DEFINITION I wish to propose a grant to develop an interactive audio component for the NlightN project, an intermediate French grammar manual and accompanying computer exercise and testing program entitled Reprise Grammaticale on the World Wide Web. The period of the grant would be from mid April to the first of September, 1998. As this proposal is to enhance an existing program, a brief history of the project follows.
HISTORY Several years ago a colleague, Dr. Kathy Koberstein, and I began the development of a computerized grammar review. Our original intent was to respond to the needs of students entering the intermediate level of college language. Our observation was that students arrive at this level with vastly different language backgrounds. Our rationale was that only through computer assisted materials could we help students to determine what they know and what they need to review, and guide them to master the material within their own individual strengths and weaknesses.
DESCRIPTION OF THE EXISTING PROGRAM Reprise Grammaticale consists of a grammar manual written in a simple and straightforward manner for the use of English speaking students and designed for individual study, i.e., outside the regular classroom situation , thus allowing us to use class time for activities in which the students apply the grammar they are reviewing individually. computer programs called GEAR UPs in which the students interact with the grammar principles, discovering and determining the nature of the grammar they are studying. We like to think that these materials begin "one step before the textbook", as the students are asked to input their own perceptions of a grammar point after which the program will lead them to discover any principles they may not yet understand. a multitude of computer exercises in varying formats which cover the entire basic French grammar. Each exercise is designed to give immediate personalized feedback of errors made, to allow students to recycle questions they miss on the first try, and to randomly reshuffle the order of the questions each time a student accesses that exercise. All items are designed so that the students will type the correct answer before going on to the next question. constant review experiences which include a variety of formats from short reviews over small amounts of material to extensive reviews with as many as 100 questions in which students may indicate the number of questions they wish to answer. That number of questions is chosen randomly from the pool. The opportunity to type the correct answer before continuing and the recycle features are also offered in these reviews. a computerized testing program which covers the entire grammar. After the students finish a quiz, they are given a score. The quiz then becomes an "exercise", giving personalized feedback on any missed questions, again asking students to type the correct answer before continuing. The students then have the opportunity to leave the professor a message regarding any problems of grammar or scoring. The professor then accesses the students' quizzes and may leave a message for them as well. At any time the students wish to review a quiz, they may call up the quiz and review the commentary given on any questions they may have missed. This becomes a very effective review tool before larger exams such as the mid-term or final. The World Wide Web offers enormous potential as a vehicle for a material such as Reprise Grammaticale. The Web offers universal access, it is available to the WWW audience. Students may access lesson materials from any internet connected computer, and may do so at any time. The Web is a multimedia service which offers the potential of audio and video applications. This, combined with the success of Reprise Grammaticale in its current state of development here prompted me to begin the translation of these materials into HTML, the language of the Web and to place them on the internet. By the end of this academic year, the considerable volume of material represented will be on the Web. We are, in fact, using them on the Web here this year for our intermediate level French students.
DESCRIPTION OF THE PROPOSED INTERACTIVE AUDIO COMPONENT As the Web offers the potential of an audio environment, I propose to incorporate audio-interactive exercises in the existing menus which list the GEAR UPs, exercises, reviews and testing programs. The audio component will consist, for example, of a variety of activities from simple sound discrimination exercises to dictations and to audio texts which will act as listening comprehension exercises on the computer. I am certain, however, that as we begin experimenting with the seemingly limitless possibilities offered by the Web, we will discover even more innovative techniques involving the use of sound and sight. I look forward to those discoveries.
SUPPORT A project such as this is only as feasible as the support offered to those developing the materials. I am fortunate here at Washington and Lee to have the help of the Network Systems Specialist and Webmaster from the University Computing Center. We have worked closely so far and will surely continue to do so. This project would not be possible without that kind of technical support. I am also aided by a senior French major who is in the University Student Work-Study program. He is paid by the University to "proof" all computer exercises materials, testing the feedback of each anticipated incorrect response and offering suggestions as to what errors he as a student might make. Professor Koberstein, co-author of the materials, is available and eager to offer pedagogical comments and criticism. Colleagues in my department have graciously offered to proofread both text and computer materials. A native French professor in our department continues to be most helpful in questions of authenticity. I come to the ACS-Mellon Technology Fellows Program asking for one more level of support. We have in development here one of the most innovative and complete uses of technology in language pedagogy today. I invite you to visit the NlightN project Web site at http://nlightn.wlu.edu/nlightn/ Please realize that you will see "work in progress" that may not reflect the eventual level of sophistication and accuracy that will be evident in the final product. I am excited by the prospect of launching our newly established role in the Associated Colleges of the South with this project, and thank you for considering this proposal.