Г. Д. Ахметова Редакционная коллегия сборника
part of our lives, there was felt a strong need for using them
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- Learning Vocabulary
part of our lives, there was felt a strong need for using them in learning languages. These days mobile devices such as PDAs, smart phones, and other handheld devices, are used everywhere for doing everything ranging from voice calling to making short mes- sage, video chat, listening to audio (Mp3, Mp4, Mpeg), web surfing, shopping, and etc. Apart from these benefits, mobile devices have increasingly grown toward becoming tools for education and language learning, and all its users from teachers or students to business people are getting used to this environment to make education as ubiquitous as possible. Moreover, the emerging of Internet made dis- tance learning a means of receiving education from all the parts of the world. In a short period, the attractiveness of distance learning led to the application of various mobile devices that provide a very effective resource for education. Consequently, many researchers tried to make mobile de- vices a rich resource for teaching and learning. It was, in fact, a challenging affair to cover learning tasks by a mo- bile phone. There are many researches and developments towards the use of wireless technology for different aspects of language learning. In the following lines it has been tried to demon- strate the benefits of using mobile phones in learning Eng- 287 12. Технические средства обучения lish as a second language. Areas of mobile-based language learning are diverse among which the most common ones are vocabulary, listening, grammar, phonetics, reading compre- hension, etc. Learning Vocabulary. The type of activities focusing on vocabulary learning via mobile phone differs from one re- search project to another, depending on the level of language proficiency of the learners. Sending e-mail or SMS to stu- dents is a common way of learning new vocabulary based on the lessons covered in the classroom. For example, Kennedy and Levy in their research gave learners the option to receive messages covering known words in new contexts through SMS to their mobile phones amounting nine or ten mes- sages per week. The results indicated that the messages were very helpful for learning vocabulary [2, p.317]. Another good example is the experience of Thornton and Houser, who sent short mini-lessons for learning vocabu- lary through e-mail to mobile phones of the students three times a day. They used new words in multiple contexts for the learners to infer the meaning. The results showed an im- proved range of scores on post-tests which were very encour- aging [3, p.220]. There are other strategies for learning vocabulary via mo- bile phones. Learners can be provided with some tailored vo- cabulary practices based on activities performed in the class- room. They are, then, asked to complete them on their mobile phones and send them back to their instructors. Moreover, learning vocabulary can also be accompanied by the pictorial annotation shown on learners’ mobile devices for better understanding of new words. In a study conducted by Chen and Hsu learners were provided with verbal, as well as pictorial, annotation for learning English vocabulary. Re- sults of a post-test showed that the pictorial annotation as- sisted learners with lower verbal and higher visual ability to retain vocabulary [4, p.162]. жүктеу/скачать 3.86 Mb. Достарыңызбен бөлісу:
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