Creating a Psychological Foundation for the Evaluation of Pre-Packaged Software in Second Language Learning.

This paper attempts to merge specific psychological theories of knowledge acquisition, the impact of pictures on cognitive processes, and theories of effective pedagogical approaches to foreign language learning, in order to assess commercially available software for its effectiveness, specific impact on learning, and classroom uses. The first section discusses the theoretical framework of the project, including three questions key to the exploration: (1) Can the potential effectiveness or use of these software programs be systematically evaluated based upon a psychology of language learning? (2) What is the psychological impact of the linking of text, sound, and pictures; does the ability to do so through the use of multimedia somehow make the computer a more potent tool for learning than ever before; and does the way the program links these elements further determine how they impact the learner? and (3) Is it possible to articulate an integrated use of these tools within a curriculum based upon the answers to these questions? The second section examines the following commercially available software packages, and considers how they may be impacting the learner: "Talk Now!," "Learnware," "The Rhythm of French," "Transparent Language," "The Rosetta Stone," "French Your Way," "Encuentros", and "A la rencontre de Philippe." Contains 22 references. (DLS) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Irnprovement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 13 This document has been reproduced as received from the person or organization originating it. ID Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Creating a Psychological Foundation for the Evaluation of Pre-Packaged Software in Second Language Learning Rachel E. Saury, Ph.D., Director Arts & Sciences Center for Instructional Technologies University of Virginia, Charlottesville, VA, USA res4n@virginia.edu "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

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