This paper presents another stage in a series of research efforts by the authors to develop an experience-connected mobile language learning environment, bridging formal and informal learning. Building on a study in which the authors tried to connect classroom learning (of German in Japan) with learners' real life experiences abroad by having smartphones detect the learners' location and supply them with multimedia content matching their real-time communicative situation, the authors developed a hybrid language learning environment supporting different types of learning. Based on observations that learners tended to use resources rather for preparatory or retrospective learning, and on considerations about the potential of social media as a space for informal language learning, the authors added a feature that supports learners when writing a social networking service (SNS) post about their everyday experiences abroad. Help is offered based on the analysis of the learners' geolocational position -hinting to what situation they might want to write about-and on the text they already entered. Based on these data, they are provided with help in the form of vocabulary and/or model texts.

This paper presents the prototype of a Mobile Language Learning Environment (MLLE) allowing learners of German at a Japanese university to map classroom learning content onto the pathways of their everyday lives, turning places they come by into mnemonic loci, and thus changing their daily commute into a learning trail. Even though the evaluation based on learners' self-reports could not confirm the assumption that this type of MLLE supports the use of the loci method for all learners, it allows the conclusion that at least for some learners mnemonic mapping with mobile devices might lead to changes in learning awareness and an expansion of strategy knowledge.

This paper presents the prototype of a foreign language learning space, based on the construction of an integrated formal/informal learning environment. Before the background of the continued innovation of information technology that places conventional learning styles and educational methods into new contexts based on new value-standards, environment models of foreign language learning constantly face the necessity to change. A structured environment for foreign language learning can be created only when the learning environment in the real space, which is constructed in many forms outside the classroom, constantly connects with the formal learning environment inside the classroom. This study assumes two axes of a learning environment-formal/informal and real/cyber space-and attempts to integrate them to create a circulating four-dimensional model. Integrating formal and informal environments connects real space, which depends on the physical location and situation, with cyber space, which does not. In this study, sentences written in a foreign language by language learners will be autocollected and analyzed in cyber space, which plays a great role in students' daily lives. Thus, a 4D foreign language learning environment, which automatically delivers practical knowledge to the learner by a comprehensive analysis of formal and informal learning between real and cyber space, will be constructed.