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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].
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