CC BY
32DOI: 10.25586/RNU.HET.19.12.P.40 УДК 372.881.111.1
V.V. Ryabkova,
RUDN University, Moscow
Mobile Application as an Additional Tool for Developing Lexical Skills
Российский университет дружбы народов
Introduction
It is widely known that communicative competence includes different components. One of them is linguistic competence that in its turn distinguishes so-called subcompetences as: lexical, grammatical, semantic, phonological, orthographic and orthoepic [2, p. 109]. We would like to consider lexical competence more thoroughly as it is one of the most significantin the process of communication. Many researchers agree with this point, for example, E. Bedretdinova, E. Budnik, E. Komarova, T. Vepreva and others. Lexical competence is defined as "knowledge of, and ability
to use, the vocabulary of a language, which consists of lexical elements and grammatical elements" [2, p. 110]. However, in the situation ofreal-life communication lexical competence is regarded as a more complex concept: "the ability to construct a reasonable hypothesis about the meaning of a word in a given context by flexibly using contextual information, including textual clues and prior knowledge on the basis of active thinking" [14, p. 37]. It means that so-called "perfect definition" of a word is not necessarily the meaning the speaker/author implied in the context. However, the first step in understanding/ producing meanings
is to know the basic meanings of separate words and what is more important is the way they are usually used in speech. The basic component of a language course is vocabulary. In many cases communication can fail without appropriate words and expressions even if the person is good at grammar and decent pronunciation. Consequently, the aim of a teacher is to help second language learners to form lexical competence (on a par with other competences) and to master the target language to communicate efficiently.
There are three components of the learning content: linguistic, methodological and psychological [8]. Concerning vocabulary, linguistic component consists of appropriate selection of lexis in accordance with learners' level of language proficiency, their age, interests, background, experience, working programme and what is also very important, the aim of the language course. Psychological component connects with the problem of memorization of lexical units, the ability to recall certain units if it is necessary and to use them appropriately. And the last but not the least is methodological component that we are going to look into thoroughly [11].
Methodological component deals with special toolsfor systematization of vocabulary, dictionary use, knowledge how to work on lexis etc. The aim of a teacher is not to 'fill' the learner with active vocabulary on the topic or to force them to create 'their' vocabulary
© Рябкова В.В., 2019
J| ВАЛЕРИЯ ВАЛЕРЬЕВНА РЯБКОВА
щ
*> аспирант кафедры иностранных языков филологического факультета
I Российского университета дружбы народов. Сфера научных интересов:
I интеграция мобильных технологий в процесс обучения английскому
^^Л языку. Автор 8 опубликованных научных работ. Электронная почта:
I valeriyavalerievna@bk.ru
Рассматривается важность формирования и развития лексических навыков как одного из ключевых компонентов при изучении иностранного языка. Приведены примеры заданий на платформе мобильного приложения Quizlet, созданного на основе метода запоминания при помощи флеш-карточек. Представлен обзор мобильного приложения и его возможностей. Проанализированы результаты исследования, проведенного в группах взрослых, изучающих общий и бизнес-английский. Приведены примеры вопросов анкетирования обучающихся после проведения эксперимента. По результатам исследования и анкетирования сделан вывод, что интеграция мобильного приложения в традиционный учебный процесс способствует более эффективному освоению лексического материала учащимися, развитию у них самообразовательной, лексической и мобильной компетенций, увеличению интереса к изучению языка. Особое внимание уделено необходимости внесения изменений, например, при помощи мобильных технологий, в традиционное обучение для достижения более высокого уровня владения иностранным языком. Доказано отсутствие связи между возрастом и негативным отношением к мобильным технологиям, поскольку традиционно считается: чем старше человек, тем меньше он заинтересован в подробном изучении функций мобильных устройств и их использовании, особенно в образовательном процессе.
Ключевые слова: освоение лексики, активный словарь, лексическая компетенция, мобильная компетенция, мобильные устройства, мобильное приложение.
The paper regards the importance of formation and development of lexical skills as one of the key components of foreign language learning. Various tasks based on the mobile application platform Quizlet, that was created on the basis of flashcards method, are presented. The application (app) itself and its functions are examined. The results of the investigation that was carried out in the groups of adult learners, who study common and business English, are analyzed thoroughly. The example of the questionnaire that was offered to the learners after the experiment is given. The following conclusions based on the results of the investigation and questionnaire were drawn: the integration of the mobile application into traditional learning process contributes to more efficient target language vocabulary acquisition; the development of self-learning, lexical and mobile competences; the display of the interest in and of the attention to the foreign language on the learners' part. It was also stressed that modern changes in the traditional foreign language learning are necessary, for example, the introduction of mobile technologies that leads to more proficient level of English. The absence of the connection between the age and the interest in using mobile technologies is proved.
Key words: vocabulary acquisition, active vocabulary, lexical competence, mobile competence, mobile devices, mobile application.
in writing, but to show them efficient strategies to work with lexis and "to make certain working environment that can motivate students to boost their creativity" [6].
Today due to technological progress there are a lot of additional tools for language learning that make the process easier, funnier and more efficient. For example, one of the approaches that is gaining its popularity is MALL (Mobile Assisted Language Learning). MALL is based on the use of mobile devices in language learning. It "offers a way to access learning materials and to interact with teachers and peers, transcending place and time boundaries in a way
that has never been possible until now" [3]. Mobile devices provide an access to a wide range of applications for developing lexical skills, so-called vocabulary-building apps. One of our favorites is Quizlet - "the world's largest student and teacher online learning community that provides the easiest way to make and study flashcards" [7].
Application Review
Quizlet is optimized for any device and any browser. The app is free to download, but it has in-app purchases (additional chargeable functions). However, we use only free version that provides all the necessary functions
because we stand for affordable education for everyone. As we follow the principle of BYOD (Bring your own device) [15] all learners download the app on the personal device to work with it at any time and place. The only disadvantage is that you need a constant Internet access to use the app, otherwise it does not work (however it can be active offline only in case of using a chargeable version).
Quizlet is based on the flashcard method: the word or phrase in the target language is written on one side and the meaning or definition or synonym on the other. The app registers every user as a teacher or a student. Both teachers and students can create a study set, it means to prepare flashcards. Further the app automatically forms different exercises with the words or phrases that have been typed. There are two possibilities: to study and play. 'Study' includes such sections as: flashcards, learn, write, spell, test; 'play': match, gravity, live. Tests are offered in four types: multiple choice, written, True or False and matching tests. The app allows to listen to the pronunciation that is also automatically formed. All the study sets are equipped with immediate feedback (error corrections) that contribute to self-learning and make it highly productive. One more 'cunning' function that the app provides is controlling. Being registered as a teacher allows you to watch if the learners do the tasks or not and how many tasks they have already completed.
"This rapidly growing application has recently attracted the attention of many language researchers who explored its effect on vocabulary acquisition and students' attitudes towards its use" [9, p. 72]. We are among these researchers.
Research methods and materials
The aim of the research was to investigate the effect of Quizlet on vocabulary acquisition of English language learners as an additional tool
that was integrated in the tradition educational process. Before the integration the learners were asked if they had had at least one portable device with mobile Internet to reveal their readiness for such an experiment. All the learners possessed mobile devices and morally were ready. We decided to divide the integration of the app into 3 stages to make it gradual.
Since the learners were studying common and business English, they were offered the following tasks based on Quizlet:
1) At the first stage while working on home-reading they were asked to underline unfamiliar and interesting expressions and then present them in class. At the lessonthe teacher uploaded all the expressions presented to Quizlet in the form of a study set. Only the teacher could edit the study set, all the leaners had an access to it. For the next lesson
the learners were to complete all the exercises offered in the app and be ready for a written Quiz in class and for the discussion of the home-reading portion using active vocabulary. They had home-reading once a week. This stage lasted for a month.
2) The second stage was aimed at collaborative learning. The learners were asked to create their own vocabulary on particular topics, for example 'Fairs and Exhibitions', 'The British Parliament', 'Radio and Television', 'Health'. All the topics met the requirements of the programme. Each leaner created his/her own study set and all the other learners' sets were opened. Then learners were to complete the exercises based on the peers' study sets, not his/her own. Thus, they were responsible for the quality of their study sets and every week the leaners were tested orally or in writing to find out the effectiveness
of the vocabulary their colleagues had created.
3) The final stage was based on such commercial topics as 'Enquiries and offers', 'Discussing the Price Problem', 'Discussing the guarantee period', 'Discussing teats and packing'. As these themes considered to be the most difficult ones due to vocabulary, the learners were to create their own study sets using only the words and expressions or even full sentences they had troubles to memorize. Then they were allowed to complete only the exercises they like. They could choose the settings they prefer most, for example, they could do only True or False tests or they could only study flashcards. This stage was aimed at self-learning. The results of the learners' self-training were checked in class while acting out business dialogues.
All the actions the leaners made were controlled by the teacher in class
Qljizlet A Search [□ Create
HQT.L- > i anguiig.'-', English
English flashcards, diagrams and study guides
Discover popular English study sets on Quizlet Study English topics like Questions, Weather and Seasons and Verb Tenses. Learn what you need to get good grades in English classes. Memorise important English vocabulary, verb conjugations and grammar rules. Prepare for English homework and exams with free online flashcards* diagrams, study guides and practice tests
В мобильном приложении Ои^е доступно множество тем для изучения лексики на разных языках
and online through the app. All the vocabularies the learners created were based on both intentional learning "defined as an activity where learning is vocabulary is the purpose or emphasis of a task" and incidental learning of vocabulary that "can be described as words being acquired when engaging in an activity with another purpose than learning vocabulary" [13].
Findings and discussion
Such additional tool as Quizlet was integrated into the traditional common and business English course for adult learners. 34 third-semester learners took part in the experiment. They had 55 lessons for 165 minutes each and Quizlet was used from the very first lesson. All the mobile devices used were the learners' private property. All the learners got interested in using the app despite their age that varied from 26 to 54. Traditionally after the experiment the learners were offered a questionnaire that contained different questions, for example:
Q1 Did you have any technical or methodological difficulties while using the app?
Q2 How often did you use the app?
Q3 Was the app helpful to you?
Q4 Do you feel any differences between studying English with the app and without it?
Q5 Are you ready to continue using it?
And at the end of the questionnaire the learners were asked to write a few words about their personal impressions of the app.
The results of the questionnaire showed that in 15% of cases learners had some technical difficulties while using the app which were connected with the peculiarities of their devices and mobile Internet connection. However, all the participants understood the way the app works perfectly. According to the 18 learners' answers they used the app daily, while 10 learners used it 5 times a week and the rest 6 - 3 times a week only on the days before the lesson. 100% of the participants answered that the app was truly helpful and that they were ready to continue using it. As they personally feel the course with the app helped them to memorize more expressions as compared with the previous traditional course without the app. Moreover, the results of their written tests and oral business discussions proved that the vocabulary they used was mostly active and varied. As for personal impressions, several learners admitted the fact that in the evening they preferred Quizlet to different social networks and that in some situations the app helped them to calm down and divert their thoughts.
Having analyzed the answers of the participants we can conclude
that the experiment was conducted successfully. The results prove the effectiveness of mobile devices' integration in vocabulary acquisition that is considered "to be central to language and of critical importance to the typical language learner" [16, p. 5].
Conclusions
The use of mobile devices and technologies is increasing and we cannot deny the fact that they have already become an integral part of our life. Consequently, they are gradually integrating in the sphere of language learning and studying as "the capabilities they offer align well with current educational theories and practices" [4, p. 3]. For example, the app we used contributes to:
• efficient vocabulary acquisition;
• collaborative learning;
• greater learners' autonomy;
• inside and outside classroom activity;
• development of lexical and mobile competences.
We agree with online teacher Emma Segev that "by supplying our students with easily accessible tools for studying 'on the go', we are enabling them to incorporate self-study into their busy lives, accelerating their progress and guaranteeing better results" [10]. It means that traditional language leaning needs changes to meet the requirements of today's progressive learners.
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13. Vocabulary Acquisition: Possibilities Within the Task-Based Framework https://gupea.ub.gu.se/bitstream/2077/39747/1/ gupea_2077_39747_1.pdf (дата обращения: 05.06.2019).
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9. Krivoshlykova L., Pushkina A., Korovina S., Kovalyova I. Audiovisual Method In Teaching Adult Learners // ICERI 2018 Proceedings (11th annual International Conference of Education, Research and Innovation) 12-14 November, 2018. Seville, Spain. P. 87488754.
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11. Sanosi Abdulaziz B. The Effect of Quizlet on Vocabulary Acquisition // Asian Journal of Education and e-Learning. 2018. Vol. 06, Issue 4. P. 71-77.
12. SegevE. Learning: Improve Your English Anytime, Anywhere. URL: https://www.britishcouncil.org/voices-magazine/mobile-learning-improve-english-anytime-anywhere (data obrashheniya: 10.06.2019).
13. Vocabulary Acquisition: Possibilities Within the Task-Based Framework https://gupea.ub.gu.se/bitstream/2077/39747Z1/ gupea_2077_39747_1.pdf (data obrashheniya: 05.06.2019).
14. Wang G. Using Pedagogic Intervention to Cultivate Contextual Lexical Competence in L2: An investigation of Chinese EFL learners. Springer, 2018. P. 265.
15. Wilden S. Mobile Learning. Oxford University Press, 2017. P. 104.
16. Zimmermann C.B. Historical Trends in Second Language Vocabulary Acquisition / Second Language Vocabulary Acquisition: a Rationale for Pedagogy / Eds. L. Coady, T. Huckin. Cambridge university press. P. 5-18.
