Page 58 - LanGuide Project: Research and Professional Insights
P. 58
reea Nechifor and Cristina Dimulescu
for certain problems ‘regarding attending the second semester in Braşov,
Romania’ (Figure 2.2), having the department to meet for analysing the
‘situation of the transferrable credits’ (Figure 2.6) all represent real situa-
tions one can encounter as a person in a mobility in Braşov. Moreover, in-
stitutionally related features, such as the institutional email and platforms
account extension: @unitbv.ro (Figure 2.4), the fact that courses start at
The Centre for Learning Modern Languages only when ‘a group of mini-
mum 8 persons is formed’ (Figure 2.7), reference to the person who should
be contacted for accommodation in case of newly arrived students from
abroad (Figure 2.8), all reflect unique characteristics of bureaucracy exclu-
sive to Romanian entities and are incorporated into the drills’ body so that
the users be exposed to various probable circumstances of the Romanian
administrative structures.
Nonetheless, toponyms such as: Braşov (correctly containing in spelling
the diacritical mark, for ş), ‘located in the heart of the country,’ Colina
(the place where the majority of the faculties have their classes), the ad-
dress of the Rectorate building: ‘20 Eroilor Blvd,’ all reflect placenames and
geographical indications that contribute to the creation of a recognizable
cultural milieu that one would identify after enjoying the language offer
provided by the mobile application.
Last but not least, other examples such as: classroom names: ‘ti 8,’ ‘i i 29’
– mirroring the room/laboratory reference in our university (where t
stands for building, i indicates the floor, and 8 pinpoints the actual class-
room), and the prefix in the telephone number which is valid for Romania:
004, and even the name of a trusted taxi company: Martax add to the
practical information one might benefit from if involved in a cultural ex-
perience in Romania, Braşov.
Conclusions
c a l l has a variety of universal advantages, regardless of the classroom
setting in which it is used, and m a l l, with its mobility instances, only
adds to the versatility of usage. One of their major advantages is the ability
to instantaneously adapt the learning input to the learner’s unique needs
(Bush, 2008, p. 465). c a l l and m a l l technologies, can give users im-
mediate feedback on their responses. As a result, every student is always
informed about his or her own performance (Chapelle, 2008, p. 586), even
in the case of spoken production, as self-assessment scales are provided
to the learners in order for them to be able to measure their own perfor-
mance against certain fix metrics or bands. This can help them monitor and
58
for certain problems ‘regarding attending the second semester in Braşov,
Romania’ (Figure 2.2), having the department to meet for analysing the
‘situation of the transferrable credits’ (Figure 2.6) all represent real situa-
tions one can encounter as a person in a mobility in Braşov. Moreover, in-
stitutionally related features, such as the institutional email and platforms
account extension: @unitbv.ro (Figure 2.4), the fact that courses start at
The Centre for Learning Modern Languages only when ‘a group of mini-
mum 8 persons is formed’ (Figure 2.7), reference to the person who should
be contacted for accommodation in case of newly arrived students from
abroad (Figure 2.8), all reflect unique characteristics of bureaucracy exclu-
sive to Romanian entities and are incorporated into the drills’ body so that
the users be exposed to various probable circumstances of the Romanian
administrative structures.
Nonetheless, toponyms such as: Braşov (correctly containing in spelling
the diacritical mark, for ş), ‘located in the heart of the country,’ Colina
(the place where the majority of the faculties have their classes), the ad-
dress of the Rectorate building: ‘20 Eroilor Blvd,’ all reflect placenames and
geographical indications that contribute to the creation of a recognizable
cultural milieu that one would identify after enjoying the language offer
provided by the mobile application.
Last but not least, other examples such as: classroom names: ‘ti 8,’ ‘i i 29’
– mirroring the room/laboratory reference in our university (where t
stands for building, i indicates the floor, and 8 pinpoints the actual class-
room), and the prefix in the telephone number which is valid for Romania:
004, and even the name of a trusted taxi company: Martax add to the
practical information one might benefit from if involved in a cultural ex-
perience in Romania, Braşov.
Conclusions
c a l l has a variety of universal advantages, regardless of the classroom
setting in which it is used, and m a l l, with its mobility instances, only
adds to the versatility of usage. One of their major advantages is the ability
to instantaneously adapt the learning input to the learner’s unique needs
(Bush, 2008, p. 465). c a l l and m a l l technologies, can give users im-
mediate feedback on their responses. As a result, every student is always
informed about his or her own performance (Chapelle, 2008, p. 586), even
in the case of spoken production, as self-assessment scales are provided
to the learners in order for them to be able to measure their own perfor-
mance against certain fix metrics or bands. This can help them monitor and
58
