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PROF (Practical Revision of French)
Review by Sheridan Graham, The Nottingham Trent University, November 1997 Author: Dr Peter Tame, The Queens University of Belfast; The Institute
of Computer Based Learning, The Queen's University of Belfast Minimum requirements as stated by the manufacturer: IBM or compatible PC 386 with 4MB RAM (8MB recommended), SVGA monitor. MS Windows 3.1 or Windows 95 Price : Single licence �40.00 UK HE institutions, �65.00
elsewhere Description of Software / Intended UsePROF is a CALL grammar package written primarily for level one undergraduate learners of French but it may also be useful at post GCSE / Advanced level. The package is intended to enable the learner to revise and consolidate their knowledge of French grammar. It is divided into twelve chapters roughly following the textbook Le fran�ais en facult�. The structure of the chapters is straightforward; each contains an overview, a brief description of the grammar point to be revised followed by a dialogue, a longer grammar presentation and sets of exercises Documentation / Ease of Use / Screen LayoutThe PROF package is quick and easy to install from two floppy disks with clear on�screen instructions. The accompanying literature is brief but informative with clearly detailed instructions for installation and set�up. Once installed, the user clicks the PROF icon and enters the initial menu screen. This is a grey, and somewhat unappealing screen entitled Practical Revision of French followed by a list of grammatical areas. More could be done to improve the user�friendliness of this initial interface. Page links are not clearly highlighted for novice users and it is only after a succession of clicks on The Present Tense that one stumbles upon sub�headings in order to move through to the first chapter. The opening screen for this initial chapter is much more attractive and up�to�date. It clearly presents the separate sections of the chapter, and once one has established how to use the links in the frame to the right of the screen, navigation through the chapter does not present too many difficulties. Each of the chapters is organised into separate layers and although the package is designed to be used in a linear fashion, it is quite easy to move around in it and enter and exit the various chapters and sub�sections. In many cases, pages are multi�layered so a click will add additional information at the learner’s own pace. There is also an interesting use of animated words to illustrate grammar points such as endings and the dialogues in many cases are accompanied by a cartoon image. Initial ImpressionsHaving read a couple of articles about the package describing it as a 'new way of revising French grammar’, I was very keen to have a look since I have seen nothing as yet for learners of French at post�GCSE level which betters GramEx for straightforward grammar consolidation purposes. The stated aim of PROF is to provide students with the opportunity of revising and practising (a variety of identified grammatical concepts) in a lively interactive way that will reinforce and improve linguistic accuracy". The choice of grammar topics covered by PROF is very much appropriate to this aim for students at A level / undergraduate level one. However, I must admit to being initially somewhat disappointed with the ‘dated’ look of the static cartoon pictures which reminded me very much of textbooks used in the 1970's (e.g. archetypal French detective in hat in chapter 7). My own experience of students today makes me think they may find this aspect of the package rather unsophisticated. Pedagogical ContentDialoguesThe dialogues within each chapter follow the adventures of a young student, Robert, as he spends a month in France. They gradually evolve into a rather esoteric detective story which ends with a mixture of Islamic terrorists (culturally appropriate?) and French secret agents! There are some nice touches of humour in the dialogue, although a couple of the more stereotypical references did jar somewhat, e.g. une Porsche rouge conduite par une belle blonde. This aspect of the package could be developed in many ways. It seems rather inauthentic for the learner to read scripted dialogue on screen. The dialogues could perhaps be recorded with the option of viewing them. Technology and time permitting, perhaps the static cartoon images could be animated or video clips used to make the story more real. I liked the fact that the writers had chosen a student for the principal character: why not on his year abroad? I particularly liked the use of a map to chart Robert's journey, providing some cultural / geographical input. From a pedagogical perspective, my main concern is the lack of real integration between the dialogues and the aims of the package. In the grammar explanations which follow each dialogue, examples are taken from the dialogue out of context. I feel the dialogues need to link more transparently to the grammar point and explanation. For example, the learner could be required to identify and highlight all examples of the grammar point in the dialogue, or when they go through the explanation, a highlighted link could pull them back to the grammar point in context. I wonder whether students would feel they could relate to and work with the dialogues enough to substantiate the claim of ‘interactivity’ for the package. Moreover, most of the dialogues are rather long and it is therefore vital that they bring a pedagogical plus to warrant their inclusion. This is a concern also expressed by the writers of PROF who are reviewing the relevance of the dialogues within the package at all. Their own extensive evaluation initially revealed that only 10% of students said they found the dialogues useful / very useful. There are some excellent features here though which need to be built on. I like the fact that the authors have deliberately chosen to include grammar items already covered in follow�up dialogues e.g. use of depuis in the chapter on the future tense. The hypertext linked glossary is good, with appropriate vocabulary chosen for translation into English - perhaps at this level an explanation of the vocabulary could be done in French though? Grammar PresentationsFollowing each dialogue is an unashamedly traditional presentation of the grammar point in English. The level of the presentation is challenging but appropriate for revision purposes at this level. However, some thought could be given to the rather heavy emphasis on formal grammatical terminology e.g. particle, elision, past participle, direct object, transitively etc. The terms are not always fully explained and learners may often have little experience of this terminology. A more detailed explanation or linked glossary of grammatical terms would be useful. More importantly, perhaps some more thought should be given to what the learner is expected to do here. Not only are they required to absorb the grammar rule but also the associated metalanguage in English. Is this the aim of the package? A nice touch was the use of graphics layering one onto the next in the explanations, e.g. measurements. I was interested to learn however, that students did not always respond well to the moving words, e.g. to explain the formation of past participle ending. 45% said they found them irritating. ExercisesThe exercise section of each chapter is comprehensive and tests each point presented with a variety of strategies mainly gap filling, true/false, multiple choice. The explanations to the exercises are detailed but it would also be helpful for the learner to have an example of what is required before attempting the questions. One is normally given two attempts at a question and feedback is supplied in English; either "try again" or "incorrect - the answer is .......". It is a shame no explanation of the correct answer is given or a link put back into the presentation of the point, as this would support any learner who is having difficulty as well as enhance the claim of interactivity. As with other traditional CALL packages of this nature, one is required to type in an absolutely correct answer; even a missing apostrophe is classed as incorrect. This does have the advantage of requiring absolute accuracy from the learner although it may be a little demoralising. Overall Value / ConclusionOverall, I found PROF offered an interesting approach to an important need at this level of language learning, the only other package I know of which addresses this need being GramEx. There are several areas of PROF which could be re�appraised, in particular the inclusion of dialogues as well as explanations of grammatical terminology. The authors appear to have included the dialogues in an attempt to contextualise the grammatical points covered. However, the links between exercises and dialogues are tenuous and there are problems with the dialogues themselves in terms of presentation, length and content. Indeed, one could ask whether students actually want or need their grammar practice to be integrated into a 'fun' environment. Within the institution which has piloted it, the package is currently used during class contact time, with access to human feedback (in fact, 69% of students surveyed, said they asked for further grammar explanations during class when using the package). Careful thought needs to be given to how the package could be developed and made more transparent in order to function successfully in a self�access environment. It is encouraging that many of students surveyed, enjoyed and preferred this way of revising grammar. Initial evaluation also suggests they made some improvement in grammar test scores. As the authors say, "PROF clearly justifies its title since many learners felt that, though they may have learned little from it, it gave them the opportunity to revise a great deal of grammar". References Hickman, P (1996) GramEx French. TELL
Consortium CALL package available through Hodder & Stoughton. |
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