Page 31 - LanGuide Project: Research and Professional Insights
P. 31
Background to LanGuide Language-Learning Framework
Table 1.3 Italian Module: Students Mobility – Intermediate Level
Students Mobility – interm. Topic: Choosing the destination Application
Content Skills Culture Communicat. Language Grammar Types of exer.
Courses Reading Politeness Asking for info Types of Adjective-noun Multiple choice
Speaking strategies courses agreement Close test
Consulting the Agreeing &
student’s Reading Degrees, disagreeing Fields of study Passato
brochure: Speaking diplomas & Levels of study Prossimo
Study fields certificates Modals
Verbi regolari
Motivation Reading Forms of Letter writing revision Verbi ausiliari Jumbled text
letter Writing address Close test
Quiz
Overall, the collection of exercises on the LanGuide App offers users to
practice and enhance their English knowledge by completing over 450 exer-
cises, learn and polish their Croatian by doing over 100 exercises, enhance
their Italian by going through over 250 exercises, study Romanian by ap-
plying themselves to over 100 exercises, dedicate themselves to learning
Slovenian by completing over 370 exercises and dipping into Spanish by
solving over 350 exercises.
Discussion
A first step in postulating a theory of mLearning is to distinguish what
is special about mLearning compared to other types of learning activities.
The obvious difference of language practice offered by mobile apps such as
LanGuide App is that it starts from the assumption that learners are con-
tinually on the move. We presuppose a learner who learns across space,
takes the ideas and learning resources gained in one location and applies
them in another. We all learn across time, by revisiting knowledge that
was gained earlier in a different context, and more broadly, through ideas
and strategies gained in early years that provide a framework for a life-
time of learning. We move from topic to topic, managing a range of per-
sonal learning projects, rather than following a single curriculum. We also
move in and out of engagement with technology, for example as we enter
and leave mobile phone coverage (Vavoula et al., 2007; Hyland, 2013). All
these principles are particularly true in international sojourn situations,
where unexpected communicative situations may require to be addressed
at once.
Therefore, the LanGuide App as a learning resource while based on con-
temporary accounts of practices that enable successful learning, such as
learner centred and knowledge centred approaches, it also seeks to address
the needs of communication in real-life situations. It builds on students’
31
Table 1.3 Italian Module: Students Mobility – Intermediate Level
Students Mobility – interm. Topic: Choosing the destination Application
Content Skills Culture Communicat. Language Grammar Types of exer.
Courses Reading Politeness Asking for info Types of Adjective-noun Multiple choice
Speaking strategies courses agreement Close test
Consulting the Agreeing &
student’s Reading Degrees, disagreeing Fields of study Passato
brochure: Speaking diplomas & Levels of study Prossimo
Study fields certificates Modals
Verbi regolari
Motivation Reading Forms of Letter writing revision Verbi ausiliari Jumbled text
letter Writing address Close test
Quiz
Overall, the collection of exercises on the LanGuide App offers users to
practice and enhance their English knowledge by completing over 450 exer-
cises, learn and polish their Croatian by doing over 100 exercises, enhance
their Italian by going through over 250 exercises, study Romanian by ap-
plying themselves to over 100 exercises, dedicate themselves to learning
Slovenian by completing over 370 exercises and dipping into Spanish by
solving over 350 exercises.
Discussion
A first step in postulating a theory of mLearning is to distinguish what
is special about mLearning compared to other types of learning activities.
The obvious difference of language practice offered by mobile apps such as
LanGuide App is that it starts from the assumption that learners are con-
tinually on the move. We presuppose a learner who learns across space,
takes the ideas and learning resources gained in one location and applies
them in another. We all learn across time, by revisiting knowledge that
was gained earlier in a different context, and more broadly, through ideas
and strategies gained in early years that provide a framework for a life-
time of learning. We move from topic to topic, managing a range of per-
sonal learning projects, rather than following a single curriculum. We also
move in and out of engagement with technology, for example as we enter
and leave mobile phone coverage (Vavoula et al., 2007; Hyland, 2013). All
these principles are particularly true in international sojourn situations,
where unexpected communicative situations may require to be addressed
at once.
Therefore, the LanGuide App as a learning resource while based on con-
temporary accounts of practices that enable successful learning, such as
learner centred and knowledge centred approaches, it also seeks to address
the needs of communication in real-life situations. It builds on students’
31
