Forms of participation and semiotic mediation in board games for second language learning

Forms of participation and semiotic mediation in board games for second language learning

• Luk, Jasmine C. M. Faculty of Education, University of Hong Kong

Pedagogies: An International Journal, 8(4), 352-368, 2013

Routledge

2013

• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

• Hong Kong
• Kuala Lumpur
• Singapore

• 1997.7 onwards

• 小學教育

This article discusses a study on how language use and language development can be promoted through engaging students in different participation roles in board games. Theoretically, the study is grounded in sociocultural perspectives of activity theory and the role of play as a form of human motivation. A group of Grade 4 primary students learning English as a second language in Hong Kong participated in the games, with alternating roles as players and facilitators. Students' discursive and embodied participation in the games was analysed to reveal how changing participation roles constitute a form of social-relational mediation that motivates students' deployment of different interaction practices and multimodal semiotic resources to achieve context-sensitive, object-related and goal-directed actions in collaborative group activities. The data also show students' agency and self-regulation when they enacted the same participation role with different subject positions and semiotic resources. This article concludes by calling for more attention to how engaged participation resulting in situated purposeful language use can be promoted through different forms of participation in social activities such as board games.
[Copyright of Pedagogies: An International Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1554480X.2013.829279]

• 英文

期刊論文

• 1554480X

• 10.1080/1554480X.2013.829279

https://bibliography.lib.eduhk.hk/tc/bibs/a1e9a0cc

2014-10-28