Mobile Apps usage for Learning Chinese as a Second Language
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- 英文论文题名：Mobile Apps usage for Learning Chinese as a Second Language
- 论文作者：STRUKOVAPOLINA
- 英文论文作者：STRUKOVAPOLINA
- 年：2016
- 作者机构：厦门大学外文学院;
- 英文论文关键词：teaching methodology ; language learning ; chinese language ; mobile apps
- 会议召开时间：2016-12-14
- 会议录名称：厦门大学外文学院第九届研究生学术研讨会论文集
- 语种：英文
- 分类号：H195.3;G434
- 学会代码：XMWW
- 会议名称：厦门大学外文学院第九届研究生学术研讨会
- 会议地点：中国福建厦门
- 主办单位：厦门大学外文学院
- 学会名称：厦门大学外文学院
- 页数：8
- 文件大小：73k
- 原文格式：D
- 会议级别：地方
摘要
For Russian native speakers,the most popular world's language – Chinese – is one of the most difficult once to learn. There is a clear gap in mobile applications(apps) use in terms of linguistics. At present, there is no any scientifically based approach to evaluation of this type of product from methodological perspective. It turns out that apps for self-learning languages with apps increasingly becomes just a pleasant way to relax or to supplement the course, but much rarely helps learners. Discussing the main features of successful apps, we can answer the following questions: How can we evaluate a mobile app from a linguistic and methodological point of view? What are the requirements for such a new product? In this paper, we are going to formulate the list of requirements for the apps further development, which can be applicable for mobile apps for the Chinese Language self-learning at the beginners' level for Russian-speaking learners. These requirements help to standardize the criteria for evaluating and selecting appropriate and methodologically useful mobile apps and improve the level of existing once.
For Russian native speakers,the most popular world's language – Chinese – is one of the most difficult once to learn. There is a clear gap in mobile applications(apps) use in terms of linguistics. At present, there is no any scientifically based approach to evaluation of this type of product from methodological perspective. It turns out that apps for self-learning languages with apps increasingly becomes just a pleasant way to relax or to supplement the course, but much rarely helps learners. Discussing the main features of successful apps, we can answer the following questions: How can we evaluate a mobile app from a linguistic and methodological point of view? What are the requirements for such a new product? In this paper, we are going to formulate the list of requirements for the apps further development, which can be applicable for mobile apps for the Chinese Language self-learning at the beginners' level for Russian-speaking learners. These requirements help to standardize the criteria for evaluating and selecting appropriate and methodologically useful mobile apps and improve the level of existing once.
For Russian native speakers,the most popular world's language – Chinese – is one of the most difficult once to learn. There is a clear gap in mobile applications(apps) use in terms of linguistics. At present, there is no any scientifically based approach to evaluation of this type of product from methodological perspective. It turns out that apps for self-learning languages with apps increasingly becomes just a pleasant way to relax or to supplement the course, but much rarely helps learners. Discussing the main features of successful apps, we can answer the following questions: How can we evaluate a mobile app from a linguistic and methodological point of view? What are the requirements for such a new product? In this paper, we are going to formulate the list of requirements for the apps further development, which can be applicable for mobile apps for the Chinese Language self-learning at the beginners' level for Russian-speaking learners. These requirements help to standardize the criteria for evaluating and selecting appropriate and methodologically useful mobile apps and improve the level of existing once.
引文
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[2]Chinese Language Council International Office.International learning program for Chinese language[M].Beijing,China:Foreign Language Teaching and Research Press.2007.
[3]Cull,W.L.Untangling the benefits of multiple study opportunities and repeated testing for cued recall[J].Applied Cognitive Psychology,14,215-235.2000.
[4]Hubbard P.Evaluating CALL Software,From Theory and Research to New Directions in Foreign Language Teaching[M].Stanford University,Chapter 13.2006.
[5]Gui,Sh.The new chapter of psycholinguistics[M].Shanghai,China:Shanghai Foreign Language Education.2013.
[6]Kochergin,I.V.Essays on methods of teaching Chinese language[M].Moscow,Russia:Muravei PH.2000.
[7]Kochergin,I.V.Essays on methods of teaching Chinese language[M].Moscow,Russia:Eastern Book.2012.
[8]Krisskoy,A.Chineasy-review[Z].December 16.2014.Retrieved from http://www.papahuhu.com/archive/201412161433/
[9]Kupriianova,Iu.A.,Peresad'ko,T.V.Theoretical Foundations of Practical oral communication in Chinese course[J].Vestnik VGU,1,141-145.2014.
[10]Mao,Zh.Some Pitfalls in Tasks-based Language Teaching[C].The IIInternational Conference?Methods of Teaching Oriental Languages:Actual Problems and Trends?,5,3-4.2014.
[11]Nelson K.B.Self-study with language learning software in the workplace:What happens?[J]Language Learning&Technology,15(3),110-129.2011.
[12]Strukova,P.Current problems of the modern methodology of Teaching Chinese as a Foreign Language for beginners[J].Language,Individual&Society,9,240-246.2015.
[13]Strukova,P.Mobile Apps in Learning Chinese as a Second Language[C].4th International Conference on Language,Education and Innovation 2016,35-39.2016.
[14]Wigmore,I.Part of the Wireless and mobile glossary:mobile app[Z].December.2013.Retrieved from http://whatis.techtarget.com/definition/mobileapp/
[15]Zhou,S.The 8 best apps to learn Chinese on your smartphone or tablet[Z].December 9.2015.Retrieved from http://www.saporedicina.com/