Computer-Assisted Instruction in Latin

Richard T. Scanlan

ABSTRACT This article examines in detail three Latin courses which have been in operation for several years on the PLA TO IV computer-assisted instruction system: “Beginning Latin, ” ‘Zatin Composition, ”and “Vergil’s Aeneid. ” These programs are supplemental to classroom work and have proved very effective in in- dividualizing instruction. The lessons primarily provide drill and practice along with diagnostic information on current progress. Class time thus released can be given

THE COMPUTER SYSTEM which is used for the Latin CAI programs is called PLATO IV. PLATO is an acronym for Programmed Logic for Automatic Teaching Operations. The central computer is located at the University of Illinois in Urbana with some 950 ter- minals at over 100 sites in the United States and Canada. PLATO has over 2000 completed lessons available in over 100 different teaching areas represent- ing 65 disciplines.

A PLATO IV terminal consists of (1) a keyset which transmits-via a telephone line-the user’s input to a central computer, and (2) a terminal which contains a display unit called a plasma panel. The panel is an eight and one-half inch square and will write at a speed of 180 characters per second. It can present expressions in any alphabet and provide accents and phonetic symbols as well. Written material can be presented with special ef- fects such as angular positions, flashing, or rapid changes in size. Maps, graphs, and various kinds of human and animal figures can be presented on the screen. Motion can be simulated.

The students communicate with the computer through the keyset, or, since the plasma panel is sen- sitive to touch, they may simply press a given point on the screen as their response.

Instructional material for PLATO is written and cor- rected on-line from any terminal while simultaneously sharing the sytem with other authors and students. The programming language is called TUTOR and is de- signed specifically for instructional purposes.

Richard T. Scanlon (M.A., University of hllnnesoia) is Associate Pro- fesror of Classics at the University of Illinois. Urbana.

to more complex activities. Complete records can be kept and easily accessed so that instructors can evaluate individual and group strengths and weaknesses. Use of CAI lessons does not necessitate a knowledge of com- puter programming; one can use materials already developed in the same manner as one uses a textbook. In all, the computer appears to be a most useful tool for the FL instructor, and mass production would appear to make it economically viable as well.

~~

The program in beginning Latin is in its seventh year of operation as a supplement to the first two semesters of study.

The computer portion of the course consists of 40 lessons, each with an average completion time of 60 minutes. While the lessons provide drill and practice in vocabulary, morphology, and syntax according to the order of presentation used in Frederick Wheelock’s text, Latin, An Introductory Course (Harper and Row, New York), they make use of original materials, and each lesson may be used independently of any of the others. The 40 lessons may thus be used as a whole course, or a few may be selected to give intensive work on particular forms or constructions, or even greater specificity may be achieved by using only certain segments. The pro- gram, which can be used either as a classrom supple- ment or as part of an independent study course, assumes that the material is studied by the student prior to work- ing on PLATO.

Each of the 40 lessons has the same general arrange- ment of four segments: vocabulary, morphology, translation, and a self-test. These four parts are presented on a “Table of Contents” page placed at the beginning of each lesson where the students choose the section they wish to do.

Each vocabulary section presents approximately 20 words in random order. The words are presented in Latin, and the student types an acceptable English meaning for the word. If the response is correct, the word is automatically removed from the list; if the answer is incorrect, the word is stored by the computer, and, after the original list has been completed and all correct replies removed, it becomes part of a new list

Foreign Lunguuge Annuls, 13, No. 1 , 1980 53

54 FOREIGN LANGUAGE ANNALS

(comprising all the mistakes made on the first try) which is again presented in random order. This procedure con- tinues until all of the words are correctly identified. If it becomes necessary, the computer can be requested to supply the correct response, but the program regards the request for an answer in the same way it does a student error, and the word is added to the list of errors to be repeated later.

The section on morphology usually contains four separate drills, each with approximately 20 problems. With the intensive interaction required for a long list of problems, variety becomes very important with the result that many different routines are employed, e.g., Latin-to-English, English-to-Latin, Latin-to-Latin. Within each of these general types of drills there are many opportunities for diversity. The programming format of randomization, storage, and repetition of in- correctly done problems is identical to that used with the vocabulary section. The option is always available, of course, to stop work at any time or to choose another section.

The third part of each lesson is categorized as transla- tion. It usually consists of fifteen Latin sentences which are to be translated into English and five in English which are to be put into Latin. Only rarely will an er- roneous translation be made without specific indica- tions provided as to where changes must be made. The programming format is comparable to that used in the first two sections.

The fourth part of each lesson is a self-test which ex- amines the vocabulary, forms, and structures taught in the first three parts. Although randomization is used, the programming routine differs substantially from that in the earlier parts of the lesson, since the student is moved from one problem to the next regardless of whether the response is correct or incorrect, and there is no aid provided on individual items. A running score is kept at the top of the screen so that the students can watch their own achievement as they progress. At the conclusion of the test, the students are not only told their score out of the total possible, but their perfor- mance is analyzed in each of the three areas of vocabulary, morphology, and comprehension of syn- tax. The remedial work which may be indicated is op- tional; the students may decide to move to the next lesson without doing anything suggested by the pro- gram. This is a pedagogical decision based on the assumption that the test provides information primarily for the student and not the teacher; however, the test does have an overall minimum performance level (usually 80%) which the student must achieve in order to receive credit for having completed the lesson.

Students are automatically returned to the Table of Contents page upon completion of each of the four parts. A completed segment is marked with an asterisk. Students may return to the contents page at any time during a given exercise, even though the drill has not ended. Such a procedure will result in the particular sec- tion being presented from the beginning.

Access to the Latin materials is provided through( special “router” program which presents a choice tab1 of those lessons currently available according to thr course syllabus. Once a lesson has been chosen, a SIU dent may work for any length of time on the materiali A maximum period of 50 to 60 minutes is recon mended, since efficiency tends to decline markedly 1

that point. Laboratory space assignments usualh necessitate such a time period as well. Students can however, stop earlier if they wish. The computer w11

automatically return students to the precise point a which they were last working. If a student wishes11 move from one lesson to another, he or she can easill return to the choice table at any time and make anotha selection.

Our introductory Latin classes meet four times a wed for the fifteen weeks of each semester. The PLAT( work has been added to this requirement with t i assumption that it would increase homework efficient and lengthen retention. A survey of 120 studentsm volved during a one-year period revealed a reductionii study time by about one-third and a check of the thii semester class one year later revealed a better perfoi mance by about one grade level in comparison to tho! who had not worked with PLATO.

All sections of the course are taught by teachi, assistants with a common syllabus. The PLATO work1 checked separately and reported weekly to the instruc tors who can, if they wish, examine the records of tho own students, although such a procedure is not rt quired. Work on PLATO counts as one-fourth of thi total course grade, and the average of test scores counb for the other three-quarters. However, students cam pass the course if they fail the PLATO section. Ti PLATO grade is awarded on the basis of the student’( completion of a lesson, since, as we have seen, thr lesson is programmed in such a way as to assure masten upon completion. No record for grading purposes u kept of the number of errors which students makc although such statistics are tabulated to suggest to tlu teacher which structures need reemphasis in clasi Students have three weeks to complete a lesson after, first appears on the syllabus. For each assignment ns done on time, the final grade drops one letter.

The specific advantages which computer-assisted 11

struction on the PLATO system offers for the studyol Latin are:

* Students have a choice as to which aspects of the subject they will study and in what sequence these parts will be examined; Immediate reinforcement or correction is provided with each problem; Drill items are randomized; Mistakes are stored so that problems which were missed can be reintroduced; Responses are stored by the computer and further work is determined on the basis of these replies; Sentence responses are judged at the orthographic, lexical, and syntactical levels, and appropriate comments are made to assist the student;

FEBRUARY 1980

Diagnostic tests are provided for each student’s

Voluntary or automatic branching is possible; Data on individual students or the class as a whole are available at any time;

* Statistical summaries of data can be made quickly and easily by the computer thus permitting direct feedback into the classroom;

* Records are kept efficiently and are conveniently accessible; and Lessons can easily be revised if necessary after in- formation is obtained through student usage.

guidance;

Our experience has shown that the computer’s greatest usefulness is as a classroom supplement. It does not replace the teacher. While there are many things in foreign language instruction which a computer can do better than teachers (primarily grouped around in- dividualization), there are many more things it cannot do. It is a very sophisticated tool which can most effec- tively enhance and upgrade instruction.

SUMMER PROGRAMS IN FRANCE AVIGNON

Institute for American Universities, Chartered by the Regents of the University of the State of New York under the auspices of the University of Aix-Marseille, founded 1409

The Institute offers outstanding programs in southern France f rom midjune to late July:

FRENCH LANGUAGE AND LITERATURE (in French), i n Avignon, specializing in French Grammar, Composition, Conversation and Phonetics, (6 credit hours). Students participate in the Theater Festivals in Avignon and Orange. 6 weeks. Tuition, Housing, Field Trips, Insurance: 51745

ART IN PROVENCE (a Fine Arts workshop in English), i n Avignon, painting with European and American masters combining the best modern elements i n European and American art . Subjects include the landscapes and historical sites in the region painted by Cezanne and Van Gogh. (6 credit hours). 6 weeks. Tuition, Housing, Field Trips, Insurance: $745

For further details write airmail to: The Director

Summer Progams 27, p5ce de 1’Universite 13625-Aix-en-Provence

France Tel: (42) 23.39.35

Please mention Foreign Languoge Annals when writing to advertisers

55