Page 73 - LanGuide Project: Research and Professional Insights
P. 73
Mobile Learning of Language for Specific Purposes: From Course Design to User Testing
Table 3.3 Continued from the previous page
Speaking • Can understand what is said slowly and clearly to him/her in simple con-
versations.
• Can use simple everyday polite forms of greeting and address, respond to
invitations, suggestions and apologies, and express likes and dislikes.
• Can use an idea of the overall meaning of short texts and utterances on fa-
miliar, concrete topics to derive the meaning of unknown words from con-
text.
• Can identify the topic of discussion around him/her (and agree or disagree
with others).
• Can follow changes in topic in formal discussion related to his/her field
conducted slowly and clearly.
• Can understand what answer is expected of him/her following simple ques-
tions and statements in a conversation/interview.
• Can show limited control over a small repertoire of grammatical struc-
tures and sentence patterns and edit speech for mistakes given the level-
appropriate grammar.
ried out. For example, a can-do statement for intermediate-level listening
for students emphasises the classroom environment (‘Can understand and
follow detailed instructions in the classroom setting, both abstract and
concrete, spoken in a standard dialect.’), while a comparable can-do state-
ment of the same level for teachers and administrative staff puts emphasis
on their respective professional environments (‘Can understand and fol-
low detailed instructions related to his/her work, both abstract and con-
crete, spoken in a standard dialect.’)
Creating and Entering Exercises in The Content Management
System
Following the procedure described in the second section, appropriate lan-
guage exercises were created and entered into the LanGuide Content Man-
agement System, which was specifically designed for the purposes of the
project. In this phase, suitable materials such as texts, audio and video files
were created or found and adapted to the needs of the defined approach.
When selecting or creating language learning materials aimed at perform-
ing language tasks, several criteria were considered, following the work of
Schader and Waibel (2016). These criteria consider, for example, the age of
the learners, the defined learning context, and the suitability for promot-
ing independent thinking of the learners.
The types of tasks to be included in the Content Management System
were agreed upon among project members, which required a close cooper-
73
Table 3.3 Continued from the previous page
Speaking • Can understand what is said slowly and clearly to him/her in simple con-
versations.
• Can use simple everyday polite forms of greeting and address, respond to
invitations, suggestions and apologies, and express likes and dislikes.
• Can use an idea of the overall meaning of short texts and utterances on fa-
miliar, concrete topics to derive the meaning of unknown words from con-
text.
• Can identify the topic of discussion around him/her (and agree or disagree
with others).
• Can follow changes in topic in formal discussion related to his/her field
conducted slowly and clearly.
• Can understand what answer is expected of him/her following simple ques-
tions and statements in a conversation/interview.
• Can show limited control over a small repertoire of grammatical struc-
tures and sentence patterns and edit speech for mistakes given the level-
appropriate grammar.
ried out. For example, a can-do statement for intermediate-level listening
for students emphasises the classroom environment (‘Can understand and
follow detailed instructions in the classroom setting, both abstract and
concrete, spoken in a standard dialect.’), while a comparable can-do state-
ment of the same level for teachers and administrative staff puts emphasis
on their respective professional environments (‘Can understand and fol-
low detailed instructions related to his/her work, both abstract and con-
crete, spoken in a standard dialect.’)
Creating and Entering Exercises in The Content Management
System
Following the procedure described in the second section, appropriate lan-
guage exercises were created and entered into the LanGuide Content Man-
agement System, which was specifically designed for the purposes of the
project. In this phase, suitable materials such as texts, audio and video files
were created or found and adapted to the needs of the defined approach.
When selecting or creating language learning materials aimed at perform-
ing language tasks, several criteria were considered, following the work of
Schader and Waibel (2016). These criteria consider, for example, the age of
the learners, the defined learning context, and the suitability for promot-
ing independent thinking of the learners.
The types of tasks to be included in the Content Management System
were agreed upon among project members, which required a close cooper-
73
