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Gameful Second and Foreign Language Teaching and Learning: Theory, Research, and Practice 2019 ed. [Hardback]

  • Formāts: Hardback, 311 pages, height x width: 210x148 mm, weight: 560 g, 3 Illustrations, color; 4 Illustrations, black and white; XIX, 311 p. 7 illus., 3 illus. in color., 1 Hardback
  • Sērija : New Language Learning and Teaching Environments
  • Izdošanas datums: 14-Jan-2019
  • Izdevniecība: Springer Nature Switzerland AG
  • ISBN-10: 3030047288
  • ISBN-13: 9783030047283
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Gameful Second and Foreign Language Teaching and Learning: Theory, Research, and Practice 2019 ed.Palielināt
  • Formāts: Hardback, 311 pages, height x width: 210x148 mm, weight: 560 g, 3 Illustrations, color; 4 Illustrations, black and white; XIX, 311 p. 7 illus., 3 illus. in color., 1 Hardback
  • Sērija : New Language Learning and Teaching Environments
  • Izdošanas datums: 14-Jan-2019
  • Izdevniecība: Springer Nature Switzerland AG
  • ISBN-10: 3030047288
  • ISBN-13: 9783030047283
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9783030047283.html
Keywords:
This book offers a comprehensive examination of the theory, research, and practice of the use of digital games in second and foreign language teaching and learning (L2TL). It explores how to harness the enthusiasm, engagement, and motivation that digital gaming can inspire by adopting a gameful L2TL approach that encompasses game-enhanced, game-informed, and game-based practice. The first part of the book situates gameful L2TL in the global practices of informal learnful L2 gaming and in the theories of play and games which are then applied throughout the discussion of gameful L2TL practice that follows. This includes analysis of practices of digital game-enhanced L2TL design (the use of vernacular, commercial games), game-informed L2TL design (gamification and the general application of gameful principles to L2 pedagogy), and game-based L2TL design (the creation of digital games purposed for L2 learning). Designed as a guide for researchers and teachers, the book also offers fresh insights for scholars of applied linguistics, second language acquisition, L2 pedagogy, computer-assisted language learning (CALL), game studies, and game design that will open pathways to future developments in the field.


1 Introduction 1(18)
1.1 Theory, Research, and Practice
1(7)
1.1.1 Games in CALL
4(1)
1.1.2 A Brief History
5(3)
1.2 Gamefulness: A Framework for the Use of Games in L2TL
8(4)
1.2.1 Game-Enhanced L2TL
8(1)
1.2.2 Game-Informed L2TL
9(1)
1.2.3 Game-Based L2TL
10(1)
1.2.4 Gameful L2TL
11(1)
1.3 Purpose of the Book and Outline of
Chapters
12(7)
2 Learnful L2 Gaming 19(26)
2.1 Who Plays Digital Games and Why?
20(5)
2.2 Games in Other Languages
25(17)
2.2.1 Games as Cultural Artifacts
27(3)
2.3 Informal Game-Enhanced L2 Learning in the Wild
30(1)
2.3.1 Data and Procedures
31(3)
2.3.2 Results
34(5)
2.3.3 Discussion and Implications
39(3)
2.4 Conclusion: Gaming
42(1)
2.5 Project Ideas
42(3)
3 Play 45(32)
3.1 What Is Play?
46(3)
3.2 Play and Language Play
49(5)
3.3 Caillois' Forms of Gameplay
54(8)
3.3.1 Agon
55(2)
3.3.2 Alea
57(1)
3.3.3 Mimicry/Simulation
58(2)
3.3.4 Ilinx
60(2)
3.4 From Play Forms to Play Styles
62(5)
3.4.1 A Grain of Salt
65(2)
3.5 From Play Styles to Gameful L2 Learning Preferences
67(6)
3.5.1 Motivation
68(1)
3.5.2 Learning Styles
69(3)
3.5.3 Learning Strategies
72(1)
3.6 Conclusion: Play
73(1)
3.7 Project Ideas
74(3)
4 Game 77(24)
4.1 Game as Rules, Narrative, and Media
78(9)
4.1.1 Game as Rules/Gameplay as Agency
79(3)
4.1.2 Game as Narrative/Gameplay as Identity
82(2)
4.1.3 Game as Media/Gameplay as Community
84(3)
4.2 Game Type: Formats, Genres, and Elements
87(11)
4.2.1 Game Formats
87(3)
4.2.2 Digital Game Genres
90(4)
4.2.3 Game Elements: Mechanics, Dynamics, Behaviors, and Other Features
94(4)
4.3 Conclusion: Game
98(1)
4.4 Project Ideas
99(2)
5 Gameful L2 Learning 101(40)
5.1 SLA and Gameful L2 Learning
102(11)
5.1.1 A Structural-Behaviorist View of Gameful L2 Learning
104(2)
5.1.2 A Psycho-Cognitive View of Gameful L2 Learning
106(2)
5.1.3 Social-Informed Perspectives on Gameful L2 Learning
108(3)
5.1.4 Ecological Perspectives on Gameful L2 Learning
111(2)
5.2 Affordances for Gameful L2 Learning
113(24)
5.2.1 Contextualized Language Learning
116(4)
5.2.2 Time for L2 Use and Learning
120(2)
5.2.3 Spaces for Sheltered Practice
122(2)
5.2.4 Goal-Oriented Learning and Feedback
124(2)
5.2.5 Opportunities for Languaging and Social Collaboration
126(3)
5.2.6 Identity Work and Play
129(3)
5.2.7 Time/Place (In)Dependent Learning
132(3)
5.2.8 Autonomous, Extramural Learning
135(2)
5.3 Conclusion: Learning
137(1)
5.4 Project Ideas
138(3)
6 Game-Enhanced L2TL 141(32)
6.1 Pedagogical Mediation
142(3)
6.2 Evaluating and Choosing a Game
145(8)
6.2.1 Affordances
146(2)
6.2.2 CALL Appropriateness
148(3)
6.2.3 Play Preferences and Dispositions
151(1)
6.2.4 Conclusion: Evaluating and Choosing a Game
152(1)
6.3 Frameworks for Game-Enhanced Activity Design
153(11)
6.3.1 Gaming Literacies
153(2)
6.3.2 Game Discourses and Functions
155(3)
6.3.3 Narrativization
158(1)
6.3.4 Experiential Learning
159(1)
6.3.5 Bridging Activities
160(2)
6.3.6 Conclusion: Frameworks
162(2)
6.4 A Guide to Game-Enhanced L2 Instruction
164(7)
6.4.1 Evaluating and Choosing the Game
164(2)
6.4.2 Project Design and Implementation
166(3)
6.4.3 Sample Projects
169(2)
6.5 Conclusion: Game-Enhanced L2TL
171(1)
6.6 Project Ideas
171(2)
7 Game-Informed L2TL 173(20)
7.1 Implications from Research for Game-Informed L2TL
174(8)
7.1.1 Contextualized Language Learning
174(1)
7.1.2 Time for L2 Use and Learning
175(1)
7.1.3 Spaces for Sheltered Practice
176(1)
7.1.4 Goal-Oriented Learning
176(1)
7.1.5 Languaging and Social Collaboration
177(2)
7.1.6 Identity Work and Play
179(1)
7.1.7 Time/Place (In)Dependent Learning
179(2)
7.1.8 Autonomous, Extramural Learning
181(1)
7.1.9 Conclusion: Game-Informed Implications for L2TL
181(1)
7.2 Gamification: Overview
182(4)
7.3 Elements of Gamification
186(4)
7.4 Conclusion: Game-Informed L2TL
190(1)
7.5 Project Ideas
191(2)
8 Game-Based L2TL 193(32)
8.1 Overview
194(5)
8.2 Implications from Research for L2 Educational Game Design
199(8)
8.2.1 Contextualized Language Learning
199(1)
8.2.2 Time for L2 Use and Learning
200(1)
8.2.3 Spaces for Sheltered Practice
201(1)
8.2.4 Goal-Oriented Learning and Feedback
202(2)
8.2.5 Languaging and Social Collaboration
204(1)
8.2.6 Identity Work and Play
205(1)
8.2.7 Time/Place (In)Dependent Learning
206(1)
8.2.8 Autonomous, Extramural Learning
206(1)
8.3 Planning a Game for L2TL
207(13)
8.3.1 Play Different Games and Analyze Their Language and Designs
208(1)
8.3.2 Alter or Mod Existing Games
209(1)
8.3.3 Design Simple Analog Game Prototypes, Playtest, and Re-design Them
210(1)
8.3.4 Analyze the Narrative Arcs of Stories
211(1)
8.3.5 Create a Game World
212(1)
8.3.6 Write a Gameful, Interactive Story
213(1)
8.3.7 Design Mazes, Puzzles, and Playgrounds
214(2)
8.3.8 Design Game Tasks, Features, and Win Conditions
216(1)
8.3.9 Design Screen Mockups, Storyboards, and Decision Trees
217(1)
8.3.10 Conclusion: Planning a Game
218(2)
8.4 Conclusion: Game-Based L2TL
220(1)
8.5 Project Ideas
221(4)
9 Researching Gameful L2TL 225(32)
9.1 Evaluating Research
226(9)
9.1.1 Research Purpose, Questions, and Orientation
227(1)
9.1.2 Research Design and Parameters
228(2)
9.1.3 Theoretical and Methodological Frameworks
230(1)
9.1.4 Language, Participants, and Context
231(2)
9.1.5 Game Type
233(2)
9.2 Designing Research
235(4)
9.3 An Example of Gameful L2 Learning Research: The Role of Involvement in Game-Enhanced L2 Vocabulary Learning
239(15)
9.3.1 Research Problem and Background
240(3)
9.3.2 Theoretical Framework and Research Questions
243(1)
9.3.3 Research Design
244(3)
9.3.4 Results and Discussion
247(4)
9.3.5 Implications for the Next Iteration
251(3)
9.4 Conclusion: Research
254(1)
9.5 Project Ideas
255(2)
10 Conclusion 257(10)
10.1 Summary of Key Points
258(4)
10.2 Into the Future
262(3)
10.3 Final Thoughts
265(2)
List of Games Mentioned 267(6)
Appendix. Suggested readings 273(6)
References 279(22)
Index 301
Jonathon Reinhardt is Associate Professor of English Applied Linguistics and Second Language Acquisition and Teaching at the University of Arizona, USA. His research focuses on technology-enhanced second and foreign language pedagogy and learning, especially with emergent technologies like social media and digital gaming.