Zamonaviy dunyoda innovatsion tadqiqotlar 5-jild vative-son (2026) · 30–33-betlar

GAME ELEMENTS AS A TOOL FOR LEARNER-CENTERED INSTRUCTION IN PRE-A1–A1 MULTILINGUAL CLASSROOMS

Farkhadova, Shakhnoza

DOI: 10.5281/zenodo.21913045 · Manbada o'qish → · PDF (manba serverida)

Annotatsiya

The paper advances a theoretical argument that game elements in beginner-level English instruction should be understood not as motivational decoration but as structural mediators of learner-centredness. Three claims are developed. First, the standard defining features of learner-centred instruction — control over pace, choice of route, visible criteria of success and legitimate use of the learner’s prior resources — are exactly the features that a Pre-A1 learner cannot negotiate verbally, since the language in which such negotiation normally occurs is the language being learnt. Second, discrete game elements can carry these functions non-verbally, and therefore make learner-centredness operable at a level at which it is usually declared but not enacted. Third, in a multilingual classroom the rule layer of any such element must operate in the learner’s home language, which converts translanguaging from a tolerated practice into a design requirement. A mapping of seven game elements onto the corresponding learner-centred functions is proposed, together with the theoretical limits of the argument.

game elements, learner-centred instruction, Pre-A1, A1, multilingual classroom, translanguaging, zone of proximal development, self-determination theory, CEFR, young learners.

Metadata manbasi: jurnal OAI-PMH arxivi · Sindex to'liq matnni saqlamaydi, manbaga havola beradi.