Jogos digitais e aprendizagem: características e potencial dos games de entretenimento para o ensino do inglês como segunda língua

Abstract

This dissertation explores the use of entertainment games for teaching English as a second language. It is a literature review from theories of motivation and learning and from game genres. In order to facilitate the choices of the games used in the English classroom by teachers, this study brings to light the characteristics relevant to the teaching that can be found in games, associated to several genres. In this sense, 14 researches involving digital entertainment games were analyzed, based on the theories of motivation in Gardner’s teaching, games and the active learner of Gee, Vygostsky proximal development zone, tangential learning model of Portnow and Brown, model of the monitor, Krashen’s input hypothesis, Schumann’s acculturation model, and the hypothesis of the interaction proposed by several authors such as Gass and Larsen-Freeman and Long. The results obtained were the definition of the characteristics relevant to teaching and learning present in the analyzed games, and the definition of the gender associated to these characteristics