THE EFFECTIVENESS OF MODERN BOARD GAMES IN TEACHING GREEK AS L2 TO ADULT LEARNERS

Auteurs-es

  • Marina Mattheoudakis Applied Linguistics, School of English, Aristotle University of Thessaloniki, Greece
  • Niki Panteliou Applied Linguistics, School of English, Aristotle University of Thessaloniki, Greece

DOI :

https://doi.org/10.46827/ejfl.v6i3.4424

Mots-clés :

foreign language teaching, board games, Greek as L2, adult learners

Résumé

The important role of communicative competence in foreign language learning highlighted the need for the use of task-based or content-oriented activities within the foreign language instructional context. Several studies have recently focused on such activities and, in particular, on the use of games (Peters, 2015; Petrovic, 2007; Yaccob & Yunus, 2019); their findings have attracted researchers’ interest as they underlined the positive effects, they seem to have on the development of language proficiency (Bush, 2015; Lan, Van & Huyen, 2019; Nguyen & Nga, 2003). Some of these studies have examined the effect of games on learners’ language development, competency and motivation in learning an L2 (Marzano, 2010; Stavy, Subon & Unin, 2019; Tuan, 2012), while others have focused on students’ and teachers’ attitudes towards their use in language classrooms (Hamzah & Dourado, 2010; Lawrence & Lawrence, 2013; Reyes-Chua & Lidawan, 2019). However, what has not been adequately researched is the impact of board games on adult students and their systematic integration and use within the language curricula (Phuong & Nguyen, 2017). In this study, we aim to present two different types of modern board games which have been adjusted for the teaching of Greek as a foreign language at B1 level (according to CEFR). The games were used to practice vocabulary and grammar as well as promote interpersonal communication according to the syllabus of the School of Modern Greek (2010). The study will compare the use of board games with conventional activities and tasks so as to assess their effectiveness as a tool in the adult foreign language classroom.

 

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Biographies de l'auteur-e

  • Marina Mattheoudakis, Applied Linguistics, School of English, Aristotle University of Thessaloniki, Greece

    Marina Mattheoudakis (marmat@enl.auth.gr) is a Professor in Applied Linguistics, School of English, Aristotle University of Thessaloniki. Between 2015 and 2017 she was the Director of the School of Modern Greek and of the Language Centre and in 2017 she founded the Lab for the Learning, Teaching and Assessment of foreign languages in the School of English, AUTh. Her research interests lie in the fields of instructed second language acquisition, bilingual education and language corpora. Between 2017 and 2020 she worked in Delaware, USA where she designed and implemented an innovative dual language immersion program (English and Greek). For this program, in 2018 she was nominated for the Innovation Awards by the Department of Education in Delaware.

  • Niki Panteliou, Applied Linguistics, School of English, Aristotle University of Thessaloniki, Greece

    Niki Panteliou (nikipant@enl.auth.gr) is a PhD Candidate in Applied Linguistics, Department of English Language and Literature, Aristotle University of Thessaloniki. Her research interests include language teaching through experiential practices with an emphasis on the use of board games in teaching Greek as L2 to adult learners. Niki is an educator of Greek as a second/foreign language for both children and adults from various cultural backgrounds. She introduced an educational program to the School of Modern Greek, Aristotle University of Thessaloniki aiming to promote L2 instruction through the use of games.

     

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Publié

2022-08-23

Numéro

Vol. 6 No. 3 (2022)

Rubrique

Articles

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