Obra ressenyada: Michael D. BUSH and Robert M. TERRY (eds.). Technology-enhanced language learning. Lincolnwood, IL: National Textbook Company, 1997

O'Brien de Ramírez, Kathleen

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The complexity inherent in computerassisted autonomous second languageacquisition is clarified by the abundantresources in this text designed to facili-tate implementation of technologicaladvancements. The target audiencebeing adult language educators, the vol-ume is in current use in American uni-versity training of second languageteachers and researchers; and may alsoserve autonomous learners by providinga structure for plotting learning strate-gies using technology-based applications.Topics within the domain of technol-ogy–enhanced language learning(TELL), range from program imple-mentation to software review and labo-ratory design. The organization of chap-ters is not progressive, allowing users toconsult according to their specific needs;and the index is sufficient to commendthis text as a valuable reference.Technological advancements in mul-timedia presentations of language andculture allow input and intake to takecenter stage in the language acquisitionprocess. In chapter one, Pusack and Ottooffer websites and research whichdemonstrate a paradigm shift away fromteacher-centered learning towardautonomous language learning. By guid-ing students initially with clearly definedtasks, then gradually encouraging inde-pendent interaction with complex infor-mation databases, they present a modelfor education reform based in computerassisted language learning (CALL),grounding theory in application throughauthoring systems, databases, and lan-guage learning programs.In chapter 2, Multiple, mixed, mal-leable media, Chiquito, Meskill and Ren-jilian-Burgy investigate learner interac-tion with multimedia. They propose thatin using random-access text-control, stu-dents exercise and develop learningstrategies such as semantic categoriza-tion. Twenty-six computer screen imagesillustrating actual language softwareapplications are presented.The vastness and versatility of materi-als available on-line require autonomousstudents to cultivate self-discipline inlanguage learning (Harrell, 1999), yetaccessing the target language to facilitatelearning about target culture produces apositive language learning effect. InChapter 3, Teaching listening: How tech-nology can help, Joiner praises digitalrecordings which provide opportunitiesfor multiple representations of meaning.Documenting experimentation of CALLtheories, she stresses how learner controlof input, facilitated by digitized instan-taneous random access, increases indepthlistening practice. Repeated viewings ofvideo presentations (advised due to dis-tinct processing of auditory and visualstimuli) can increase intake (Hoven,1999). Theories of sufficient input areaddressed and self-testing, an essentialtool in autonomous language learning,is discussed.Martinez-Lage in Chapter 4, Hyper-media technology for teaching reading,sites how explicit instruction can increasestudent interaction with text. She detailsresearch of incidental vocabulary acqui-sition and the effects of glossing whichsupports the use of hypermedia technol-ogy in foreign language reading (Chunand Plass, 1996).Interactive technologies as a means tocommunicative competence (Egbert &Hanson-Smith, 1999) take prominencein chapter 5, Computer-mediated com-Book Reviews Links & Letters 7, 2000 211Michael D. BUSH and Robert M. TERRY (eds.). Technology-enhancedlanguage learning. Lincolnwood, IL: National Textbook Company, 1997, xviii+ 378 pages.munication (CMC): Technology forimproving speaking and writing. Beauvoisimplies that since “language cannot belearned in isolation” (p.314), completeautonomy is not always desirable oreffective in second language learning.Similarly, Scinicariello (Chapter six:Uniting teachers, learners and machines:Language laboratories and other choices)focuses on the changing face of languagelaboratories, and their importance as ameeting place where teamwork countersautonomous isolation.For strength in immediate applica-tion, Chapter 7, Learning language andculture with Internet technologies appearsmost useful. Lafford and Lafford analizethe pedagogical value of several content-based materials currently available on-line. Instructions for using a web browserwith both interactive and non-interac-tive technologies are clearly detailed sothat an autonomous learner could accessthem independently. The term interac-tive here means that the operation andlearning “require oral or written produc-tion in the target language,” (p.221).They provide site addresses for radio andvideo-based media; and suggest ways toachieve higher frame rates to improveesthetic quality and speed display timeso as to limit learner frustration. Antici-pating autonomous learning of non-romance languages, detailed instructionsare included for installing special font-support software.In Chapter 8, Meeting the technologychallenge: Introducing teachers to lan-guage-learning technology, Kassen andHiggins provide guidelines for imple-menting technology training for in-ser-vice or pre-service teachers. Assuming anaudience of professionals, the syllabusfocuses on application and implementa-tion rather than theory by directing ped-agogical expertise towards CALL appli-cations.In the last chapter, Implementing tech-nology for language learning, editor Bushdiscusses the dangers inherent in tech-nology (such as early videodiscs) which,although rich in quality of input, can beboth expensive and quickly out-dated. Inthe face of continual change, re-evalua-tion of language instruction in technicalcontexts serves to keep goals in focus(Muyskens, 1997).Across the chapters technical termsare used freely, yet do not exceed theexpectations of an average languagelearner with a moderate degree of com-puter literacy. Although a glossing mightassist technical novices, all authors dis-played both expertise in the field ofCALL and concrete readability. Overallthis volume serves as a useful referenceand compendium of TELL, encompass-ing a variety of media used to promoteforeign or second language acquisition.Whether a guide for autonomous lan-guage learners or a source book for lan-guage teachers, the articles cover a broadspectrum of technological applicationsin language learning.ReferencesCHUN, D.M.; PLASS, J.L. (1996). “Effectsof multimedia annotations on vocab-ulary acquisition”. Modern LanguageJournal, 80:183-198.EGBERT, J.; HANSON-SMITH, E. (eds.).(1999). CALL environments: research,practice, and critical issues. Alexandria,VA: Teachers of English to Speakersof Other Languages, Inc.HARRELL Jr., W. (1999). “Languagelearning at a distance via computer”.International Journal of InstructionalMedia, 26: 267.HOVEN, D. (1999). “A model for listen-ing and viewing comprehension inmultimedia environments”. LanguageLearning and Technology, 3: 88-103.Retrieved from the World Wide WebOctober 13, 1999: http://polyglot.-cal.msu.edu/llt/vol3num1/hoven/index.html.212 Links & Letters 7, 2000 Book ReviewsMUYSKENS, J.A. (ed.). (1997). New waysof learning and teaching: focus on tech-nology and foreign language education.Boston, MA: Heinle & Heinle Pub-lishers.Kathleen O´Brien de RamírezInterdisciplinary Program in SecondLanguage Acquisition and TeachingThe University of ArizonaUSABook Reviews Links & Letters 7, 2000 213Learner autonomy 3: from theory to class-room practice, as the name suggests, is thethird in a series of books about learnerautonomy published by Authentik, acampus company of Trinity College,Dublin. The book is intended to be apractical guide for teachers. It is easilyaccessible and clear in terms of its prac-ticality based on real teaching situations,with ideas directly transferable for teach-ers at all levels interested in developinglearner autonomy in their classrooms.The book is the result of 15 yearsteaching experience of putting learnerautonomy ideas into practice, with a par-ticular emphasis on working on the learn-ers’ involvement in their own learningprocess. The author, Leni Dam, is a ped-agogical adviser and teacher in Copen-hagen, who teaches English at a compre-hensive school, and has given lectures andseminars on learner autonomy. The ideaswere practised with literally hundreds ofpupils over this period, not only in Den-mark, but also in Norway, Sweden, GreatBritain, and Spain. As a consequence, thebook is a sort of ‘live’ and practical diaryof these experiences, supported by back-ground theory and description, plus feed-back on the successes and failures of thevarious activities.The volume is divided into six chap-ters, plus suggestions for further readingand references. It begins with a reflec-tion on learner autonomy, includingsome background theory. The first chap-ter, Developing learner autonomy in aschool context, suggests five changes thatexist between a teacher-directed teach-ing/learning environment and ateacher/learner-directed learning envi-ronment. These are stated as the shift infocus from teaching to learning; achange in the learner’s role; a change inthe teacher’s role; the role of evaluation;and a view of the language classroom asa rich learning environment. The rest ofthe book, therefore, aims to cover thesefive defined changes, mainly throughpractical teaching and classroom ideas.In my opinion these ideas are clearlydirectly applicable for most teaching sit-uations, but, moreover, I think they alsohelp teachers to order the ideas and con-cepts in their own minds.The next four chapters include twodescribing a step by step approach foractual class experiences at two differentlevels: beginners and intermediate, andtwo chapters describing a more generalapproach, one looking at the organisa-tion of classroom work, and the otherdescribing methods of evaluation inlearner autonomy. The final chapter,Developing learner autonomy in a schoolcontext - with what results? is a broaderreflection on the development of learnerautonomy in a school context. Theauthor concludes that the developmentof learner autonomy can be both hardLeni DAM. Learner autonomy 3: from theory to classroom practice. Dublin:Authentik, 1995, ii + 84 pages.

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