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What's in a game? Identity negotiati...

Reed, Caleb.

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What's in a game? Identity negotiations and pedagogical implications of gameplay discourse.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What's in a game? Identity negotiations and pedagogical implications of gameplay discourse./
作者:	Reed, Caleb.
面頁冊數:	101 p.
附註:	Source: Masters Abstracts International, Volume: 53-06.
Contained By:	Masters Abstracts International53-06(E).
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1566554
ISBN:	9781321246223

What's in a game? Identity negotiations and pedagogical implications of gameplay discourse.
Reed, Caleb.

What's in a game? Identity negotiations and pedagogical implications of gameplay discourse. - 101 p.

Source: Masters Abstracts International, Volume: 53-06.

Thesis (M.A.)--University of Massachusetts Boston, 2014.

This item must not be sold to any third party vendors.

This exploratory qualitative study examines the language use of a group of adult English language learners as they learned and played the game Settlers of Catan in order to describe the affordances for language learning in the context of collaborative, entertainment-based gameplay in a second language. The study is discussed according to theoretical foundations in sociocultural theory and is situated within the context of existing work on gaming and its relationship to pedagogy, but expands on it by focusing its inquiry on a game not specifically designed for education, but popularly accepted as a "good game," as a potentially pedagogically rich context with classroom implications. The analysis demonstrates that learners made use of game-dependent language, dynamic teacher/learner roles, dynamic power relationships oriented toward fairness, cooperative social constructions, and multiple resources for attending to both form and meaning, in order to support the language learning process.

ISBN: 9781321246223Subjects--Topical Terms:

1018079
Language, Linguistics.

What's in a game? Identity negotiations and pedagogical implications of gameplay discourse.
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520 $a This exploratory qualitative study examines the language use of a group of adult English language learners as they learned and played the game Settlers of Catan in order to describe the affordances for language learning in the context of collaborative, entertainment-based gameplay in a second language. The study is discussed according to theoretical foundations in sociocultural theory and is situated within the context of existing work on gaming and its relationship to pedagogy, but expands on it by focusing its inquiry on a game not specifically designed for education, but popularly accepted as a "good game," as a potentially pedagogically rich context with classroom implications. The analysis demonstrates that learners made use of game-dependent language, dynamic teacher/learner roles, dynamic power relationships oriented toward fairness, cooperative social constructions, and multiple resources for attending to both form and meaning, in order to support the language learning process.
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