Г. Д. Ахметова Редакционная коллегия сборника
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| Reading Comprehension. Reading practices help
learners to enhance their vocabulary and promote reading comprehension. Reading activities can be offered to learners either via a well-designed learning course installed on the mobile devices or through SMS sent. One of the known examples is a personalized intelligent mobile learning system known as PIM, designed by Chen and Hsu, in which the learners were provided with English news articles based on their reading abilities. In fact, mobile learning programs in which reading func- tion accompanied by text announcer pronunciation will be more helpful to promote at the same time both reading com- prehension and listening comprehension. In conclusion, we emphasize that as application of mobile technology is increasing and penetrating all aspects of the lives so that this technology plays a vital role in learning dif- ferent dimensions of knowledge. Today, there is a clear shift from teacher-led learning to student-led learning that causes students using the technology more effective and interesting way. In fact, we can provide a richer learning environment through mobile phones for our language learners. Pressures 288 Проблемы и перспективы развития образования of study and assignment deadlines lead students to search for effective solutions on the move. Even if students are studying in different departments, they are in a good position to share the experience across disciplines boundaries, and teachers also may find more challenging to do. Although going through language activities on mobile phones may take longer time compared to computers, the learners feel a greater sense of freedom of time and place, so that they can take the advantage of spare time to learn a second language when and where they are. Mobile tech- nology gets learning away from the classroom environment with little or no access to the teacher, though the learning process can hardly be accomplished without a teacher’s di- rection or guidance. As the demand for acquiring a foreign language increases and the people time for more formal, classroom-based, traditional language learning courses de- creases, the need felt by busy users for learning a foreign language through MALL will inevitably increases. In other words, MALL can be considered an ideal solution to lan- guage learning barriers in terms of time and place. References: 1. Canny, J. (2010). Microsoft research program. Retrieved May 5, 2012 from http://research-microsoft.com/en-us/ collaboration/papers/berkely.pdf 2. Kennedy, C. & M. Levy. (2008). “L’italiano al telefonino: Using SMS to support beginners’ language learning”. ReCALL, 20 (3), pp. 315–350. 3. Thornton, P. & C. Houser. (2005). “Using mobile phones in English education in Japan. Journal of Computer Assisted Learning”, 21 (3), pp. 217–228. 4. Chen, C. M. & S. — H. Hsu. (2008). “Personalized Intelligent Mobile Learning System for Supporting Effective English Learning”. Educational Technology & Society, 11 (3), pp. 153–180. 5. Huang, C. and P. Sun. (2010) “Using mobile technologies to support mobile multimedia English listening exercises in daily life”. In: The International Conference on Computer and Network Technologies in Education (CNTE 2010), At: http://cnte2010.cs.nhcue.edu.tw/ 6. Koole, M. (2009). “A model for framing mobile learning”. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education & training, pp. 25–47. Athabasca: AU Press. 7. Stockwell, G. (2008). “Investigating learner preparedness for and usage patterns of mobile learning”. ReCALL, 20 (3), pp. 253–270. 8. Microsoft research program. (2010). At: http://research.microsoft.com/enus/collaboration/papers/berkeley.pdf, accessed Jul. 2010 9. Oxford R. and J. Oxford. (2009). “Second Language Teaching and Learning in the Next Generation”, 2009. http:// llt.msu.edu/vol14num1/review1.pdf, accessed Jul. 2010. жүктеу/скачать 3.86 Mb. Достарыңызбен бөлісу:
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