Vocabulary Learning and Consolidation with Mobile Application
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| Xuất bản năm: | International Journal of Computer - Assisted Language Learning and Teaching vol. 4, no. 1 (2014), p. 101 |
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| Tác giả chính: | |
| Tác giả khác: | , |
| Được phát hành: |
IGI Global
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| Những chủ đề: | |
| Truy cập trực tuyến: | Citation/Abstract Full Text - PDF |
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| 100 | 1 | |a Wang, Dongshuo |u University of Manchester, Manchester, UK | |
| 245 | 1 | |a Vocabulary Learning and Consolidation with Mobile Application | |
| 260 | |b IGI Global |c 2014 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Language learners at all levels need a way of recording and organising newly learned vocabulary for consolidation and for future reference. Listing words alphabetically in a vocabulary notebook has been a traditional way of organising this information. However, paper-based notes are limited in terms of space (learners often run out of space for certain categories; for others the space might be unused) and time (handwritten pages deteriorate over time and cannot easily be updated). Organizing vocabulary in more meaningful categories might make it easier to learn. Textbooks, for example, often introduce new vocabulary thematically. Words can also be organised according to their grammatical class or characteristics, their real world category (e.g. modes of transport, means of communication), their phonological pattern, their etymological elements, or according to when/where they were learnt. This research experiments how the mobile learning of a lexical spreadsheet can be used for the consolidation of and reference to new vocabulary. Offering the learner multiple ways of organising vocabulary at the same time – combining all of the approaches mentioned above, the resource can easily be modified and updated. Importantly, in keeping with autonomous learning theory, the spreadsheet is designed to encourage learners to take more responsibility for their own vocabulary learning and to approach this process more systematically. The resource can be used from any mobile smart phone, tablet or i-Pad. | |
| 653 | |a Software | ||
| 653 | |a Learning theory | ||
| 653 | |a Vocabulary learning | ||
| 653 | |a Learning theories | ||
| 653 | |a Spreadsheets | ||
| 653 | |a Handwriting | ||
| 653 | |a Applications programs | ||
| 653 | |a Smartphones | ||
| 653 | |a Words (language) | ||
| 653 | |a Consolidation | ||
| 653 | |a Mobile computing | ||
| 653 | |a Computer assisted language learning | ||
| 653 | |a Experiments | ||
| 653 | |a Textbooks | ||
| 653 | |a Etymology | ||
| 653 | |a Vocabulary | ||
| 653 | |a Learning | ||
| 653 | |a Classification | ||
| 653 | |a Linguistic Input | ||
| 653 | |a Semantics | ||
| 653 | |a Copyrights | ||
| 653 | |a Language Usage | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Direct Instruction | ||
| 653 | |a Computers | ||
| 653 | |a Educational Technology | ||
| 653 | |a Personal Autonomy | ||
| 653 | |a Language Acquisition | ||
| 653 | |a Electronic Equipment | ||
| 653 | |a Periodicals | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Course Objectives | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Reference Materials | ||
| 653 | |a Native Speakers | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Course Content | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Class Activities | ||
| 700 | 1 | |a Zou, Bin |u Xi'an Jiaotong-Liverpool University, Suzhou, Jiangsu, CN | |
| 700 | 1 | |a Xing, Minjie |u University of Manchester, Manchester, UK | |
| 773 | 0 | |t International Journal of Computer - Assisted Language Learning and Teaching |g vol. 4, no. 1 (2014), p. 101 | |
| 786 | 0 | |d ProQuest |t Advanced Technologies & Aerospace Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/2931867856/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/2931867856/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |