Language Learning Simulations: A Piagetian Perspective

Kovalik, Doina L.; Kovalik, Ludovic M.

doi:10.1177/104687810203300308

Cited by 16 publications

(9 citation statements)

References 5 publications

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“…It is simultaneously an approach, a set of classroom techniques, and the conceptual framework for a syllabus. As an approach and set of techniques it has been around for some time (see Jones, 1984;van Ments, 1994) and scholarly interest certainly has increased in recent years (see Caré, 1995;Cheval, 1995;García-Carbonell, Rising, Montero, & Watts, 2001;Jones, 1984;Kovalik & Kovalik, 2002;Magnin, 2002;van Ments, 1994;Yaiche, 1998). However, with regard to simulation as a tool for language learning, to date it appears to have found infrequent application in university-level foreign language classes in the United States.…”

Section: Glenn S Levine (Phd University Of Texas At Austin) Is Assimentioning

confidence: 99%

“…While our success with the GS course at my institution-reinforced by the pedagogy literature on simulation in the language class (Caré, 1995;Cheval, 1995;Crookall & Oxford, Eds., 1990;García-Carbonell et al, 2001;Jones, 1984;Kovalik & Kovalik, 2002;Magnin, 1997Magnin, , 2002van Ments, 1994)-demonstrates many positive aspects of the course format, empirical research on long-term GS courses certainly is called for. This research would have pedagogical as well as second-language acquisition theoretical implications.…”

Section: Conclusion and Directions For Empirical Researchmentioning

confidence: 99%

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Global Simulation: A Student‐Centered, Task‐Based Format for Intermediate Foreign Language Courses

Levine

2004

Foreign Language Annals

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Section: Glenn S Levine (Phd University Of Texas At Austin) Is Assimentioning

confidence: 99%

Section: Conclusion and Directions For Empirical Researchmentioning

confidence: 99%

Global Simulation: A Student‐Centered, Task‐Based Format for Intermediate Foreign Language Courses

Levine

2004

Foreign Language Annals

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“…The first level debriefs and trains the necessary fact-oriented basis for later Piagetian adult playing (Fthenakis & Textor, 2000;Knallerbse, 2005;Kocher, 2005;Kovalik & Kovalik, 2002). 2.…”

Section: Introduction: the Conceptmentioning

confidence: 99%

Ready-to-use simulations: SURFING GLOBAL CHANGE

Ahamer

2006

Simulation & Gaming

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SURFING GLOBAL CHANGE (SGC) serves as a procedural shell for attaining sustainable solutions for any interdisciplinary issue and is intended for use in advanced university courses. The participants' activities evolve through five levels from individual argumentation to molding one's own views for the "common good." The paradigm of "ethics of negotiation" is implemented using a guided, step-by-step procedure that is characterized by mutual evaluation among the participants and by the dissolution of the traditional roles within education. Despite the existence of an elaborate structure of game rules, the setting of SGC provides for flexibility concerning the choice of themes, the definition of roles, the means of information retrieval, the selection of emphasis within the issue to be negotiated, the exploration of solutions, and notably, the allocation of "success" to the participants. SGC is therefore also usable as a tool for training in areas ripe for innovative social procedures. Basic dataLearning objectives: To increase the participants' capacity to act, to train their competence in finding practicable and enduring solutions in a pattern of competing interests, to convey an interdisciplinary view of technological projects in the tradition of technology assessment and systems thinking, and to experience the shifting of the assessor's role from the lecturer to the participants.Game objectives: To collect as many points within the five levels using two case studies that are to be chosen by the participants: Level 1: To acquire knowledge and achieve the best possible results in a quiz. Level 2: To provide a well-founded argument and to comment on the points of view of other participants. Level 3: To win a confrontational discussion, as assessed by peer participants. Level 4: To achieve consensus with the same or similar discussion partners. Level 5: To place the case study within a broader context of long-term global trends.Examples of case studies: A proposed or existing highway project, railway tunnel, power plant, a new university campus, antennas for mobile phones, and so on. Debriefing formats: Level 1: Anonymous surveys. Level 2: Written reviews without time constraints. Level 3: Vivid discussion under time constraints. Ahamer / SURFING GLOBAL CHANGE 381 Level 4: Consensus building without severe time constraints. Level 5: Critique and extension of the facilitator's point of view.Target audience: Advanced university students developing interdisciplinary competence, also applicable to corporate or international teams of experts.Playing time: Typically one semester (also feasible in 2 weeks to 1 year) with typically one half-day meeting per week; the equivalent of a university course with 2 to 6 weekly hours.Debriefing time: Integrated into the full duration of the course, equivalent to some 20% of the total duration. Number of participants required:Most appropriate for classes with 16 to 30 students (suitable for 8 to ~40). The participants are divided into two groups corresponding to the two project themes,...

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“…It has also attracted the attention of many second language (L2) researchers (Crookall & Oxford, 1990;Garcia-Carbonell, Rising, Montero, & Watts, 2001;Halleck, 1995;Jones, 1982;Ruben, 1999;Tomlinson & Masuhara, 2000). In L2 studies, researchers and practitioners have highlighted many benefits of the simulation-based approach to L2 writing instruction (Coleman, 1995;Halleck, Moder, & Damron, 2002;Ince, 2002;Kovalik & Kovalik, 2002;Moder, Seig, & van Den Elzen, 2002;Saliés, 2002;Tjie, 2002). They believe that simulations are highly successful in providing students with an interactive environment in which to engage with unfamiliar and difficult academic materials in preparation for writing .…”

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confidence: 95%

Symposium article: Simulation-based L2 writing instruction: Enhancement through genre analysis

Cheng

2007

Simulation & Gaming

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Researchers have highlighted various benefits of the simulation-based approach to second language (L2) writing instruction. In this article, the author argues, with specific pedagogical scenarios, that an explicit focus on genre and genre analysis in simulation-based L2 writing instruction can further enhance learners' reading of content materials, heighten students' awareness of discipline-specific generic features, and develop their discourse competence and writing accuracy.

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Language Learning Simulations: A Piagetian Perspective

Cited by 16 publications

References 5 publications

Global Simulation: A Student‐Centered, Task‐Based Format for Intermediate Foreign Language Courses

Global Simulation: A Student‐Centered, Task‐Based Format for Intermediate Foreign Language Courses

Ready-to-use simulations: SURFING GLOBAL CHANGE

Symposium article: Simulation-based L2 writing instruction: Enhancement through genre analysis

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