The Interactive Videodisc and Its Potential for Second Language Acquisition

Abstract

While it would be exaggerated to state that CAI (computer assisted instruction) or CALL (computer assisted language learning) is widely used in a systematic fashion in U.S. post secondary foreign language instruction, it is a fact that practically every institution of higher learning has one or several individuals playing around with applications to language learning.1 Almost a dozen books have appeared in last three years which focus on assisted language learning and instruction, and CALICO Database which provides a reference service to information relating to applications of high technology to language since 1980 has over 46,000 entries. (Of these 3,240 list software packages and 393 name researchers.) Much of professional literature still focuses on drill/practice applications of for grammar and vocabulary learning, but as our knowledge about artificial intelligence increases, a number of additional applications have emerged which offer considerable potential for language instruction. There is computerized adaptive testing, computer-aided testing, computer-assisted composition, speech recognition, speech synthesis, machine-assisted translation, interactive audio, interactive videotape, and interactive videodisc, to mention just a few. The remainder of this report will be devoted to discussing potential of interactive videodisc for language acquisition, since I agree with Morgenstern's opinion that of currently available technology the videodisk option offers most promise for language learning materials that stress conversation and cultural awareness (p. 28). An important question to ask for those investigating use of assisted instruction (CAI) is not what technical devices can do, but what they can do better than a teacher. Hertkorn, for instance, maintains that if instructional goals can be achieved via personal contact, no technology or mediated delivery systems are needed. While I certainly recognize capability of as a patient, efficient and economic drill master, I believe that intensive drilling conducted by a well trained and committed teacher (utilizing, for instance, drilling techniques advocated by John Rassias for Dartmouth Intensive Model Approach)2 would for most students be more effective than machine-conducted drill. An interactive videodisc system, however, can do something even well trained and committed teacher cannot do readily: it can bring into classroom a large sampling of visually presented, contextually coherent, culturally and linguistically authentic situations and, with help of computer, permit students to interact in simulated fashion with individuals of target language culture in realistic settings. In Findley's words, Like no other medium, interactive videodisc brings together emotional, affective power of television with processing power of computer (p. 10). And Rowe, after pointing out that classroom model of teaching at present does not meet nation's need for fluent speakers of foreign languages, calls interactive video technology answer to problem and the training medium of our time (p. 46). Although language-related research with laserdisc technology in U.S. dates back to 1973, wide-spread educational applications have only become possible since 1982 with marketing of SONY SMC-70 microcomputer which could be easily interfaced with a videodisc player and color monitor.3 The videodisc resembles in size and shape phonograph record. Each side of a CAV (constant angular velocity) disc can hold up to 54,000 frames. This translates into thirty minutes of motion at thirty frames per second, or a combination of motion and stills. A still frame is achieved by allowing reading head to dwell on same frame (one revolution) of disc indefinitely. Because there is no contact, disc cannot wear out. In addition to video portion of disc there are two audio channels and an optional data channel. The data channel can contain digital information for level II use, i.e., automatic stops, options to transfer to other