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dc.contributor.authorAlmendingen, Jan Ove Nikolai
dc.contributor.authorJosefsen, Linn Thea Kaldager
dc.contributor.authorJanda, Laura Alexis
dc.date.accessioned2023-04-05T08:24:12Z
dc.date.available2023-04-05T08:24:12Z
dc.date.issued2022
dc.description.abstractWe propose two designs to gamify second language (L2) learning of Russian inflectional morphology: Treasure Hunt and Story Time. The goal of these designs is to focus learning on high-frequency word forms that are most strategic and effective for L2 acquisition in a way that stimulates engagement and builds lifelong learning skills. These two gamification designs emerged from a student focus group that was convened to propose implementations for the SMARTool (see Section 3). After an initial brainstorming session, the ideas were further developed by the instructor, honed by the students, and tested in class. Students have also contributed to and commented on the contents of this article. In Section 2 we briefly identify the problem, namely, the enormous number of paradigm forms potentially present in Russian paradigms and their skewed distribution. We cite research showing that inflectional morphology is a major hurdle for L2 learners but not for native speakers, who use only a fraction of the potential forms and can easily understand and produce forms that they have never encountered. Furthermore, evidence demonstrates that learning can be enhanced by strategically concentrating on the highest-frequency forms. Access to the highest-frequency forms of over 3,000 lexemes is provided by the SMARTool described in Section 3, but that resource is relatively static, meaning that more guidance is needed on how to implement this tool in the classroom and in self-study. Our two proposed designs are presented in Section 4 (Treasure Hunt) and Section 5 (Story Time). Conclusions are offered in Section 6.en_US
dc.descriptionSource at <a href=https://scholarsarchive.byu.edu/rlj/>https://scholarsarchive.byu.edu/rlj/</a>en_US
dc.identifier.citationAlmendingen, Josefsen LTK, Janda LA. Empirically determined strategic input and gamification in mastering Russian word forms. Russian Language Journal. 2022;72:29-46en_US
dc.identifier.cristinIDFRIDAID 2109786
dc.identifier.issn0036-0252
dc.identifier.urihttps://hdl.handle.net/10037/28929
dc.language.isoengen_US
dc.publisherAmerican Councils for International Education (ACTR/ACCELS)en_US
dc.relation.journalRussian Language Journal
dc.relation.projectIDDirektoratet for internasjonalisering og kvalitetsutvikling i høgare utdanning: CPRU-2017/10027en_US
dc.relation.projectIDDirektoratet for internasjonalisering og kvalitetsutvikling i høgare utdanning: UTF-2020/10129en_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleEmpirically determined strategic input and gamification in mastering Russian word formsen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)