Nicolas: Using Hypercard with intermediate-level French learners

The discussion tackles the issue of the apparent contradiction between the serial nature of the reading process and the non-sequential navigational structure of hypertexts, and looks in particular at the role of glossaries, and interactive tasks which are interspersed throughout the program.

Abstract

This paper explores the potential of hypermedia for foreign language learning at intermediate level. It focuses on the results and experiences of a research project which led to the trialling of a HyperCard program entitled Nicolas incorporating text, graphics and sound, for use mainly with 14–16 year-old students of French. The aim of the research was to investigate the extent to which extensive reading skills might be supported and developed by the use of such applications. Can hypermedia provide a useful bridge between the communicative diet of the early stages of foreign language learning and the interpretive skills required at advanced level? The discussion tackles the issue of the apparent contradiction between the serial nature of the reading process and the non-sequential navigational structure of hypertexts, and looks in particular at the role of glossaries, and interactive tasks which are interspersed throughout the program.