 Electronic Discussion Elizabeth Bernhardt and Michael Kamil Technology, Social Interaction, and FL Literacy 57 Richard G. Kern Write to Speak: The Effects of Electronic Communication on 93 the Oral Achievement of Fourth Semester French Students Margaret Healy Beauvois Remote Access for Foreign or Second Language Acquisition: 117 New Interpretations of Distance Learning Michael Graham Fast Ill. Learning, Foreign Languages, andTechnology Personality and Motivational Factors in Computer-Mediated 145 Foreign Language Communication (CMFLC) Lydie E. Meunier Cognition, Context, and Computers: Factors in Effective 199 Foreign Language Learning Judith G. Frommer Contributors 225 AAUSC Style Sheet for Authors 8 i Acknowledgments This volume is a result of efforts contributed by many individuals. I would like to especially thank those AAUSC Board Members who read the manuscripts and offered me their advice: Virginia Benmaman, David Benseler, Diane Birckbichler, Carol Klee, Claire Kramsch, John Lalande II, Timothy Light, Judith Liskin-Gasparro, Alice Omaggio Hadley, Benjamin Rifkin, Jay Siskin, Richard Teschner, Joel Walz, and Mary Wildner-Bassett. Joseph L. Weyers also contributed his expertise by reading two articles for the volume. Thanks also to Sally Sieloff Magnan, Series Editor, and to Charles J. James, Managing Editor, for their support throughout the process. The AAUSC is especially indebted to Charles Heinle, Stan Galek, and Vince Duggan from Heinle & Heinle for their continued support of the series. Wendy Nelson, Editorial Director, and Gabrielle McDonald, Production Services Coordinator, were particularly helpful in bringing the series to production. Thanks are also due to Anita Raducanu and Lisa La Fortune for their attention to detail during the production stage. I really appreciated the help of two graduate assistants at the University of Cincinnati who were extremely helpful during the various stages of pro- duction: Caroline Benforado and Mesha Hampton, rwo French graduate students extraordinaires. Thanks to my family, John, Jessica, and Julian Herraghty, who put up with my late nights during the final stages. Judith Muyskens Editor Introduction Judith A. Muyskens University of Cincinnati The eighth volume of the AAUSC series uses "change" as its driving theme. It focuses specifically on technology and its effects on our academicendeav- ors of teaching andlearning foreign languages. Prospective authors were challenged with the following questions: What is the future of foreign lan- guage instruction as weknow it in the light of the information revolution? Will we see our content emphasis broaden or shift? Will we raise our expec- tations for student achievement in skill areas? How effective willforeign lan- guage learning be using the newtechnologies? Will the foreign language pro- fession be prepared to meet the demands of students who are sophisticated in their experience with technology? Who will prepare the newmultimedia materials? How will we train professors for the future in light of the infor- mation revolution and technological advances? What effects will the new technologies have on TA (Teaching Assistant) training programs and multi- section courses? Although it is still too early to answer many of these ques- tions, the articles in this volume are an excellent addition to a discussionthat will continue for years to come. The volume is organized into three sections: The first section contains two chapters focusing on thechanging paradigm in language instruction and the training of future faculty and teaching assistants. The second section, the longest, provides applications and case studies where technology is being used for language learning in four different contexts. The last section focuses on the individual learner, learning, and technology in foreign languagestudy. Overview of Articles The articles in the first section discuss the impact of technology onthe future of foreign language teaching from two very different perspectives. In the firstarticle entitled "Exploring the Link Between