Dynamic Teaching of Russian Games and Gamification of Learning
Copyright year 2023
Dynamic Teaching of Russian: Games and Gamification of Learning explores the theory and practice of gamification in language education, with a special focus on Russian, offering an in-depth theoretical account of the psychology of games and their practical application to language teaching.
This edited collection brings together diverse perspectives from an international pool of contributors. Topics covered include hands-on game-like activities, play, and games to enrich the Russian-language classroom that can be used with both adult and young Russian-language learners worldwide. The chapters use case studies to showcase innovative approaches that can be used in the language classroom to both motivate learners and improve the outcomes of teaching Russian.
This book will appeal to lecturers, tutors, teachers, and all other educators of Russian in subject areas of Russian studies, Slavonic studies, language learning, and foreign language acquisition.
Authors
Sandra Birzer, Otto-Friedrich-Universität Bamberg, Germany
Elena Bogomolova, Brooks International IB School, Saint Petersburg, Russia
Maria Bondarenko, University of Montreal, Canada; University of Heidelberg, Germany
Daria Dornicheva, Otto-Friedrich-Universität Bamberg, Germany
Maria Khotimsky, Massachusetts Institute of Technology, USA
Vita V. Kogan, University College London, UK
Daria Kotelnikova, Derzhavin Institute, Saint Petersburg, Russia
Anna Leontyeva, Higher School of Economics, Moscow, Russia
Svetlana V. Nuss, University of Alaska, USA
Dmitrii Pastushenkov, Harvard University, USA
Olesia Pavlenko, Kent State University, USA
Polina Peremitina, University of Illinois as Chicago, USA
Ekaterina Schnittke, Higher School of Economics, Moscow, Russia
E. Susanna Weygandt, Sewanee: The University of the South, USA
Table of Contents
Part I
Pedagogy of teaching language with games and gamification
Chapter One: Teaching language with games: research, practice, and cohesion of pedagogy.
Svetlana V. Nuss
ABSTRACT:
This chapter establishes the need for pedagogical cohesion in the integration of games into the instruction of Russian as a foreign language (RFL). The chapter offers an overview of meta-meta-research in general education that may help teachers shape their approaches to instruction. It offers a scale of reference and considers various influences of student achievement. The chapter points out the imbalance in the way research and teaching practice approach the integration of games in instruction with the dominance of the digital component in research to the detriment of analog games and the role of the teacher. It provides teachers with practical considerations of balancing research and practice when designing student experiences and implementing games in language teaching. The chapter discusses the volume’s contributions based on the context of instruction, the kind of games and gamified teaching they offer, the affordances of various games, and the student-centered nature of teaching language with games. In conclusion, it argues for the necessity of shifting the instruction of RFL to be more human-centered and empathy-driven.
Chapter Two: Gamification and game-based learning: an overview and application to language teaching
Vita V. Kogan
ABSTRACT:
This chapter provides an overview of the use of games in education, the theory behind it, and the current trends in application to second language (L2) learning. The chapter opens with a brief historical overview of gamification as a new pedagogical paradigm, the theoretical underpinnings of this trend, and the challenges that educators encounter when applying game principles and mechanics to teaching. The concepts of game and gamification are then defined, followed by the description of several foundational game mechanics (game elements that support player engagement). The second part of the chapter is dedicated to the application of games in second and foreign language teaching and learning. We discuss the existing gap between the theory and practice of game design with a few examples of how this gap has been successfully bridged by recent studies in L2 Russian. The chapter concludes with a discussion of specific benefits that the gamified L2 classroom presents and accentuate the relevance of this new approach to teaching L2 Russian.
Part II
Impact Speaking and beyond, up the teaching game
Chapter Three: Mingling games for beginner learners of L2 Russian
Daria Kotelnikova and Elena Bogomolova
ABSTRACT:
Students tend to evaluate their progress in language classes based on the development of their speaking skills; however, meaningful speaking activities and tasks are not always provided in the core curriculum. Our review of the studies on teaching modern languages shows that speaking accuracy and fluency can be facilitated by mingling games that involve peer–peer communication. Further analysis indicates that in teaching Russian as an additional language, the beneficial effects of games and cooperative learning on language acquisition have been documented. At the same time, there is still a lack of research on the impact of mingling games in Russian-language acquisition. In our practice of teaching Russian to non-native speakers, we used mingling games widely and not only received positive feedback from students but also noted significant advances in their language proficiency. The chapter offers a variety of ways mingling games could be used in teaching Russian to improve speaking skills at the beginner level and details specific high-, low-, and no-prep examples of mingling games for teaching L2 Russian.
Chapter Four: Trivia games for student-centered learning in the Russian language classroom
Maria Khotimsky
ABSTRACT:
The chapter outlines the approaches of using trivia games in Russian as a second/foreign language classes within broader benefits of game-based learning in foreign languages. Trivia games engage individual learners or teams in answering questions on a given topic and offer many opportunities for creating interactive, student-centered activities in both face-to-face and online teaching. Thanks to flexibility in defining the game topic, trivia games may be form- or content-focused and can be used at different levels of language proficiency. The competitive aspect of the game allows to turn review and practice into student-centered lessons that foster classroom community and create opportunities for spontaneous communication and meaning negotiation. The chapter offers a sample lesson for an intermediate-level classroom that can be used for a unit or semester review class. The chapter concludes with a critical analysis of digital tools for creation of custom-made trivia games and offers suggestions for adapting the trivia games for different proficiency levels, as well as for project-based activities.
Part III
Building language structures through games
Chapter Five: The use of authentic games in teaching L2 Russian grammar
Anna Leontyeva and Ekaterina Schnittke
ABSTRACT:
Authentic games – games that are played by people for entertainment outside the educational environment – are most often used in language teaching for developing vocabulary and speaking skills, but rarely for teaching grammar. In this chapter, we argue for the potential of authentic games to develop grammatical accuracy by offering opportunities for multiple repetitions of linguistic patterns. We review the literature on the history of using authentic games in the instruction of Russian as a foreign language (RFL) and then demonstrate how authentic games and their adaptations can be integrated into the curriculum of university courses for students with different levels of proficiency. We will share concrete examples of games that address some of the grammar points that are particularly challenging to L2 Russian learners: expressions of similarity (тоже [also], такой же, как [the same as], etc.), modal constructions with нужен [needed], instrumental constructions with and without the preposition c [with], the noun–adjective agreement and genitive plurals of nouns (кот-ов [cat-GEN.PL] vs. лошад-ей [horse-GEN.PL]). We propose three strategies for using and adapting authentic games for teaching purposes: (1) with no modifications, (2) modifying some of the game elements and facilitating additional output, and (3) modifying an authentic game based on popular game mechanics. The paper provides a practical guide to implementing the proposed games in teaching L2 Russian.
Chapter Six: Learning motion verbs through a board game: insights from a cognitive linguistics perspective
Maria Bondarenko
ABSTRACT:
Board games’ affordances for simulating reality in the form of repetitive actions in an inherently authentic game environment make them very attractive for second and foreign language (L2) education. Roll-and-move games, a type of board games in which the players roll a die and move a token along a path with a start and finish, simulate actions of motion and thus stimulate narrating motion events. This chapter conceptualizes how the affordances of games can be translated into an educational roll-and-move game Я гуляю по Mоскве [Walking the streets of Moscow] to support a context-oriented, item-based, and experience-driven approach to teaching basic Russian verbs of motion (RVoM) at low and intermediate proficiency levels. The chapter offers a brief overview of problems related to traditional teaching and learning of RVoM, introduces an alternative approach based on the strategies of semantic labeling and narrative-communicative frames, and offers the rationale for it, which is driven by cognitive linguistics. It also presents Я гуляю по Mоскве board game, along with teaching/learning scenarios enabled by it, and, finally, reflects on lessons learned from the implementation of this activity in L2 Russian classrooms.
Chapter Seven: Game-based learning in L2 Russian classrooms: interaction, multimodality, and practical suggestions
Olesia Pavlenko and Dmitrii Pastushenkov
ABSTRACT:
In this chapter, we discuss game-based learning (GBL) as a methodology for second language (L2) teaching and how teachers of L2 Russian can use these games in their classes. The chapter develops a discussion of theoretical considerations regarding GBL, including such fundamental concepts in second language acquisition (SLA) as interaction and multimodality. In addition to theory, we give specific examples of and talk about a variety of different games: from traditional games to next-generation “AAA games” 1 releases and online video games. We provide recommendations about how these games can be implemented in L2 Russian classes, talk about linguistic skills that GBL can help develop, and give examples of grammatical features that these games can focus on. Finally, we talk about some of the lesser-known features of the GBL platform Kahoot and provide links for the Kahoot mini-course that we developed for teachers of L2 Russian.
Part IV
Winning creative language at creative play
Chapter Eight: Ludic acts of language acquisition: role, dialog, and stage for L2 Russian oral proficiency
E. Susanna Weygandt
ABSTRACT:
Communicative methods of second language pedagogy stress the importance of interactive dialogue in language learning. Drama is built out of dialogue. This chapter focuses on experiential/experimental approaches to language pedagogy that build speaking, reading, and grammar lessons out of dialogue of plays published in Russian and culminate in dramatic performances. The lessons detailed in this chapter grew out of my experience of guiding student groups during four performances. They were played by students of Russian in the liberal arts setting and summer intensive language studies university setting in the United States. When dramatic text is incorporated into language class, the process can be just as important as the result, so I give specific advice on working with multilevel cohorts of students, on connecting grammar instruction to the rehearsals, as well as on improving pronunciation and confidence in speaking Russian. These theater-inspired sessions can be conducted in between textbook units or as supplementary instruction. As a direct result of a theatrical performance, students demonstrated more resourcefulness with vocabulary and more control of various grammatical constructions. The most significant improvement was in pronunciation, in speaking with more ease and confidence, with frequently correct emphasis on stressed syllables in words, and with a wider range of vocabulary use.
Chapter Nine: “I like brown, eyes, potatoes”: gamification poetry for beginners
Polina Peremitina
ABSTRACT:
This chapter discusses existing scholarship on utilizing creative writing tasks and activities in a foreign language curriculum. Research shows that such practices engage and motivate students, improve writing and communication skills, and encourage learner autonomy and creativity. As instructors strive to create a student-centered learning experience, poetry writing offers a way to expand traditional classroom practices. In this light, I describe a creative writing exercise in the form of a poetry game conducted with a paper-cut poetry kit, with words and expressions taken from a vocabulary list for a unit in the textbook. Initially created for a vocabulary review, the game can be adapted for various classroom needs, including language assessment.
Chapter Ten: Playing at conversation: chatbots in Russian language teaching
Daria Dornicheva and Sandra Birzer
ABSTRACT:
Total digitalization has become an everyday occurrence and is changing language teaching and learning. The models of language teaching and learning are constantly being reshaped accordingly. When new tools and formats are introduced, it is important that they are in harmony with the Internet, its logic, and the digital culture that is developing from it. This chapter discusses the use of chatbots for L2 Russian conversational practice. At present, teaching tools in the chatbot format form an emerging field for the teaching of Russian as a foreign language (RFL). In the first section of this chapter, we report on the use of four different types of chatbots: general and social chatbots capable to converse on any topic, specialized chatbots used mainly for different types of (customer) service, and educational chatbots designed for teaching English as a second language and discuss the transferability of the underlying didactic ideas to teaching RFL. In the second part, we introduce the Russian general chatbot roBot, some specialized chatbots (among others, for booking different services and for planning trips), game-bots, and humbots (providing psychological assistance) and suggest possible applications of these tools for training L2 Russian conversational skills. Finally, we propose criteria for developing Russian educational chatbots and formulate further research questions regarding the use of chatbots in teaching Russian.
Part V
Are the games worth the candle?
Chapter Eleven: Playing while learning: are the games worth the candle? Reflections on practice and future directions
Vita V. Kogan and Svetlana V. Nuss
ABSTRACT:
The chapter analyzes the themes and challenges of teaching with games that were discussed in the volume’s chapters. The authors see game-based teaching of Russian as a student-centered practice and provide advice on how to integrate games into instruction, specifically addressing the diversity of cultural backgrounds, the need for time in game design, and the difficulties in evaluating game effectiveness, among others. Connections between real-world tasks and games are explored in relation to needs assessment and transfer of learning. The chapter offers a table with an actionable framework for integrating games into the instruction flow and detailed advice on how to ensure the transferability of learning. We further discuss the role of a teacher in game-based language learning and pedagogy of game integration, focusing on methodology, materials, and mediation. The chapter concludes with a call to the field of teaching RFL to explore teaching with games as a way to offer our learners a world of positive emotions, curiosity, and adventure, reshaping the current discourse about the Russian language from a “hard” language to study into “fun” instead. The chapter positions the volume as a multifaceted reflection on post-pandemic teaching and the shifting pedagogical paradigm from cognitive to affective factors in language education and beyond. Game-based teaching accommodates this changing mindset particularly well by bringing a powerful potential to transform one’s emotive state, boost motivation, and engage, in addition to providing educational value.
Editors
Svetlana V. Nuss is an editor and teacher educator affiliated with the University of Alaska and Grand Canyon University, USA..S.A.
Vita K. Kogan is an assistant professor in Russian at University College London, UK.