增强现实和虚拟现实技术在外语教学中的应用

Yuliia Rudnik
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摘要

本文致力于分析增强现实(AR)和虚拟现实(VR)技术在外语教学中的教育潜力,特别是在未来教师的专业培训方面。在教师专业培训系统中引入AR技术的可能性和好处是基于“向学龄前儿童教授外语的现代技术”这门学科的经验,这门学科是在鲍里斯格林琴科基辅大学教育教育学院的012学前教育专业的第一(学士)教育阶段教授的。文献分析和AR和VR技术在课程内容中的交互与实施的实证经验描述是本文使用的主要研究方法。本文分析了AR和VR技术在外语教学中的优缺点。上述两种技术的教学潜力被确定,包括改善学习环境,增加动机,互动和内容保留,多媒体模式的丰富性,更好的可视化和适合特殊学习需求。这篇文章强调了对多种语言技能和词汇发展的影响(词汇习得、自然拼读、发音、理解、写作、阅读、口语、提高沟通和一般学习技能)。收到的数据证明了在未来教师和语言教学的专业培训中实施当前AR技术的适用性和好处,而不是VR技术,由于其缺点超过其目前的优势,但仍然允许它们在不久的将来被认为是一个非常强大的工具。尽管如此,学习者对它们的部分可及性赋予了它们在实现个人方法方面使用的权利。在本文的基础上,列出了AR和VR技术在外语教学中的应用。未来研究的角度可以集中在AR或VR组的具体技术分析上
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Use of Augmented Reality and Virtual Reality Technologies in Teaching Foreign Languages
The article is devoted to analyzing the educational potential of augmented reality (AR) and virtual reality (VR) technologies in teaching foreign languages, specifically in the professional training of future teachers. The possibility and benefits of introducing AR technologies in the system of teachers’ professional training are based on the experience of the discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children», which is taught during the first (bachelor's) level of education to students of the 012 Preschool Education Specialty at the Faculty of Pedagogical Education in Borys Grinchenko Kyiv University. The literature analysis and the description of the empirical experience of the interaction and implementation of AR and VR technologies in the course content are the major research methods used in this article. The article performs an analysis of the advantages and disadvantages of AR and VR technologies in foreign language teaching. The didactic potential of both aforementioned technologies is identified, including the improved learning environment, increased motivation, interaction, and content retention, the richness of multimedia modes, better visualization, and suitability for special learning needs. The article emphasizes the influence on multiple language skills and vocabulary development (vocabulary acquisition, phonics, pronunciation, comprehension, writing, reading, speaking, improved communication, and general learning skills). The data received proves the suitability and benefits of implementing current AR technologies in the professional training of future teachers and language teaching in general, as opposed to VR technologies that are limited due to their drawbacks that outweigh their current advantages, but still allow them to be considered a very powerful tool in the near future. Still, their partial accessibility by learners gives them the right to be used in terms of the realization of individual approaches. As a result of this article, a list of AR and VR technologies that could be used in foreign language teaching is revealed. The perspective of future research could focus on the analysis of specific technologies from AR or VR groups
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