Listening Comprehension. Listening dialogues and
conversations may be considered the first stage in learning a
second language. With the advent of modern mobile phones,
it is now possible to design a mobile multimedia system for
learning listening skills through listening different tasks.
So, using physical functions of modern mobile phones
Huang and Sun designed a system composing of two sub-
systems. A multimedia materials website that uploaded and
maintained video materials, and a set of multimedia English
listening exercise on the mobile phone for the learners to re-
peat exercises in English listening in a ubiquitous learning
environment. They attempted to implement the mobile mul-
timedia English listening practice system based on capabil-
ities of the mobile technology providing learners download
multimedia sound contents from mobile devices, register
the learning website, order mobile learning courses and
activate reception of learning courses. According to au-
thors’ opinion, mobile multimedia English listening exer-
cise system can enhance learner’s English listening abilities
to a high degree [5]. It is also possible to design a platform
in which learners listen to a text by vocal service on their
mobile phones, followed by a listening comprehension quiz
based on the text.
Learning Grammar. Grammar rules can be learnt
through a specifically designed program installed on mo-
bile phone, in which grammatical rules are taught, followed
by multiple-choice activities where learners select the cor-
rect answer from the given alternatives. So, most popular
grammatical exercises are in the form of ‘true-false’ or ‘fill-in
the blanks’ tasks, which are to be responded by the learners.
Grammatical explanations may also be presented to learners
via vocal service or short message service.
Pronunciation. In so far as modern mobile devices en-
able their users to access multimedia functions including lis-
tening and speaking, a good m-learning service should con-
sist of speech facilities for transmitting voice. Having such
facilities, learners may download dictionaries on the PDA
with sound functions, so that they can learn the correct pro-
nunciation of unfamiliar or new words to be able to fulfill
their learning needs. Mobile devices with multimedia func-
tion give learners the opportunity to record their own voice.
Further, teachers can analyze students’ weaknesses in pro-
nunciation. This way, by enhancing various functions of the
system like providing a dictionary for looking up unfamiliar
words and their correct phonetic form, the pronunciation as
well as speaking skills of the learners can be well improved.
One of the brightest examples is Praxis learning pod-
cast line — a platform providing a context-driven, social-
based, and software-enhanced website for learning foreign
languages.
The speech aspect of mobile learning is as significant as
textual aspect of it, since it enables learners to comfortably
speak with a system recording their voice and allowing them
to listen back to themselves. Then, they can compare their
voice with an ideal pronunciation and make an improvement
in this skill.
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