Abstract:

The article is devoted to the organization of a foreign language mobile learning at comprehensive schools in Russia. Under the conditions of modern reality, the status of such an academic subject as “Foreign language” has changed greatly. If some years ago the learning of foreign languages was directed mainly to the development of cultural outlook, nowadays a lot of people start learning languages with various personal and professional aims. In connection with this tendency more and more innovative linguodidactic technologies, focused on the provision of the effectiveness of learning foreign languages, are created.

A language mobile learning is organized, first of all, by means of mobile phones, tablets and other portable devices. Despite their popularity, they are integrated into an everyday lesson of a foreign language with difficulty. Besides, many teachers of foreign languages, to an increasing degree, consider the disadvantages of mobile learning and point out moderate possibilities of their application within a lesson. In this research the current state of a language mobile learning in Russia was analyzed, the problems and possible perspectives were defined. To crown it all, the authors examined potential variants of using mobile technologies in teaching and learning foreign languages at a comprehensive school. To confirm the advantages and disadvantages of mobile language learning, the experiment based on their application was conducted.

Keywords:

Language mobile learning, mobile apps, advantages and disadvantages of language mobile learning.