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Language at Play: Digital Games in Second and Foreign Language Teaching and Learning [Mīkstie vāki]

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  • Formāts: Paperback / softback, 176 pages, height x width x depth: 230x150x10 mm, weight: 178 g
  • Izdošanas datums: 22-Mar-2013
  • Izdevniecība: Pearson
  • ISBN-10: 0205000851
  • ISBN-13: 9780205000852
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  • Cena: 54,06 €
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Language at Play: Digital Games in Second and Foreign Language Teaching and LearningPalielināt
  • Formāts: Paperback / softback, 176 pages, height x width x depth: 230x150x10 mm, weight: 178 g
  • Izdošanas datums: 22-Mar-2013
  • Izdevniecība: Pearson
  • ISBN-10: 0205000851
  • ISBN-13: 9780205000852
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780205000852.html
Keywords:
How digital games can inform, enhance and transform L2 pedagogy The potential of digital games in the second and foreign (L2) classroom is enormous but harnessing their potential for application in the L2 classroom, however, presents complex challenges. In Language at Play: Digital Games in Second and Foreign Language Teaching and Learning , Sykes and Reinhart combine research from a variety of perspectives in applied linguistics, educational gaming, and games studies, and structure their discussion of five major concepts central to these areas: goal, interaction, feedback, motivation and context. While theoretically grounded, the volumes audience is primarily practicing L2 professionals with classroom experience. Intended for current and future foreign language teaching professionals, volumes in the Theory and Practice in Second Language Classroom Instruction series examine issues in teaching and learning in language classrooms. The topics selected and the discussions of them draw in principled ways on theory and practice in a range of fields, including second language acquisition, foreign language education, educational policy, language policy, linguistics, and other areas of applied linguistics.
Preface xi
Our purpose xi
Will this book be useful for you? xi
Your reflections xiv
Contents of the book xiv
Chapter 1 Introduction
1(11)
1.1 Language, games, play, and learning
1(3)
1.1.1 What is language?
1(1)
1.1.2 What is play?
2(1)
1.1.3 What is a game?
2(1)
1.1.4 How is gameplay related to learning?
3(1)
1.1.5 Your reflections
4(1)
1.2 Game-enhanced and game-based L2TL
4(5)
Table 1.1 Summary of game-based environments for L2TL
7(2)
1.2.1 Your reflections
9(1)
1.3 Digital, game-mediated L2TL: What has been done?
9(2)
Table 1.2 Potential benefits of MMOGs
10(1)
1.3.1 Your reflections
11(1)
1.4 Moving ahead
11(1)
Chapter 2 Goals: Learning tasks and goal-orientation
12(20)
2.1 A scenario: The thief in the museum
12(1)
2.1.1 Scenario questions
13(1)
2.2 Tasks and L2TL
13(3)
2.2.1 TBLT and defining L2 learning tasks
14(2)
2.2.2 Your reflections
16(1)
2.3 Criticisms of tasks in L2TL
16(3)
2.3.1 Same task, different activities
16(1)
2.3.2 Authentic tasks are not always authenticated
17(1)
2.3.3 Privileging instruction-driven over learner-driven design
18(1)
2.3.4 Your reflections
19(1)
2.4 Game playing as goal-orienting behavior
19(5)
2.4.1 How is game playing goal oriented?
20(2)
2.4.2 How are game tasks designed?
22(1)
Table 2.1 Objectives and task types
23(1)
2.4.3 Your reflections
24(1)
2.5 Summary and implications
24(1)
2.6 A game-enhanced scenario: The museum game
25(2)
2.6.1 Scenario questions
26(1)
2.7 Game-mediated applications
27(5)
2.7.1 A game-enhanced L2 writing activity: Game journaling
27(1)
2.7.2 Designing a game-based L2TL environment: Focus on goals
28(1)
Activity 2A Learning the tutorial
28(1)
Activity 2B Game journal
29(1)
Chapter 2 Game design activity
30(1)
2.7.3 Your game-informed reflections
30(2)
Chapter 3 Interaction: With, through, and about digital games
32(18)
3.1 A scenario: Games are for loners ... or are they?
32(2)
3.1.1 Scenario questions
33(1)
3.2 Interaction
34(2)
3.2.1 Interaction in L2 learning
34(2)
3.2.2 Your reflections
36(1)
3.3 Game-mediated-L2 interactions'
36(5)
3.3.1 Ideational interactions with games
36(1)
3.3.2 Interpersonal interactions through and around games
37(2)
3.3.3 Textual interactions-about games
39(1)
3.3.4 Your reflections
40(1)
3.4 Interaction from a game design perspective
41(2)
3.4.1 Implications for L2TL
42(1)
3.4.2 Your reflections
43(1)
3.5 Summary and implications
43(1)
3.6 A game-enhanced scenario: Social interactions around social networking games
44(1)
3.6.1 Scenario questions
45(1)
3.7 Game-mediated applications
45(5)
3.7.1 Game-enhanced L2-speaking/listening activities: Game-mediated interactions
45(1)
Activity 3A Interacting with games in the L2
46(1)
Activity 3B Interacting through/around games
47(1)
Activity 3C Interacting about games
47(1)
3.7.2 Designing a game-based L2TL environment: Focus on interaction
47(1)
Chapter 3 Game design activity
48(1)
3.7.3 Your game-informed reflections
49(1)
Chapter 4 Feedback: Real-time, individualized, and instructional
50(21)
4.1 A scenario: The feedback challenge
50(1)
4.1.1 Scenario questions
51(1)
4.2 Feedback in L2TL
51(4)
4.2.1 Impact on L2 learning: Feedback as instruction
52(3)
4.2.2 Your reflections
55(1)
4.3 Challenges for feedback in L2TL
55(2)
4.3.1 Fear of failure
55(1)
4.3.2 Time constraints
56(1)
4.3.3 Language variation
56(1)
4.3.4 Low consequence and internalization
56(1)
4.3.5 Your reflections
57(1)
4.4 Feedback in digital games
57(6)
4.4.1 How do digital games utilize fail states as opportunities for feedback?
57(2)
4.4.2 How do digital games give individualized, just-in-time feedback?
59(1)
4.4.3 How is feedback in digital games designed?
60(1)
Table 4.1 Feedback mechanisms in digital games
61(1)
4.4.4 How is feedback given in player interactions?
62(1)
4.4.5 Your reflections
63(1)
4.5 Summary and implications
63(1)
4.6 A game-informed scenario: The golden treasure
64(2)
4.6.1 Scenario questions
65(1)
4.7 Game-mediated applications
66(5)
4.7.1 A game-enhanced activity focusing on feedback
66(2)
Activity 4A In-game feedback
68(1)
Activity 4B Feedback in player interactions: An analysis task
68(1)
4.7.2 Designing a game-based L2TL environment: Focus on feedback
68(1)
Chapter 4 Game design activity
69(1)
4.7.3 Your game-informed reflections
70(1)
Chapter 5 Context: The role of narrative
71(19)
5.1 A scenario: The promise of narratives
71(2)
5.1.1 Scenario questions
72(1)
5.2 Context and narrative
73(5)
5.2.1 Context in linguistics and L2TL
74(2)
5.2.2 Narratives and learning
76(1)
5.2.3 Your reflections
77(1)
5.3 Games and narratives
78(2)
5.3.1 Your reflections
80(1)
5.4 Context In game-informed L2TL
80(2)
5.4.1 Your reflections
82(1)
5.5 Summary and implications
82(1)
5.6 A game-enhanced scenario: Designing game narratives
83(1)
5.6.1 Scenario questions
83(1)
5.7 Game-mediated applications
84(6)
5.7.1 A game-enhanced L2 activity: Designing narratives
84(1)
Activity 5A Designing narratives---Character descriptions
85(1)
Activity 5B Designing narratives---Setting descriptions
86(1)
Activity 5C Designing narratives---Plot descriptions
86(1)
Activity 5D Designing narratives---Follow-up project
87(1)
5.7.2 Designing a game-based L2TL environment: Focus on context
87(1)
Chapter 5 Game design activity
88(1)
5.7.3 Your game-informed reflections
88(2)
Chapter 6 Motivation: Engagement and flow
90(16)
6.1 A scenario: Keeping students interested
90(1)
6.1.1 Scenario questions
91(1)
6.2 Motivation in L2TL
91(4)
6.2.1 Motivation models in L2TL
92(2)
6.2.2 Your reflections
94(1)
6.3 Motivation: The player and the game
95(3)
6.3.1 Engagement and digital games
95(1)
Figure 6.1 Elements of games that engage us
96(1)
6.3.2 Flow and digital games
97(1)
6.3.3 Your reflections
98(1)
6.4 Summary and implications
98(1)
6.5 A game-enhanced scenario: Getting motivated to learn French
99(1)
6.5.1 Scenario questions
100(1)
6.6 Game-mediated applications
100(6)
6.6.1 A game-enhanced activity: Thinking about motivation
101(1)
Activity 6A Thinking about flow in games and learning
101(1)
Activity 6B Thinking about engagement in games and learning
102(1)
6.6.2 Designing a game-based L2TL environment: Focus on motivation
103(1)
Chapter 6 Game design activity
104(1)
6.6.3 Your game-informed reflections
105(1)
Chapter 7 Endgame: The future of digital games and L2TL
106(17)
7.1 From parallels to connections
106(4)
7.1.1 Goals: Learning tasks and goal orientation
106(1)
7.1.2 Interaction: With, through, and about digital games
107(1)
7.1.3 Feedback: Real time, individualized, and instructional
108(1)
7.1.4 Context: The role of narrative
109(1)
7.1.5 Motivation: Engagement and flow
109(1)
7.1.6 Your reflections
110(1)
7.2 Critical considerations
110(3)
7.2.1 Parts of a system
110(1)
Table 7.1 Balance types in game design
111(1)
7.2.2 Player and learner agency
112(1)
7.2.3 Playing to learn vs. learning to play
112(1)
7.2.4 Your reflections
113(1)
7.3 The future of digital game-mediated L2TL
113(3)
7.4 Game-mediated applications
116(3)
7.4.1 Game-enhanced summary activities
116(1)
Activity 7A A reflective portfolio
117(1)
Activity 7B A "game" plan
117(1)
7.4.2 A game-based L2TL environment: Presenting your design
118(1)
Activity 7C Game design proposal
118(1)
7.5 Suggested readings
119(4)
7.5.1 L2TL
119(2)
7.5.2 Digital gaming
121(2)
References 123(10)
List of Games 133(2)
Appendix 1 Glossary 135(8)
Appendix 2 Guide to Game Types and Genres 143(9)
Appendix 3 Digital Game Evaluation Guide for L2TL 152(3)
Index 155
Julie Sykes is currently Director of The Center for Applied Second Language Studies at University of Oregon. She received her Ph.D. from the University of Minnesota with a focus on applied linguistics and second language acquisition. Julie's research focuses on the use of digital technologies for language acquisition with a specific focus on inter-language pragmatic development and intercultural competence. She has taught courses on second language teaching and learning methodology and research, language learning and technology, Hispanic linguistics, and inter-language pragmatic development. In addition, she has supervised large language programs. Julie's experience includes the design, implementation, and evaluation of online immersive spaces and the creation of place-based, augmented reality mobile games to engage language learners in a variety of non-institutional contexts. She has published various articles on CALL-related topics, including synchronous computer-mediated communication and pragmatic development, gaming and CALL, and lexical acquisition in digitally mediated environments. Julie also holds a faculty appointment in the Department of Romance Languages at the University of Oregon.

Jonathon Reinhardt is an Assistant Professor of English Language/Linguistics at the University of Arizona, where he is Director of the MA in TESL program, affiliate faculty in the interdisciplinary PhD program in Second Language Acquisition and Teaching (SLAT), and co-director of the Games to Teach project at CERCLL with Julie Sykes. His research interests focus on socially-informed approaches to technology and L2 pedagogy, specifically digital gaming, digital L2 literacies, social networking and new media, and technology-mediated interaction. He has taught EFL in Austria and Japan, ESL in Chicago and Pennsylvania, and received his Ph.D. in 2007 from Penn State University. When not teaching, writing, or exploring new game-mediated worlds, he enjoys technology-free hikes in the Sonoran Desert.