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1、学号 2015248130郑州成功财经学院毕业论文Effectiveness of Using Mobile PhoneApplication on Vocabulary Learning AmongUniversity Business English Majors手机辅助商务英语专业学生词汇习得有效性的报告系部名称：外国语学院专业名称：商务英语学生姓名：王莹指导教师：苏花青副教授2019年5月10日Business English is a part of English for a specific purpose and its development processis rapidl
2、y in recent years. The English learning requirement of business English major is nolower than that of English major. They have more vocabulary learning problems such asproper nouns, a new translation of the noun. However, since time is limited in class, studentsdo not have time and energy to fully d
3、igest these words. As a result, it has become a majorconcern for language educators and researchers to develop an alternative approach tosupplement traditional vocabulary learning which cannot meet students9 increasingvocabulary needs. English teachers are required to provide effective vocabulary le
4、arningsuggestion for students and try to create an environment where students can consider theirown needs, take the initiative to study, and finally become independent language learners.With the progress of mobile technology, mobile phones can be combined with vocabularylearning applications to help
5、 students learn vocabulary effectively. A few studies haveexplored the effectiveness of mobile assisted language learning (Li, Gao, 2016). Mobilephones assisted vocabulary learning can give learners the opportunity to learn Englishvocabulary conveniently, helping students to learn in an automatic wa
6、y and arouse theirresponsibility for their own learning.2.2 Possibility of Vocabulary Learning Via Mobile PhonesWith the development of wireless internet, mobile technology has already beenintroduced and implemented in the context of foreign language learning (Kukulska-Hulme,Shield, 2008). Actually,
7、 mobile assisted language learning is a concept derived fromComputer Assisted Language Learning. The computer has been widely adopted as a teachingassistant in language learning and the effectiveness of its implementation has been provedtheoretically and practically (Egbert, 2005). Now, more and mor
8、e teacher using PowerPoint,show the information with visual, and sound to make students could understand the lessonsbetter. Students can easily get a large number of real learning materials on the Internet.Compared with computers, mobile phones are more flexible, more affordable, and moreconvenient.
9、 Because of the characteristics of mobile phones, mobile learning will definitelybecome a promising tool for informal learning without considering the limitations of time andspace. Wang and Shih (2015) quote Keegan (2005) that the new generations way oflearning will transfer from distance learning a
10、nd e-learning to the mobile learning (p. 35).Learning is a process in which students spend time and energy in acquiring knowledge,developing skills and forming behavior and attitudes (Sarrab, Elbasir, 2016). Traditionallearning is always teacher-oriented, providing learning materials for students. A
11、 newmechanism of education using mobile devices as learning tools to obtain the requirededucational information services and resources at anytime and anywhere (Ting, 2007).Mobile phone assisted English vocabulary learning have some unique characteristics, such asit can used widely. Students can lear
12、n anytime and anywhere on demand through mobilephones. Teaching and learning can be separated in time and space to effectively maintain thecontinuity of learning. Mobile information supports real-time interactive communication withhigh efficiency, which can stimulate the spontaneity of accessing lea
13、rning content. Teacherscan design various presentation methods according to the characteristics and needs of learners,and better integrate the relationship between the teacher and the student.The goal of vocabulary learning is to immobilize information in long-term memory,and the frequency of inform
14、ation occurrence plays a decisive role in long-time memory. It isdifficult for mobile learning to play the role of repetition and reinforcement in class, butdifferent from the static demonstration teaching in class, it can continuously expand thelearning situation, meet the elastic needs of students
15、, and create opportunities for informationinput (Hu,2015). In the mobile learning environment, students learning become moreconscious. Many students hold a positive attitude towards mobile assisted language learning,display affection towards mobile vocabulary learning and tend to continue learningvo
16、cabulary through mobile phones. Mobile phone assisted vocabulary learning system can beadvantageous to vocabulary learning to enable students to study vocabulary regardless ofwhere they are (Chen, Chung, 2008). So, many learners insist that learning vocabulary viamobile phones could significantly enhance learner vocabulary abilities and arise learninginterests.3
