ED 382 022 AUTHOR McCarthy, Brian TITLE PUB DATEGrammar Drills: What CALL can and cannot do. Brian...
16
DOCUMENT RESUME ED 382 022 FL 022 925 AUTHOR McCarthy, Brian TITLE Grammar Drills: What CALL Can and Cannot Do. PUB DATE 94 NOTE 25p.; Paper presented at the Meeting of EUROCALL (Karlsruhe, Germany, 1994). PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Classroom Techniques; Comparative Analysis; *Computer Assisted Instruction; Computer Attitudes; Computer Graphics; Feedback; Foreign Countries; *Grammar; *Individualized Instruction; Instructional Effectiveness; *Pattern Drills (Language); Recordkeeping; Scoring; Second Language Instruction; *Second Languages; Student Attitudes; Textbooks; Tutorial Programs IDENTIFIERS Australia ABSTRACT The contributions and limitations of computer technology in the presentation of gramMar drills, particularly in a second language, are examined by comparing and contrasting the new technology with traditional textbook instruction. It is noted that, in many ways, computer-assisted language learning (CALL) is a derivative form of traditional language teaching, but that CALL has some specific advantages in seven areas: organization of materials; display of items; volume of material and random presentation; feedback, scoring and record-keeping; focused tutorial assistance; graphics and animation; and cognitive direction. Each of these areas is discussed briefly, and some additional pedagogical by-products discovered by the author are noted, including allowing student control; audio-cuing, and recording and storage of student responses; the computer's literal approach to checking answers; minimal need for student writing; and ability to focus learner attention on a specific area of the screen. Some positive comments of students surveyed concerning computerized grammar drills are presented. A list of foreign language software developed at the University of Wollongong and a number of computer screens are appended. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * * from the original document. ***********************************************************************
Transcript of ED 382 022 AUTHOR McCarthy, Brian TITLE PUB DATEGrammar Drills: What CALL can and cannot do. Brian...
DOCUMENT RESUME
ED 382 022 FL 022 925
AUTHOR McCarthy, BrianTITLE Grammar Drills: What CALL Can and Cannot Do.PUB DATE 94NOTE 25p.; Paper presented at the Meeting of EUROCALL
(Karlsruhe, Germany, 1994).PUB TYPE Reports Evaluative/Feasibility (142)
EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Classroom Techniques; Comparative Analysis; *Computer
Assisted Instruction; Computer Attitudes; ComputerGraphics; Feedback; Foreign Countries; *Grammar;*Individualized Instruction; InstructionalEffectiveness; *Pattern Drills (Language);Recordkeeping; Scoring; Second Language Instruction;*Second Languages; Student Attitudes; Textbooks;Tutorial Programs
IDENTIFIERS Australia
ABSTRACT
The contributions and limitations of computertechnology in the presentation of gramMar drills, particularly in asecond language, are examined by comparing and contrasting the newtechnology with traditional textbook instruction. It is noted that,in many ways, computer-assisted language learning (CALL) is aderivative form of traditional language teaching, but that CALL hassome specific advantages in seven areas: organization of materials;display of items; volume of material and random presentation;feedback, scoring and record-keeping; focused tutorial assistance;graphics and animation; and cognitive direction. Each of these areasis discussed briefly, and some additional pedagogical by-productsdiscovered by the author are noted, including allowing studentcontrol; audio-cuing, and recording and storage of student responses;the computer's literal approach to checking answers; minimal need forstudent writing; and ability to focus learner attention on a specificarea of the screen. Some positive comments of students surveyedconcerning computerized grammar drills are presented. A list offoreign language software developed at the University of Wollongongand a number of computer screens are appended. (MSE)
***********************************************************************Reproductions supplied by EDRS are the best that can be made *
*from the original document.
***********************************************************************
el
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00
Grammar Drills: What CALL Can and Cannot Do,
Brian McCarthyUniversity of Wollongong
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
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Research and ImprovementEDUCATIONAL RESOURCES
INFORMATIONVCENTER (ERIC)
Is document has beenreproduced asrecenvecl from the person or orgamtahanonginatong
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BEST COPY AVAILABLE
Gra
mm
ar D
rills
: Wha
t CA
LL c
an a
nd c
anno
t do.
Bria
n M
cCar
thy,
Dep
artm
ent o
f Mod
ern
Lang
uage
s, U
nive
rsity
of W
ollo
ngon
g
INT
RO
DU
CT
ION
By
gram
mar
dril
ls w
e m
ean
stru
ctur
ed a
ctiv
ities
des
igne
d to
rei
nfor
ce p
atte
rns
and
prin
cipl
es o
f lan
guag
e us
age
whi
ch h
ave
prev
ious
ly b
een
expl
aine
d an
d
rehe
arse
d. T
he tr
aditi
onal
med
ium
of p
rese
ntat
ion
of s
uch
drill
s ha
s be
en th
e
text
book
, and
, sin
ce th
e si
xtie
s, th
e te
xtbo
ok a
ccom
pani
ed b
y au
dio
cass
ette
s.In
this
pap
er th
e co
ntrib
utio
n an
d th
e lim
itatio
ns o
f com
pute
rs in
pre
sent
ing
gram
mar
drill
s w
ill b
e ex
plor
ed la
rgel
y by
com
parin
g an
d co
ntra
stin
g th
e ne
w id
iom
with
the
esta
blis
hed
one
on th
e ba
sis
of a
lmos
t 5 y
ears
' exp
erie
nce
gain
ed b
y th
e au
thor
and
his
colle
ague
Ray
Sta
ce in
the
cour
se o
f dev
elop
ing
a co
mpr
ehen
sive
set
of
Hyp
erca
rd-b
ased
Fre
nch
gram
mar
rev
isio
n ex
erci
ses
at th
e U
nive
rsity
of
Wol
long
ong.
It is
har
dly
surp
risin
g th
at th
ere
are
man
y si
mila
ritie
s be
twee
n th
e tw
o id
iom
s.
Gra
mm
ar te
xtbo
oks
have
bee
n ar
ound
for
cent
urie
s. D
urin
g th
is ti
me
they
hav
e
evol
ved
and
been
ref
ined
in r
espo
nse
to v
aryi
ng p
edag
ogic
al p
riorit
ies
and
lear
ner
need
s. C
ALL
is in
man
y w
ays
a de
rivat
ive
form
.It
is te
chno
logy
rat
her
than
a
met
hodo
logy
, and
its
func
tion
is to
enh
ance
rat
her
than
to r
epla
ce m
ore
trad
ition
al
med
ia.
Hav
ing
all f
orei
gn la
ngua
ge in
stru
ctio
n pe
rfor
med
via
com
pute
r (e
ven
usin
g m
ulti-
med
ia c
apab
ilitie
s) w
ould
be
unsa
tisfa
ctor
y in
the
sam
e w
ay a
s it
wou
ld
be to
res
tric
t the
teac
her
to a
ny o
ther
sin
gle
med
ium
, be
it ta
lk, c
halk
, vid
eo, p
rint,
pict
ures
or
audi
o ca
sset
te.
It is
eas
y fo
r te
ache
rs w
ho h
ave
beco
me
awar
e of
the
virt
ually
end
less
way
s in
whi
ch c
ompu
ters
can
enh
ance
lang
uage
lear
ning
to fo
rget
the
area
s in
whi
ch
book
s ha
ve o
bvio
us a
nd v
ery
real
adv
anta
ges:
they
are
fam
iliar
, affo
rdab
le,
port
able
, rob
ust.
You
don
't ha
ve to
plu
g th
em in
, tur
n th
em o
n, o
r w
ait f
or th
eir
McC
AR
TH
Y: G
ram
mar
Dril
ls: W
hat C
ALL
can
and
can
not d
oP
acts
syst
em to
boo
t up,
and
they
sel
dom
if e
ver
cras
h. J
ust b
ecau
se c
ompu
ters
hav
e
give
n a
new
dim
ensi
on to
the
conc
ept o
f mul
ti-m
edia
doe
s no
t mea
n th
at b
ooks
are
mon
o-m
ediu
m. T
he m
anip
ulat
ion
of p
rinte
d te
xt, c
olou
r, g
raph
ics,
layo
ut a
nd
desi
gn h
ave
allo
wed
boo
ks o
f one
type
or
anot
her
to s
erve
as
the
sole
gui
de a
nd
vehi
cle
for
extr
emel
y di
vers
e te
achi
ng a
ppro
ache
s, a
nd a
s an
indi
spen
sabl
e
com
pone
nt o
f man
y ot
hers
, inc
ludi
ng C
ALL
.
The
pre
cedi
ng r
emar
ks m
ay n
ot s
ound
like
the
wor
ds o
f a C
ALL
dev
otee
. But
they
are.
Thi
s de
vote
e is
bot
h co
mm
itted
and
ent
husi
astic
, but
he
is a
lso
sobe
r an
d
real
istic
. To
thin
k ab
out C
ALL
gra
mm
ar d
rilis
, or
any
othe
r ap
plic
atio
n of
com
pute
rs
to la
ngua
ge le
arni
ng, o
ther
than
aga
inst
suc
h a
back
drop
is to
ris
k sp
endi
ng m
uch
time
and
effo
rt o
n th
e ep
hem
eral
or
the
irrel
evan
t. A
mon
g th
e fir
st r
ules
of s
oftw
are
desi
gn a
re th
e pr
inci
ples
of e
xplo
iting
the
com
pute
r fo
r w
hat i
t is
good
at,
bein
g
fran
k in
ass
essi
ng it
s m
erits
and
wea
knes
ses
com
pare
d to
oth
er m
edia
and
appr
oach
es, a
nd in
tegr
atin
g C
ALL
mat
eria
ls in
to th
e te
achi
ng p
rogr
am o
nly
whe
re
they
are
mos
t app
ropr
iate
.
SO
WH
AT
CA
N C
OM
PU
TE
RS
BR
ING
TO
GR
AM
MA
R D
RIL
LS?
Com
pute
rs, l
ike
book
s, a
re n
ot p
artic
ular
ly g
ood
at s
pont
aneo
us, i
ntui
tive,
war
m,
hum
an, f
lexi
ble,
gen
uine
ly c
omm
unic
ativ
e tw
o-w
ay s
poke
n in
tera
ctio
n.In
spen
ding
tim
e on
gra
mm
ar d
rills
, how
ever
, few
teac
hers
or
thei
r st
uden
ts im
agin
e
that
they
are
doi
ng it
for
its im
med
iate
func
tiona
l com
mun
icat
ive
valu
e or
to r
epla
ce
any
of th
e la
rge
arra
y of
inte
ract
ive
spea
king
act
iviti
es p
erfo
rmed
in o
ther
pha
ses
of
the
lear
ning
pro
cess
. The
pur
pose
of g
ram
mar
dril
ls is
to s
et in
pla
ce th
roug
h
stru
ctur
ed, c
once
ntra
ted,
rep
etiti
ve a
ctiv
ities
key
ele
men
ts o
f mor
phol
ogy
or s
ynta
x.
Tru
e fo
reig
n la
ngua
ge le
arne
rs in
an
envi
ronm
ent s
uch
as th
e on
e in
whi
ch m
ost
Aus
tral
ian
lear
ners
ope
rate
do
not h
ave
suffi
cien
t opp
ortu
nity
to a
cqui
re th
ese
elem
ents
thro
ugh
obse
rvat
ion,
infe
renc
e or
rep
eate
d us
e In
aut
hent
ic n
eed
; - d
riven
com
mun
icat
ion
with
nat
ive
spea
kers
. We
will
dea
l with
the
cont
ribut
ion
that
can
be
mad
e by
the
com
pute
r un
der
seve
n m
ain
cate
gorie
s: o
rgan
isat
ion
of m
ater
ial;
McC
AR
TH
Y: G
ram
mar
Dril
ls: W
hat C
ALL
can
and
can
not d
opa
ge 2
disp
lay
of it
ems;
vol
ume
of m
ater
ial a
nd r
ando
m p
rese
ntat
ion;
feed
back
, sco
ring
and
reco
rd-k
eepi
ng; f
ocus
ed tu
toria
l ass
ista
nce;
gra
phic
s an
d an
imat
ion;
and
cogn
itive
dire
ctio
n. W
here
app
ropr
iate
, illu
stra
tion
is p
rovi
ded
from
som
e of
the
mod
ules
dev
elop
ed a
t the
Uni
vers
ity o
f Wol
long
ong.
A c
ompl
ete
list o
f thi
s
softw
are
is p
rovi
ded
in A
ppen
dix
1.
OR
GA
NIS
AT
ION
OF
MA
TE
RIA
L
It is
pos
sibl
e to
org
anis
e m
ater
ial o
n a
com
pute
r in
exa
ctly
the
sam
e w
ay a
s in
a
text
book
. Thi
s w
ould
invo
lve
typi
ng in
the
text
usi
ng a
ny w
ord-
proc
essi
ng p
acka
ge,
and
allo
win
g us
ers
to s
crol
l thr
ough
it in
muc
h th
e sa
me
way
as
they
wou
ld le
af
thro
ugh
a bo
ok. A
nd th
e en
d-re
sult
wou
ld b
e fa
r le
ss s
atis
fact
ory:
the
user
wou
ld
not b
e ab
le to
see
eve
n th
e fu
ll co
nten
ts p
age
on th
e sc
reen
at o
ne ti
me,
let a
lone
flip
com
fort
ably
bac
k an
d fo
rth
betw
een
sect
ions
. Why
hav
e in
ert i
nfor
mat
ion
pres
ente
d on
a s
mal
l scr
een
and
disa
ppea
ring
from
sig
ht c
ompl
etel
y w
hen
you
mov
e so
muc
h as
hal
f a p
age
away
, whe
n yo
u co
uld
have
it in
a b
ook
that
you
can
hold
, flip
thro
ugh,
put
a b
ookm
ark
in, a
nd w
hose
phy
sica
l sha
pe is
ver
y ta
ngib
ly
pres
ent a
t all
times
allo
win
g yo
u to
see
and
feel
you
r w
ay a
roun
d it?
In s
hort
, a
com
pute
r dr
esse
d up
as
a te
xtbo
ok is
no
mat
ch fo
r th
e re
al th
ing.
Bec
ause
of i
ts r
adic
ally
diff
eren
t nat
ure,
the
med
ium
of t
he c
ompu
ter
requ
ires
a
who
le a
rray
of d
iffer
ent c
onve
ntio
ns fo
r pr
esen
ting
info
rmat
ion.
How
ever
, whe
n
info
rmat
ion
is d
ealt
with
acc
ordi
ng to
the
inhe
rent
qua
litie
s of
ele
ctro
nic
med
ia
rath
er th
an th
ose
of p
rint,
a ne
w s
et o
f con
vent
ions
em
erge
s an
d, a
long
with
it,
fres
h co
mbi
natio
ns o
f inf
orm
atio
n an
d ne
w d
imen
sion
s of
inte
ract
ivity
bet
wee
n th
e
lear
ner
and
the
subj
ect m
atte
r.
One
of t
he fu
ndam
enta
l are
as in
whi
ch c
ompu
ter
and
book
diff
er is
that
of t
he
orga
nisa
tion
of in
form
atio
n.B
ooks
are
str
ictly
and
ines
capa
bly
linea
r.W
ith
com
pute
rs, o
nly
a sm
all a
mou
nt o
f inf
orm
atio
n is
vis
ible
on
the
scre
en a
t one
tim
e,
yet t
hey
have
the
pote
ntia
l to
stor
e va
st q
uant
ities
of d
ata.
Con
sequ
ently
stra
tific
atio
n, b
ranc
hing
and
loop
ing
have
em
erge
d qu
ite n
atur
ally
as
the
mos
t
appr
opria
te m
eans
of f
acili
tatin
g th
e us
er's
nav
igat
ion
thro
ugh
the
mat
eria
l. A
s th
e
com
pute
r sc
reen
is n
ot th
ree-
dim
ensi
onal
like
a b
ook,
an
alte
rnat
ive
has
to b
e
foun
d to
the
'dep
th' f
acto
r w
hich
ena
bles
the
read
er o
f a b
ook
to s
ay s
uch
thin
gs a
s:
'the
bit I
wan
t is
abou
t thr
ee-q
uart
ers
of th
e w
ay th
roug
h'; o
rju
st fl
ip b
ack
to th
e
tabl
e of
con
tent
s'; o
r `t
he e
xerc
ises
alw
ays
com
e af
ter
the
gram
mar
exp
lana
tions
and
the
exam
ples
'.
The
nee
d to
find
an
alte
rnat
ive
in fa
ct fo
rces
the
softw
are
desi
gner
to b
e co
nsci
ous
of le
arne
r ne
eds
at a
ll tim
es. T
he e
lect
roni
c co
unte
rpar
t of a
gra
mm
ar b
ook'
s
palp
abili
ty a
nd d
imen
sion
of d
epth
com
mon
ly ta
kes
the
form
of a
sec
tion
of th
e
scre
en b
eing
ded
icat
ed to
nav
igat
iona
l opt
ions
. Thi
s be
nefit
s th
e st
uden
t in
that
the
desi
gner
is fo
rced
to a
ntic
ipat
e th
e le
awne
r's n
eeds
and
pot
entia
l diff
icul
ties
at
ever
y m
omen
t of a
n ac
tivity
. In
the
exam
ple
show
n in
Fig
. 1, a
typi
cal w
ork
scre
en
from
the
exer
cise
on
Fre
nch
pron
oun
obje
ct fo
rm a
nd p
ositi
on, t
his
antic
ipat
ion
take
s th
e fo
rm o
f pro
visi
on fo
r ac
cess
at a
ny ti
me
to r
elev
ant g
ram
mar
not
es
[Gra
mm
aire
; Tab
le d
es P
rono
ms]
; ope
ratio
nal i
nstr
uctio
ns o
n th
e ex
erci
se,
acco
mpa
nied
by
num
erou
s an
imat
ed e
xam
ples
[Aid
e]; a
ref
eren
ce c
ard
on th
e
keys
trok
es fo
r an
y ac
cent
ed c
hara
cter
s st
uden
ts m
ay b
e re
quire
d to
type
[Acc
ents
];
'line
ar' i
nfor
mat
ion
on w
here
they
are
up
to in
the
exer
cise
; opt
ions
to c
heck
or
to
eras
e th
e an
swer
; and
, mos
t im
port
antly
, the
pos
sibi
lity
of b
ailin
g ou
t of t
he
exer
cise
alto
geth
er.
Unl
ike
a te
xtbo
ok, t
he r
ealis
atio
n of
any
of t
hese
ope
ratio
ns In
a c
ompu
ter
activ
ity
requ
ires
only
a c
lick
on th
e ap
prop
riate
spo
t on
the
scre
en. I
t is
inst
anta
neou
s, a
nd
retu
rnin
g to
the
exac
t spo
t in
the
exer
cise
is e
qual
ly s
impl
e an
d pr
ompt
.
Sim
ilar
com
preh
ensi
ve a
ntic
ipat
ion
of u
ser
need
s, c
lear
vis
ibili
ty o
f opt
ions
and
inst
anta
neou
s ac
cess
to th
em Is
ava
ilabl
e at
oth
er s
trat
a of
the
activ
ity s
uch
as th
e
inde
x ca
rd o
r th
e re
sults
scr
een.
McC
AR
TH
Y: G
ram
mar
arill
s: W
hat C
ALL
can
and
can
not d
opa
ge 3
McC
AR
TH
Y: G
ram
mar
Dril
ls: W
hat C
ALL
can
and
can
not d
o
4)6
pi. 4
DIS
PLA
Y O
F IT
EM
S
It is
not
onl
y th
e la
ck o
f a v
isib
le th
ird d
imen
sion
that
has
a b
earin
g on
the
conf
igur
atio
n of
info
rmat
ion
in C
ALL
act
ivita
s. T
he li
mite
d sp
ace
avai
labl
e in
the
two
rem
aini
ng d
imen
sion
s is
furt
her
rest
ricte
d by
the
mul
tiple
func
tions
this
spac
e m
ust s
erve
.In
the
case
of g
ram
mar
dril
ls, t
his
effe
ctiv
ely
rule
s ou
t the
disp
lay
of m
ore
than
one
item
at a
tim
e. A
s it
turn
s ou
t, th
is 'r
estr
ictio
n' a
ctua
lly
enha
nces
the
activ
ity b
y fo
cusi
ng a
ttent
ion
only
on
the
item
at h
and,
allo
win
g th
e
stud
ent t
o ap
proa
ch e
ach
item
as
a fr
esh
task
, min
imis
ing
the
capa
city
of
prev
ious
item
s to
rei
nfor
ce w
rong
prin
cipl
es o
r to
enc
oura
ge s
tude
nts
to in
fer
answ
ers
by p
atte
rn-m
atch
ing
rath
er th
an fo
cus
on m
eani
ng. I
t als
o m
eans
that
a
cons
ider
ably
larg
er fo
nt s
ize
can
be u
sed,
impr
ovin
g le
gibi
lity
and
redu
cing
eye
stra
in.
Stu
dent
s ca
n er
ase
and
re-c
omm
ence
an
inco
rrec
t ans
wer
with
out '
mes
sing
up
the
page
'; th
ey c
an s
ee h
ow a
n an
swer
look
s w
ithou
t bei
ng c
omm
itted
to it
(no
one
will
kno
w if
they
got
it w
rong
); th
ey c
an c
ome
back
one
hou
r, o
ne d
ay o
r on
e
mon
th la
ter
and
re-d
o th
e ite
m m
uch
mor
e fr
eshl
y th
an if
they
wer
e go
ing
back
to
it in
a p
re-u
sed
page
in a
text
book
.
If a
stud
ent's
fina
l ans
wer
is in
corr
ect,
the
ephe
mer
al n
atur
e of
ele
ctro
nic
text
is
such
as
to le
ave
no v
isib
le tr
ace
of th
e er
ror,
eith
er a
s a
rein
forc
emen
t of b
ad
habi
ts o
r as
an
abid
ing
mon
umen
t to
inep
titud
e an
d a
sour
ce o
f em
barr
assm
ent.
VO
LUM
E O
F M
AT
ER
IAL
AN
D R
AN
DO
M P
RE
SE
NT
AT
ION
The
com
pute
r's c
apac
ity to
file
aw
ay h
uge
volu
mes
of r
eadi
ly r
etrie
vabl
e da
ta in
a
smal
l phy
sica
l spa
ce m
akes
the
lege
ndar
y sk
ill o
f ins
crib
ing
the
Lord
's P
raye
r on
the
head
of a
pin
see
m c
lum
sy a
nd d
ated
. Bei
ng a
ble
to s
tore
suc
h la
rge
quan
titie
s
of d
ata
inco
nspi
cuou
sly
mea
ns th
at th
ere
is v
irtua
lly n
o up
per
limit
to th
e nu
mbe
r of
McC
AR
TH
Y: O
tany
nar
Dri
lla: W
hat C
AL
I. c
an a
nd c
anno
t do
Papa
item
s in
any
act
ivity
. Our
Fre
nch
Pro
noun
Obj
ects
mod
ule,
for
exam
ple,
con
tain
s
mor
e th
an 6
500
item
s, a
ll of
whi
ch a
re c
alle
d on
in th
e re
visi
on te
st, w
ith in
divi
dual
exer
cise
s dr
awin
g on
wel
ls c
onta
inin
g be
twee
n 16
8 an
d 15
92 it
ems;
and
the
Rep
orte
d S
peec
h m
odul
e, w
ith 1
8 in
divi
dual
exe
rcis
es o
f app
roxi
mat
ely
400
item
s
draw
s on
som
e 85
00 in
the
revi
sion
test
s.
The
acc
umul
atio
n of
larg
e ba
nks
of it
ems
is n
ot a
man
ifest
atio
n of
unb
ridle
d
lingu
istic
ava
rice.
The
re a
re s
ound
ped
agog
ical
rea
sons
for
it.La
rge
wel
ls o
f
item
s co
uple
d w
ith th
e co
mpu
ter's
cap
acity
to p
rese
nt th
em in
ran
dom
ord
er m
ake
it po
ssib
le fo
r st
uden
ts to
ret
urn
fres
h to
the
'sam
e' a
ctiv
ity ti
me
and
time
agai
n.
The
y w
ill s
eldo
m s
ee th
e sa
me
ques
tion
twic
e, it
is m
ost u
nlik
ely
that
they
will
eve
r
be c
onfr
onte
d w
ith th
e sa
me
set o
f que
stio
ns, a
nd th
e ch
ance
s of
thei
r ev
er h
avin
g
the
sam
e se
t of t
en o
r tw
enty
que
stio
ns in
the
sam
e se
quen
ce a
re in
finite
sim
ally
smal
l. T
his
ensu
res
that
stu
dent
s m
aste
r th
e pa
ttern
rat
her
than
the
indi
vidu
al it
em
It al
so e
nabl
es th
em to
test
them
selv
es a
gain
st th
emse
lves
, mon
itor
thei
r ow
n
prog
ress
, and
impr
ove
thei
r pe
rfor
man
ce w
ithou
t 'w
earin
g th
e ac
tivity
out
'.
The
com
pute
r fo
rmat
has
add
ed a
new
dim
ensi
on to
the
rjenr
e of
gra
mm
ar d
rills
.
The
hoa
rdin
g of
thou
sand
s up
on th
ousa
nds
of it
ems
for
a si
ngle
gra
mm
ar a
ctiv
ity in
prin
ted
or h
and-
writ
ten
form
con
jure
s up
imag
es o
f dus
ty fi
ling
cabi
nets
in th
e
clut
tere
d of
fices
of d
edic
ated
but
ecc
entr
ic a
cade
mic
s. A
t iss
ue is
not
the
inhe
rent
valu
e of
the
item
s, b
ut h
ow, r
ealis
tical
ly, t
o m
ake
use
of th
em. S
uch
accu
mul
atio
n
has
to d
ate
been
som
ethi
ng o
f an
inno
cent
and
altr
uist
ic e
xerc
ise
in p
edag
ogic
al
futil
ity. K
eepi
ng tr
ack
of th
e ex
erci
ses,
acc
essi
ng th
em a
t the
app
ropr
iate
mom
ent,
orga
nisi
ng th
em, a
nd r
epro
duci
ng th
em p
rom
ptly
for
use
by s
tude
nts
rapi
dly
beco
mes
an
adm
inis
trat
ive
nigh
tmar
e. T
he v
olum
es o
f pap
er r
equi
red
to s
tore
and
to r
epro
duce
them
wou
ld b
e gr
ound
s fo
r a
min
or e
nviro
nmen
tal s
cand
al, a
nd,
beca
use
the
sam
e re
stric
tions
of s
pace
, kne
wity
and
re-
usab
ility
app
ly to
the
med
ium
reg
ardl
ess
of s
ophi
stic
atio
n of
ple
sent
atio
n, th
e ch
ance
s of
find
ing
anyo
ne
will
ing
to ta
ke o
n th
eir
publ
icat
ion
as a
com
ma
cial
ven
ture
are
ver
y re
mot
e.
McC
AR
TH
Y: G
ram
mar
Mk
Wha
t CA
LL
can
and
can
not d
oS
PIP
6
Whe
n pr
esen
ted
rand
omly
by
a co
mpu
ter,
how
ever
, the
ver
y qu
aliti
es w
hich
mad
e
thes
e ex
erci
ses
seem
tedi
ous
and
unw
ield
y no
w m
ake
them
stim
ulat
ing
and
attr
activ
e. S
tude
nts
can
call
up a
s fe
w o
r as
man
y qu
estio
ns a
s th
ey w
ant o
r ne
ed;
the
mor
e ite
ms
in th
e w
ell,
the
grea
ter
the
chan
ce o
f eac
h w
ork
sess
ion
bein
g fr
esh
and
chal
leng
ing.
Ful
l int
egra
tion
of n
ew it
ems
and
mod
ifica
tion
and
upda
ting
of
exis
ting
item
s is
an
easi
ly-a
chie
vabl
e, e
nviro
nmen
tally
frie
ndly
ope
ratio
n.
FE
ED
BA
CK
, SC
OR
ING
AN
D R
EC
OR
D-K
EE
PIN
G
Few
peo
ple
disp
ute
the
valu
e of
som
e fo
rm o
f gra
mm
ar d
rillin
g w
hen
a st
uden
t is
oper
atin
g in
a tr
uly
fore
ign-
lang
uage
-lear
ning
env
ironm
ent -
i.e.
whe
n he
or
she
mus
t fin
d a
subs
titut
e fo
r th
e co
nsta
nt a
udito
ry r
einf
orce
men
t and
the
norm
ativ
e
influ
ence
pro
vide
d by
the
com
mun
ity o
f spe
aker
s su
rrou
ndin
g th
e le
arne
r w
ho h
as
the
priv
ilege
of s
tudy
ing
or o
f liv
ing
and
wor
king
in a
cou
ntry
in w
hich
tho
targ
et
lang
uage
is s
poke
n. A
nd th
ere
is n
o do
ubt t
hat t
he b
est c
ompu
ter
feed
back
is
infe
rior
to th
e be
st fe
edba
ck p
rovi
ded
by a
com
pete
nt la
ngua
ge te
ache
r.Y
et
gram
mar
dril
ls s
eem
to p
rovi
de th
e m
ost a
bidi
ng a
nd le
ast h
appy
cla
ssro
om
mem
orie
s fo
r th
e m
ajor
ity o
f ers
twhi
le fo
reig
n la
ngua
ge le
arne
rs a
nd te
ache
rs w
ho
reca
ll th
e fu
tility
of n
othi
ng-b
ut-g
ram
mar
less
ons;
the
tedi
um o
f tur
n-by
-tur
n
answ
erin
gar
ound
a m
ixed
-abi
lity
clas
s of
30;
the
fals
e im
pres
sion
of g
roup
mas
tery
fost
ered
by
the
clas
s-ch
orus
res
pons
e; th
e lo
ss o
f stu
dent
inte
rest
in a
nd
sens
e of
ow
ners
hip
of a
nsw
ers
durin
g th
e tim
e th
at e
laps
es b
etw
een
the
subm
issi
on o
f a w
ritte
n ex
erci
se a
nd it
s re
turn
afte
r co
rrec
tion;
the
occa
sion
al
inad
equa
cy o
f writ
ten
corr
ectio
ns b
y th
e te
ache
r an
d th
e co
nsid
erab
ly g
reat
er
inad
equa
cy o
f cor
rect
ions
by
fello
w-s
tude
nts
on th
ose
occa
sion
s w
hen
teac
hers
opte
d to
sav
e tim
e by
hav
ing
stud
ents
cor
rect
eac
h ot
her's
wor
k en
mas
se in
the
clas
sroo
m; t
he la
rge
Inve
stm
ent o
f tea
cher
tim
e fo
r a
rela
tivel
y sm
all r
etur
n in
term
s
of le
arni
ng; t
he e
ase
with
whi
ch th
e us
e of
less
on ti
me
can
over
bala
nce
in th
e
dire
ctio
n of
dril
ling
and
test
ing
inst
ead
of b
eing
use
d to
bui
ld fu
nctio
nal
McC
AR
TH
Y: G
ram
me
Drib
: Wha
t CA
LL c
an a
nd c
anno
t do
Dat
a
com
mun
icat
ion
and
com
preh
ensi
on s
kills
or
to p
rovi
de c
aref
ul e
xpla
natio
ns o
f
lingu
istic
not
ions
.
Whe
n it
com
es to
pro
vidi
ng fe
edba
ck, c
ompu
ters
are
gen
uine
ly in
tera
ctiv
e w
here
text
book
s ar
e no
t. T
extb
ooks
can
pro
vide
ans
wer
s, b
ut th
ey d
o no
t tel
l stu
dent
s
whe
ther
they
are
rig
ht o
r w
rong
. Stu
dent
s m
ust d
educ
e th
is fo
r th
emse
lves
by
com
parin
g th
eir
answ
ers
with
the
ones
sup
plie
d. T
here
is n
o w
ay o
f con
trol
ling
whe
ther
they
can
do
this
bef
ore
or a
fter
atte
mpt
ing
to a
nsw
er. A
nd a
s th
e pa
ge o
f
the
text
or
wor
kboo
k go
es n
o fu
rthe
r in
abs
orbi
ng th
e st
uden
t's a
nsw
er th
an to
rece
ive
its p
hysi
cal i
mpr
int o
n th
e pa
ge, i
t is
not c
apab
le o
f let
ting
the
stud
ent k
now
so m
uch
as w
heth
er h
is o
r he
r pe
ncil
is b
lunt
, let
alo
ne o
fan
alys
ing
the
natu
re o
f
erro
rs a
nd p
rovi
ding
rel
evan
t com
men
ts o
n th
em.
Com
pute
rs m
ake
it po
ssib
le to
inco
rpor
ate
a va
riety
of a
ccou
ntin
g pr
oced
ures
.
The
se in
clud
e sc
orin
g (b
oth
prog
ress
and
fina
l sco
res)
; ind
icat
ing
how
man
y
ques
tions
hav
e be
en a
ttem
pted
, how
man
y re
mai
n, a
nd th
e sc
ore
the
stud
ent i
s on
targ
et fo
r at
the
pres
ent r
ate;
sto
ring
scor
es fo
r su
bseq
uent
con
sulta
tion
by a
teac
her;
cre
atin
g a
"mis
ses'
file
ava
ilabl
e to
stu
dent
s on
com
plet
ion
of th
e ex
erci
se
and
allo
win
g th
em to
com
pare
all
thei
r in
corr
ect r
espo
nses
aga
inst
the
antic
ipat
ed
resp
onse
s; c
ontr
ollin
g th
e de
gree
of d
iffic
ulty
or
the
natu
re o
f the
nex
t ite
m to
be
pres
ente
d, in
the
light
of t
he p
atte
rn o
f err
ors
mad
e by
the
indi
vidu
al s
tude
nt;
gath
erin
g an
alyt
ical
dat
a on
indi
vidu
al it
ems
or c
ateg
orie
s of
item
s po
sing
prob
lem
s fo
r le
arne
rs.
Onc
e ap
prop
riate
feed
back
is in
corp
orat
ed in
to a
pie
ce o
f sof
twar
e, th
ere
is
virt
ually
no
limit
to th
e nu
mbe
r of
tim
es a
stu
dent
can
ben
efit
trom
it, o
r to
the
patie
nce,
pro
mpt
ness
, det
ail,
impa
rtia
lity
and
conf
iden
tialit
y w
ith w
hich
It is
deliv
ered
. The
cor
rect
ion
proc
ess
does
not
req
uire
teac
her
invo
lvem
ent a
t any
stag
e, a
nd s
tude
nt r
esul
ts 's
tay
put'
in a
priv
ate
file
on th
e co
mpu
ter
acce
ssib
le o
nly
to th
e te
ache
r.
McC
AR
TH
Y: G
ram
mar
Drif
t: W
hat C
ALL
can
and
can
not d
o10
Par
In m
ultip
le-c
hoic
e ac
tiviti
es s
tude
nts
reco
gnis
e an
d ac
tivat
e re
spon
ses
rath
er th
an
crea
te th
em, b
ut th
is r
estr
ictio
n is
offs
et b
y th
e fa
ct th
at d
etai
led,
rel
evan
t fee
dbac
k
can
be p
rovi
ded
imm
edia
tely
and
aut
omat
ical
ly fo
r ev
ery
poss
ible
cho
ice.
The
long
er th
e st
ring
of te
xt to
be
ente
red
as a
n an
swer
, the
mor
e di
fficu
lt it
is to
inco
rpor
ate
prog
ram
med
che
ckin
g, a
s pr
edic
tion
of a
ll th
e pe
rmut
atio
ns a
nd
com
bina
tions
of g
ram
mar
and
typi
ng e
rror
s be
com
es v
irtua
lly im
poss
ible
, and
the
mor
e va
riant
s ag
ains
t whi
ch a
n an
swer
is c
heck
ed, t
he s
low
er th
e ch
ecki
ng
proc
ess.
Onc
e th
e bu
lk o
f an
answ
er is
ess
entia
lly c
orre
ct, h
owev
er, i
t is
poss
ible
to g
ive
user
s co
nsis
tent
and
con
stru
ctiv
e fe
edba
ck fo
r pr
edic
tabl
e er
rors
ass
ocia
ted
with
the
gram
mat
ical
cor
e of
the
exer
cise
.
FO
CU
SE
D T
UT
OR
IAL
AS
SIS
TA
NC
E
For
gra
mm
ar e
xerc
ises
, one
of t
he m
ost s
trik
ing
outc
omes
of t
he n
ew
conf
igur
atio
ns o
f inf
orm
atio
n im
pose
d or
fost
ered
by
the
med
ium
of t
he c
ompu
ter
is
the
oppo
rtun
ity fo
r fr
esh
asso
ciat
ions
bet
wee
n gr
amm
ar p
rese
ntat
ion
and
revi
sion
drill
s. W
e ha
ve a
lread
y re
ferr
ed to
per
man
ent a
nd in
stan
t acc
ess
to r
elev
ant
gram
mar
not
es a
nd to
the
poss
ibili
ty o
f aut
omat
ical
ly ta
king
stu
dent
s to
the
sect
ion
of th
e no
tes
mos
t app
ropr
iate
to th
e 'fa
cet o
f the
pro
blem
they
are
cur
rent
ly w
orki
ng
on. O
f gre
ater
inte
rest
is th
e po
tent
ial t
o us
e cl
ick-
step
s, a
utom
ated
seq
uenc
es a
nd
anim
atio
n to
com
bine
exp
lana
tions
of h
ow to
do
an e
xerc
ise
with
a r
ehea
rsal
of t
he
fund
amen
tal c
once
pts
and
proc
esse
s of
gra
mm
ar in
act
ion,
allo
win
g st
uden
ts to
acce
ss g
uide
d, v
isua
lly s
timul
atin
g, lo
gica
lly s
truc
ture
d ex
plan
atio
ns o
f why
and
how
they
are
man
ipul
atin
g th
e la
ngua
ge.
It is
per
haps
app
ropr
iate
, to
men
tion
at th
is p
oint
that
ther
e ca
n be
few
bet
ter
illus
trat
ions
of t
he g
ap b
etw
oen
the
conv
entio
ns o
f exp
ress
ion
for
stra
ight
prin
t
med
ia a
nd th
ose
appl
ying
to C
ALL
sof
twar
e th
an th
e di
fficu
lties
one
enc
ount
ers
in
atte
mpt
ing
to g
ive
a co
ncis
e, c
lear
and
com
plet
e ex
plan
atio
n of
an
elab
orat
e
com
pute
r pr
oces
s in
the
spac
e of
one
or
two
para
grap
hs o
f a jo
urna
l art
icle
. Wor
ds
McC
AR
TH
Y: G
ram
mar
Orin
s: W
hat C
ALL
can
and
can
not d
o11
Pag
e
can
prov
ide
only
a d
im a
nd p
artia
l ref
lect
ion
of p
ictu
res
and
oper
atio
ns. F
igur
es 2
,
3 an
d 4
are
pres
ente
d in
an
atte
mpt
to il
lust
rate
the
inte
rsec
tion
of d
rill a
nd m
ini-
tuto
rial r
efer
red
to a
bove
. In
each
cas
e th
e ex
ampl
e pr
ovid
ed is
one
of m
any.
A
larg
e ra
nge
of s
uch
exam
ples
is p
rovi
ded
in e
ach
mod
ule
to a
llow
stu
dent
s to
expl
ore
varia
nts
of th
e pr
inci
ple
and
diffe
rent
leve
ls o
f com
plex
ity. F
ig. 2
(a-d
) sh
ows
the
oper
atio
n of
Exa
mpl
e 5
for
Fre
nch
Pro
noun
Obj
ect O
rder
in th
e pa
ssé
com
pose
. Diff
eren
, set
s of
exa
mpl
es a
re p
rovi
ded
for
the
pres
ent t
ense
and
the
impe
rativ
e.F
ig. 3
(a-
jisho
ws
a 'H
elp'
tuto
rial s
eque
nces
from
one
of t
he F
renc
h
Rel
ativ
e P
rono
un Id
ea L
inks
act
iviti
es, a
nd F
ig. 4
sho
ws
two
key
scre
ens
from
one
of th
e F
renc
h R
elat
ive
Pro
noun
Pre
ss C
lips
activ
ities
. Ani
mat
ion
coup
led
with
wel
l-
chos
en e
xam
ples
and
car
eful
ly s
eque
nced
inst
ruct
ions
and
imag
es m
akes
it
poss
ible
for
stud
ents
to h
ave
repe
ated
acc
ess
to a
n el
ectr
onic
enc
apsu
latio
n of
wel
l-pla
nned
'bla
ckbo
ard
wor
k', a
nd to
hav
e th
e po
wer
to r
egul
ate
the
pace
at
whi
ch it
is p
rese
nted
.
GR
AP
HIC
S A
ND
AN
IMA
TIO
N
The
idea
of u
sing
gra
phic
s in
con
junc
tion
with
gra
mm
ar-o
rient
ed a
ctiv
ities
is h
ardl
y
nove
l. T
heir
grea
test
val
ue is
that
they
pro
vide
a m
eans
of b
y-pa
ssin
g th
e pr
inte
d
text
and
of s
uppl
ying
the
sort
of d
irect
link
bet
wee
n th
e 's
igni
fied'
and
the
spok
en
wor
d ty
pica
l of r
eal-w
orld
com
mun
icat
ion
situ
atio
ns.
Thi
s ha
s be
en r
eadi
ly
reco
gnis
ed s
ince
the
era
of s
truc
turo
-glo
bal a
udio
-vis
ual m
etho
dolo
gy, w
here
audi
o re
cord
ings
wer
e co
mm
only
acc
ompa
nied
by
huge
ban
ks o
f slid
e
tran
spar
enci
es. C
ue c
ards
, pos
ters
and
flan
nelg
raph
s ha
ve p
rove
d to
be
sim
ilarly
bene
ficia
l, al
thou
gh th
eir
use
has
been
mor
e 'lo
calis
ed' i
n th
e se
nse
that
they
are
clea
rly o
f mor
e va
lue
for
som
e gr
amm
ar p
oint
s th
an o
ther
s.S
impl
e lo
gist
ic
cons
ider
atio
ns a
re a
mon
g th
e m
ain
roe:
sons
why
gra
phic
s ha
ve o
ften
been
over
look
ed o
r av
oide
d.
McC
AR
TH
Y: G
ram
mar
Dri
No:
Wha
t CA
LL c
an a
nd c
anno
t do
12pa
ys 1
0
The
num
ber
of w
ays
in w
hich
gra
phic
s, a
nim
atio
n an
d vi
deo
imag
es c
an b
e
inco
rpor
ated
into
CA
LL g
ram
mar
act
iviti
es is
lim
ited
only
by
the
imag
inat
ion
and
reso
urce
s of
the
indi
vidu
al te
ache
r. W
hate
ver
peda
gogi
cal a
ppro
ach
grap
hics
may
be s
uppo
rtin
g, a
ny u
se o
f the
m in
the
com
pute
r m
ediu
m h
as a
num
ber
of u
sefu
l un-
book
-like
cha
ract
eris
tics:
they
occ
upy
very
littl
e re
al s
pace
(10
00 p
ictu
res
do n
ot
take
up
muc
h m
ore
room
than
10)
; you
don
't ha
ve to
han
dle
them
or
stor
e th
em in
cupb
oard
s or
cab
inet
s; s
witc
hing
bet
wee
n im
ages
and
pre
sent
ing
them
in v
arie
d
sequ
ence
s do
es n
ot r
equi
re ju
gglin
g, h
and-
eye
co-o
rdin
atio
n, s
pare
han
ds, f
licki
ng
back
and
fort
h be
twee
n pa
ges
or s
witc
hing
bet
wee
n re
sour
ce b
ooks
; vid
eo c
lips,
line
draw
ings
, slid
es a
nd m
aps
are
all r
educ
ed to
a c
omm
on m
ediu
m, t
hey
can
all
be m
anag
ed in
the
sam
e w
ay a
nd u
sed
inte
rcha
ngea
bly.
The
follo
win
g ar
e th
ree
very
sim
ple
way
s in
whi
ch th
e au
thor
has
use
d th
e
com
pute
r's c
apac
ity to
inte
grat
e gr
aphi
cs in
to g
ram
mar
dril
ls.
Fig
. 5 s
how
s a
very
sim
ple
use
of g
raph
ics
as c
ues
for
gene
ratin
g co
mpa
rativ
e se
nten
ces.
Fig
. 6 is
one
scr
een
from
a r
ecen
tly d
evel
oped
mod
ule
on S
hopp
ing.
With
in th
is
activ
ity s
tude
nts
are
enco
urag
ed to
man
ipul
ate
over
60
quan
tity
expr
essi
ons
(num
bers
, wei
ghts
, vol
umes
, and
form
at o
r pa
ckag
e ty
pes
- un
e bo
ite d
e, u
ne b
otte
de, u
n bo
cal d
e, 2
paq
uets
de,
6 tr
anch
es d
e, u
ne d
ose
de, 3
bar
res
de...
) in
conj
unct
ion
with
ove
r 26
0 pr
oduc
ts. T
he v
isua
l and
aud
io c
ompo
nent
s ha
ve a
hig
h
prio
rity,
but
alw
ays
have
ava
ilabl
e at
leas
t opt
iona
l rei
nfor
cem
ent i
n th
e w
ritte
n
code
. In
this
mod
ule
the
func
tiona
l asp
ect o
f req
uest
ing,
and
the
notio
ns o
f goo
ds,
quan
titie
s an
d pr
ices
pro
vide
the
prim
ary
focu
s, w
ith th
e gr
amm
ar o
f qua
ntity
expr
essi
ons
bein
g re
hear
sed
impl
icitl
y ra
ther
than
exp
licitl
y.
In th
e ca
se o
f the
mod
ule
on r
epor
ting
spee
ch (
Fig
. 7)
- a
suite
of e
xerc
ises
cont
aini
ng o
ver
8000
item
s -
the
inco
rpor
atio
n of
gra
phic
s en
dow
s th
e in
terlo
cuto
rs
in e
ach
item
with
an
imag
e, a
phy
sica
l pre
senc
e, a
nd w
ith r
ecog
nisa
ble
feat
ures
of
sex
and
age.
But
per
haps
the
mos
t sig
nific
ant c
ontr
ibut
ion
they
mak
e to
the
gram
mat
ical
pow
er o
f the
act
ivity
is th
at th
ey p
rovi
de a
n op
port
unity
to e
licit,
sim
ply
McC
AR
TH
Y: G
ram
mar
Dril
ls: W
hat C
ALL
can
and
can
not d
o13
Pee
11
and
natu
rally
, eith
er n
ouns
(pr
oper
and
com
mon
) or
pro
noun
s as
sub
ject
s or
obje
cts
in th
e re
port
ed s
peec
h.
The
pot
entia
l for
use
of v
ideo
or
anim
atio
n in
dril
ling
notio
ns (
e.g.
pre
posi
tions
,
dire
ctio
ns)
and
func
tions
(e.
g. g
reet
ings
, ref
usal
s, c
onve
rsat
ion
term
inat
ors)
is
virt
ually
end
less
. So
too
is th
e po
tent
ial o
f sou
nd, a
lthou
gh, a
s w
ith a
ny r
esou
rce,
its u
se w
ill b
e m
ore
appr
opria
te in
som
e si
tuat
ions
than
oth
ers.
Sou
nd w
ould
be
less
like
ly to
enh
ance
a d
rill o
n ad
ject
ive
form
than
it w
ould
an
activ
ity o
n re
port
ed
spee
ch, f
or e
xam
ple.
It sh
ould
als
o be
rem
embe
red
that
sto
rage
spa
ce fo
r so
und
rem
ains
a p
robl
em, p
artic
ular
ly if
an
exer
cise
is to
be
trul
y in
tera
ctiv
e an
d re
quire
the
com
pute
r to
sto
re la
rge
quan
tifie
s of
rec
orde
d st
uden
t voi
ce a
s w
ell a
s fle
xibl
e,
com
preh
ensi
ve b
anks
of m
aste
r au
dio
data
.
CO
GN
ITIV
E D
IRE
CT
ION
Som
e of
the
adva
ntag
es o
f ste
ppin
g th
roug
h in
form
atio
n on
e sc
reen
-load
at a
tim
e
have
alre
ady
been
not
ed. T
hese
incl
ude
clea
rer
disp
lay
and
mor
e fo
cus
on th
e
item
at h
and,
and
com
puls
ory
clar
ity o
f thi
nkin
g on
the
part
of t
he te
ache
r-de
sign
er
in p
rese
ntin
g ex
plan
atio
ns. T
he s
tep-
by-s
tep
tech
niqu
e ca
n al
so b
e bu
ilt in
to th
e
answ
erin
g pr
oces
s as
a m
eans
of e
nsur
ing
that
stu
dent
s no
t onl
y ge
t the
rig
ht
answ
er, b
ut th
at th
ey g
et to
it b
y th
e rig
ht p
ath.
Fig
s 8
and
9 sh
ow tw
o si
mpl
e w
ays
in w
hich
a d
egre
e of
con
trol
can
be
exer
cise
d ov
er s
tude
nts'
thin
king
as
they
mov
e
tow
ards
the
answ
er: i
t is
akin
to r
equi
ring
stud
ents
atte
mpt
ing
a m
aths
pro
blem
to
show
thei
r w
orki
ng-o
ut.
Fig
. 8 is
an
illus
trat
ion
from
the
Adj
ectiv
e R
evie
w e
xerc
ise.
Thi
s Is
one
of 9
exer
cise
s in
the
Adj
ectiv
es m
odul
e. T
he o
ther
8 d
o no
t inv
olve
cog
nitiv
e tr
acki
ng.
Eac
h an
swer
In th
is e
xerc
ise
com
pris
es th
ree
step
s: id
enuI
ying
of t
he w
ord(
s) th
e
adje
ctiv
e de
scrib
es, i
ndic
atin
g th
e nu
mbe
r an
d ge
nder
, the
n ty
ping
In th
e co
rrec
t
form
of t
he a
djec
tive.
A s
imila
r te
chni
que
is u
sed
in th
e P
asse
Com
pose
act
ivity
on
non-
refle
xive
ver
bs.
McC
AR
TH
Y: G
ram
mar
Drik
: Wha
t CA
LL c
an a
nd c
anno
t do
14pa
ge 1
2
conj
ugat
ed w
ith e
tre
(Fig
. 9),
whe
re s
tude
nts
mus
t cor
rect
ly id
entif
y th
e nu
mbe
r
and
gend
er o
f the
sub
ject
bef
ore
typi
ng th
e ve
rb fo
rm. H
ere
agai
n it
is r
ecog
nise
d
that
inco
rpor
atin
g th
is ty
pe o
f com
puls
ory
step
ping
in a
sys
tem
atic
way
is n
eith
er
appr
opria
te n
or d
esira
ble.
It co
uld
in fa
ct b
ecom
e ex
trem
ely
tedi
ous
and
dem
otiv
atin
g. It
was
not
con
side
red
wor
thw
hile
or
nece
ssar
y in
any
of t
he o
ther
15
exer
cise
s in
the
Pas
sé C
ompo
se m
odul
e.
TH
E L
IST
GO
ES
ON
...
Man
y ot
her
'by-
prod
ucts
' and
ped
agog
ical
'tric
ks' h
ave
emer
ged
in th
e co
urse
of
desi
gnin
g ou
r se
t of r
evis
ion
mod
ules
for
basi
c F
renc
h gr
amm
ar. T
hese
incl
ude:
Allo
win
g st
uden
ts to
cho
ose
whe
ther
they
will
be
in c
ontr
ol o
f mov
ing
on to
the
next
item
(i.e
. whe
ther
they
wis
h to
hav
e tim
e to
stu
dy th
eir
resp
onse
and
com
pare
it to
the
corr
ect a
nsw
er s
uppl
ied
by th
e co
mpu
ter)
, or
whe
ther
to a
llow
the
com
pute
r 'o
pre
sent
the
next
item
aut
omat
ical
ly.
Aud
io-c
uing
, and
rec
ordi
ng a
nd s
tora
ge o
f stu
dent
res
pons
es (
with
in m
emor
y
and
disk
spa
ce li
mita
tions
).
The
com
pute
r's v
ery
liter
al a
ppro
ach
to c
heck
ing
answ
ers
is th
e so
urce
of
seem
ingl
y en
dles
s de
bate
bet
wee
n th
ose
who
bel
ieve
that
acc
urac
y in
eve
ry
resp
ect i
s a
thin
g to
be
enco
urag
ed, a
nd th
ose
who
con
side
r pr
eocc
upat
ion
with
punc
tuat
ion,
spa
cing
and
exa
ct a
dher
ence
to a
n an
swer
pat
tern
to b
e irr
itatin
g,
peda
ntic
and
pro
of o
f sm
all-m
inde
dnes
s. F
ew s
tude
nts,
how
ever
, com
plai
n
whe
n th
ey r
ealis
e af
ter
a ye
ar o
r so
that
they
hav
e ac
quire
d a
good
deg
ree
of
com
pute
r lit
erac
y an
d le
arne
d ho
w to
type
acc
urat
ely.
And
few
teac
hers
res
ent
the
fact
that
type
d an
swer
s ca
use
man
y ag
e-ol
d st
uden
t plo
ys to
eva
pora
te a
s If
by m
agic
. Suc
h ru
ses
as th
e in
dete
rmin
ate
hand
-writ
ten
vow
el w
hich
cou
ld b
e a,
e, i
or o
; th
e cu
nnin
gly
disg
uise
d ac
cent
that
cou
ld b
e re
ad a
s an
acu
te, a
gra
ve
or a
circ
umfle
x; th
e do
t tha
t may
or
may
not
be
a hy
phen
or
a ce
dilla
; the
littl
e ga
p
betw
een
adjo
inin
g le
tters
that
may
or
may
not
indi
cate
that
que
l que
is tw
o
McC
AR
TH
Y: G
ram
me/
Dril
ls: W
hat C
ALL
can
and
can
not d
o15
wor
ds.
It is
ofte
n po
ssib
le to
elim
inat
e th
e ne
ed fo
r ty
ping
alto
geth
er b
y pr
ovid
ing
men
us
in w
hich
stu
dent
s ne
ed d
o no
mor
e th
an c
lick
to a
ctiv
ate
the
answ
er th
ey
cons
ider
cor
rect
. Thi
s is
one
way
of m
inim
isin
g th
e di
srup
tive
effe
ct o
f writ
ing
on
thou
ght.
The
com
pute
r ca
n cr
eate
, mov
e or
rem
ove
the
user
's fo
cus
of a
ttent
ion
on a
part
icul
ar s
pot I
n th
e bo
dy o
f tex
t on
the
scre
en.
CO
NC
LUS
ION
In m
any
coun
trie
s, a
s a
cons
eque
nce
of th
e in
crea
sing
cos
ts a
ssoc
iate
d w
ith
educ
atio
n, th
ere
is c
onsi
dera
ble
pres
sure
to r
estr
uctu
re, t
o ex
amin
e ne
w te
achi
ng
met
hods
, and
to in
trod
uce
econ
omie
s of
sca
le. T
he u
se o
f new
tech
nolo
gies
is
seen
by
man
y as
one
way
of r
educ
ing
staf
f-st
uden
t rat
ios.
But
the
idea
of
com
pute
rs ta
king
deb
utan
t for
eign
lang
uage
;ear
ners
and
mira
culo
usly
tran
sfor
min
g th
em In
to fl
uent
spe
aker
s w
ith n
ear-
nativ
e pr
ofic
ienc
y is
as
ludi
crou
s
as it
is r
epug
nant
. In
this
pap
er w
e ha
ve d
emon
stra
ted
that
, at l
east
in th
e na
rrow
area
of d
rillin
g an
d re
info
rcin
g co
re g
ram
mar
, com
pute
r te
chno
logy
has
a g
reat
dul t
o of
fer
in m
eetin
g th
e ne
eds
of in
divi
dual
stu
dent
s. T
he o
ther
sid
e of
the
coin
,
how
ever
, is
that
the
med
ium
mak
es g
reat
dem
ands
on
the
teac
her
in d
esig
ning
softw
are
that
ant
icip
ates
stu
dent
nee
ds a
nd r
espo
nses
, org
anis
ing
lingu
istic
dat
a
and
man
agin
g th
e in
terf
ace
betw
een
the
lear
ner
and
the
mac
hine
.
Suc
cess
ful u
se o
f com
pute
rs fo
r gr
amm
ar r
evie
w is
dep
ende
nt o
n th
e ex
iste
nce
of
robu
st, l
ingu
istic
ally
sou
nd s
oftw
are
that
is fu
lly s
ensi
tive
to le
arne
r ne
eds,
that
expl
oits
the
stre
ngth
s of
the
com
pute
r w
hile
ack
now
ledg
ing
the
valu
able
and
ongo
ing
cont
ribut
ion
of o
ther
med
ia a
nd a
ppro
ache
s, a
nd th
at Is
car
eful
ly
inte
grat
ed in
to th
e le
sson
pro
gram
and
the
sylla
bus
as a
who
le.
It is
per
haps
mos
t app
ropr
iate
to le
ave
the
last
wor
d to
the
stud
ents
. The
follo
win
g
Pag
4 13
MC
CA
RT
HY
: Gra
mm
ar O
ra: W
hat C
ALL
can
and
can
not d
o
16pa
ge 1
4
poin
ts w
ere
rais
ed in
res
pons
es to
an
anon
ymou
s su
rvey
of 2
0 st
uden
ts w
ho w
ere
aske
d in
the
broa
dest
of t
erm
s (I
t is
good
usi
ng c
ompu
ters
to d
o gr
amm
ar d
rills
,
beca
use.
..; It
is b
ad u
sing
com
pute
rs to
do
gram
mar
dril
ls, b
ecau
se...
) to
pro
vide
som
e fe
edba
ck o
n m
ore
than
6 m
onth
s' u
se o
f com
pute
rs fo
r re
info
rcem
ent o
f
gram
mar
cov
ered
in c
lass
and
for
com
puls
ory
prep
arat
ion
for
a se
ries
of s
mal
l
clas
s gr
amm
ar te
sts
form
ing
part
of t
he c
ontin
uous
ass
essm
ent o
f the
cou
rse.
Pos
itive
com
men
ts o
utw
eigh
ed n
egat
ive
ones
two
to o
ne. T
he n
egat
ive
com
men
ts
conc
entr
ated
on
the
infle
xibi
lity
of th
e co
mpu
ter
("to
o bl
oody
tuss
le!)
, the
fact
that
it
can
be u
nfor
givi
ng if
you
hit
a w
rong
key
at t
he w
rong
tim
e, a
nd th
at p
oor
typi
ng
skill
s sl
ow y
ou d
own.
Stu
dent
s al
so m
entio
ned
that
it w
as d
iffic
ult f
or th
em w
hen
the
feed
back
pro
vide
d w
as n
ot a
dequ
ate;
it w
as h
ard
on th
e ey
es a
fter
a co
uple
of
hour
s; th
ere
was
a p
robl
em if
you
hav
e to
do
the
wor
k on
cam
pus
but l
ive
a lo
ng
way
aw
ay; t
he c
ompu
ter
can
be s
low
at t
imes
(in
che
ckin
g lo
ng r
espo
nses
); a
nd
that
mor
e us
e of
sou
nd a
nd o
ppor
tuni
ty to
spe
ak w
ould
be
help
ful.
The
pos
itive
com
men
ts w
ere
mor
e br
oad-
rang
ing
and
are
typi
fied
by th
e fo
llow
ing:
imm
edia
te fe
edba
ck a
nd c
orre
ctio
n
easy
to u
se
muc
h m
ore
prac
tice
than
in a
set
text
you
lear
n a
patte
rn
wor
k is
indi
vidu
al b
ut g
uide
d
the
desi
gner
has
str
uctu
red
the
wor
k ca
refu
lly
the
wor
k is
set
out
for
the
stud
ent
it en
cour
ages
, ins
ists
on
accu
racy
it sh
ows
up w
eakn
esse
s17
McC
AR
TH
Y: G
ram
m D
rily
Wha
t CA
LL
can
and
can
not d
ope
gs 1
6
you
are
free
to d
o th
e ex
erci
ses
you
wan
t
you
can
do th
e ex
erci
ses
whe
neve
r it
suits
you
, at y
our
own
pace
, and
spe
nd
as m
uch
time
as y
ou li
ke
no n
eed
for
supe
rvis
ion
ther
e is
a la
rge
base
of q
uest
ions
, que
stio
ns a
re v
arie
d bu
t the
pat
tern
Is
cons
iste
nt
ther
e is
som
e fu
n in
volv
ed
it is
goo
d ba
ckup
for
hom
e st
udy
you
can
mak
e m
ista
kes
anon
ymou
sly
'The
re p
roba
bly
aren
't m
any
bad
thin
gs, s
o lo
ng a
s w
e ke
ep it
up,
bec
ause
it's
a go
od w
ay to
lear
n.It
mou
ld b
e be
tter
if w
e w
ere
in F
ranc
e, b
ut h
ey! w
e're
not
McC
AR
TH
Y: G
ram
mar
Dri
lls: W
hat C
AL
L c
an a
nd c
anno
t do
18Pa
geto
AP
PE
ND
IX 1
For
eign
lang
uage
sof
twar
e de
velo
ped
at th
e U
nive
rsity
of W
ollo
ngon
g
Gra
mm
arF
renc
h A
djec
tives
Fre
nch
Art
icle
sF
renc
h C
ompa
rison
Fre
nch
Impe
rfec
t & P
assé
Com
pose
Fre
nch
Ver
bs P
assé
Com
pose
Fre
nch
Ver
bs P
rese
nt T
ense
Fre
nch
Pro
noun
Obj
ects
Fre
nch
Rel
ativ
e P
rono
uns
Fre
nch
Rep
orte
d S
peec
h
talia
n A
djec
tives
talia
n A
rtic
les
talia
n B
asic
Exp
ress
ions
talia
n N
umbe
rsta
lian
Pas
sato
Pro
ssim
ota
lian
Pre
sent
Ten
se V
erbs
talia
n P
rono
un O
bjec
ts
Not
ions
and
Util
ityB
ons
Mot
s (F
renc
h w
ords
and
exp
ress
ions
in E
nglis
h)D
is b
ien
bonj
ourl
(Gre
etin
g an
d le
ave-
taki
ng d
ialo
gue
cons
truc
tion
kit)
Fre
nch
Clo
ckw
orks
Fre
nch
Dat
eF
renc
h ID
Kit
Fre
nch
Spe
lling
Fre
nch
Voc
e B
uild
erN
umbe
rs (
Fre
nch,
Eng
lish,
Ger
man
, Spa
nish
, Ind
ones
ian,
Jap
anes
e)G
rid G
ames
(F
renc
h, G
erm
an, I
talia
n, S
pani
sh)
Bas
ic E
xpre
ssio
ns (
Fre
nch,
Ger
man
, Spa
nish
, Jap
anes
e)P
ot-P
ourr
i Qui
z (F
renc
h)E
nglis
h P
rove
rbs
'in
ch K
ey W
ords
:finc
h R
oads
igns
Fre
nch
Wea
ther
Sta
tion
Rea
d Y
our
Way
Aro
und
Fra
nce
Fre
nch
Sho
ppin
g: R
eque
sts
and
Qua
ntiti
esF
renc
h P
rove
rbs
McC
AR
TH
Y: G
ram
mar
Dril
l.: W
hat C
ALL
can
and
can
na d
o19
Pog
17
( troisols )( tomeole )
lbws*. )( Elm mole 11 )
meson c - aassle
Ton Ore t'a achete we nouvelle robe?
Ton Ore t'en a achete une?
Tres Bien!
Verifier Effacer/Recommencer
Fig. 1 Typical work screen from French Pronoun Object Form & Position exercise
10111rhil IS *IMO 11111nmplegat willpie par losturimal eurrleiol.
( Insmoto 2 )
Alladfse 4 Is powelarlho .t 1111,80comt.
Wm WS! W111111110111111 Y s....111 /dr erstiw. Awes warrims. cometk le fait. solvate se priontaeitaustiqmorml
40, Clew for at spa*, Nur terwilr est Imo Mak
III Mew or es sipliale poor eartte N l'ourctat.eons_.
Fig 2aMenu screen for
French Pronoun Object Order 'Help'
. _ .
7-771"1*-7^-1
II a wpm* eilialikalikkIMIULMEM.
U:=1=11M17.7.=1=3
MUMII a wqmseitaliblimailimilearmaillt
Sow me
111111%
OK. Matt
Fig 2bModel sentence for Example 5
in 'starting position'
.3=:=1=1:MIUL7771.7 "1":_.71_71
r-Trr"77 VT7"1 7771
11=1:=IR
C3r1=1
R9 2cFrozen intermediate stage of animated
rewriting of the model sentence, replacingunderlined portions by appropriate pronouns .2,/
Fig. 2One of the 'Help' tutorial sequences from the French Pronoun Object Order Exercise
Fig 2dFinal stage of animated explanation
with 'hook-ups allowing students to reflect onthe transformations
Sonars, - Wee Maks
In this activity you normally see two boxes containing text.The first box contains two simple sentences. In the second box thetwo ideas hen been corrained into s single sentence by means of srelative pronoun seildi hes been replaced by the woolYou want click to Mamie the appropriate form of the relative forthe context.
CH& on the buttons below to see examples.
You ere only Mowed one attempt at each damif the answer is incorrect, the correct response is displayed intheimswir box.When 'Next Kent Is set to AUTO, the next item weirsartonaticelly. When 'Next Item' is set to MANUAL, you need to dickan last Ilene when you are reedy to move en.
Ile sae Mara Nolo
Fig 3aMenu screen for French Relative Pronoun
Idea Link 'Help' screen
Coastal - Mos MksIL 7rUilrie
Fig 3bPrepositions 2 example model sentence
in 'starting position'
Fig 3cInstruction 1
Fig 3dInstruction 2
Fig 3eInstruction 3
22
Fig 3fPrepdsition menu
BEST COPY AVAILABLE
seism -hiss Maas
Fig 3gExplanation of preposition choice
Lavielleduneliedkrialliamiteuntoins%asts.
qid I we I qte I dont f ell I a 'piYourstartrissttheaurnctimsof thstaktherssmaidolig
in&Imps& eimpails. elpiradiedliorot workastelish
fraiisrawnlittsawbstemalarKUCICTO COMMIX
Fig 3hinstruction 4
laws. idea Nato
Lavieiledarne=iliestinsialbautitauntairs95ans.qui I qua I qu' I dont
ice* delailieddirlamplat
Fig 3iExplanation of relative pronoun choice Fig 3j
Final stage of animated explanation
Fig 3One of thc, 'Help' tutorial sequences from French Relative Pronoun Idea Links exercise
milinewmaso /flew - Pms eHi aliMMUIrMisairr
BconaJoan-Beptisteltlendybentera do conquittristtnemonad **pole (rersionV/13C),oe eotriLevelloisLatacit. Amman Maas pourisbanurtnansaet eonedgeturitnisMoicainieoulAnolCioneeleksetitwainetachubs palmatennsisstadajediOntdacpatetaslathsmondiel gate:M*9mi WAD. eon cdtkidendiaditiniktvidettsuesanntsielbleislitte de chetapkodEtuope
entnent
am OWes Hi.
BasejettaapthieMendyieninacieccrquitirietkientandisidespoldsitens(vnekstWintestirilmelkitLatIcheiennanaidelicilepouriabomurinomainonadvernirnis
paindomdmetadOdAhroinfiakeMictittiNnedGanadetletbatinni
ditiantdquie1912.Dsuctta*Mendys Adctietanrtantas istleededienplandBetvetplamepitotneee IVA
2: If the Idea replaced by is dte chile:0(th*verb 0.1. if the verb acts on 10, and the iiverdafterthe veldt a vowel sound, don deem* Qtr.
serttemest '...aisilaillastatracialstftrewoodial*pd. Mr.
1=ILIVOld /WM 'Iltiiiimittea.amthluntatuoioulout.neisiinnorpi wanibscembig with vowelscomil OA V). tcuaTtie Mouteit) CONTINUE(
Fig 4French Relative Pronouns Press Clips counterparts to Figs 3b and 3c (above)
BEST COPY AVAILABLE23
Cab whoa - amid/ tit? Co o Woe - lewd/milt?WO IIIIIIIIIIII Ili alh 1021101.1Mt oo imew/mrt° peUt
o p 110112110ININelist lb lbswelms - wilf.1111P
r)...ft randMop
o
poisece (.111)
Clow smodlow/fte delft Chock win/
criyan On)
Ow ansaper/fry stain
I1-
*On On)
Fig. 5 Graphics as cues for generating comparative sentences
eM
Shirt, la IItkad.11eashemr. Au weir.Mud Moswisur. Au roolz. DiminoJamie.Idoed,14onstour. Anuresis.. liattotrar.lines. Au noir. Idoominw.Mood. Au noir. Ihowietir. It bonnetoWad. Meadoar. howl jourtio.Mardior.Mad. Boum foundo. Idowlaur.
Clickoaa Um Amy tonstlsk the411010504.
Nos Ono LW
rj, IOU -44
- Voir Odom Mmotioverote Tr is pounds avid: =ids
mho 3 Whitler is dwookt. I lomiguat dotaro. Polooro. M 2 Woo is vbt.-It ow at?
Coot twit. wed. co hit catoblio PGow Sad- Ik bm. 2031 do carbow-122, 3 toblotisodo dtookt-4220. I Woot it ballor-477.Pubmpo-42. et 2 Moot do Ort-OF. CA Oa7/7.3.
771$0. Void.-Hord. Mosolor. Ali weak. It ismsprtunli
May Noe-. .41 Ei
Fig. 6 Graphic cues underpinning manipulation of quantity expressions
MINIalaMpliall Yes AM Itottlivo Wow *23nibits I
*I
I WOW11100 *-coats
Qu'est-ce 'on demands?
WM-co Ills Wooleel Ns efereat ow
1010 Myron Still Iniamorm Sts aQu'est-ce 'on a dernande?
aft
lbw owl sr11001
lb bask
Cs fait deux essais. La reponse correct. est:Me a demand A Claudine ce taus l'avait fait crier conune ca.
Cheek New Ilesstior AFig. 7 Use of graphic cues for eliciting pronouns and for more lifelike treatment of
reported speech
n'44 BEST COPY MAILABLE
t identlIketise
Iltdi 1: leraNg lid dere ar vend indeis sr pewee/e) Viet16a adjective decodes Id diddle a Itithen.
nod 2 Idant1te tee wedir eel dmiler of the uljective Id.tittle Is the eppreetete meter et the Ira et the tap et tee.awn
$t 3t Tips et the onset Om W the adjective.
Atter DIEtrlas per arwor ow MU artmothwely lo glowtwo switwat to triiipt tie mow gm ewe edged te itVas dr eld ettreet IS opostleas tor par owe to to esuntod. my se riponimer. 1:11drise um mos on win give n tifervestka dgiein
Vie sawcismW i
o. white grow actricefeminine singe* feminine
III CtIdilog ow tide dem Ohm ipe to step tieaserchie at bellyilliet Itatevietelamei Um (1111, de beck. )
t 111NtItket1os
I
teedeles gluteielessullee ddiseer eieecellee mono
Cott* actrice est UAW/1W.
boliviem
50
Um ripeness COMMtAIS Wm*
neck
Fig. 8 Cognitive control in Adjective Agreement exercise
OESI1 ME FIRST!
Clock mow Ilmouserry ilisia
Fig. 9 Cognitive control with 'etre' verbs in the passe compose
1
25 BEST COPY AVAILABLE
