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It examines the feasibility and effectiveness of using mobile activities, including group mind mapping of phonetic issues, an event-glide calendar for coursework, e-presentations, real-time testing, public pronunciation assessment, and different perception tasks. A pedagogical experiment with 50 students evaluates cognitive, pragmatic, and reflective criteria, identifying high, average, and low formation levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mobile-learning-in-developing-phonetic-competence-of-future-interpreters/588953/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mobile-learning-in-developing-phonetic-competence-of-future-interpreters/588953.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the research?","Question",{"text":112,"@type":113},"To examine the effectiveness of mobile learning in developing future interpreters’ English phonetic competence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which mobile learning activities are described in the study?",{"text":117,"@type":113},"The study describes activities such as group mind mapping of key phonetic issues, creating an event-glide calendar as a guide of coursework, e-presentations on teaching and learning phonetics, real-time testing, public pronunciation assessment, and different perception tasks.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the effectiveness evaluated and with how many participants?",{"text":121,"@type":113},"The authors determined criteria (cognitive, pragmatic, reflective), indicators, and levels (high, average, low) of competence formation during a pedagogical experiment involving 50 students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588953,1792705016,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","MOBILE LEARNING IN DEVELOPING PHONETIC COMPETENCE OF FUTURE  \nINTERPRETERS  \nTetiana Gurova, Tetiana Riabukha, Natalia Zinenko, Natalia Gostishcheva  \nBohdan Khmelnitsky Melitopol State Pedagogical University  \n[tatianagurova2017@gmail.com](tatianagurova2017@gmail.com)  \nThe 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.  \nKeywords: phonetic competence; mobile learning technologies; English pronunciation; future interpreters.  \nIntroduction  \nRapid 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. Expanding opportunities to reflect knowledge in the form of a hypertext, a significant reduction in the cost of gadgets have contributed to the use of digital media in English classes in the higher school. As Bates (2010) noticed, the introduction of technology into teaching, learning, and research makes the necessity of change apparent, it is neither the only reason nor the only area in which universities will have to adopt new organisational models. Thus, in English classrooms, there appeared IT-technologies, providing additional opportunities for students to improve their language skills.  \nThe changed education paradigm for the transition from studying for the rest of life into lifelong learning determines the radical shift of goals, content, forms and means of English teaching methodology. Moreover, the market economy and the globalisation of communication have generated a lot of political, economic, technological, scientific and cultural exchange which is often mediated by translators and interpreters. Therefore, the need for well-trained specialists who are able to convey a message effectively, beit written or spoken, from one language to another has also arisen.  \nIndisputable is the fact that the linguistic component of translator’s/interpreter’s competence implies a good knowledge of both the source and the target language. As Cherednychenko (2007) claims, excellent knowledge of two languages facilitates the ability to switch from one language to another in written and oral form. Furthermore, according to the author’s opinion, linguistic competence develops linguistic skills which allow to avoid the native (the source) language interference while translating into the foreign (the target) one (Cherednychenko, 2007, p. 233) . Being an interpreter requires high intelligibility of a foreign language in order to fulfil the task of communicating a message properly. The usual working environment would include the situation","cbCaiiAgt9Oewg2N","https://ap.wps.com/l/cbCaiiAgt9Oewg2N","pdf",344247,"English","# Introduction\n## Competence approach and phonetic competence\n## Mobile learning as an additional learning source\n## Pedagogical experiment and evaluation","[{\"question\":\"What is the main aim of the research?\",\"answer\":\"To examine the effectiveness of mobile learning in developing future interpreters’ English phonetic competence.\"},{\"question\":\"Which mobile learning activities are described in the study?\",\"answer\":\"The study describes activities such as group mind mapping of key phonetic issues, creating an event-glide calendar as a guide of coursework, e-presentations on teaching and learning phonetics, real-time testing, public pronunciation assessment, and different perception tasks.\"},{\"question\":\"How was the effectiveness evaluated and with how many participants?\",\"answer\":\"The authors determined criteria (cognitive, pragmatic, reflective), indicators, and levels (high, average, low) of competence formation during a pedagogical experiment involving 50 students.\"}]","MOBILE LEARNING IN DEVELOPING PHONETIC COMPETENCE OF FUTURE INTERPRETERS | PDF",1792066259,23]