Fuchss, O. (1999). The Project "Multimedia Multilingual Dictionary for Forestry Experts". Forest Snow and Landscape Research, 74(2), 211-218.

The Project <<Multimedia Multilingual Dictionary for Forestry Experts»

Othmar Fuchss

Fachhochschule Rottenburg, Hochschule ftir Forstwirtschaft

Schadenweilerhof, D-72108 Rottenburg, Federal Republic of Germany fuchss@fh-rottenburgde

Abstract

Initially the Multilingual Forestry Dictionary project started with the computer courses given at Rottenburg University of Applied Forestry. It was a part of a Government promotion programme.

The project had didactical aims; it was not a —>terminology project. The CD-ROM Multilingual Forestry Dictionary is the “torso” of a —>dictionary and Computer Based Training (CBT) tools. With both parts of the programme it is possible to show the opportunities of computer-aided learning. The programme itself is multilingual, the user is free in choosing the user-, source- and target languages. At the moment it is available in German, English, French, Spanish, Dutch and Finnish. The concept is to use the potentialities of the multimedia personal computer, that means text, sound, pictures, video (visual effects). It evolved from a computer project to a —>dictionary project.

Keywords: computer-based training tool, CD-ROM, multilingual dictionary, multimedia

1 Introduction I Background

The project “Multimedia, multilingual —>dictionary for forestry experts” is more than a computerised “->dicti0na1'y”, but less than a technical —>dictionary. This can be explained by looking back in the project’s beginning in 1996 as a “didactical project” titled “An introduction

to project work at Rottenburg University of Applied Forestry, with special reference to basic courses in Electronic Data Processing (EDP)“.

The project goal is to build a forestry —>dictionary with additional computer-based training tools (CBT). It focuses on the conception, layout and technical transposing of an EDP basic course into a multimedia project. Particular attention to the ——>dictionary content will be paid in the currently starting second phase. Improvements in data processing and data bank layout will be introduced but they do not have first priority as they are only of marginal importance to the user.

2 Programme Features

2.1 Multilingual User Interface

The target groups of programme are students and professionals in forestry and lumber industry. Defined goals include simple, self-explanatory and user-friendly operation. The user can freely select German, English, French, Spanish, Finnish and Dutch as language for the user interface or corresponding help features. The language for the user interface or the translation can be changed at each stage of the programme.

Currently data in German, English, French, and Spanish are available on CD-ROM.

Additional languages are in preparation and can be implemented at any time. An extended database will include Italian, Finnish, Swedish and Dutch. The CBT tool can be used as a purely specialist training media. The learning of a language is then of secondary importance.

2.2 Dictionary Component

->Terms were randomly selected and compiled by students and scientific staff of Rottenburg University of Applied Forestry. Translations were added in several languages from publica- tions from the forestry literature, textbooks, Internet documents as well as from native speakers. The current CD-ROM version with approximately 1,800 -aterms does not contain

—>definitions or other information in aterm usage. It contains »->term equivalents. The pronunciation was professionally recorded by native speakers.

Original graphs and pictures were scanned from various image archives. The owners have agreed to their use in this ->dictionary. Copyright has been acknowledged. They are no photocopies from books etc. or graphs/photographs from commercial sources.

2.3 Layout

Bilingual or multilingual —>dictionaries are generally used as a translation aid and only partly as a source of contextual reference. When dealing with text and graphic information, books are equal with electronic media. The advantage of the EDP programme is in the additional potential of the computer technology. Particularly worth mentioning are multimedia elements, language edition and recording, increased graphic features (pictures, video clips), and hyper- links, within the programme or to other databases as well as to the Internet.

The screen design of this multimedia —>dictionary is influenced by the book as the accustomed reading device. Each “virtual page” is divided into two parts; four input fields are available (Fig. 1).

To search for a word, the user clicks on the letters of an alphabet on the left and right “virtual pages”. On the left “page” of the book (input language), after selecting a letter in the

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Fig. 1. Screen of the multimedia multilingual dictionary displaying third language.

alphabet, the further search is “computer-like” by punching in letter strings. Words closer to the search eterm are displayed, which allows the user to detect minor spelling mistakes.

Without this function, searches with faulty spellings would automatically end with a negative result.

The scrolling triangle can also be used to control the search by scrolling through the —+terms in alphabetic order.

Near the input filed a speaker’s button shows if the “audio” function is available or not (yellow = audio; grey = no audio). Clicking the symbol starts the audio. Descriptions are displayed in the lower half of this “page”. Here the user especially finds scientific ->terms or ->synonyms.

The right “page” of the book (output language) is also divided. The first translation language and the -asynonyms are displayed in the upper half. Audio output is available by clicking a speaker button. ~>Synonyms are also spoken out, but currently not the scientific names. The lower half of this “page” is designed as a multipurpose field. Various displays are optional (3rd language with audio; picture; video clip and Internet). The third translation language gives additional information, which is seldom found in other language pro- grammes. It is often used as transfer language. The possibility to choose from different information channels in this field emphasises the superior potential of this programme compared to a book.

The need of displaying a third language in an EDP programme requires an explanation, because for standard applications you normally have one input and one output language. The

benefit of this accessory can be shown empirically. It has been determined by observing the reactions of guest students: they often use a third language as “transfer language”, which is generally English. If there is no need for a transfer language the multifunction field can also be used to display other information. It is designed to display graphic information as well as links to the Internet (Fig. 2).

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The use of video clips (moving picture and audio) or pictures (photos or graphics) is decided case by case. Many —>terms cannot be easily visualised but a higher percentage of visualisation is planned. It is also possible to start an “Internet-Browser”. Currently there is a link to a page at the server of the Rottenburg University. In the future, links will be added to pages relevant to the selected aterm.

All these features put this —>dictionary apart from being “just” a reference book and consider it a teaching and learning media.

3 Computer Based Training (CBT) Component

The primary goal of the CBT component was to develop learning tools, which combine the knowledge of forestry specialists with linguistic knowledge. Seven CBT modules are available, divided into two groups with different learning goals: language training (Fig. 3a and 3b) and specialist knowledge (Fig. 4a-d).

Currently these learning tools are simple models with limited volume. They simply demonstrate the capabilities of the tool. The single modules have been developed as independent blocks; the final goal is to be able to extract specialised information from a combined database (—>dictionary and CBT). In contrast to the —>dictionary, a separate theme index for special training units (CBT) must be available. Test tools for flora, fauna and technology are being developed.

3.1 Vocabulary Training

Three independent CBT modules are available as vocabulary trainers: translation trainer, pronunciation trainer, and spelling trainer.

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3.1.1 Translation Trainer

This module is a classic bilingual vocabulary trainer. On the left “page” there are —-aterms completed with esynonyms. The translation can be called up on the opposite side in the required language. The query concentrates on the text. A context-sensitive “feedback field”

indicates whether the answer was right or not. The number of trials is unlimited but registered in the accompanying evaluation module.

3.1.2 Pronunciation Trainer:

In this module, acoustic recognition is the primary learning method. It offers a language

“learning tool” which is adjustable to every available language. The module works like a cassette player. The answer is digitally recorded and can be saved. The playback function enables the user to compare his or her pronunciation with that of a native speaker. An automatic pronunciation comparison is currently not available for reasons of cost.

3.1.3 Spelling Trainer

Thirdly, the spelling trainer practices listening comprehension and the written return of what has been heard. Therefore it is a purely monolingual learning method, currently available in four languages. After clicking on the “Play-Button”, the user will hear the selected -—>terms.

The user’s task is to write the ——>term in the input field on the right hand “page”. The sensitive feedback field will tell if the task has been completed correctly or not. Help and evaluation are provided by CBT, as with the translation trainer.

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3.2 Learning Games

Independently of the course-specific elaboration of individual learning modules, the begin- nings for new learning media at different models are to be pointed out. The basics for new learning media are shown in different modules. In the current version of the programme, graphic-oriented information transfer is given preference. The advantage of this technique is a faster and more economical transfer of ideas.

Didactic games can be applied for example to identify the correct name of wood species.

Other games test the identification of buds, animal bones, moss, grass or insects. This short description shows that a —>dictionary for special use must be primarily a combination of specialist knowledge and linguistic knowledge. However, the use of core data is useful as a purely learning medium for certain topics‘ It should also be pointed out that this by-product could be developed at reasonable costs.

Four learning games are available in the current version: definition game, labelling game, association game, and virtual wood species test.

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Fig. 4c. Association game. In this monolingual learning module, the user must first allocate pictures into the corresponding fields, then he or she has to label the pictures in the selected language There are modules for flora and fauna for this game.

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I hope that further aspects of the programme can be developed, for example the develop- ment of new learning contents of EDP, aid for study and practice, and co-operation with other disciplines.