Hybrid Design and Flipping the Classroom in Content-Oriented Foreign Language Courses Developing Intensive Italian for Gamers

IF 0.1 0 ARCHAEOLOGY
S. Bregni
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引用次数: 0

Abstract

In recent years, scholars have increasingly indicated content-based language teaching (CBLT) as a potential successful response to the increasing challenges faced by language departments in higher education. This article is a case study on the advantages of using a hybrid format in a content-based intensive foreign language video game-based (VGBL) course. For decades now, video games have been a pervasive part of our culture. My experiments in introducing video games as a learning device in the F/L2 language classroom have led me to explore the option of teaching a gaming-based language course. I further developed language acquisition strategies using video games and related media. In spring 2017, I used the SLU state-of-the-art learning studio to teach Intensive Italian for Gamers, which combines “traditional” intensive language instruction with gaming-based interaction. Within the pedagogical premise that language acquisition is a process that involves, and benefits from, daily interactions in the language in and outside the classroom, the course targeted the specific segment of the student population that self-identifies as gamers. A specific content-oriented intensive foreign language course of this kind would not have been possible without a hybrid course design format. Flipping the classroom allowed learners to spend more time in contact with the target-language and focus their attention on exploring the spoken language through the digital gaming realia and communicating with one another in the target language on the specific course topic: video games. Flipping the classroom also encouraged students to explore more of the language independently. In an online survey conducted approximately six months after completing the course (response rate was 83.3%), all of the respondents reported that they autonomously continued to play games in the target language in their own spare time, and most of them did so often”. Pilot data show that students attained the desired level, continued learning on their own, and less stress was involved than in a traditional course. My course could serve as a model for a mixed/blended learning format that could be applied to other languages and even other fields. After all, video games lend themselves to some interesting potential multidisciplinary developments in, among other subjects, History, Art and Architecture.
以内容为导向的外语课程中的混合设计与翻转课堂:为游戏玩家开发强化意大利语
近年来,学者们越来越多地指出,基于内容的语言教学(CBLT)是一种潜在的成功应对高等教育语言部门面临的日益严峻的挑战的方法。本文是一个案例研究,在基于内容的强化外语视频游戏(VGBL)课程中使用混合格式的优势。几十年来,电子游戏已经成为我们文化中无处不在的一部分。我在F/L2语言课堂中引入电子游戏作为学习工具的实验,使我探索了教授一门基于游戏的语言课程的选择。我进一步发展了使用电子游戏和相关媒体的语言习得策略。2017年春季,我使用SLU最先进的学习工作室教授游戏玩家意大利语强化课程,将“传统”强化语言教学与基于游戏的互动相结合。在语言习得的教学前提下,语言习得是一个涉及并受益于课堂内外的日常语言互动的过程,该课程针对的是自认为是游戏玩家的特定学生群体。如果没有混合的课程设计格式,这种特定的以内容为导向的强化外语课程是不可能的。翻转课堂可以让学习者花更多的时间与目标语言接触,将注意力集中在通过数字游戏现实探索口语上,并就特定的课程主题——电子游戏——用目标语言相互交流。翻转教室也鼓励学生独立探索更多的语言。在完成课程大约6个月后进行的在线调查中(回复率为83.3%),所有受访者都表示他们会在业余时间自主地继续玩目标语言的游戏,而且大多数人都经常这么做。”试点数据显示,学生们达到了期望的水平,继续自主学习,而且比传统课程所涉及的压力更小。我的课程可以作为混合/混合学习模式的典范,可以应用于其他语言甚至其他领域。毕竟,在历史、艺术和建筑等学科中,电子游戏提供了一些有趣的潜在多学科发展机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
0.70
自引率
66.70%
发文量
8
审稿时长
5 weeks
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