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THE USE OF FREE LANGUAGE LEARNING PLATFORMS FOR INDIVIDUAL LEARNING PROCESS

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Straipsnyje apžvelgiami sociolingvistinio tyrimo, atlikto nagrinėjant internetinius ir spausdintus darbo skelbimus, rezultatai. Šiuo tyrimu siekta išsiaiškinti, kurių kalbų ir kokių kalbos įgūdžių šiuo metu labiausiai reikia Lietuvoje veikiančioms verslo įmonėms. Tyrimo medžiagą sudaro 1063 lietuvių kalba parašyti interneto svetainių, nacionalinių dienraščių ir rajonų laikraščių darbo skelbimai. Atliktas tyrimas parodė, kad dažniausiai Lietuvos įmonės ieško darbuotojų, mokančių kelias kalbas: ne tik plačiai vartojamas anglų, rusų, vokiečių, lenkų, bet ir retesnes – suomių, norvegų, danų, ispanų, italų, portugalų ar kt.; matyti, kad darbdaviai pageidauja, jog būsimieji darbuotojai mokėtų ir taisyklingą lietuvių kalbą. Pastebėta, kad darbo skelbimuose kalbos įgūdžiai dažniausiai apibūdinami nesiremiant Bendrąja Europos kalbų mokėjimo orientacine sistema, todėl formuluotės yra abstrakčios ir gali būti skirtingai suprantamos darbdavių ir darbuotojų.
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Mobile-assisted language learning (MALL) can augment second language teaching and learning by taking it into the real world. Authentic communicative situations in conjunction with the cultural artefacts and metalinguistic clues offered by the context can promote active learning; however, as respondents of the study presented in this chapter observed, this dynamic process of situated learning has to be supported by access to peers and facilitators, information and linguistic resources, as well as tools for capturing and distributing linguistic information. Moreover, out-of-class language learning has to be guided by a relevant pedagogical task which encompasses language-in-action activities and motivates students to work and communicate with others. When interacting with others in a socio-cultural milieu of the real world, students can rely on mobile technology to provide the necessary cultural artefacts and tools. This chapter reports on a design-based research (DBR) study seeking to enhance English as second language (ESL) students’ aural skills with help of mobile devices. Owing to the comprehensive feedback from an interdisciplinary group of students, the design of our MALL solution has evolved from a set of podcasts to a suite of learning tools which enable access to a networked community of practice and other resources required for the completion of language tasks. Keywords: mobile-assisted language learning (MALL), real-life language tasks, learner-generated content, MALL instructional design, design-based research (DBR).
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Mobile learning is new. It is currently difficult to define, conceptualise and discuss. It could perhaps be a wholly new and distinct educational format, needing to set its own standards and expectations, or it could be a variety of e-learning, inheriting the discourse and limitations of this slightly more mature discipline. This paper is a preliminary attempt to address this issue of definition and conceptualisation, and draws on recent research examining case studies from the UK and elsewhere.
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This paper presents and discusses the initial findings of a mobile language learning project undertaken in the context of an undergraduate distance learning French language programme at The Open University (UK). The overall objective of the project was to investigate students' experiences when using their own portable devices for additional listening and speaking practice within a course. Experience data was collected via weekly online questionnaires, recorded oral feedback and email. The use of iPods and MP3 players was quickly adopted by project participants; but whilst the challenge and the authentic aspect of doing activities on the phone appealed to some learners, we conclude that other learners will need to be helped towards recognizing the specific value of this type of practice as a stepping stone towards authentic communication. We suggest further areas of investigation and potential applications.
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Chaos/complexity theory (C/CT) and closely related dynamic systems theory were first proposed in the physical sciences and mathematics to explain the behavior of complex dynamic systems. The systems usually involve a large number of elements or agents, which interact and give rise to a different order of complexity at a higher level. An oft-cited example is how individual birds interact to form a flock of birds. The systems are dynamic because they are always changing, sometimes gradually, sometimes abruptly. Thus, the study of change is central to C/CT researchers. They seek to understand how change occurs and how elements or agents interact to produce it. Change in such systems is often nonlinear, which means that the effect is not proportionate to the cause. The nonlinearity is attributed to the fact that such systems are sensitive to initial conditions, a characteristic popularly referred to as the butterfly effect, whereby even the flapping of a single butterfly's wings in one part of the world can have an effect on a weather system in another. It is this sensitivity to initial conditions that makes complex systems chaotic—they can change in unpredictable ways.Keywords:cognitive development;language variation and change;language and social interaction;second language acquisition
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This literature and research review was conducted to provide information to guide future work on the Languages Initiative. Although direction was given to the researchers/writers to establish parameters for the task, the content of this document reflects the writers' perspectives on topics and subjects reviewed and does not necessarily reflect the position of Alberta Learning.
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Retailers who implement a high variety strategy need to ensure that customers are not confused with the complexity inherent in a wide assortment of options. Experimental evidence shows that when asking consumers to choose among items in a wide assortment, both the way the information is presented and the type of customer input to the information gathering process influence customer satisfaction. First, asking consumers to indicate their within-attribute preferences through an attribute-based information format, as opposed to an alternative-based format, increases satisfaction and learning. Second, consumers are likely to be more satisfied and perceive less complexity in the choice set when they are asked to explicitly indicate their preferences within each attribute, as compared to more effortful tasks or less effortful tasks.
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The premise of this paper is that the effectiveness of web in contributing to learning will be a function of web-model alignment and the appropriateness of the model to a particular learning situation. We begin with a discussion of the most commonly advocated models of learning. Then we review the research evidence on learner control in a web-based teaching environment and the conditions under which it can most effectively facilitate rather than impede learning. Future research directions are discussed as well.
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The launch of the International Journal of Mobile and Blended Learning is one of several indicators that mobile learning globally is reaching a critical and sustainable momentum and identity. The past six or seven years have seen a host of pilots and initiatives across sectors and across countries and these have established firstly that mobile learning takes learning to individuals, communities and countries where access to learning was challenging or problematic and secondly that mobile learning enhances, enriches and extends how learning is understood. Environmental factors have meant that this development has been haphazard. The mobile learning community is now faced with broader challenges of scale, durability, equity, embedding and blending in addition to the earlier and more specific challenges of pedagogy and technology, but these developments take place in the context of societies where mobile devices, systems and technologies have a far wider impact than just mobile learning as it is currently conceived. This paper looks at the definition and evolution of mobile learning as the starting point for a discussion of this wider impact.
Mobile Language Learning: More than Just "The Platform" (A commentary on Glenn Stockwell's "Using Mobile Phones for Vocabulary Activities: Examining the Effect of the Platform
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Užsienio kalbų mokymosi strategijos (p. 127)
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Mobile learning in the 21st century: benefit to learners
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Kuriose iš nuotolinio mokymosi platformų turite savo paskyrą? Kurias iš jų reguliariai naudojate?
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Reclaiming an Awkward Term: What We Might Learn from 'Digital Natives
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Jūsų mokamas užsienio kalbas (savo užsienio kalbos mokėjimą prašau įvertinti pagal Bendruosius Europos kalbų matmenis nuo A1 (pradedantis vartotojas) iki C2 (geras vartotojas)?
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