Abstract
One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 9-28 |
| Number of pages | 20 |
| Journal | Journal of Gaming and Virtual Worlds |
| Volume | 11 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 1 2019 |
Keywords
- Discourse analysis
- Gaming
- German
- Multiliteracies
- Second language learning
- Second language teaching
ASJC Scopus subject areas
- Human-Computer Interaction
- Computer Science Applications
- Computer Graphics and Computer-Aided Design