Personal Knowledge Management - Rosetta Stone sources

Here are some articles dealing with my topic, the language learning software Rosetta Stone:

Farivar, C. (2006, January 16) Rosetta Stone 3.0. Retrieved April 13, 2009 from MacWorld website: http://www.macworld.com/article/48966/2006/01/rosettastone3.html

This short review of the 3rd version of Rosetta Stone finds that it is easy and provides a "strong foundation." The author dislikes that less-frequent words are used so early, and that the pictures are culturally inauthentic. He states that the Rosetta Stone uses four different picture sets for its various programs: Western, Latin, Swahili, and Asian.


Godwin-Jones, Robert. (2007). Emerging Technologies: Tools and Trends in Self-Paced Language Instruction. Language Learning & Technology, 11(2), pp. 10-17. Retrieved April 13, 2009, from http://llt.msu.edu/vol11num2/emerging/default.html

The author surveys the general development of Computer Assisted Language Learning with an emphasis on self-paced tools. Beginning with JavaScript, the relative utility of tools like AJAX and Intelligent Tutoring Systems are discussed. The author believes that the non-linear approach offered by ITS, especially in their latest iterations (like the IMS Common Cartridge standard) will provide new opportunities for a natural approach to language instruction. Limitations of the current technology include the small units of study, which become difficult to contextualize. The author briefly discusses the potential for Blackboard to dominate the market, but expresses hope that open source alternatives will continue to grow.


Kaiser, M. (1997). Review: The Rosetta Stone for Russian. Retrieved April 12, 2009 from CALL@Chorus Web Site: http://www-writing.berkeley.edu/chorus/call/reviews/rosetta_russian/rosetta_russian_2.html

This review of an early version of the Rosetta Stone program complains that the language is presented outside of an authentic cultural context, uses stilted grammar and infrequently-needed vocabulary, and is inappropriate for beginning learners. "The entire package lacks any pedagogical foundation. Rather, it utilizes the glitz of the multimedia capabilities of the computer, a dearth of quality foreign language software, and clever marketing to create an economically successful product. It is precisely economics which is driving this product - it is relatively inexpensive to take a database of English phrases and translate them into a dozen or so languages, record a native speaker, and insert the media and text into a shell. Textbooks are not created this way, and good software cannot be either."


Macrae, D. (1997) Review: The Rosetta Stone for German. Retrieved April 12, 2009 from CALL@Chorus Web Site: http://www-writing.berkeley.edu/chorus/call/reviews/archives/rosettagerm.html

The author likes the methodology behind the Rosetta Stone, and emphasizes the technical aspects of the program, declaring that it has a "rich variety of exercises, [and manages to] hold the student's interest for a considerable length of time." The author does take issue with the claim that Rosetta Stone can be a standalone program, since it introduces grammar points without explanation. "I do not think it can be used effectively as a stand-alone means of learning German; consequently, the student who purchases this program with the understanding that s/he will be able to master German alone will be disappointed. In my view we have not yet reached the point where a computer program will replace the role of a good teacher. Nor do I think The Rosetta Stone will foster "rapid" foreign language learning as the manual claims. This is advertising hype which is misleading at best. There is no quick and easy way to language acquisition and nothing which will replace a year abroad, using the target language on a daily basis. That said, however, I think that The Rosetta Stone might be helpful in second language acquisition when used in conjunction with other material in a beginning or intermediate course in German; it might even be fun!"


Mossberg, W. (2005, September 7). Language Learning, the Natural Way. Retrieved April 13, 2009 from http://webreprints.djreprints.com/2057660580889.html

This review which appeared in the Wall Street Journal praises Rosetta Stone for its intuitive approach to language learning, but raises reservations about cost, usefulness of phrases like "the boy is under the airplane", and its self-paced nature which may be a problem for students who need a more regimented pace.


Rosetta Stone (n.d.). Our History. Retrieved April 23, 2009 from Rosetta Stone website: http://www.rosettastone.com/global/history

This page tells of the early history of Rosetta Stone and its subsequent growth under current CEO Tom Adams.

Rosetta Stone (n.d.) Research Basis for Rosetta Stone Dynamic Immersion Method. Retrieved April 13, 2009 from http://www.plato.com/Secondary-Solutions/ELL-World-languages/~/media/Technical%20and%20White%20Papers/2/Rosetta_Stone_Research_Basis_pdf.ashx

In an attempt to support Rosetta Stone as an approach based on scientifically based research, and therefore allowed under the No Child Left Behind legislation, the company produced this summary of four decades of language acquisition research to support their approach. Explanations are given of the deficiencies of models which rely on explaining grammar and memorizing vocabulary, and several underpinnings of communicative methodology are elaborated, including developing listening comprehension, structure and sequence of new language forms, supporting deduction, and waiting for readiness to talk.


Rosetta Stone (2008, Sept. 23). Form S-1 -- General form for registration of securities under the Securities Act of 1933. (SEC Accession Number 0001047469-08-010224). Retrieved April 23, 2008 from U.S. Securities and Exchange Commission website: http://sec.gov/Archives/edgar/data/1351285/000104746908010224/0001047469-08-010224-index.idea.htm

This filing by the company as they prepared for their initial public offering outlines a little of their history, their challengers, and what they see as the future of the company.

Saury, R. (1998) Creating a Psychological Foundation for the Evaluation of Pre-Packaged Software in Second Language Learning. (ERIC Document Reproduction Service No. ED428718). Retrieved April 13, 2009 from http://www.eric.ed.gov/

This article discusses the use of images in Computer Assisted Language Learning (CALL), and how it fits into the overall theory of language learning. The article then evaluates several popular computer-based language learning programs, including the Rosetta Stone. The author concludes that it is "one of the more powerful language learning tools on the market today", largely because of its theoretical foundations.


Schlosser, J. (2007, March 13) Parlez-Vous Profits? Fortune, March 19, 2007. Retrieved April 14, 2009 from CNNMoney: http://money.cnn.com/magazines/fortune/fortune_archive/2007/03/19/8402331/index.htm

This magazine blurb about the company's astounding growth notes that CEO Tom Adams has greatly increased the company's visibility through advertising and a contract with the US military, quadrupling revenue to around $100 million between 2004 and 2007.


Stoltzfus, A. (1997, February). The Learning Theory behind the Rosetta Stone Language Library from Fairfield Language Technologies. Paper presented at the Annual Meeting of the National Association for Bilingual Education, Albuquerque, NM. (ERIC Document Reproduction Service No. ED404883). Retrieved from http://www.eric.ed.gov/

Company founder Allen Stoltzfus presents the theoretical approach behind the Rosetta Stone's methodology, emphasizing that it seeks to capture the "natural approach" advocated by Stephen Krashen and James Asher. The seven core themes of the natural approach, also called the comprehension approach, are summarize. The comprehension approach emphasizes a development of passive comprehension skills before actively using language by writing or speaking.


Vesselinov, R. (2009, January) Measuring the Effectiveness of Rosetta Stone: Final Report. Unpublished Manuscript obtained via email from Rosetta Stone representative.

This study commissioned by Rosetta Stone was meant to show that 55 hours of Rosetta Stone Spanish use would produce linguistic competence at the same level as a one-semester college course. The participants were heavily weighted towards the college-educated and upper-middle class, however. By overwhelming majorities, participants agreed that Rosetta Stone was easy, helpful, enjoyable, that they were satisfied with their language learning, and that they would recommend the product to others. Using a placement test common in college-level foreign language programs (WebCAPE), participants were tested before and after the treatment. Before the treatment, only 6 of the 135 participants would have been eligible for a semester 2 course (out of 6) or higher. After the treatment, 86 participants would have been eligible for a semester 2 course or higher. The author projects that after 70 hours of Rosetta Stone study, 95% of the participants would have achieved a sufficient score to place in semester 2 or higher. Using a different proficiency measure (ACTFL), the study found that after 55 hours of Rosetta Stone use between 56% and 72% of participants increased by at least one proficiency level.