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E-grāmata: Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Case Study

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This book investigates the effectiveness of the use of a mobile version of a flashcard spaced-repetition learning platform (Memrise.com) in learning and teaching of English for Medical Purposes. It outlines design and core principles of the «Mobile Medical English Companion» – a mobile spaced-repetition medical vocabulary tutor.



The ubiquity of mobile devices has opened the way to extending learning environments far beyond the constraints of the traditional foreign language classroom. This book seeks to advance the knowledge about effective learning and teaching of English for Medical Purposes supported by mobile environments. The author investigates the effectiveness of the use of a mobile version of a flashcard spaced-repetition learning platform. In conclusion, she presents core principles of an educational solution that supports the ongoing and situated learning of English for Medical Purposes by designing a mobile spaced-repetition medical vocabulary tutor («Mobile Medical English Companion»).

List of tables
9(6)
List of figures
11(4)
List of abbreviations
13(2)
Introduction 15(2)
Chapter One An Overview of Key Concepts Pertaining to Teaching English for Specific Purposes
17(26)
1.1 Introduction
17(1)
1.2 To ESP or not to ESP
18(2)
1.3 Characteristics of ESP
20(3)
1.4 ESP Methodology
23(4)
1.5 ESP Research History
27(15)
1.5.1 Register Analysis Research
30(3)
1.5.2 Rhetorical or Discourse Analysis Research
33(1)
1.5.3 The Recent Past Research
34(1)
1.5.4 Target Situation Analysis (Needs Analysis)
35(4)
1.5.5 Towards the New
39(3)
1.6 Concluding Remarks
42(1)
Chapter Two Key Features of English for Medical Purposes
43(26)
2.1 Introduction
43(1)
2.2 Core Features of English for Medical Purposes
44(16)
2.2.1 Impact of Latin on Medical Terminology
45(2)
2.2.2 Core Lexical Features of EMP
47(5)
2.2.3 Core Grammatical Features of EMP
52(1)
2.2.3.1 Passivization and Personalization
53(1)
2.2.3.2 Conditional Clauses
54(1)
2.2.3.3 Hedging
54(1)
2.2.3.4 The Use of Tenses
55(1)
2.2.3.5 Sentence Complexity
56(3)
2.2.3.6 The Use of Prepositions
59(1)
2.3 Doctor's English, Patient's English
60(1)
2.4 Standardization of Medical Writing
61(2)
2.5 EMP Language Ability
63(5)
2.5.1 sTANDEM Certification
64(4)
2.6 Concluding Remarks
68(1)
Chapter Three Motivation, Learner Autonomy and the Role of the Teacher in Learning and Teaching English for Medical Purposes
69(20)
3.1 Motivational Dimensions
69(3)
3.2 Types of Motivation
72(5)
3.2.1 Intrinsic and Extrinsic Motivation
72(1)
3.2.2 Integrative and Instrumental Orientation
73(3)
3.2.3 Other Theories of Motivation
76(1)
3.3 Motivation in Mobile Learning
77(4)
3.4 Learner Autonomy
81(3)
3.5 The Role of the Teacher in EMP
84(1)
3.6 Concluding Remarks
85(4)
Chapter Four Key Tenets of Mobile Assisted Language Learning
89(20)
4.1 Introduction
89(1)
4.2 Definitions of Mobile Learning
90(2)
4.3 Review of Research on M-learning
92(2)
4.4 The Nature of Mobile Learning
94(3)
4.5 Intelligent Vocabulary Trainers
97(2)
4.6 Flashcard Software
99(6)
4.6.1 Memrise
104(1)
4.7 Technology in Teaching ESP
105(2)
4.8 Concluding Remarks
107(2)
Chapter Five A Memrise-based Case Study
109(38)
5.1 Introduction
109(1)
5.2 Research Goals
109(1)
5.3 Research Method
109(2)
5.3.1 Participants
109(1)
5.3.2 Research Instrument and Procedure
110(1)
5.4 Group Profile
111(6)
5.4.1 Group Characteristics
111(6)
5.4.2 Concluding Remarks
117(1)
5.5 Statistical Analysis of Research Questions
117(30)
5.5.1 Answer to Research Question 1: To what extent are medical students open to the use of (mobile) technology in learning English for Medical Purposes?
117(13)
5.5.2 Answer to Research Question 2: Can self-paced Memrise-based homework enhance the acquisition of course material?
130(1)
5.5.2.1 The Analysis
130(10)
5.5.2.2 Concluding Remarks
140(1)
5.5.3 Research Question 3: How did learners evaluate the Memrise-rooted MALL as an EMP learning experience?
140(5)
5.5.4 Limitations of the Study
145(1)
5.5.5 Concluding Remarks
146(1)
Chapter Six Pedagogical Implications
147(16)
6.1 Introduction
147(1)
6.2 Student Comments Analysis
147(2)
6.3 New Educational Framework
149(3)
6.4 App Design
152(9)
6.5 Concluding Remarks
161(2)
References 163(38)
Appendix A (Questionnaire 1, Questionnaire 2) 201
Maria Chojnacka is an Assistant Professor at the Institute of English Studies, University of Social Sciences, Warsaw, Poland. Her research interests include current trends in ELT, the use of technology in teaching English for Medical Purposes and developing learner autonomy through mobile assisted language use.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97836317306386e.html
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