Using Learner Corpora in Serious Game Design for English Phonology and Pronunciation Teaching
Game-based learning reflects a pedagogical shift in learning and teaching practices, moving from the traditional transmissive model towards a learner-centered approach (Reinhardt and Thorne 2020). The use of serious games promotes engagement, goal orientation, and metacognition. They allow learners...
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| 出版年: | URI:https://journals.openedition.org/ranam, |
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| 主要な著者: | , |
| フォーマット: | Article ou chapitre numérique |
| 言語: | Anglais |
| 出版事項: |
Recherches anglaises et nord-américaines
2024
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| 主題: | |
| オンライン･アクセス: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| 要約: | Game-based learning reflects a pedagogical shift in learning and teaching practices, moving from the traditional transmissive model towards a learner-centered approach (Reinhardt and Thorne 2020). The use of serious games promotes engagement, goal orientation, and metacognition. They allow learners greater autonomy and spatial mobility when learning a second language (Reinhardt et al, 2020; Gee 2003; Bogost 2007). This study investigates the concept of “serious games” and illustrates the design process of a digital game for L2 phonology geared towards undergraduates in English at the University of Paris. When it comes to learning the pronunciation of English, phonemic transcription is one accessible and quantifiable form of its acquisition so that it is necessary to analyze the form it takes (De Cock Tyne 2014). In this regard, the constitution of a corpus of phonemic transcriptions carried out by students allowed us to explore specific aspects of the process of learning the International Phonetic Alphabet (IPA). The results of our analyses provide a review of learners’ most recurring transcription mistakes and accordingly helped us define their specific needs when learning English phonetics and phonology. Our analyses show, notably, that the majority of errors relate to the transcription of the reduced vowel schwa /ə/. This study considers the extent to which serious games have an impact on student engagement and efficiency in the acquisition of L2 phonology. More broadly in the field of second language acquisition, the overarching purpose of this study is to offer new perspectives in teaching L2 phonology inside and outside the classroom. |
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