The aim of this study is to present the advantages and issues of acquiring English as a second language from video games. In the theoretical part, the motivational factors are discussed and the related Applied Linguistic concepts are connected with the two main platforms of gaming.
In order to find out how the learning process works, I conducted an interview study with three players who were willing to share their experiences. The aim of the second part was to explore the learning processes of the three players in order to discover how playing video games can enhance learning English as a second language.
Note: Although the paper attempts to indtroduce the concept of video games, the reader is assumed to have a basic knowledge about the concept of a video game.
Table of Contents
A Brief Introduction to the History of Video Games
Chapter 1: The Connection Between Second Language Acquisition and Video Games
1.1 Motivation and Language in Games
1.1.1 Game Theory
1.1.2 What is a Video Game?
1.1.3 Motivation as a Bridge
1.2 Second Language Acquisition in Games
1.3 Learning and Language Skills in a Singleplayer Context
1.4. Learning and Language Skills in a Multiplayer Context
Chapter 2: Individual Experiences
2.1. Research Question
2.2. Research Method
2.3. Introducing the Players
2.4. Findings and Results
Conclusion
References
Appendices
Research Objective and Core Themes
The primary aim of this study is to investigate the relationship between video gaming and second language acquisition, specifically focusing on how gaming can serve as an informal, extramural environment for language learning. The research seeks to explore the motivational factors driving players and the extent to which gameplay facilitates the acquisition of English skills, while also examining the pedagogical implications of integrating video games into formal language education.
- Motivational factors in gaming and their role as a bridge for language learning.
- Distinctions between singleplayer and multiplayer contexts regarding language skill acquisition.
- Qualitative analysis of individual player experiences and language usage.
- Potential challenges, such as exposure to "bad language" and the need for linguistic context.
- Feasibility and constraints of incorporating commercial video games into classroom curricula.
Excerpt from the Book
1.1.3 Motivation as a bridge
Motivation is one of the key elements in language learning. A very simple definition of what motivation is has been given by Deci and Ryan (2000), they claimed that “to be motivated means to be moved to do something”, this implies that “the lack of impetus or inspiration to act is characterized as unmotivated” ( Deci & Ryan, 2000, p. 54). However, it is crucial to point out that a distinction has to be made between motivation and L2 motivation, as suggested by Dörnyei. “The motivational basis of language attainment is not directly comparable to that of the mastery of other subject matters” (Dörnyei, 1998, p.118).
He argues that L2 is not only a communication code, but a representative of the L2 culture (Dörnyei & Cohen, 2002, p. 172). More importantly, “it involves the development of L2 identity” (Dörnyei, 1998, p. 118). Here I am concerned with L2 motivation and the motivation provided by the game itself. From the language learning perspective of motivation, it “provides the primary impetus to initiate learning the L2” (Dörnyei, 1998, p. 117). At this point the question arises that how can a game motivate someone to learn a second language? The game involves a different motivation as it sets a goal for a player. (See sections 1.1.1 and 1.1.2). If the design, the gameplay mechanics, or the story is pleasant, then the player will be motivated to reach the goal. As a result of this the player will develop an intrinsic motivation towards the game. “Intrinsic motivation is defined as the doing of an activity for its inherent satisfactions rather than for some separable consequence” (Deci & Ryan, 2000, p. 56).
Summary of Chapters
A Brief Introduction to the History of Video Games: This chapter provides an overview of the development of the gaming industry from the 1970s to modern times and highlights the potential for video games to act as a catalyst for language learning.
Chapter 1: The Connection Between Second Language Acquisition and Video Games: This section explores theoretical frameworks, including game theory and motivation, and discusses how different gaming platforms (singleplayer vs. multiplayer) influence language acquisition.
Chapter 2: Individual Experiences: This chapter presents the qualitative research findings through interviews with three players of varying gaming habits to understand their personal experiences with learning English through games.
Conclusion: This final section synthesizes the theoretical findings and interview insights, confirming that video games can effectively enhance second language acquisition through informal engagement, though integration into formal education remains complex.
Keywords
Second Language Acquisition, Video Games, Motivation, Informal Learning, Gameplay, Singleplayer, Multiplayer, Language Skills, Qualitative Research, Learner Autonomy, Pragmatic Appropriateness, Vocabulary Acquisition, Ingame Language, Educational Games, Gamification
Frequently Asked Questions
What is the core focus of this research paper?
The research examines the relationship between video gaming and the acquisition of English as a second language, focusing on how games serve as a platform for informal language learning.
What are the primary thematic areas explored?
Key areas include the role of motivation in gaming, differences between singleplayer and multiplayer language acquisition, the impact of game-based feedback, and the potential challenges of learning non-standard language.
What is the main research question of this study?
The central question is: "How can video gaming enhance second language learning?"
Which scientific methods were utilized in this study?
The author employed qualitative research, specifically conducting semi-structured, open-ended interviews with three different types of gamers to gain insight into their subjective experiences.
What does the main body of the work cover?
The main body bridges theory and practice, first discussing academic concepts of motivation and language acquisition, and then analyzing the personal experiences of interviewees regarding game language, jargon, and classroom application.
Which keywords best describe this study?
Key terms include Second Language Acquisition, Informal Learning, Motivation, Learner Autonomy, and Ingame Language.
How do multiplayer and singleplayer games differ in terms of language acquisition?
Singleplayer games are found to be useful for vocabulary acquisition, whereas multiplayer games encourage the development of pragmatic contexts and communicative appropriateness due to real-time interaction.
What are the identified risks of learning language through video games?
The study identifies the potential for acquiring "bad grammar" (false syntax or pronunciation) and exposure to inappropriate language or swearing in certain gaming genres.
- Quote paper
- Mátyás Blénessy (Author), 2016, How Can Video Games Enhance Learning English as a Second Language?, Munich, GRIN Verlag, https://www.grin.com/document/339621
