Dissertation
L2 learning through gaming: a case of Russian verbs of motion
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2024
DOI: 10.25820/etd.007404
Abstract
The 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.
Details
- Title: Subtitle
- L2 learning through gaming: a case of Russian verbs of motion
- Creators
- Olesia Hubrich
- Contributors
- Kathy L Schuh (Advisor)Margaret Mills (Committee Member)Chuanren Ke (Committee Member)Pamela Wesely (Committee Member)Elena Gavruseva (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Second Language Acquisition
- Date degree season
- Spring 2024
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.007404
- Number of pages
- xiii, 260 pages
- Copyright
- Copyright 2024 Olesia Hubrich
- Language
- English
- Date submitted
- 04/15/2024
- Description illustrations
- illustrations, tables
- Description bibliographic
- Includes bibliographical references (pages 193-220).
- Public Abstract (ETD)
- This dissertation project was a qualitative exploratory case study of how English speaking college students and adult learners learned Russian as a foreign (second) language. The focus of the dissertation was to explore the usage of a simulation The Sims as a substitute of real life hands-on practice in language learning, to help learn a notoriously challenging grammatical concept of Russian verbs of motion. Although both Russian and English have verbs of motion, manner (how the motion is done) and path (the direction of motion) are encoded differently. For this reason, L1 English speakers struggle with learning L2 Russian verbs of motion, and the variety of prefixes and prepositions used with those verbs. Both individual learners and a pair of learners were units of analysis. Six students divided into pairs played the game (language setting switched to Russian) while completing simple tasks and speaking in Russian about what was happening on the screen. After each gaming session, each student completed a written reflection activity. The theoretical framework of CHAT (Cultural-Historical Activity Theory, Engestrom, 2005; Leont’ev, 1978) accounted for the joint understanding of the concept of Russian motion verbs by a pair of learners, who started the activity of gameplay with their own unique perspectives on motion verbs and changed or did not change their understanding based on the type of pattern of interaction they experienced within their dyad (Storch, 2002). The data analysis showed that The Sims could be a viable resource for both instructors and students in teaching and learning Russian verbs of motion.
- Academic Unit
- World Languages, Literatures and Cultures
- Record Identifier
- 9984647257102771
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