12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction
-
Stephanie W.P. Knight
Abstract
To readily access the multitude of opportunities that exist for communication, L2 learners must be able to apply their knowledge and skills across communicative contexts. Various constructivist pedagogical approaches, including concept-based pragmatics instruction (CBPI), are designed to encourage this ability within learners; these approaches situate learning in universal paradigms that promote learner authentication of classroom experiences and the realization, adaptation, and application of their knowledge and skill sets to match the diverse situations they encounter. Research that highlights the unique affordances of digital games to promote interlanguage pragmatic teaching and learning complements CBPI research by promoting learner engagement in concert with intentional language use and analysis. In this chapter, this mutuality is explored via the proposal of a classroom intervention that utilizes game-enhanced learning to fuel CBPI.
Abstract
To readily access the multitude of opportunities that exist for communication, L2 learners must be able to apply their knowledge and skills across communicative contexts. Various constructivist pedagogical approaches, including concept-based pragmatics instruction (CBPI), are designed to encourage this ability within learners; these approaches situate learning in universal paradigms that promote learner authentication of classroom experiences and the realization, adaptation, and application of their knowledge and skill sets to match the diverse situations they encounter. Research that highlights the unique affordances of digital games to promote interlanguage pragmatic teaching and learning complements CBPI research by promoting learner engagement in concert with intentional language use and analysis. In this chapter, this mutuality is explored via the proposal of a classroom intervention that utilizes game-enhanced learning to fuel CBPI.
Kapitel in diesem Buch
- Frontmatter I
- Preface V
- Acknowledgements XI
- Contents XIII
- List of contributors XVII
- Introduction 1
-
Part I: Learning and teaching speech acts
- 1 Pragmatic competence and speech-act research in second language pragmatics 11
- 2 Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text 27
- 3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction 58
- 4 Effectiveness of a post-study abroad pedagogical intervention in learning compliments and compliment responses in L2 Spanish 81
- 5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain 103
-
Part II: Assessing pragmatic competence
- 6 Assessing L2 pragmatic competence 131
- 7 Testing of L2 pragmatics: The challenge of implicit knowledge 142
- 8 The DCT as a data collection method for L2 humor production 156
- 9 Strategic competence and pragmatic proficiency in L2 role plays 179
-
Part III: Analyzing discourses in L2 digital contexts
- 10 Researching digital discourse in second language pragmatics 197
- 11 Pragmalinguistic variation in L2 Spanish e-mail requests: Learner strategies and instructor perceptions 208
- 12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction 236
-
Part IV: Current issues in L2 pragmatics
- 13 Explicit knowledge in L2 pragmatics? 255
- 14 Studying speech acts: An expanded scope and refined methodologies 270
- 15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics 286
- 16 From a native-nonnative speaker dichotomy to a translingual framework 300
- 17 An introduction to discourse markers 314
- Epilogue: A personal tribute to Andrew Cohen 336
- Index 339
Kapitel in diesem Buch
- Frontmatter I
- Preface V
- Acknowledgements XI
- Contents XIII
- List of contributors XVII
- Introduction 1
-
Part I: Learning and teaching speech acts
- 1 Pragmatic competence and speech-act research in second language pragmatics 11
- 2 Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text 27
- 3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction 58
- 4 Effectiveness of a post-study abroad pedagogical intervention in learning compliments and compliment responses in L2 Spanish 81
- 5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain 103
-
Part II: Assessing pragmatic competence
- 6 Assessing L2 pragmatic competence 131
- 7 Testing of L2 pragmatics: The challenge of implicit knowledge 142
- 8 The DCT as a data collection method for L2 humor production 156
- 9 Strategic competence and pragmatic proficiency in L2 role plays 179
-
Part III: Analyzing discourses in L2 digital contexts
- 10 Researching digital discourse in second language pragmatics 197
- 11 Pragmalinguistic variation in L2 Spanish e-mail requests: Learner strategies and instructor perceptions 208
- 12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction 236
-
Part IV: Current issues in L2 pragmatics
- 13 Explicit knowledge in L2 pragmatics? 255
- 14 Studying speech acts: An expanded scope and refined methodologies 270
- 15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics 286
- 16 From a native-nonnative speaker dichotomy to a translingual framework 300
- 17 An introduction to discourse markers 314
- Epilogue: A personal tribute to Andrew Cohen 336
- Index 339
