Banca de QUALIFICAÇÃO: CHRISTIELEN DIAS DA SILVA TIBURCIO

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : CHRISTIELEN DIAS DA SILVA TIBURCIO
DATE: 20/11/2020
TIME: 14:00
LOCAL: Online
TITLE:

ENGLISH LANGUAGE TEACHING AT AN INTEGRATED TECHNICAL HIGH SCHOOL COURSE IN DIGITAL GAME PROGRAMMING: THE ROLE OF THE GAME NARRATIVE FROM THE PERSPECTIVE OF SYDNEY SCHOOL GENRE PEDAGOGY

KEY WORDS:

Integrated Technical High School; Teaching English as an Additional Language; Narrative for Digital Games; Reading to Learn.

PAGES: 128
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

This research aims to map the generic schematic structure of the Narratives for Digital Games, from the perspective of Genre and Register Theory (MARTIN, ROSE, 2008), derived from the Systemic-Functional Linguistics (HALLIDAY, MATTHIESSEN, 2014; EGGINS, 1994), using the narratives of the videogames Life is Strange (2015) and The Witcher III: Wild Hunt (2015). Based on this mapping, this study intends to adapt the Reading to Learn (R2L) program (ROSE, MARTIN, 2012) for teaching and learning of English as an Additional language (LEFFA; IRALA, 2014) in an Integrated Technical High school course in Digital Games Programming. This thesis is a qualitative-interpretative research, with participant observation by the researcher. The data generation, discussion and analyses procedures were established as follows: bibliographic research on the concepts related to genres and Narrative, from the perspective of Genre and Register Theory, as well as the concepts about games and digital game narratives, based on Ludology (HUIZINGA, 2019; CAILLOIS, 2017; AASERTH, 2012; FRASCA, 1999; JUUL, 2003; FIELD, 2001; VOGLER, 2015); mapping of the schematic structure of texts that instantiate the genre Narrative for digital games, from electronic games for personal computers (PC), Life is Strange and The Witcher III: Wild Hunt; and adaptation of the Teaching and Learning Cycle by Rose and Martin (2012), so that it may be included in the Narrative for digital games genre and in the context of the Digital Games Programming course. The preliminary results show that the genre Narratives for Digital Games, explored in this thesis, has, principally, the same stages as the Narrative mapped by Martin and Rose (2008). However, we have found there are additional phases that stand out and characterize this Narrative for Digital Games, which we are denominating explanation, interaction, player’s choice, mission and action indicator. The explanation and interaction phases are related to the dialogues between the characters. The player’s choice, mission and action indicator phases are directly linked to the mechanics of the digital game. The player's choice takes place at decisive moments, when the player decides whether to intervene in the scene, and the action indicator takes place after a moment of reflection by the protagonist or in moments of comments from other characters, which encourage the player to solve a problem or perform a particular mission. Finally, the mission phase, represents a mission to be accomplished to continue the game.

 

BANKING MEMBERS:
Presidente - 3654056 - JENNIFER SARAH COOPER
Interna - 1666189 - JANAINA WEISSHEIMER
Externa à Instituição - BEATRIZ ALVES PAULO CAVALCANTI - IFRN