Page 46 - LanGuide Project: Research and Professional Insights
P. 46
reea Nechifor and Cristina Dimulescu
cultural icons, mythology and folklore, proverbs, idioms, philosophy
and religion, literature, writing and speaking conventions, fine arts,
anthropology, psychology and sociology, business and economics,
physical sciences and mathematics, and even medicine and health
practices.
After exploring the above-mentioned stages and conceptual frame-
works, culturacy is also the notion that was fully taken into account when
creating the exercises for the LanGuide mobile application, as it is the
essential component that can make the process of learning a foreign lan-
guage comprehensive, from sounds, pronunciation and spelling to applied
linguistics, passing through vocabulary, morphological and syntactic char-
acteristics, as well as meaning, without making the subject of separately
distinct tasks or exercises focused on teaching culture predominately.
c al ling the m al l
Nowadays, when several aspects of our daily lives are becoming increas-
ingly digitalized, Computer-Assisted Language Learning (henceforth
c a l l) is more and more widespread. In recent years, c a l l has become
available to more and more language learners in various countries, making
it possible for students with different cultural backgrounds to connect and
engage in common learning experiences. At the same time, technology-
based language learning has also evolved in terms of its applicability for
the different parts of the curriculum in general and any given language
lesson in particular (Chapelle, 2010, p. 66).
From personal computers, to pocket-sized devices such as: mobile pho-
nes, m p 3 and m p 4 players, tablets and personal digital assistants, the
range of connectivity to linguistic information has grown considerably in
recent years, as, together with portability and accessibility, these gadgets
enable, ease and facilitate the access to not only sources of general knowl-
edge, but, especially to language frameworks of learning, reducing the time
and place barriers in language learning (Mosavi Miangah & Nezarat, 2012).
Consequently, it is not only that in today’s foreign language classroom
practice, instead of asking pupils and students to put their mobile phones
away or to turn them off, teachers can very diligently ask them to put
them to good use, but also, they can rely on the mobility this approach has
brought and surpass the physical limits of a room, assigning good practice
on the go.
However, even if technology is important for c all, still the focus is on
46
cultural icons, mythology and folklore, proverbs, idioms, philosophy
and religion, literature, writing and speaking conventions, fine arts,
anthropology, psychology and sociology, business and economics,
physical sciences and mathematics, and even medicine and health
practices.
After exploring the above-mentioned stages and conceptual frame-
works, culturacy is also the notion that was fully taken into account when
creating the exercises for the LanGuide mobile application, as it is the
essential component that can make the process of learning a foreign lan-
guage comprehensive, from sounds, pronunciation and spelling to applied
linguistics, passing through vocabulary, morphological and syntactic char-
acteristics, as well as meaning, without making the subject of separately
distinct tasks or exercises focused on teaching culture predominately.
c al ling the m al l
Nowadays, when several aspects of our daily lives are becoming increas-
ingly digitalized, Computer-Assisted Language Learning (henceforth
c a l l) is more and more widespread. In recent years, c a l l has become
available to more and more language learners in various countries, making
it possible for students with different cultural backgrounds to connect and
engage in common learning experiences. At the same time, technology-
based language learning has also evolved in terms of its applicability for
the different parts of the curriculum in general and any given language
lesson in particular (Chapelle, 2010, p. 66).
From personal computers, to pocket-sized devices such as: mobile pho-
nes, m p 3 and m p 4 players, tablets and personal digital assistants, the
range of connectivity to linguistic information has grown considerably in
recent years, as, together with portability and accessibility, these gadgets
enable, ease and facilitate the access to not only sources of general knowl-
edge, but, especially to language frameworks of learning, reducing the time
and place barriers in language learning (Mosavi Miangah & Nezarat, 2012).
Consequently, it is not only that in today’s foreign language classroom
practice, instead of asking pupils and students to put their mobile phones
away or to turn them off, teachers can very diligently ask them to put
them to good use, but also, they can rely on the mobility this approach has
brought and surpass the physical limits of a room, assigning good practice
on the go.
However, even if technology is important for c all, still the focus is on
46
