運(yùn)用移動學(xué)習(xí)優(yōu)化中學(xué)英語教學(xué) 本科畢業(yè)論文

運(yùn)用移動學(xué)習(xí)優(yōu)化中學(xué)英語教學(xué)TheApplicationofMobileLearningtoBetterEnglishTeachingandLearninginMiddleSchoolAbstract:Withtherapidgrowthofwirelessandmobiletechnologies,themobilelearninghasbeengraduallyconsideredasanovelandeffectivelearningformbecauseitbreaksthelimitationsoflearningtimeandspaceoccurringinthetraditionalclassroomlearning.Thispaperaimstotalkabouttheapplicationofmobile-learningtobetterEnglishteachingandlearninginmiddleschool.Atfirsttheauthorintroducesthedefinitionofmobilelearninganditsfeatures.Thentheauthorexplainsthegeneralstepsofapplyingmobilelearninginmiddleschool.Atlasttheauthorwillprovideanexampletoillustratehowtoexecutetheideainthispaper.Keywords:Mobilelearning,definitionofmobilelearning,SoLoMo,learningprocedure,PIMS摘要：伴隨著無線通訊技術(shù)和移動無線設(shè)備的普及，移動學(xué)習(xí)逐漸步入人們的視野。移動學(xué)習(xí)被認(rèn)為是一種新穎有效的學(xué)習(xí)方式，因為它打破了傳統(tǒng)課堂教學(xué)中學(xué)習(xí)時間和空間的限制。本文意在討論如何應(yīng)用移動學(xué)習(xí)去優(yōu)化中學(xué)英語教學(xué)活動。首先在本文中介紹了移動學(xué)習(xí)的定義和特點，其次解釋了應(yīng)用移動學(xué)習(xí)去優(yōu)化教學(xué)的概括性步驟。最后將以PIMS系統(tǒng)為例闡述如何施行文中的觀點。關(guān)鍵詞：移動學(xué)習(xí)，移動學(xué)習(xí)的定義，社交化本地化移動化，學(xué)習(xí)步驟，個性化移動學(xué)習(xí)系統(tǒng)IntroductionMobilelearningseemstobecreatingalotofexcitementinthelearningcommunitythesedays.ItbecomesmoreandmorepopularduringeraofmobileInternetsinceAppleInc.launchediPhoneandiPadintomarket.ActuallyitcomesoutwiththeappearanceofWAP(WirelessApplicationProtocol)technologyandhandsetslikemobilephonesandPDAs(PersonalDigitalAssistant)inthelateof1990s.ThenwiththeinventionofsmartphoneslikePPC(PocketPersonalComputer)in21stcentury,mobilelearninggraduallysteppedintopublicviews.AccordingtoareportpublishedbyGoogle,

theUSmarketformobilelearningproductsandservicesreached$958.7millionin2021.Theyprojectthatrevenueswillreach$1.82billionby2021.Itmarksthatmobilelearningwillbeapromisingmodelofstudy,orrather;itwillgrowintoanimportantbranchofeducationinthefuture.1.MobileLearning1.1ThedefinitionofMobilelearningTeachersandeducationalistshaven’tformedaunitedall-arounddefinitionofmobilelearning.Thereisstillsomedisputeamongstindustryadvocatesinhowmobilelearningshouldbedefined:intermsofdevicesandtechnologies;intermsofthemobilityoflearnersandthemobilityoflearning,orintermsofthelearners’experienceoflearningwithmobiledevices.Mostresearchersandeducatorsprobablyviewmobilelearningastheimmediatedescendantofe-learninganddistancelearning.Pinkwart,aprofessorinMIT,definede-learningaslearningsupportedbydigitalelectronictoolsandmedia,andbyanalogy,mobilelearningase-learningthatusesmobiledevicesandwirelesstransmission.Quinndefineditearlier,assimplylearningthattakesplacewiththehelpofmobiledevices,ortheintersectionofmobilecomputing(theapplicationofsmall,portable,andwirelesscomputingandcommunicationdevices)ande-learning(learningfacilitatedandsupportedthroughtheuseofinformationandcommunicationstechnology).ElliottMashie’sLearningConsortium，theindustryleader，givesadetaileddefinitionofmobilelearning:Mobilelearninggivesstudentsallknowledgeinthehand.Itincludestheuseofmobilehandhelddevicestoperformanyofthefollowing:? Delivereducation/learning? Fostercommunications/collaboration? Conductassessments/evaluations? ProvideAccesstoperformancesupport/knowledge(Attewell,J.&Webster,T.,2005)Thisdefinitionisquiteforwardlooking.Itcameoutbeforethemobilelearningsprangup.Nowadaysthisversionisacceptedbymoreandmoreexpertsandeducators.Andatthesametime,JohnTraxler,adirectorofKnowledgePlanetCompany,positsasimilarmobilelearningdefinitionasfollows:Mobilelearningcanperhapsbedefinedasanyeducationalprovisionwherethesoleordominanttechnologiesarehandheldorpalmtopdevices.ButthenTraxlerpointsoutsomeofthevagariesofdefiningmobilelearning：“Anysuchdefinitionsanddescriptionofmobilelearningareperhapsrathertechnologycentered,notverystableandbasedaroundasetofhardwaredevices.

Suchdefinitionsmerelyputmobilelearningsomewhereone-learning’sspectrumofportability

andalsoperhapsdrawattentiontoitstechnicallimitationsratherthanpromotingitsuniquepedagogicadvantagesandcharacteristics.Theuncertaintyaboutwhetherlaptopsandtabletsdelivermobilelearningillustratesthedifficultywiththisdefinition.〞Meantime,someprofessorsLikePaulHarris,ChabraandFigueiredoputforwardaboarddefinitioncombinedwiththemainfeaturesofE-learningandD-learning:M-learningisthecognitionalactivitiesthatanyonecanlearnandteachanythinginteractivelythroughanydevicesinanytimeonanyplacestheylike.FigureSEQFigure\*ARABIC1.1.1Thenationalhigherschooleducationtechnologycooperationcommitteedefinesmobilelearningasbelow:Mobilelearningmeansalearningmodelreliesonmaturewirelessmobilenetwork,Internet,andmultimediatechnologywhichenablesstudentsandteacherstoimplementinteractiveteachingactivitiesandexchangeinformationthroughtheuseofwirelessdevicesmoreconvenientlyandflexibly.Figure1.Generally,frommypointofview,Mobilelearningisabrand-newlearningmodelwhichhelpsstudentsacquireknowledge,fostercommunicationandcooperationamongallparticipantsaswellasconductassessmentinteractivelywiththeassistanceofwirelessInternet,mobilehandsetsandteachingtechnology.MobileLearningexhibitsthewholelearningandteachingprocessonthebaseofdistancelearningande-learningwhichenablesanyonetolearninanytimeandanywhere.ThefeatureofMobilelearningTechnicallyspeaking,Mobilelearningdevelopsandexpandsonthefoundationofe-learning(electronic-learning)anddistancelearningwhichendowsitwithnaturaldistinctionfromtraditionalteachingandlearningmodel.Consideringmobilelearningcontainsallfeaturesofthem,suchasinteraction,virtualrealityandmulti-media,stilltherearethreemainuniquefeaturesofit-SoLoMo(Social,Local,Mobile).FigureFirstly,inthecompoundwordSoLoMo,Soreferstosocial.AsweallknowSocializationisnotanewtrendinteachingandlearningprocess,butithasneverbeenattachedsomuchimportanceliketodayinmobilelearning.It’sdedicatedtoeliminateboundarybetweenindividuals.Wellgoesasayingthatwhereisteachingandlearningthereiscommunication.Apparently,communicationstimulatesthegrowthofsocialization.Manytheoriespointoutthatsocialactivitybringinteractivecomponentsintolearningandteachingprocesswhichcannotonlyimprovethestudents’performancebutalsobettercommunicationeffectiveness.Anotherreasonisthatsocializationisthefundamentalfeatureoftheinternet.Neitherthecommonfibernetworknornew-bornmobilenetworkcanturnablindeyetoit.SincesomefamouswebsiteslikeFacebookorTwitterwenttothecenterofalmosteverynetizen’sscreenandspreadaroundthewholeworldwithinlessthan5years,peopleallovertheworldareconnectedtoasocialnetwork.Toputitintoanotherway,thewholeworldhasbeensocializedlikethescenedescribedbyKevinKellyinhismasterpieceoutofcontrol.Asaresultofthat,relationshipsbetweenindividualandindividualgetmoretransparentandtouchable,whichalsomeanstheinformationcanbeconveyedmuchfasterthanever.Consequently,thesocialnetworkhasahugeimpactonmobilelearning.Tosomeextend,wearelearninginasocialnetworknowadays.Maybesomeonewillquestionthatwealreadyhavesomesocialactivitiesforalongtime,forexamplelikegroupdiscussionorruleplaygames.So,whatarethedifferencesbetweenthesocializationinmobilelearningandoldones?Inmobilelearning,thereisnoboundarybetweenstudentsandteachers.Toputitintoanotherwords,astudentalsocanbeateacher,andviceversa.Itsweepshierarchyinexistingeducationsystemintodustcan.Ittotallychangestheoldmodelwhichinstructsourlearningandteaching.Foronething,intraditionallearningmodel,teachersguidethelearnerstofollowfixedsequencetotextbooksandsubject-relatedactivities.Whilesocializedinstructiongivesstudentsflexiblecurriculum,personalizedlearningprogramsandevencontentsgeneratedfromstudentsandteachers.Foranother,sincewestudyinasocializedwaystudentswillnotjustbeassessedbytheirteacherslikebefore.Peers,friendsandclassmatescanengagewhenassessastudent,whichenablestheobjectivenessandjusticeoftheassessment.Atthesametime,italsoaddmorelevelstoassessingprocesssuchasperformanceinteamplay,innovativecapabilityandcommunicationskillsinsteadoffocusingonGPAormarks.Apparently,theadvantageofsocializedlearningissoobvious.Itbringsfreshideastostudentsratherthanonlyfixedtotextbooks.Alsoitinspiresstudents’innovationandmotivatesstudentsforwardduringlearningprocess.Then,thenextpartofthewordSoLoMoislocal.Localizationisanewtrendintheinterneterafocusesonshorteningthedistancebetweenpeoplefromanywhere.Moreover,recentlyithasbeenattachedmuchmoreimportanceinthemobileinternetera.Whenthefirstinternetwavecame,localizationputmoreattentiontocreatecontentswithlocalfeaturesormeettheguysaroundyouoflocalcharacters.Butthisdoesn’tworkout.Becausethelocationservicewasstillininfancyatthattime,letaloneputitintocommercialuse.Moreimportantly,eventhesucceededlocalwebsites,theyarelimitedtoametropolisoraprovincewithoutconnectioneachother.HoweverthankstoLBS(locationbasedservice)technologythingsgetchangedinthemobileinternetera.WecaneasilyfindoutsomeoneorsomethingweareinterestedinaroundusthroughAppsonmobiledeviceslikesmartphoneswiththeaidofGPS(GlobalPositioningSystem)andA-GPS(AssistedGlobalPositioningSystem).Meantime,withthedevelopmentofNFC(NearFieldCommunication)technologypeoplecaneasilyandsafelyexchangetheirinformationorfilesjustwithabumpoftheirmobiledevices.Theseentiretechnologicaladvancementsdigdeeplyintoourdailylives’behaviorsthroughmobiledeviceswhichbringsgreatpotentialtomobilelearning.Let’sassumeascenelikethat:someonewantstopracticeEnglishwithaforeignerfromEnglish-speakingcountry,unfortunatelyheknowsnoonehere.AllthethingsheneedstodoarejustopenuphisiPhone,clicktheApptosearchforavailableonlinecandidatesaroundhim,contactanidealone,maketheappointment,atlasttheybeginwithexchangingeachothersinformationinabumpoftheiriPhones.Actuallythissceneisnotfarfromus,ithasalreadycometrue.Anothernoticeabletrendisthecombinationofsocializationandlocalization,whichgivesbirthtolocalizedonlinesocialnetwork.ThisnewtrendsuccessfullyrefreshestheoldlocalizedwebsitesmodelandcreatessomemiracleslikePath,alocalizedsocialappworthmorethan$250milliondollarsnow.Asasuccessfulmodel,Pathcutsoutunnecessarylog-inproceduresandsharescontentslikepicture,video,statusandarticlewithfriendsintheorderoftimeonscreenwithlocationinformationadded.InPath,userswillknowwhathappenedinwhichplacesclearlyandvividly.Ifweformagroupandpostsomeeducationalcontentsonit,ororganizelocalknowledgeexchangepartyregularlyinaclubway,itwillobtaintremendouseffectaswellascommercialvalue.Lastbutnotleast,wecometomobilewhichisMointhecompoundwordSoLoMo.Noneedtomention,weknowthatisthesoulofmobilelearning.Atthesametime,mobilizationarecompletedonlyunderthecircumstancewhenputlocalizationandsocializationtogether.Inthreeprospects,mobilizationpresentsitsdifferencefromoldlearningmodelevenitsancestore-learning.Firstlymobileisbasedonmobiledevicesnolongertietodesktoporlaptop.Comparedwiththem,itsavesmanycomplicatedprocedureslikeconnectingtotheinternetorsigninginwebsites.Allwehavetodoisopenupourphonesandclicktheapp.What’more,mobilizationalsomeansthatwearealwaystetheredandreachablewhereverwego.Itcanbereal-timeorself-paced,alsoknownassynchronousorinstantaneous.Additionally,mobilizationisnotemergedinaformalandstructuredmanner,onthecontrary,itsplitswholepieceofcontentintoseveralfragmentsandtrytomakethemeasytounderstand.OntheSurface,maybesomeonewillpresumethatarenotliteraryorseriousenough.Deepdown,ithastobeinterestingandinformaltodrawpeople’seyes.Oncestudents’attentionsareattracted,thecorecontentsautomaticallymanifestviasomecluesorhints.However,onethingwecouldn’tneglectisthatmobilizationhasveryhighdemandsoncloudcomputingcapabilityandfreefluxofinformationinglobalenvironment.Onlyfulfillingtheserequirementsguaranteesaccomplishment.Soifthereareanyobstaclesorblocksintheinternetwilldegradetheeffectofmobilelearning.2.HowtoapplymobilelearningtobetterEnglishteachinginmiddleschool2.1DefiningthelearningissueLookcloselyattheissuesyouarefacingwithyourcurrentlearningandeducationmethods.Considerwhatthegapsarebetweenlearnersandteachers,aswellaswhyamobilelearningmethodwouldfillthesegapseffectively.Theremaybemanywaysofovercomingcurrentlearningobstaclesandbeforeemployinganynewtechnologies,learnersneedtocertainthatmobilelearningistherightanswerforthem.Basedonlearners’issues,theywillthenbeabletodetailtheirobjectivesingreaterdetail.Itwouldbebesttosettheobjectivewiththeopinionfromtheirteachers.Theremaybemorethanoneobjectiveforsomelearningissues,andthebettertheycandescribewhattheywishtoachieve,theclearertheirrequirementsandsuccessmeasuresbecome.Especiallytheoutcomesgobetterwhenlearnerssynchronizethecontentsonmobilelearningwiththeirteachingprocess.2.2IdentifyingcontentsourcesandsubjectsOncelearnersknowtheirlearningobjectivethisstepiseasier.Buttheystillneedtoconsiderwhatkindofmaterialwillbestsuitthe“Review-Refresh-Reinforce〞capabilitiesofmobilelearning.Ifreadingisthesubjectlearnersarefocusingon,learnerswouldbetterfindsomenewspapers’ormagazines’appssuchasBBCorTheEconomisttobroadenreadingrange.Itisalsoagoodideawhenimplementinglearners’mobilelearningplantousemobiletechnologyforaccesstomaterialthatisfrequentlyrequired,suchasFAQs,reviewquestions,helpguidesandtutorials.Thiscreatesasteadyusagepatterns,enablinglearners,andeducatorsaliketogetaccustomedtousingthetechnologyandrelearningnewhabitsforlookingupcontent.2.3Identifyingtechnologiesneeded.Ifstudentsalreadyareequippedwithmobiledevices,rollingoutanewteachingmethodmayonlyrequiresoftwareapplicationstobeidentifiedanddisseminated.Inothercases,technologyrequirementmaynotonlybesoftwaretraining,butalsoitmayextendfromsoftwareandsoftwaretrainingtohardwarelikethemobiledevices,networksetc.Consultsomeonewhohasexperienceinmobilelearningoracompanythatoffersmobilelearningsolutionsandtheywillbeabletogetanideaofthekindoftechnologymightneedtouse.Lastly,trytoensurethetechnologyconductinauser-friendlyway.2.4FacilitatingAcceptanceOnewaytofacilitateacceptanceistoorganizeopendiscussionwithteacherstomeasurehowreceptivetheywillbetousingmobiletechnologyassociatedwiththeirlessons.Newmethodsarebetterreceivedwhenitappearstocomefromwithinthesystemratherthanfromthetopdown.Additionallyteachersshouldbetrainedbyexpertsandparticularlyexposeteacherstopositivecasestudiessotheycanseethebenefitsaswellasthegoalclearly.Similarly,meetwithstudentsandgaugetheirreactionstothenewtechnology.Organizesomediscussionsorcontesttogivethatlittlepushandpromotethelearningmodel.Ifthismomentumkeepsgoing,thatmarksthefirststagesuccess.ImplementationofmobilelearningThinkabouthowthecontentwillbeobtainedinauser-friendlywayandwhatskillsorlevelofknowledgelearnerswillrequire.Ithelpslearnerstogenerateenthusiasmandestablishbasiccognition.Otherwisestudentsmayfaceresistancewhiletryingtoimplementmobilelearning,whichcanseriouslylimititspotential.Thenlearnersneedtosetaclearroutemaptoinstructtheirlearningactivitiesandexecuteastheplan.Toweldmobilelearningwithclasslearningtogether,teachersshouldcommunicatewithstudentsmorefrequentlythanever.Thatmeansteachersshouldgivestudentsguidancewhentheyinneedofhelp,pointouttherightwaywhentheycommitmistakes,keepaneyeontheirlearningrecordswhentheycomeupwithbottleneck.Mostimportantly,theyneedtoblendmobilelearningintoclasslearningprocesssuchasbringlead-inmaterialstopreparationstageinformofsendingaquestiontostudents’mobiledevices.Asforstudents,theyhavetokeepperseveranceonlearningandtrytouseleisuretimeorshortbreakstodomore.MeasuringSuccessTheclearerlearnersdefinedthelearningproblem,theeasieritwillbeforthemtogaugesuccesslateron.Lookatmeasurabledatasuchasgradesorperformance,especiallycomparingthebeforeandafterimplementationperiod.Getanonymousfeedbackfrombothteachersandstudentsalike.Andmostimportantly,interactwithsomeofyourpeersoneononetogaininsightintogeneralopinionofhowthenewsolutionisdoing.Remember,ittakestimetoacceptnewmethodsandnotallpeopleadaptatthesamerate.Givefocustoareasofconcern,andperiodicallyholdrefreshertrainingcourses,tokeepusageofthemobilelearningmethodactive,andvisible.3.PIMS--Anexampleofcombiningmobilelearningwithreadingteachinginmiddleschool.Personalizedintelligentmobilelearningsystem(PIMS)isasysteminventedtobetterEnglishreading,whichcanappropriatelyrecommendEnglishnewsarticlestolearnersbasedontheirreadingabilities〔Chen,C.M.,Lee,H.M.,&Chen,Y.H.,2005〕.ToconquertheproblemsofEnglishlearning,speciallyforreadingandvocabularyacquisition,thecommonadvicefromEnglishteachersinfamousmiddleschoolsforlearningEnglishislittleandoften.Toputitintoanotherway,afewminuteseverydayiscertainlymuchbetterthanafewhoursonceamonth.Therefore,thesystemadoptstheadvantagesofthemobilelearningintermsofeasilybreakingthelimitationsoftimeandspaceandutilizingsparetimeforubiquitouslearning.Meanwhile,thesystemdevelopsapersonalsocializedreadinglearningstrategytoenhancereadinginEnglishlearningprocess.Tointegratethemobilelearningwiththeproposedpersonalsocializedreadingstrategy,thesystempresentsapersonalizedintelligentmobilelearningsystembasedontheproposedfuzzyItemResponseTheory,whichcanconductpersonalsocializedcurriculumsequencing,forsupportingeffectiveEnglishreadingforindividuallearners.Inthesystem,theEnglishnewsarticlesautomaticallyretrievedfromEnglishnewssitesbyanintelligentcrawleragentareusedasthecoursematerialsforpersonalizedmobilelearninginPIMS.Meanwhile,theunknownorunfamiliarvocabulariesofindividuallearnercanalsobeautomaticallydiscoveredandretrievedfromthereadingEnglishnewsarticlesbythePIMSsystemaccordingtotheEnglishvocabularyabilityofindividuallearnerforpromotingreadinglearningbyenhancingvocabularylearning.ResultsindicatedthattheproposedPIMSsystemprovidesbenefitstopromotelearner’sreadingandlearningability,vocabularyability,andlearninginterestsduetoprovidingpersonalizedandflexiblelearningformsforindividuallearner.ThecompleteworkingproceduresofPIMSarelistedbelow:Step1:Learnersclicktheappgetintheclientmobilelearningsystemthroughthelearninginterfaceagent.Asalearnerlogsinthesystem,thelearninginterfaceagentwillcheckhisaccountintheuseraccountdatabase.Ifthelearnerhasalreadyregisteredandownedpastlearningrecords,thesystemwillgethisreadingabilityfromtheuserportfoliodatabase;otherwise,thelearnerisviewedasabeginner.Step2:ThepersonalizedcoursewarerecommendationagentgetsthecontentsofEnglishnewscoursewarefromthelocalclientcoursewaredatabase,andthenthelearninginterfaceagentexhibitsthelearningcontentsreceivedfromthepersonalizedcoursewarerecommendationagentforthebeginner.Ifthelearnerhasbeenanexperiencedlearnerinoursystem,thelearninginterfaceagentwillgethispastlearningrecordsfromtheuserportfoliodatabasetoprovidepersonalizedlearningservicesthroughrecommendingappropriateEnglishnewsarticlestothelearner.Step3:AsthelearnerclicksapieceofEnglishnewstitle,thelearninginterfaceagentwillgetthecontentoftheclickedEnglishnewsarticlewithcorrespondingChinesetranslationsfromthelocalclientcoursewaredatabaseandexhibitittothelearner.ToreadthecontentofEnglishnewsarticleconveniently,eachpieceofEnglishnewsissegmentedintomanysmallparagraphswithcorrespondingChinesetranslationsforlearners.ThePIMSsystemprovidestwoswitchlearningmodes,i.e.EnglishmodeandChinesemode,tolearnersforEnglishnewsreadinglearning.Step4:Thelearnerneedstochoosethedifficultylevelswiththreevariousgradingscales(easy,moderateandhard)andthecomprehensiondegree(fromzeropercenttoonehundredpercent)forthelearnedEnglishnewsarticleinordertoobtainpersonalizedlearningservicesinthenextlearningcycle.ThesefeedbackresponsesarecollectedbythefeedbackagentandstoredintheuserportfoliodatabaseforpersonalizedEnglishnewsarticlerecommendation.Step5:ThepersonalizedvocabularyrecommendationagentextractstheunfamiliarornewvocabularieswithcorrespondingChinesetranslationstoindividuallearnersaccordingtothelearners’vocabularyabilitiesmeasuredbythepersonalizedvocabularylearningsystem.Step6:Thepersonalizedvocabularyrecommendationagentwillsummarizealllearnedvocabulariesusingthevocabularycheckinginterfaceafterthelearnerfinishestheunfamiliarornewvocabularies’learning.Theaimistoperformtheconfirmingprocessfortheacquiredvocabularies,thentheproposedsystemwillstoretheseacquiredvocabulariesintotheuserportfoliodatabase.Step7:Finally,thepersonalizedcoursewarerecommendationagentwillre-evaluatethelearnernewreadingabilityaccordingtotheexplicitfeedbackresponsesoftwosimplequestionnaires,andthenreturnStep2forthenextlearningcycle.Allthelearningrecordswillbekeptonthesystemserverandwillinformteachersoflearningprogress.ToblendthissystemintoEnglishreadingteachingprocess,Imadesomeimprovements.Firstofall,instep3weaddmorecontentsliketextsontextbooksorsomefamousparagraphsofclassicstothesystemratherthanmerelyfocusedonnewsarticles.Theninstep5,Iputareadingcomprehensiontestafterreadingfromnormaltodifficulttomeasurehislearningeffect.Besidesthescoreisabletosharewithfriends,classmatesandteachersevenparentsvoluntarilywithcommentfunction.Sotheycangivethelearnerencouragementscriticsorinstructions.Giventhisisamobilelearningsystem,allthesecommentswillpushtolearners’mobiledevicesatthefirsttime.Ifthecommentatorsareonline,theyareconnectedeachothersothattheycancommunicateinstantaneously.Next,instep6thePIMSwillstoreacquiredvocabularies.Actuallytheyomitunfamiliarwordsorsentences.ThereforeIintroduceabigimprovementtothisaspectaddingtherecordingfunctiontothesystem.Nowwhenweencoun