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Abstract
The article considers teaching English phonetics to future interpreters with mobile learning in the light of the competence approach. The authors analyse the possibilities of applying mobile learning as an additional source and demonstrates the feasibility of its implementation in teaching English phonetics. The primary aim of this research is to examine the effectiveness of m-learning on the development of future interpreters’ English phonetic competence. Such activities used in mobile learning as “Group Mind Mapping of Key Phonetic Issues”, “Creating Event-Glide Calendar as a Guide of a Coursework”, “E-Presentations on Teaching and Learning Phonetics”, “Real-Time Testing”, “Public Pronunciation Assessment”, “Different Perception” are described and analysed. During the pedagogical experiment, the criteria (cognitive; pragmatic; reflective), indicators, and levels (high, average and low) of the formation of future interpreters’ English phonetic competence through mobile learning were determined. 50 students of the Faculty of English philology and methodology of teaching English at Bohdan Khmelnytsky Melitopol State Pedagogical University took part in the experiment. The results prove that applying mobile learning in teaching English phonetics provides an opportunity to increase the level of English phonetic competence of future interpreters as well as encourages them for self-development and creative work.
Highlights
Rapid development of information technologies has encouraged the changes in the system of education in general and the search for more appropriate and effective strategies for training future interpreters in particular
The obtained data of the experiment on the implementation of m-learning as an additional source of forming phonetic competence of future interpreters indicate the effectiveness of the teaching methods
A comparative analysis of the results revealed the positive dynamics of the levels of forming phonetic competence of the experimental group, while there were not noticed any significant changes in the control group of students
Summary
Rapid development of information technologies has encouraged the changes in the system of education in general and the search for more appropriate and effective strategies for training future interpreters in particular. The usual working environment would include the situations when you cannot ask for repetition or clarification of the information you hear (Zapolskykh, 2017) Students obtaining this speciality should aim at developing both their productive and, even more important, receptive skills in language learning. Most scholars in the field, Kenworthy (1987) and language as well as awareness of the processes in connected speech help learners to improve the ability to listen actively and produce accurate and correct speech, i.e. enhance intelligibility of the language they are learning In other words, they are writing about phonetic competence, which is part and parcel of a person’s communicative competence.
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