This article presents the methodology used to develop an application for learning the Asháninka mother tongue, the methodology used is that of mobile-D which has the phases of: exploration where the necessary requirements were carried out to apply and study the language; initialization, the stabilization of modules is carried out, the modules to work in the application are carried out; Production stabilization and testing development process is explained. In the development section it is explained in android, basic modules such as (writing, listening and speaking) are presented for the user to interact, in addition the dictionary section is presented so that they can look up the words and increase their knowledge. The results were favorable in version 1, in the basic part, the functional test was carried out where it was determined that the application is usable in version 1.
This research helps children who speak and understand Quechua to learn mathematics and
communication language, this helps to reduce the weakening of the Quechua mother tongue as well as
to have the cultural identity of the Andean populations [
In the book Toponymy in the Great Pajonal, Ashaninka is an Arawaka language that also presents many linguistic variables, which has generated at first, that some authors postulate different classifications many times giving the name of language to what is considered today as a variety.
The Ashaninka has many linguistic variables, for example the Ashaninka of the Chanchamayo
Valley and the Ashaninka of the Mantaro Valley (Ene), these two valleys have Ashaninka, but it is
spoken in a different way in some words [
In the book Artificial Intelligence 101 Things You Should Know Today explains the main approaches to artificial intelligence that it is an aspect of computing that computers have the ability to learn without being programmed for that purpose.
New technologies such as Machine Learning are on the rise and are becoming more effective in
the learning process and today artificial intelligence is moving everywhere, whether in work, health,
environment, studies, etc. [
An Intelligent Virtual Agent Applied to an Educational Environment has a knowledge domain that corresponds to the agenda of an academic task in order to interact with the student and resolve doubts about the course.
The chatbot is an intelligent agent that helps mobile applications and web pages, to have more
information about the service or product that the company offers, we are going to implement this
chatbot in the mobile application to help the user's frequently asked questions [
The MOSEIB is a model with which we must guide ourselves for the valuation of indigenous
languages since they are guided by the legal theory that handles Intercultural Bilingual Education [
Applications for language learning for the University of Murcia presents the research that its purpose was to know the use made in the university environment of mobile devices as well as the applications they use in foreign languages subjects, the results show that the applications are adequate tools for language learning.
This app that was implemented for language learning at the University of Murcia helped and it was
shown that these mobile tools, if they are suitable for learning foreign languages, can also be used by
university and non-university students [
The VISP application helps students who study the English foreign language to improve their speech by uploading an audio description to the platform for each task left in English class and thus helps to use this application in the distance education that we are passing now [9].In the use of mobile applications for learning a foreign language, data collection tools were used that allow them to identify and determine the use that users currently have of applications developed specifically for learning a foreign language, as well as the results obtained. allowed to determine that nowadays more people have access to smart mobile devices and with them applications developed for this type of purpose the learning of foreign languages.
It is implied that mobile applications help a lot in aspects of life, for example in health, education, so we must look for mobile applications to learn foreign languages or native languages to value and learn each language [10].For this reason, a mobile application has been developed to learn this language. This technological tool will help new generations learn this language and not lose the language. This mobile application helps to improve grammar and oral skills to make learning this language more fluid.
In this phase, the requirements that the application needs are investigated for this, references are sought that must be included in an application to learn a foreign language and language such as speaking, listening, understanding.
There will be videos that teach basic dialogue There will be a quiz option before using the app and after
using the mobile app.
In this second phase we begin to carry out the corresponding modules for vowels, alphabet, natural numbers, greetings, colors, family, human body, etc.
The following Table 2 specifies the vowels that enter the Ashaninka language, which are 4 vowels a, e, i, o, as we know in the Castilian alphabet the five vowels a, e, i, o, u are used in the asháninka only uses 4 vowels.
ba cha e i ja ka ma na ña o pa ra sa sha ta tsa tya ya Numbers Ashaninka 0 tecatzi 1 apani 2 apite 3 maba 4 otsi 5 koni 6 iko 7 tson 8 tsoti 9 tin 10 tsa What are you doing?
¿Paitaka pantsiri?
Thanks
Thank you all I'm 22 years old
I live in the Pucharini native
community They live in the Pucharini Native
Community My dad lives in the Pucharini Native
Community I study in college
Pasonki Pasonki marooni Naka nosarentsite
pitetsapite Noseiki Comunidad
Nativa Pucharini
Isaikajetsi
Comunidad Nativa Pucharini
Apa iseiki
Comunidad Nativa Pucharini Naka nestoriatsi
Universidaki api isha apa ina Iye (aari) choki pabaini nanaine yaya
Hello, good morning, my name is Jhasmin Castillo Camañari, I live in the Pucharini Native Community, I am 22 years old and I am studying Systems Engineering at the Scientific University of the South. My mother's name is Sume Camañari Camacho and my father's name is Mario Castillo Luis live in the Pucharini Native Community
Abiro, kiteiteribe naka nopaita Jhasmin naka noseiki Comunidad, Naka nosarentsite pitetsapite nostoriatatsi Uiniversidaki Científica del Sur Ingeniería de Sistemas
In this phase the steps for the production of the mobile application are explained, in figure 2 are the steps that we must follow in the development process of the mobile application to learn the Ashaninka language.
Job
We must make our schedule to have knowledge of what activities we must carry out every day, also know our roles and that we must fulfill our tasks and always update the schedule since there will always be inconveniences in the process of preparing part of the architecture of the project, we must also always move forward with the documentation of how the project is being done.
Realization of the modules of the mobile application, making the images, and putting the letters and the audio so that it is more attractive for the users and does not seem boring, 1 carry out a virtual exam so that the user takes the exam after each session of class.
Likewise, figure 3 shows the architecture graph of the mobile application for learning the Ashaninka language.
As architecture: The Basic ViewModel architecture proposal made by google helps us to separate components by libraries, with which it is maintainable, and flexible.
In + MVC architecture - Activity, Fragment, DB.
A service has been used for the application in the MVC model so that the information is in the form of a dictionary.
In this step of the production we are going to study how the launch of the mobile application will be so that it reaches more users and they know how to take advantage of it so that they learn new languages native to Peru, in its version 1 the Ashaninka language is presented with basic parts, used android studio.
In this phase of the methodology, the integration of the entire developed system is carried out since we had it developed in parts, here everything is united to make it a single product and start with the documentation such as the user manual on how this application is used.
We must develop a User guide so that the user has the knowledge of how the mobile application works, how to register, how to take the evaluation, etc.
In this phase, the steps for the design tests to be applied are shown. Figure 5 represents the steps to follow to have good design tests.
All the modules of the mobile application must be joined in the same to see the operation of the application and we must do the design tests if it is user-friendly, if it is flexible, quick to understand, know how it works. Likewise, generate a report indicating the failures and recommendations for the integration of the mobile application.
In the first step we must do all the corresponding tests such as black box and white box audits, as well as the administrator, user and super user with these tests carried out we will find faults in the system and we must repair them before having a stable version of the application.
After making the corresponding tests of the system and they have been repaired, we are going to obtain the first version of the application and then do the tests with the user's requirements.
After obtaining a stable version of the mobile application, we must test with the requirements obtained by the users so that the application is approved and improve if some of the requirements are missing or badly done and thus have a version 2 and will have more versions of the application.
After improving the application with user tests, we have a final application hat is applicable and can be delivered to end users who need or want to learn the Ashaninka language, which is an original language of Peru and thus not lose the original culture and customs. .
In research work, the methodological design is pre-experimental since it is a non-experimental research design technique that helps researchers to establish a relationship between the two variables. This is of the applied type since its main objective is that it is based on solving practical problems. The approach is qualitative since it is applied to any field of research and it studies the externally investigated subject trying to achieve maximum objectivity. The population we take for the research is from the Pucharini Native Community, it is in the Perené district, Chanchamayo Province, Junín department. In the Pucharini Native Community there are around 800 people, counting children, young adults and the elderly. From this population, 30 people will be sampled who are considered users of the mobile application. The amount of sample we obtained was random as all people aged 14 to 45 years are chosen.
At this stage we will use the direct observation sheet to help us at what level of the Ashaninka language you are at. First of all, we are going to take a written exam with about 100 questions in addition to taking the oral exam with a presentation in the Ashaninka language and that says the greetings numbers and some colors the alphabet, in addition to its presentation in Ashaninka and that it sings a song, Let him say the numbers in Ashaninka, the colors, the human body, etc. An example of the written test is shown in Figure 6.
OBSERVATION SHEET
DEVELOPMENT AREA: ASHANINKA LANGUAGE Surnames and names: Age:
During the study there were some cases of how we are going to evaluate our sample and we have carried out a written and oral evaluation test. With which we write it down in the observation file that has served as a necessary tool for our research work. As a result, we obtained that the architecture of the application helped users learn the Ashaninka language, as well as that, thanks to the user's interactivity with the mobile application, the main ones needed to learn a language such as the one were taken into account. writing, reading, speaking and listening, in the application worked well for the users and they learned the Ashaninka language a lot.
The usability of the mobile application is excellent as it is very flexible and well understood by the user.
For the development of the app, the technological tool firebase has been used, for the subject of the service a dictionary has been stored and a search for the words and their meaning in Spanish of the Ashaninka language has been stored. In figure 8 and 9 we will find an explanation of how the mobile application works.
In figure 10 we find the main screen of which modules the Ashaninka language learning mobile application contains.
In figure 11 we find the alphabet in the Ashaninka language, when the user clicks on the rectangle and an audio will sound repeating the letters and the word to refer to the pronunciation.
In figure 12 the greetings in Asháninka are shown, as in the previous one, when the user clicks on the icon of the drawings, an audio appears pronouncing the word they chose.
Figure 12 shows a list of the animals and how they are written and pronounced when they click on each of the boxes.
Figure 14 shows the human body module and continues to fulfill the same functions as the other modules.
An example of the evaluation of how it will be after using the mobile application is presented in figure 15.
In conclusion that the methodology developed is adapted in the application as a tool for learning the Ashaninka mother tongue, being the application in its first version the implementation of basic modules has been carried out (human body, greetings, things, Numbers, videos, also the list of words with translations is shown, a questionnaire has been carried out to measure the learning level). The use of the non-relational database to manage the data of new users to manage the data entered about the Ashaninka language which uses a Json format to update it instantly.