Le jeu de société, une aide pour faire émerger la parole en français langue additionnelle chez des étudiants japonais

Abstract

Games have long been used in education. Additional language teaching is no exception. However, little research has been conducted on its influence on learners' engagement in the development of their language skills or on the facilitating emotions it can bring out in pedagogical devices considering an emergentist and enactive perspective. In this article, we present a part of the research-intervention we carried in our PhD in order to study the play of emotions on the development of learners' competences in university teaching systems in Japan with board games. After presenting the Japanese context, we introduce theoretical notions on the relationships between cognition, emotions and games and the importance of considering the place of the basic affective system of neurobiologists and psychologists Panksepp and Biven (2012) to better analyze learners' behaviors. We then outline our research methodology before proposing the results, which we discuss and finally propose some perspectives for continuing this work.

Keywords

• emotions
• additional language
• basic affective systems
• board game
• Japan