MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/805 |
Resumo: | The aim of this study is to build up a didactic model that provides an understanding of the RPG teachable dimensions for teaching English as a foreign language, because we believe that a deep understanding of the dimensions that constitute it is required by the teacher. Therefore, we used the sociodiscursive interacionism theoretical assumptions (BRONCKART, 1999; 2006a; 2006b; 2008), in the analysis of the architecture of the texts, the didactic of languages (SCHNEUWLY; DOLZ, 2004), that uses genres as teaching megatools, and the grammar of visual design (KRESS; VAN LEEUWEN, 2006), which helps us to understand, read and create the meanings of images. Our corpus of analysis is a RPG campaign book called Lost Mine of Phandelver (WIZARDS OF THE COAST, 2014d) that belongs to the Dungeons & Dragons system of rules. We used the qualitative and quantitative approach, the documental and bibliographic research procedures and we analyzed the corpus by the criteria of the two previously mentioned theoretical perspectives. The subject content of this campaign refers to the medieval era and Tolkien’s Middle-earth. The types of discourses found were: the narration, which presents the story to be told; the interactive discourses, which refers to the instructions to be followed by the master; and, the interactive report, which is related to the instructions directed to the characters. We noticed implicit and explicit voices of characters and evaluations of the text by the modalizations: logical, which shows the possibilities within the story; deontic, which points out what is allowed or not to be done in the game according to the rules; appreciative, which classify the dimensions as good and bad before the morality of a society; and, pragmatic, which exposes what the player can, wants or must do according to his will. The classifications that take us to the understanding of the images can be taught to the students by the metalanguage, or by inducing them, through questions, to interpret the images. Games are present in the foreign language classes to motivate the students, help them in their assimilation of the contents and to the interaction between the students and the teacher. RPG has these properties and it even instigates the oral production and the socialization, because it is a game of collaborative creation of storytelling. We hope this study can be a support for theoretically grounded works and it guides classes with the game for introduction, complement, for fixation or ending of contents. |
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Stutz, Lidia061.980.569-29http://lattes.cnpq.br/0273457212478037Ramos, Élen2017-08-21T17:49:23Z2017-02-20Ramos, Élen. MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA. 2017. 132 f. Dissertação (Programa de Pós-Graduação em Letras - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.http://tede.unicentro.br:8080/jspui/handle/jspui/805The aim of this study is to build up a didactic model that provides an understanding of the RPG teachable dimensions for teaching English as a foreign language, because we believe that a deep understanding of the dimensions that constitute it is required by the teacher. Therefore, we used the sociodiscursive interacionism theoretical assumptions (BRONCKART, 1999; 2006a; 2006b; 2008), in the analysis of the architecture of the texts, the didactic of languages (SCHNEUWLY; DOLZ, 2004), that uses genres as teaching megatools, and the grammar of visual design (KRESS; VAN LEEUWEN, 2006), which helps us to understand, read and create the meanings of images. Our corpus of analysis is a RPG campaign book called Lost Mine of Phandelver (WIZARDS OF THE COAST, 2014d) that belongs to the Dungeons & Dragons system of rules. We used the qualitative and quantitative approach, the documental and bibliographic research procedures and we analyzed the corpus by the criteria of the two previously mentioned theoretical perspectives. The subject content of this campaign refers to the medieval era and Tolkien’s Middle-earth. The types of discourses found were: the narration, which presents the story to be told; the interactive discourses, which refers to the instructions to be followed by the master; and, the interactive report, which is related to the instructions directed to the characters. We noticed implicit and explicit voices of characters and evaluations of the text by the modalizations: logical, which shows the possibilities within the story; deontic, which points out what is allowed or not to be done in the game according to the rules; appreciative, which classify the dimensions as good and bad before the morality of a society; and, pragmatic, which exposes what the player can, wants or must do according to his will. The classifications that take us to the understanding of the images can be taught to the students by the metalanguage, or by inducing them, through questions, to interpret the images. Games are present in the foreign language classes to motivate the students, help them in their assimilation of the contents and to the interaction between the students and the teacher. RPG has these properties and it even instigates the oral production and the socialization, because it is a game of collaborative creation of storytelling. We hope this study can be a support for theoretically grounded works and it guides classes with the game for introduction, complement, for fixation or ending of contents.Este estudo tem como objetivo geral construir um modelo didático que propicie a compreensão das dimensões ensináveis do RPG para o ensino de inglês como língua estrangeira, pois acreditamos que é necessária uma compreensão profunda por parte do professor das dimensões que o constituem. Para tanto, utilizamos os pressupostos teóricos do interacionismo sociodiscursivo (BRONCKART, 1999; 2006a; 2006b; 2008), na análise da arquitetura dos textos, da didática das línguas (SCHNEUWLY; DOLZ, 2004), que emprega os gêneros textuais como megainstrumentos de ensino, e da gramática do design visual (KRESS; VAN LEEUWEN, 2006), que nos auxilia na compreensão, leitura e significação de imagens. Nosso corpus de análise é um livro-campanha de RPG chamado Lost Mine of Phandelver (WIZARDS OF THE COAST, 2014d) que pertence ao sistema de regras Dungeons & Dragons. Utilizamos as abordagens qualitativa e quantitativa, os procedimentos documental e bibliográfico de pesquisa e analisamos o corpus por meio de critérios que contemplam as duas correntes teóricas anteriormente citadas. O conteúdo temático dessa campanha remete à era medieval e a Terra Média de Tolkien. Os tipos de discursos encontrados foram: a narração, que apresenta a história a ser contada; o discurso interativo, que é referente as instruções a serem seguidas pelo mestre; e, o relato interativo, que condiz com as instruções direcionadas às personagens. Notamos vozes implícitas e explícitas de personagens e avaliações do texto pelas modalizações: lógicas, que mostram as possibilidades dentro da história; deônticas, as que apontam o que é ou não permitido fazer no jogo segundo as regras; apreciativas, as que classificam dimensões quanto bom e mau perante a moral de uma sociedade; e, pragmáticas, as que expõem o que o jogador pode, quer ou deve fazer segundo sua vontade. As classificações que nos levam a compreensão das imagens podem ser ensinadas aos alunos utilizando a metalinguagem ou induzindo-os a por meio de perguntas a interpretação das imagens. Os jogos estão presentes no ensino de língua estrangeira para motivar os alunos, auxiliar na assimilação dos conteúdos e para a interação entre os alunos e o professor. O RPG tem essas propriedades e ainda instiga a produção oral e a socialização, pois é um jogo de criação colaborativa de história. Almejamos que este trabalho seja sustentação para a construção de trabalhos teoricamente fundamentados e que guiem aulas com o jogo para introdução, para complemento, para fixação ou para a conclusão de conteúdos.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2017-08-21T17:49:23Z No. of bitstreams: 1 Élen Ramos.pdf: 2028568 bytes, checksum: a349a4684f0ffd775cdd7eb0b4504415 (MD5)Made available in DSpace on 2017-08-21T17:49:23Z (GMT). No. of bitstreams: 1 Élen Ramos.pdf: 2028568 bytes, checksum: a349a4684f0ffd775cdd7eb0b4504415 (MD5) Previous issue date: 2017-02-20Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede.unicentro.br:8080/jspui/retrieve/3532/%c3%89len%20Ramos.pdf.jpgporUniversidade Estadual do Centro-OestePrograma de Pós-Graduação em Letras (Mestrado)UNICENTROBrasilUnicentro::Departamento de Letrasinteracionismo sociodiscursivoDungeons & DragonsRPGmodelo didáticogramática do design visualsociodiscursive interacionismDungeons & DragonsRPGdidactic modelgrammar of visual designLINGUISTICA, LETRAS E ARTESMODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRADidactic model of roleplaying game (RPG) Lost Mine of Phandelver for teaching English as a foreign languageinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-3679012702791039282600600600600692844587350403589348280260230440179922075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UNICENTROinstname:Universidade Estadual do Centro-Oeste (UNICENTRO)instacron:UNICENTROTHUMBNAILÉlen Ramos.pdf.jpgÉlen Ramos.pdf.jpgimage/jpeg1943http://localhost:8080/tede/bitstream/jspui/805/4/%C3%89len+Ramos.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD54TEXTÉlen Ramos.pdf.txtÉlen Ramos.pdf.txttext/plain313615http://localhost:8080/tede/bitstream/jspui/805/3/%C3%89len+Ramos.pdf.txta6f791fc4147db8c2b087445713e253cMD53ORIGINALÉlen Ramos.pdfÉlen Ramos.pdfapplication/pdf2028568http://localhost:8080/tede/bitstream/jspui/805/2/%C3%89len+Ramos.pdfa349a4684f0ffd775cdd7eb0b4504415MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA |
dc.title.alternative.eng.fl_str_mv |
Didactic model of roleplaying game (RPG) Lost Mine of Phandelver for teaching English as a foreign language |
title |
MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA |
spellingShingle |
MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA Ramos, Élen interacionismo sociodiscursivo Dungeons & Dragons RPG modelo didático gramática do design visual sociodiscursive interacionism Dungeons & Dragons RPG didactic model grammar of visual design LINGUISTICA, LETRAS E ARTES |
title_short |
MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA |
title_full |
MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA |
title_fullStr |
MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA |
title_full_unstemmed |
MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA |
title_sort |
MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA |
author |
Ramos, Élen |
author_facet |
Ramos, Élen |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Stutz, Lidia |
dc.contributor.authorID.fl_str_mv |
061.980.569-29 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0273457212478037 |
dc.contributor.author.fl_str_mv |
Ramos, Élen |
contributor_str_mv |
Stutz, Lidia |
dc.subject.por.fl_str_mv |
interacionismo sociodiscursivo Dungeons & Dragons RPG modelo didático gramática do design visual |
topic |
interacionismo sociodiscursivo Dungeons & Dragons RPG modelo didático gramática do design visual sociodiscursive interacionism Dungeons & Dragons RPG didactic model grammar of visual design LINGUISTICA, LETRAS E ARTES |
dc.subject.eng.fl_str_mv |
sociodiscursive interacionism Dungeons & Dragons RPG didactic model grammar of visual design |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES |
description |
The aim of this study is to build up a didactic model that provides an understanding of the RPG teachable dimensions for teaching English as a foreign language, because we believe that a deep understanding of the dimensions that constitute it is required by the teacher. Therefore, we used the sociodiscursive interacionism theoretical assumptions (BRONCKART, 1999; 2006a; 2006b; 2008), in the analysis of the architecture of the texts, the didactic of languages (SCHNEUWLY; DOLZ, 2004), that uses genres as teaching megatools, and the grammar of visual design (KRESS; VAN LEEUWEN, 2006), which helps us to understand, read and create the meanings of images. Our corpus of analysis is a RPG campaign book called Lost Mine of Phandelver (WIZARDS OF THE COAST, 2014d) that belongs to the Dungeons & Dragons system of rules. We used the qualitative and quantitative approach, the documental and bibliographic research procedures and we analyzed the corpus by the criteria of the two previously mentioned theoretical perspectives. The subject content of this campaign refers to the medieval era and Tolkien’s Middle-earth. The types of discourses found were: the narration, which presents the story to be told; the interactive discourses, which refers to the instructions to be followed by the master; and, the interactive report, which is related to the instructions directed to the characters. We noticed implicit and explicit voices of characters and evaluations of the text by the modalizations: logical, which shows the possibilities within the story; deontic, which points out what is allowed or not to be done in the game according to the rules; appreciative, which classify the dimensions as good and bad before the morality of a society; and, pragmatic, which exposes what the player can, wants or must do according to his will. The classifications that take us to the understanding of the images can be taught to the students by the metalanguage, or by inducing them, through questions, to interpret the images. Games are present in the foreign language classes to motivate the students, help them in their assimilation of the contents and to the interaction between the students and the teacher. RPG has these properties and it even instigates the oral production and the socialization, because it is a game of collaborative creation of storytelling. We hope this study can be a support for theoretically grounded works and it guides classes with the game for introduction, complement, for fixation or ending of contents. |
publishDate |
2017 |
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2017-08-21T17:49:23Z |
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2017-02-20 |
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Ramos, Élen. MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA. 2017. 132 f. Dissertação (Programa de Pós-Graduação em Letras - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
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http://tede.unicentro.br:8080/jspui/handle/jspui/805 |
identifier_str_mv |
Ramos, Élen. MODELO DIDÁTICO DE ROLEPLAYING GAME (RPG) LOST MINE OF PHANDELVER PARA O ENSINO DE INGLÊS COMO LÍNGUA ESTRANGEIRA. 2017. 132 f. Dissertação (Programa de Pós-Graduação em Letras - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
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