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首页> 外文会议>10th World conference on mobile and contextual learning >Supportive Scaffolding MLearning Theory for Language Learning through Interaction
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Supportive Scaffolding MLearning Theory for Language Learning through Interaction

机译：支持性脚手架MLearning理论用于通过交互进行语言学习

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摘要

The increasing widespread of mLearning application in educational institutions, museums, business organisations and other contexts calls for the need for a theory in defining the education practice across these contexts, and also because of the ability of theory in defining research agenda and producing predictions and generalizations. Relatively in language learning, interaction is the vital element in the individual's process of learning and acquisition of the language, and mlearning could assist in the language learning process uniquely if not naturally owing to the fact that mobile devices and technologies are fundamentally designed for communication. However, the question lies on how mlearning could actually aid in language learning. This paper proposed to describe using Vygotsky's Zone of Proximal Development, Scaffolding Theory and Krashen's Theory of Second Language Acquisition on how learners could be assisted in language learning via supportive scaffolding. The author also attempt to explain how scaffolding is applied in assisting the learners learn by proposing the MLearning Fivestage Scaffolding model which is adapted from Gilly Salmon's five-stage scaffolding model. As mlearning should include informal learning, the key characteristic of the model shows how formal learning and informal learning can be interwoven using mLearning.
机译：移动学习在教育机构，博物馆，商业组织和其他环境中的应用日益广泛，这要求在这些环境中定义教育实践时需要一种理论，也因为理论具有定义研究议程，产生预测和概括的能力。相对于语言学习而言，交互作用是个人学习和习得语言过程中的至关重要的因素，而且由于移动设备和技术从根本上是为交流而设计的，因此学习并非唯一地有助于语言学习过程。但是，问题在于，学习如何才能真正帮助语言学习。本文提出使用维果茨基近邻发展区，脚手架理论和克拉申的第二语言习得理论来描述如何通过支持性脚手架帮助学习者进行语言学习。作者还试图通过提出一种基于Gilly Salmon的五阶段脚手架模型的MLearning五阶段脚手架模型来解释如何使用脚手架来帮助学习者学习。由于学习应该包括非正式学习，因此该模型的关键特征说明了如何使用mLearning来整合正式学习和非正式学习。

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