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Tesoros: A Multimedia-Based Spanish Course on CD-Rom
| Content Provider | Semantic Scholar |
|---|---|
| Author | Collentine, Joseph |
| Copyright Year | 2002 |
| Abstract | REVIEW OF TESOROS: A MULTIMEDIA-BASED SPANISH COURSE ON CD-ROM Title Tesoros: A Multimedia-Based Spanish Course on CD-ROM. Platforms Windows 95/98 Macintosh: System 7.5 or later. System requirements Windows: Pentium 100 MHz processor; 16 MB of RAM; 640 x 480 256-color display; 8x CD-ROM drive; SoundBlaster compatible sound card with microphone and speakers Macintosh: PowerPC 100 MHz processor; 16 MB of RAM; 640 x 480 256-color display; 8x CD-ROM drive; microphone and speakers Publisher McGraw-Hill Companies PO Box 182605 Columbus, OH 43218-2605 Phone: 1-800-262-4729 (students) Phone: 1-800-338-3987 (instructors) Fax: 1-614-759-3644 E-mail: customer, service@mcgraw-hill.com Support offered Customer service: http://www.mhhe.com/ catalogs/cust_serv/ Target language Spanish. Target audience Introductory level. Price Stand-alone set of 5 CD-ROMs: $45 Institutional lab pack (10 sets of 5 CD-ROMs): $320 Site license: Contact your local McGraw-Hill representative http://www.mhhe.com/catalogs/rep/ ISBN 0-07-234220-X Tesoros is an introductory multimedia Spanish course on five CD-ROMs. It forms the core of a larger package that includes a textbook and a workbook/laboratory manual which is appropriate for self-study or classroom-based learners. According to the accompanying information booklet (p. 1), Tesoros "offers students the opportunity to explore Spanish through an intriguing story line" and it "contains many interactive task-based activities." The narrative-based curriculum centers around a detective who searches for a hidden treasure located somewhere in the Spanish-speaking world, a plot element which takes users to a myriad of countries. The student plays the detective's assistant, completing a number of tasks that are meant to help the sleuth find the hidden treasure. Each of the 16 lessons is organized around a multimedia episode of the story. First, students view and listen to a comic -strip-like episode. To understand the content of an episode, students can roll their mouse over a caption to hear an audio-recording of the dialogue. Double-clicking on any frame in the episode opens a window with the dialogue transcribed and hyperlinked to information about lexical and grammatical features (see Figure 2). Learners then complete a series of tasks assigned by the detective, who requires them to compose e-mails and record biographical information about certain characters. Learners must also recreate portions of the episode's dialogue by means of a drag-and-drop activity. Subsequently, the student reads and listens to a list of vocabulary items related to the episode. Various activities are designed to help the learner retain these lexical items. Finally, each lesson ends with a grammar explanation and accompanying exercises. Lafford (2001) recently reviewed the Tesoros package for CALICO, concentrating on the extent to which Tesoros is compatible with what are presumed to be effective computer-assisted language learning (CALL) design features. Lafford's thorough and insightful assessment concludes that Tesoros is compatible with about half of the multimedia design features that Chapelle (1998) argues will create fruitful conditions for second language acquisition (SLA). Chapelle's features are motivated by interactionist SLA research, which posits that the acquisition of linguistic phenomena is facilitated by negotiating for meaning. … |
| Starting Page | 33 |
| Ending Page | 33 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| Volume Number | 6 |
| Alternate Webpage(s) | http://llt.msu.edu/vol6num1/pdf/review4.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
