자료유형  

 학위논문

Control Number  

0017160967

International Standard Book Number  

9798383187241

Dewey Decimal Classification Number  

400

Main Entry-Personal Name  

Hubrich, Olesia.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Iowa., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

275 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

General Note  

Advisor: Schuh, Kathy L.

Dissertation Note  

Thesis (Ph.D.)--The University of Iowa, 2024.

Summary, Etc.  

요약The purpose of this qualitative exploratory case study was to explore how The Sims could be used to assist L1 English speakers in learning L2 Russian verbs of motion through completing in-game tasks in pairs while speaking Russian. English and Russian verbs of motion encode manner and path differently, and L2 Russian motion verbs use a variety of prefixes and prepositions which represent a challenge for L1 English speakers.The research questions were concerned with three main aspects: learners' perceptions and linguistic knowledge of L2 Russian verbs of motion, L1 speakers' engagement with one another with the aim to learn Russian verbs of motion, and The Sims as the mediator for learning of L2 Russian verbs of motion.Six participants completed a gaming background questionnaire and two pretests, after that they were divided into dyads and had five gaming sessions within two weeks. The game language setting was Russian, and the participants were playing, completing the prompt tasks and describing in Russian events on the screen and discussing grammar and vocabulary. After each session, each participant completed a written reflection activity. Two posttests and a semi-structured interview concluded the study.Both individual participants and dyads were units of analysis. The study was situated within the theoretical framework of CHAT (Cultural-Historical Activity Theory, Engestrom, 2005; Leont'ev, 1978). Participants started the activity of gameplay with their own unique perspectives, and during gaming sessions they either arrived at joint understanding of Russian motion verbs by creating a joint Object, or their individual perspectives remained unchanged (in non-collaborative dyads, Storch, 2002).The results showed that learners' perceptions and knowledge improved for the most part, with few exceptions based on individual differences (proficiency level, motivation, and goals of study). The analysis of patterns of dyadic interaction (Storch, 2002) revealed that certain types of engagement between participants deemed more beneficial for creating joint understanding (that leads to learning) than others (Engestrom, 2005). Therefore, collaborative and expert/novice pairings facilitate learning whereas the presence of a dominant partner in a pair inhibits learning. Finally, The Sims successfully mediated learning of L2 Russian verbs of motion (as well as vocabulary and other grammar) in a variety of ways and proved to be a viable resource for learning and teaching L2 Russian verbs of motion. 

Subject Added Entry-Topical Term  

Language.

Subject Added Entry-Topical Term  

Slavic studies.

Subject Added Entry-Topical Term  

Foreign language instruction.

Subject Added Entry-Topical Term  

Linguistics.

Index Term-Uncontrolled  

Activity Systems Analysis

Index Term-Uncontrolled  

DGBLLT

Index Term-Uncontrolled  

Dyadic interaction

Index Term-Uncontrolled  

Russian verbs of motion

Index Term-Uncontrolled  

Second language acquisition

Index Term-Uncontrolled  

The Sims

Added Entry-Corporate Name  

The University of Iowa Second Language Acquisition

Host Item Entry  

Dissertations Abstracts International. 86-01A.

Electronic Location and Access  

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Control Number  

joongbu:656181