Caroline Chioquetta Lorenset, Docente no Instituto Federal de Santa Catarina (IFSC), em Inglês: Estudos Linguísticos (PPGI/UFSC)
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Several studies (Prensky, 2001; Gee, 2005; Squire, 2006; Sahrir & Alias, 2011; Sykes, 2013; Chik, 2014) in teaching and language learning indicate that digital games may help many English as a foreign language learners in an array of manners: developing cognitive processes, assisting vocabulary acquisition, enhancing socialization and communication opportunities, learner autonomy and interaction between native and non-native English speakers, and also promoting autonomy and social development as a whole. Digital games, in addition, can provide very effective strategies to assist vocabulary learning, such as the use of repetition, context-situated learning, and images and sounds, encouraging players to continue playing for missions in a motivated pace (deHann, 2010; Vahdat & Behbahani, 2013; Yudintseva, 2015; Yilmaz, 2015).
The main objective of this presentation is to discuss theoretical reflection and to present studies about digital games as a resource for learning and teaching vocabulary of English as a foreign language. This study is part of a PhD research in progress (at Universidade Federal de Santa Catarina, Florianópolis, Brazil) about how digital games can assist vocabulary acquisition for learners of English as a foreign language.
Caroline Chioquetta Lorenset
Docente no Instituto Federal de Santa Catarina (IFSC), em Inglês: Estudos Linguísticos (PPGI/UFSC)