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Fostering Foreign Language Learning Through Game Design, Brooke Elyse Tybush
Fostering Foreign Language Learning Through Game Design, Brooke Elyse Tybush
Masters Theses
This paper explores the effect of game design on foreign language acquisition through a French language game design project. The approach to language learning that this project explored touched on various L2 theories including the CLT approach, the multilingual approach, and the multiliteracies approach. The design aspect of the project served to create an interest-driven learning environment in which students could combine their academic and professional interests with language. This combination led to the development of a French language-learning game titled Bonne Chance, which is now a working product played by students at the University of Tennessee. The purpose …
Fostering Foreign Language Learning Through Game Play, Rachel Marie Floyd
Fostering Foreign Language Learning Through Game Play, Rachel Marie Floyd
Masters Theses
The purpose of this study is to investigate the effectiveness of pedagogical video games in positively affecting students’ knowledge of a foreign language and culture as well as their students’ perspectives on the learning process in such a learning-throughgaming environment. The theories that support such an endeavor are explored. This study looked at the process of making a French pedagogical video game that focuses on presenting French culture, history, language as well as fostering lexico-grammatical, interpersonal communication, and interpretational skills. It focuses specifically on learning through gameplay and provides evidence on the positive effect of the game on elementary level …
Acculturation And Identity Development Of Deaf Ethnic Minorities, Glennise Candice Schlinger
Acculturation And Identity Development Of Deaf Ethnic Minorities, Glennise Candice Schlinger
Masters Theses
This study examined whether experiences in the family and the education systems could influence Deaf ethnic identity development. Data were collected via administration of the Deaf Acculturation Scale (DAS). Participants’ responses were assessed as outlined by the developers of the DAS (Maxwell-McCaw & Zea, 2011). Results suggested that parents’ attitude towards their child’s deafness may affect the deaf individual’s identity development. Semi-structured interviews were also conducted with four deaf ethnic minority participants: One Venezuelan American and three African American. Two hearing parents (both mothers) also participated in the interview: one Venezuelan American and one African American. Thematic analysis was used …