Author(s): Steven L. Thorne
Year of publication: 2008
Keywords: Second language acquisition (L2), Intercultural communication, Online gaming, Educational technology
Methodology/Sample: Case study/_
Reference: Thorne, S. L. (2008). Transcultural communication in open Internet environments and massively multiplayer online games. In S.M. Pierce (Eds.), Mediating discourse online (pp.305-327). John Benjamins. https://www.jbe-platform.com/content/books/9789027291172-aals.3.17tho
Abstract
This chapter examines online gaming and open Internet environments as informal settings for second language (L2) use and development. The text begins by contextualizing communication technologies use within broader demographic, historical, and sociological frameworks. This discussion suggests the existence of a deeply problematic school-world divide between the goals and processes of conventional institutionalized schooling on the one hand and students’ increasingly mediated interpersonal, recreational, and professional lives on the other. Two categories of online interaction are then explored: (a) various cases of Internet-mediated intercultural communication that largely, or fully, occurred outside of instructed L2 classroom settings, and (b) a case study of multilingual transcultural communicative activity occurring in the massively multiplayer online game, World of Warcraft. The case studies suggest that these contexts are sites of frequent and highly meaningful communicative activity for participants. In conclusion, an argument is made for continued exploration of new media genres of language use and their selective inclusion into instructed L2 pedagogy, processes, and curricula.
> Summary
- The paper explores the implications of Internet-mediated communication for learning additional languages (L2s) in various contexts.
- It discusses the role of massively multiplayer online games (MMOGs) in language learning and social interaction.
- The author emphasizes the need for informed decisions in using Internet mediation for language education.
- The study highlights the potential of non-institutional environments for language development through engagement and social action.
- It presents case studies illustrating how informal interactions can enhance language competence.
> Problem statement
- The paper discusses the challenges of language learning in non-institutional settings, emphasizing the need for interpersonal mediation for effective communication.
- It highlights the limitations of traditional grammar resources in facilitating language acquisition, particularly for students like Kirsten.
- The study examines the role of digital communication tools in fostering self-regulation and confidence in language use.
- It addresses the necessity of engaging in non-educational online communities to enhance language learning experiences.
> Methods used
- The paper employs a case study approach to explore intercultural communication in online gaming environments.
- It analyzes student interactions through email and instant messaging transcripts.
- The research discusses the implications of Internet-mediated activities for language learning.
- It examines the role of massively multiplayer online games (MMOGs) in language acquisition.
- The study incorporates theoretical frameworks such as Vygotskian principles and flow theory.
> Practical implications
- The paper suggests that Internet-mediated environments can enhance language learning opportunities through informal interactions.
- It emphasizes the need for educators to create frameworks that support constructive Internet-mediated discourse.
- Participation in online communities can facilitate language use and development, aligning with L2 educational goals.
- The findings indicate that gaming environments may become essential for language learning, driven by students’ interests.
- The study highlights the importance of self-regulation and peer interaction in language acquisition through digital means.
Comments are closed, but trackbacks and pingbacks are open.