This Article Full Text (PDF) All Versions of this Article: 1046878109339969v1 40/5/645    most recent References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Tomlinson, B. Articles by Masuhara, H. Social Bookmarking                         What's this?

Playing to Learn: A Review of Physical Games in Second Language Acquisition

Leeds Metropolitan University, Southport UK, brianjohntomlinson{at}gmail.com

Hitomi Masuhara

Leeds Metropolitan University, Southport UK

This article focuses on the potential of competitive games involving physical movement to facilitate the acquisition of a second or foreign language and argues that such activities can promote educational development too. It first provides a critical overview of the literature on physical games in language learning. Then, it outlines our theoretical position and puts forward a flexible framework for the development of principled learning materials that are designed to make use of physical games in language lessons at all levels and for all ages. This framework is text driven, in that it treats the game as a text that provides the learners with a rich, engaging, and purposeful exposure to language in use. It is also task driven, in that it provides the learners with a physical outcome that can only be achieved through language use. This framework operates in ways designed to stimulate the multidimensional mental representation and the deep processing required for effective and durable learning. The framework is exemplified by reference to physical games we have played with language learners of different levels and ages in different cultures, and then the principles and potential benefits of these games are discussed. In our conclusion, we summarize the benefits of physical games for language learners and point out the potential benefits of physical games in all educational contexts.

Key Words: affective engagement • benefits of physical games • cognitive engagement • competitive games • educational development • kinesthetic learning • language acquisition • literature review • motivation • physical games • physical movement • play • positive affect • principled learning materials

This version was published on October 1, 2009

Simulation & Gaming, Vol. 40, No. 5, 645-668 (2009)
DOI: 10.1177/1046878109339969


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?