The use of massively multiplayer online role-playing games in CALL: an analysis of research
The use of massively multiplayer online role-playing games in CALL: an analysis of research
复制标题
大型多人在线角色扮演游戏在 CALL 中的使用：研究分析
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
M. Peterson
中科院分区：
文献类型：
--
作者：
M. Peterson
当代CALL研究反映了人们对数字游戏的新兴趣。这一现象的一个方面，即大型多人在线角色扮演游戏（MMORPG）的使用，已显着扩大，突出了审查的必要性。本文分析了10个以学习者为基础的研究结果，这些研究借鉴了认知和社会文化理论对二语习得的描述。分析表明，从社会文化的角度进行的研究提供了证据的结构确定为发挥核心作用的二语习得。分析表明，玩MMORPG游戏能激发目标语对话，包括协作、协助和共建。数据显示，MMORPG为近端开发区的运营提供了有利条件。研究结果表明，这种类型的游戏提供了进入游戏内和校外实践社区，促进语言社会化。从认知角度进行的研究表明，参与基于MMORPG的游戏有助于目标语言的产生。然而，这项工作并没有提供确凿的证据表明，游戏发挥elevent-forms的互动，如谈判，这是假设在学习中发挥核心作用的认知帐户的二语习得。从这两个角度进行的研究提请注意积极的学习者态度表明高水平的动机。分析表明，虽然研究受到限制，但它们产生了令人鼓舞的结果。这表明，在这一领域进一步的理论导向的工作是合理的，因为它提供了一个重大贡献的研究基础的前景。随着工作的继续，在实践，理论和未来的研究确定的潜在利益领域。
ABSTRACT Contemporary CALL research reflects renewed interest in digital games. One aspect of this phenomenon namely, use of massively multiplayer online role-playing games (MMORPGs), has expanded significantly, highlighting the need for a review. This paper analyzes findings from 10 learner-based studies that draw on accounts of SLA informed by cognitive and sociocultural theories. Analysis reveals that research conducted from the sociocultural perspective provides evidence of constructs identified as playing a central role in SLA. Analysis indicates that playing MMORPGs elicits target language dialogue involving collaboration, assistance and co-construction. Data show that MMORPGs provide access to conditions conducive to the operation of zones of proximal development. Findings show that this type of game provides access to both in-game and extramural communities of practice that facilitate language socialization. Research undertaken from a cognitive perspective shows that participation in MMORPG-based gaming facilitates production of the target language. However, this work does not provide conclusive evidence that game play elicits forms of interaction such as negotiation, that are hypothesized as playing a central role in learning in the cognitive account of SLA. Studies conducted from both perspectives draw attention to positive learner attitudes indicating high levels of motivation. The analysis reveals that although studies are subject to limitations, they have produced promising results. This suggests that further theory-led work in this area is justified, as it offers the prospect of making a significant contribution to the research base. As work continues, areas of potential interest in praxis, theory and future research are identified.