Publisher: Venture Tech, Inc.
Distributor: Venture Tech, Inc.
Address: 2 East Lancaster Ave., Ardmore, PA 19003; Tel.: (610) 896-9150; Fax: (610) 896-9151;
e-mail: pic@venturetech.com; WWW: http://www.venturetech.com

System Requirements: A multimedia PC or compatible, with 25 MHz 486SX or higher processor, 4 MB of RAM, at least 13 MB of available hard disk space, CD-ROM drive (with 300 KB per second sustained transfer rate, maximum average seek time 400 milliseconds, CD ROM XA ready), 16 bit digital sound, Super VGA (640 * 480, 256 colors) video display; Microsoft Windows operating system version 3.1 or later.

The producers claim that this CD-ROM is designed for all students, business people, travelers and Chinese enthusiasts, in general. Professional Interactive Chinese offers 30 lessons (six each in books 1 & 2, nine each in books 3 & 4). The lessons are structured to be incrementally ever-more advanced. To view the program, one may choose either the phonetic pronunciation symbols commonly used on Taiwan (Chinese phonetic symbols or zhuyin fuhao 注音符號 - in this program identified as "Zhuyin-Taiwan") or pinyin romanization. The user can also choose between running the programs in simplified or traditional characters.

The program options are displayed on the screen in three rows corresponding to Teaching 教學, Games 游戲, and Administration 進度管理. The Administration row provides options for selecting the type of language drill, for changing lessons, and for getting 'context sensitive help'. Once the type of lesson has been selected, the user can then choose from drill types listed under the Teaching and Game rows. These include pronunciation, listening comprehension, character recognition, and sentence practice drills, all of which are identified by individual icons. (When the mouse arrow is placed on any one of the icons, a simple written explanation of the features and functions of that drill type is given.) Within each drill type, several different games or practice features are offered. The games have a score-keeping function that allows the user to evaluate his or her own performance at the various language tasks. The various command functions can also be accessed through the menus at the top of the screen.

A. Teaching

Eight icon features are provided:

a. Main Text: The written description reads, "view the main dialogue in pinyin or Chinese characters with grammar notes and English translations available." For this feature, a voice reads the sentences in the text. At any time, the user can click on one of the characters displayed on the screen. The voice will repeat that individual character, display a larger image of the character with accompanying pinyin and zhuyin fuhao. An English equivalent also appears next to the Chinese sentence.

b. Phonics Drill: The accompanying written description displayed at the bottom of the screen reads, "listen to proper pronunciation of phonics sounds displayed in pinyin/Chinese phonetic symbols." This option provides a select number of sounds for the user to listen to. The sounds provided correspond to the lesson level. For each lesson, a voice repeats the sounds displayed on the screen in either pinyin or zhuyin fuhao. The user can listen to the sounds in the order displayed or can use the mouse to click on any one of the sounds, at which time the voice will repeat that particular phonic and tone and also give an example of a written character that corresponds to the selected sound.

c. Animation: The written description reads, "view the proper tongue and lips positions for articulation with short audio description." When chosen, this option displays an animated mouth in both front and side views. When a particular sound is selected, as the sound is emitted, the animated mouths recreate its proper lip and tongue positions. In addition, an English language voice explanation is given that explains the proper pronunciation method. As if in imitation of a tape recorder, "rewind," "stop," "play" and "forwards" buttons are provided.

d. Language Lab for Characters: The written description reads, "record individual words and phonics sounds. Compare your pronunciation with the native Chinese." This option, too, replicates a tape recording function. For each sound displayed and emitted, the user can record his or her own imitation of the sound. The tape recorder buttons at the bottom of the screen image allow the user to manually move forward to the next sound or to go back and re-try the earlier sounds. In addition, this section provides a special recording function whereby the user can compare his or her own vocal wave patterns to the speech spectrum of the native speaker's pronunciation. This is accompanied by a score from one to one hundred indicating the relative proximity of one's recording to the recording of the native speaker. The characters selected for practice are keyed to the various lessons.

e. Language Lab for Sentences: The written description reads, "record entire sentences and compare your pronunciation with the native Chinese." Functioning similarly to the above option, this feature tests the users' imitation of a given sequence of sounds. The practice sentences are also shown with the native speaker's speech spectrum wave patterns. A recording feature with a recognition monitor, identical to the one described in (c) above, has been included. (Note that the full sentence version does not give a score for the user's vocal pattern).

f. Pronunciation: The written description reads, "Generate native Chinese sounds by selecting pinyin/Chinese phonetic symbols and test your mastery of pinyin/Chinese phonetic symbols." For this feature a chart of all possible sounds is provided. Upon clicking on a sound, the proper way to write the sound in pinyin or Chinese phonetic symbols appears in a box in the upper left hand corner of the screen. A voice also repeats the selected sound. When initials and finals are selected together, the combination sound is uttered and the proper way to write the sound appears in the box. For any particular combination only the possible initial, final and tone combinations for which there are corresponding characters appear on the screen. For instance, clicking on "q" will only give "i-" and "ü-" finals as possible combinations. When "q" is matched with "üe," creating "que," the screen indicates that this combination exists only in first, second and fourth tones.

g. Distinguish: The written description reads, "practice distinguishing between similar initials and tones pronounced by the program." This option allows the user to differentiate between tones and between different groups of initials and finals. After hearing the sound emitted by the recorded voice, the user must select the corresponding tone or sound from the provided selection. If the user selects the proper equivalent, the computer chimes once. If the selection is incorrect, the computer responds with the words "bu dui" 不對 (wrong). A score of correct responses is displayed at the top of the screen.

h. Character Writing: The written description reads, "view the proper way of writing Chinese characters. Practice tracing characters on screen or print exercise sheets." This feature attempts to teach users the proper stroke order and positioning of characters. The characters explicated are keyed to the lesson text. Users are able to use the provided pencil to replicate the characters on the screen. Using this particular program requires a good deal of familiarity with the technical demands of media graphics practice. (When the zhuyin fuhao system is used to run the program, this drill also lets users practice writing these phonetic symbols.)

B. Games.

Nine text-based game icons are provided:

a. Find game: The written description reads, "find the character symbol which the computer pronounces." The object of the game is to identify the sound that the computer speaks. This is done by clicking on the romanization/zhuyin fuhao or character that corresponds to the sound with the left-hand mouse button when it is pronounced. When all the appropriate characters on the screen have been identified, a new screen will be displayed and a new sound uttered. Each of the sounds or characters within a lesson will be tested three times. When the user has successfully completed all rounds in a timely fashion, the computer announces in Chinese "ni ying le! 你贏了 (You've won!).

b. Match Game: The written description reads, "uncover and match similar characters from a blank array." By listening to the pronounced phonic or character, click off the matching pairs. When all blanks have been matched within a timely fashion, the computer announces, "ni ying le!"

c. Pyramid Game: The written description reads, "uncover and match similar characters to dissolve a pyramid of characters." This game is designed along the lines of computer "solitaire" games. The user attempts to match sounds or characters (depending on the level of the lesson) with the over-turned sounds or characters on the pyramid. When all characters in the pyramid have been turned up-right, the user wins. If the user is unable to turn over all of the characters in the pyramid, the computer says: "ni shu le 你輸了 (You've lost). Note that accurate knowledge or recognition of characters does not necessarily correspond to winning in this game.

d. Connect the Characters Game: The written description reads, "form a line of four consecutive characters before the computer." This game is a bit like computer tic-tac-toe. The computer wins by lining up any four consecutive blue characters against the user's yellow characters. Unfortunately, winning or losing in this game is not tied to any linguistic recognition skill.

e. Character Puzzle: The written description reads, "arrange characters on tiles to match the computer's pattern." In this game the user must try to re-arrange random characters into a given sentence from the lesson. Only one blank space is open at any one time for shifting tile positions. More a math or logic than a language puzzle, this game does reinforce sentence structure and grammar patterns.

f. Falling Characters Game: The written description reads, "rotate falling shapes to form a solid block of shapes. Geometric shapes display Chinese characters." This is like a Chinese version of the "Tetris" game. As in the game "d" above, success in this program is not linked to a language-learning skill.

g. Dictate: This game features a dictation practice in which the user must recreate the spoken sentence by placing randomly arranged characters in the correct order in the boxes provided.

h. Phonics Flash Cards: The phonics Flash Card activity allows the user to test his/her ability to associate Chinese phonics with pictures. It mainly emphasizes training the users to differentiate similar sounds and tones. Each sound is provided with at least four different pictures, accompanied by their corresponding characters, pinyin romanizations/Chinese phonetic symbols, and English equivalents. This game allows the user not only to review and test the sound differences, but also to build up vocabulary recognition. This game is only available for the lessons in books 1 and 2.

I. Interactive Vocabulary Builder: The interactive vocabulary builder aims to teach the users important vocabulary by using word-picture-sound association. The interactive vocabulary builder is not necessarily integrated with the content of the lessons. There are four ways to reinforce the vocabulary for each picture presented. By selecting the teach button, the computer identifies the various items in the lesson through sound and pictures. By choosing the interactive button, the user can click on any item in the picture at random and listen to its pronunciation. Two tests are also included, one that is based on recognition of sound and characters and one that is based on recognition of characters alone. This game is only available for the lessons in books 1 and 2.

C. Administration.

This row on the screen offers three, four or five icons, depending on what lesson text the user has selected.

1. Program administrator: By selecting this icon, the user can change lessons, add new students, remove students, and track student progress.

2 & 3. Previous Lesson and Next Lesson buttons: These allow the user to switch lessons without going through the Program Administrator.

4. Picture: When clicked on this icon displays a photograph of some subject related to Chinese society, culture, or history. By clicking on the picture, an explanatory plate in English appears on the screen. There is only one explanatory plate per photograph. No matter where on the plate one clicks, the explanation given is the same.

5. Context Sensitive Help: By clicking this icon and dragging it over to the program being run, the user can receive written information on how to work or play any of the program features.

Dictionary Program:

This CD-ROM also includes a small on-line English-Chinese dictionary that allows one to search for Mandarin Chinese words using English definitions. This is an important feature, but as I will illustrate below, it is not as effective as might be desired.

Evaluation:

• This CD-ROM fully combines language pedagogy with interactive games. The lay-out for the lessons is very well designed. The pronunciation is in natural voice. The games and drills, for the most part, are educational as well as entertaining. The score-keeping and self-testing features are extremely useful. The games are probably best suited to young language learners (especially ones who are computer-game "junkies" or at least familiar with computer-game techniques). This CD-ROM achieves its professed goal of interactive language instruction.
• The software can be loaded onto the computer quite easily, even by someone not intimately familiar with operation of computers.
• The vocal wave pattern device for single characters and sentences is quite useful.
• The dictation game is extremely innovative and useful. It helps the user not only to recognize the characters, but also to place them in the proper sequence. This game could be made even better, however, if it were made more challenging. In its current design, the random characters given match exactly the number of character-spaces in the sentence. This means that the answer can always be figured out by a process of trial-and-error elimination. As the student moves on to more advanced lessons, it would be useful (and probably more fun for the user, too) if characters from previous lessons were thrown in or if more characters than are actually needed for the sentence were provide. In this way, the student would be forced to differentiate among recently learned characters. Also, in its current state, the sentences are too constricted by the text of the lesson.
• The games, "Phonics Flash Cards," and "Interactive Vocabulary Builder," are helpful teaching devices. The latter game, however, is too predictable, as the order in which the vocabulary items are tested never changes.
• The content and progression of the lessons is well-planned.
• The Main Text program has an English-language grammatical and cultural explanation feature. By clicking on the word in question, a voice-over explains special usages or the circumstances under which such a conversation might occur. This is a useful feature.
• The text of each lesson can be viewed with English translation by accessing the "with translation" function under the "view" menu.
• The program offers two instructor's disks that allow a language teacher to add his or her own text materials, materials which can then be utilized in the practice and game exercises. This is an excellent feature, although it is still not versatile enough to adapt to the pronunciation needs of characters with two different tonal or phonetic readings.

Other Suggestions for Improvement:

• The display of the text lesson under the "main text" option is rather uninteresting. It tends to be written in small letters or characters and squeezed into the upper-left corner of the screen. Perhaps there is some way of adding some life and color to this step in the user/computer interface.
• The Administration selection is the basic control feature that allows the user to enter the practice drills or games. In its current screen lay-out, however, it appears to be a category comparable to the Teaching and Games categories. It is placed below Teaching and Games on the screen. I would suggest re-arranging the lay-out in such a way that the user is naturally drawn to this category first, either place this at the top of the screen or make a separate image for this function altogether.
• The character writing drill is extremely difficult to use, especially for those not used to computer "painting" or "drawing" programs. Two adults literate in Chinese, but not so literate in computer drawing techniques, tested this feature and were unable to get the computer pencil to do their bidding via mouse control.
• Two of the games, Connect the Character Game and Falling Character Game, do not provide any reinforcement of Chinese language skill and as such are unnecessary. To make them worthwhile, they should be re-worked in a way that forces students to line up the game pieces by like sounds or characters rather than by color or shape.
• Under the Main Text program, the user can click on any character to see an enlarged version of the character with its accompanying pinyin and English meaning. Unfortunately this is only keyed to characters and not to compounds. Thus, the explanations for 加 "jia" and 洗 "xi" are given individually as "to add" and "to wash." This distorts the meaning of the compound in its context, here meaning "to develop more" photos. The compound and contextual meaning of phrases can only be accessed by selecting the "with translation" feature under the "view" menu.
• The Interactive Vocabulary Builder game is not as challenging as it could be due to the fact that the items to be tested are always provided in the same order. It would be very easy for the student to memorize the order of the test without really internalizing the meanings and characters of the vocabulary items.
• The picture icon which supplies cultural information is not particularly informative. No matter where on the photograph one clicks, the response given is the same.
• While the producers should be commended for including the Chinese-English Dictionary program, the size of this on-line dictionary is never specified. I ran a few trial tests on the dictionary program. A simple word such as 'waiter' was not included in the dictionary. Another test using vocabulary that had been introduced in the flash cards section, the word, "sun bathe," also failed to call-up a Chinese definition. The word 燃燒 ranshao "burning" (also a vocabulary item in the flash cards) was only listed as 炎 yan "infection". The bugs in this dictionary program need to be fixed before it can fulfill its intended function.