Peoples' Friendship University (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN15 Proceedings
Publication year: 2015
Pages: 6235-6239
ISBN: 978-84-606-8243-1
ISSN: 2340-1117
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
The global community seems to be breaking into Web 3.0 environment. Both scholars and amateurs view the above as a kind of the next internet –based services, the integration of artificial intelligence, semantic web, natural language search, data mining. All the above fosters computer-facilited information search and processing with the view to enhance the user- required experience (Markoff 2006), though it is the semantic markup and web services that constitute the basis of the Web 3.0 (Getting 2007).Scholars agree that technology- enhanced learning can influence human behavior by stressing students’ interest in practice-oriented activities, inquirey-based assignments, etc. (Garrison, Anderson 2011), and specify the web 2.0. and 3.0 potential for foreign language learning (Baron 2008, Lamy, Zourou 2013, Zheng, Newgarden, 2012). Nevertheless, there is still little research regarding principles to develop Web 3.0.-based methodology to assess the language skills acquisition (Cope, Kalantzis 2013).The long standing teaching practice has made the author to shape the following hypothesis:The above methodology development can be based on Functional Behavior assessment principles.Functional assessment of behavior is known to identify relationships between concrete events and behavior. The mentioned approach makes it possible to take into account a wide range of language-training related extra-linguistic context features and evaluate them as those impoving language skills or putting obstacles to their formation. Web 3.0 semantic markup and services can visualize the above process (Thorne et al 2009).The report will outline the key components of Web 3.0.-based functional behavior approach to assess Legal English skills development of university students. The approach was implemented through the pilot training that focused on observation and analysis of students’ academic progress and behavior exhibited through web 3.0- based learning activities. The research findings revealed that an understanding of the function or purpose of the identified patterns of student behavior might help a teacher to predict patterns of language skills acquisition and development. This, in turn allows the trainer to organize training with regard to students’ individual learning styles and needs.The report will include the statistic data that has been processed by using SPSS.

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Functional assessment of behavior, language for specific purposes training, technology-enhanced training.