Исследовательская работа по теме «Нестандартный метод расширения словарного запаса английского языка» (работа на английском)


МОУ «Гимназия № 1»
Город Печора
Научные руководители: Христофорова Виктория Викторовна, Столбова Мария Юрьевна
Выполнили: ученики 7 «а» класса Казаченко Егор, Окунева Валерия
Исследовательская работа «Нестандартный метод расширения вакабуляра английского языка» (основано на компьютерных играх)
2015г.
Козаченко Егор, Окунева Валерия,
учащиеся 7 «А» класса МОУ «Гимназия №1»
Научные руководители:
Христофорова Виктория Викторовна, Столбова Мария Юрьевна,
учителя английского языка
Тезисы к научно-исследовательской работе
«Нетрадиционный источник расширения словарного запаса английской лексикой (на примере компьютерных игр)»
Компьютерные игры становятся неотъемлемой частью жизни современного ребёнка, являясь повседневным источником его развлечений. Многие исследователи отмечают ряд негативных факторов влияния компьютерных игр, например, на физическое и душевное здоровье ребёнка. Однако, при детальном изучении данной проблематики, выясняется, что положительные моменты этого вида досуга также очень значительны. Так, компьютерные игры способствуют развитию мышления, логики, они способны развивать комплекс жизненно важных навыков ребёнка (внимательность, способность к целеполаганию, совершенствование тактических и стратегических навыков) и мотивировать к различным видам деятельности в реальной жизни (побуждать к занятиям спортом). Кроме того, большинство игр имеют огромный образовательный потенциал. В рамках данной работы наибольший интерес для исследования представляет воздействие компьютерных игр на изучение ребёнком иностранного языка.
Способность компьютерных игр влиять на овладение ребёнком английским языком практически не изучена и очень важна, этим объясняется актуальность данной темы.
Целью предлагаемого исследования является анализ наиболее популярных среди подростков компьютерных игр и изучение их влияния на процесс изучения английского языка. Предметом исследования являются компьютерные игры, объектом – английский словарный запас учащихся.
Гипотеза: играя в компьютерные игры, учащиеся действительно расширяют свой словарный запас, что оказывает положительное влияние на изучение ими английского языка и способствует повышению интереса учащихся к данному предмету.
В ходе исследования были применены такие методы, как поисковый метод на этапе подборки материала для исследования; анализ литературных источников по данной проблематике; эмпирический метод опроса (анкетирование); математический метод статистической обработки результатов, а также наблюдение и описательно-сопоставительный метод.
Теоретическую основу работы составили труды по педагогике и психологии (Д.Б. Эльконин, А.Н. Леонтьев, А.В. Запорожец, В.В. Абраменкова, К.В. Зорин), по медицине (М. Степанова, Ю.С. Шевченко, А.Г. Мазур), по теории игр (Джеймс Пол Джи).
В работе рассмотрены понятия «игра», «компьютерная игра», «локализация», приведены различные типы классификаций компьютерных игр, описана собственная классификация компьютерных игр по степени локализации. В этом заключается теоретическая значимость представленной работы.
С рамках исследования было проведено анкетирование, в котором приняли участие 254 учащихся среди 5-11 классов МОУ «Гимназия №1» г. Печора. Инструментарием анкетирования послужил разработанный опросник. Все ответы учащихся анализировались, и было выявлено, что только 25 из 254 опрошенных учеников не играют в компьютерные игры. При этом 46% опрошенных играют в игры в английской версии (то есть с отсутствием локализации – 12%, в фрагментарно локализованные - 34%).
Кроме того, большинство опрошенных (62% - 157 учеников) считают, что компьютерные игры действительно помогают им в процессе изучения английского языка. 52% (131 ученик) утверждают, что компьютерные игры способствуют расширению словарного запаса английской лексикой. 33% (84 человека) убеждены, что игра развивает их языковую догадку, а также 33% (84 человека) полагают, что она способствует лучшему восприятию текстов на слух. Полученные данные свидетельствуют о подтверждении поставленной гипотезы.
Практическая значимость работы – в составлении словаря компьютерных терминов (на основе списка наиболее популярных игр), знание которых будет влиять на развитие и расширение вокабуляра учащихся и способствовать более успешному изучению данного школьного предмета, который окажется полезным учащимся, увлекающимся компьютерными играми, а также, словарь компьютерных терминов может принести пользу родителям, которые следят за интересами своих детей. Помимо этого, были разработаны рекомендации для родителей по выбору качественных компьютерных игр для их детей.
Research work
"Non-traditional method of English vocabulary broadening (based on computer games)"
(Section "Foreign Language")
Introduction
Nowadays there is a huge variety of computer games which are very popular especially among pupils. They are still based on English language and this work is focused on the certain effect of computer games.
The topic of the research work is relevant, because computer games became a natural part of life of modern children, because it is a daily source of entertainments among pupils. In spite of negative effects of computer games it is possible to consider some positive sides of this pastime, namely – broadening of vocabulary of English language.
Subject and object of research: an object of research is computer games, subject is vocabulary of English language.
The aim of the research work is an analysis of the influence of computer games on the process of learning English.
Goals:
1. to analyze sources on certain subject;
2. to carry out a questionnaire among pupils of 5-11 forms of Gymnasium № 1;
3. to make up the dictionary of the vocabulary which is often used in computer games;
4. to develop recommendations for parents concerning the choice of the games that will develop skills in English language;
5. to describe the results of our research.
Hypothesis: when pupils play computer games they develop the vocabulary of English language, though in insignificant way. It is a positive impact on studying English and it increases the motivation of learning this language.
Research methods:
1. the method of necessary material research;
2. the method of critical analyses of scientific sources;
3. the empirical method of questioning;
4. mathematical method of statistical processing of the results.
Theoretical significance is in the development of classification concerning different types of localization.
Practical significance is in the development of recommendations for children and their parents towards the choice of the games that contribute the development of thinking, logic and attentiveness. The next step is to make the dictionary of English vocabulary units that will influence on development and expansion of pupils’ vocabulary and will help to improve the process of learning English language.
This work consists of an introduction, two chapters: theoretical and practical; conclusion and bibliography.

Chapter 1. Game industry: deviation or a social norm
1.1 Value of game in human life
Game is the great invention of the mankind; in games the experience of many generations of people is accumulated and important values of life are embodied. Game is the tool of knowledge for all human cultures and it is an indicator of tendencies of development of the culture. Therefore it is very important for everybody: parents, teachers, people of different professions to know these tendencies, their valuable spiritual sense, defining our movement with children in the direction of Good, Beauty and Truth or to the opposite side. [1]
Game, according to famous psychologists, is a school of any behavior: [2], school of moral, school of truth, school of honesty, school of social position in the society. [3] Game defines the development of intellectual, physical and moral forces of the child and, above all it gives «education of feelings» to other people, adults and contemporaries. [4]
V. V. Abramenkova, the doctor of psychological sciences, analyzed social situation during the process of playing games. The development of the childhood opens changes in all directions of lifestyle of children: they become more confident, they learn and follow the rules, they play different social roles and thus children learn how to behave in certain situation.
This work will be focused on computer games and it is necessary to look at the definition of computer game. Computer games are any of various electronic games that are played by manipulating an input device in response to the graphics on the screen. Computer game is a game that you play on a computer or on a small portable piece of electronic equipment. [5]

1.2 Negative influence of computer games
According to different specialists’ opinions nowadays computer can be called a dangerous «toy» which fills up minds and consciousness of our children. Each modern child is familiar with it «civilized tool», and the age of this acquaintance is reduced to a minimum. The computer replaces a traditional toy not only among the teenager, but also among young children, even among children at the age of three or younger. Thus, adults don't notice (try not to notice more precisely) those harmful consequences which computer causes. Computer games carry out mainly cruel, evil and aggressive aspect. The child that plays violence have to remember that once he may lose the link between the reality and computer world and the violence may reflect the real life. Computer games gradually graduate in children such qualities as intolerance, irritability and irascibility. All information which the child gets from the screen of the TV or the monitor of the computer is perceived by child as reality and the instruction to life. Thus, the new system of brutal values is created, because of transformation of life values. [1]
Problems of influence of computers are rather new. They are studied properly. According to foreign researchers it is necessary to speak about dangerous influence of computer gamed on children. [6] In Russia the issues of influence of computer technologies on the health people were touched by such specialisys as M. Stepanov (the manager of department of scientific research institute of hygiene and health protection of children and teenagers of Scientific center of health of the Russian Academy of Medical Science), Yu.S.Shevchenko (the doctor of medical sciences, the head of the department of the nursery and teenage psychiatry, psychotherapy and clinical psychology of the Russian Medical Academy of Post-degree Education, the president of Fund of a social and mental health care to a family and children), A.G. Masur (the manager of office of the Center of a mental health care of children and teenagers) and many others. [7]
According to most of scientists who are engaged in this studying concerning influence of computer technologies on health of our life it is possible to point out the main negative effects. It is necessary for all people to know how computer games may influence in a bad way.
«First of all suffers eyesight. The risk of short-sightedness increases because of long hours playing. The child may have a computer visual syndrome reminding conjunctivitis: redden eyes and there is a feeling such as though sand fills your eyes. We conducted special research and found out that children strongly are tired of various games of «shooter games» and «game of tag»... Sometimes it happens when the players are very emotional and their pressure jumps.» [6]
K.V. Zorin (the senior teacher of department of pedagogics and psychology of MGMSU) approves the following statement: «Somatic disorder is shown in disturbance of vision, in a general malaise, easing of immunity and in the diseases that are caused by a sedentary life (hemorrhoids, locks, etc.).The excess level of electromagnetic fields and radiations provokes emergence or an exacerbation of oncological diseases.» [6]
Besides, the excessive use of the computer may affect the musculoskeletal system, it may lead to backbone osteochondrosis, and also it may lead to various occupational diseases hands and it may cause various frustration of the central nervous system, for example, «asteno-neurotic reactions: decrease in concentration of attention, memory impairment and dream, strengthening of excitability and irritability, fatigue, headache.» [6]
Besides negative influence on physical health it is also possible to note and impact on sincere health of the person. So, for example, K.V. Zorin gives the following types of spiritual violations: «... this immersion to the world of illusions... psychological dependence from virtual (imaginary, artificially created) realities.» [6]
Above all these negative effects that have already been the mentioned A.G. Masur claims that «more than a third of patients are victims of computer games... That point out to the fact that computer games become the most powerful deconditioning factor. The child can’t live without computer games any more, the problem is in the fact that children are not able to cope with this problem and they don’t understand that they have such kind of addiction. That’s way they can’t cope with this problem without specialists.» [6]
A.G. Masur’s conclusion is important: «... the fact that the condition of computer dependence of the child deadapts, knocks out from life. Besides knocks out completely as at the child doesn’t have other interests, except game. It is like a drug for children and they become addicted to computer games. Therefore it is possible to tell that computer dependence is a type of drug addiction.» [6]
V. V. Abramenkova focused on four stages of development of psychological dependence on computer games:
1. Stage of easy enthusiasm. The person who played computer games many times played one game, and it starts attracting him more and more (graphics, a sound etc.).
2. Enthusiasm stage. Game has a constant character.
3. Dependence stage. The need for game goes the lower level in a pyramid of need, there are changes in «the valuable and semantic sphere of the personality».
4. Attachment stage. At this stage people can’t come off the psychological attachment of computer games. [1]
Thus, most of the scientists who are engaged in this perspective agree in the opinion that computer games are harmful. However, within this work will be focused on the fact that it is possible to find out some benefit concerning computer games. It can be useful to think in the way that computer games can affect in a positive way towards children and they can improve or enlarge their vocabulary in English language while playing computer games. This aspect will be disclosed in the following chapter.
1.3 Positive influence of computer games
In this chapter the authors will describe opportunities which computer games bring to various spheres of life.
Computer games develop mobility, but of course only a little: games without any conflict support natural «idea» to develop brain through mobility. During the process of playing games to your brain continuously gives commands to your hands for instance it is necessary to press the buttons and to change combinations of keys. The small mobility is, in other words, sleight of hand, fingers. There is a scientific fact: improvement small (or thin) a mobility influences on the development of different departments of a brain, well developed mobility has enormous impact on the general development of the person, including, strengthens mentality, improves speech function, creative abilities, thinking, memory and logic.
Games create the motivation of different types of activity:
It may be helpful while training: during a classical lesson when the teacher shows something at a board, to the pupil it is easy for student to be lost in the thoughts. Especially if the subject of the lesson isn’t really interesting or difficult for perception. The training computer games provide extremely high level of involvement in the process and keep attention, «involving» uninterested pupils in development of getting new knowledge. [8]
Among important advantages of training by means of video games there is an opportunity to choose complex level. It corresponds to an usual educational situation when all pupils are at the different level of development of material and the ability and feature of perception are also different. And if children study the material on the same level it is not always productive. Some children learn the material faster and they react immediately on the challenging tasks. Other pupils have to concentrate longer and they can’t do certain tasks so quick as other. In this way other children are bored and they lose the interest to the subject. Games give an opportunity to choose the certain level where children will fell themselves comfortable and will develop their skills.
Computer games promote training foreign languages. Some games demand ability to read (both in foreign, and in Russian) in order to be successful in the game. Before starting to play the game the child has to study certain rules, remember them, learn how to use them. It can be good motivation that the child started learning to read or to develop skill of reading.
Games are capable to train in a goal-setting. Video games by the nature are allocated with an accurate goal-setting: there is a plot, Wednesday, characters, their relations, the purpose to which characters aspire. So, join the game purposes educational, training in the principles of the solution of problems, strategic thinking and logic of decision-making. [9]
Conclusion to Chapter I
Summarizing chapter 1 we can make the following conclusions:
Game - is an activity or sport usually involving skill, knowledge, or chance, in which you follow fixed rules and try to win against an opponent or to solve a puzzle. Games always help to try on a certain social position and it helps children to understand different rules or important moments of behavior in the society. [10]
Computer game is a game that you play on a computer or on a small portable piece of electronic equipment. [11]
There are many negative aspects about computer games. The main negative effects is in the following: computer games break eyesight, children become addicted to computer games and they even can’t do without them, children suffer from sedentary life and as a result they have some problems with their joints, the next problem is in the fact that children lose the feeling of reality and the real world is mixed with the fantasy and it can lead to abnormal behavior, the violence is the next problem and the most dangerous and this problem can cause the feeling of children that violent behavior is normal in society.
In spite of all negative aspects of computer games we can name numerous of positive sides of playing computer games. Computer games develop attentiveness, mobility, children can be more concentrated on a certain thing. It is possible to choose an appropriate level for children and in this way they can do challenging tasks and they will not lose the interest of the game, computer games develop the desire to win, to do challenging tasks and to achieve a certain goal.
Most computer games are based on English language. In this way children learn a lot of new English words, they read, listen to foreign speech and use English vocabulary in the game. This positive aspect can influence the process of learning English language in a positive way: children can enlarge their English vocabulary.
Chapter 2. The analysis of the contents of the English speech in computer games
2.1 Classification of computer games by degree of localization
Language localization is the translation and cultural adaptation of the product to features of a certain country, the region or group of the population. As a rule, the process of localization is reduced to transfer and cultural adaptation of the software, video games or websites. [12]
There is a set of various classifications of computer games where games are classified by various signs, for example, on genres:
1. the arcade is a game which differs in a simple and fascinating plot in which the major role is played by colorful graphics, and also there is a possibility to get points for this type of a game.
2. an action –is a very wide genre which is subdivided into a set of subgenres. The main line of this genre is in the action that is very dynamic in the game, in the use of the weapon and, in frequent cases of violence.
3. puzzles – in this genre of computer games, the main goal is put in the solution of a set of logical tasks which demand from the player logical thinking, strategy and intuition.
4. strategy - in these games the key to succeed is put in the rational planning and strategic thinking. Here the player should operate not only one character, but the whole group of people, the country and management of the Universe is also possible.
5. the quest is one of main types of the games demanding from the player the solution of intellectual tasks that demands the plot.
6. simulators - the basic principle of this type of games is exact reproduction of features of some concrete thematic area. Initially simulators were created by military for training the soldiers in management of specialized equipment, but process was so interesting that today the training programs regenerated this type of the game to the wide direction of the game industry.
However, in this research the authors offer own classification of games concerning the type of localization:
• lack of localization (when gamers play the originals of games that are written and sounded in the country of the developer, as a rule, in English);
• packing localization (when to the translation advertizing products, packing material from English into Russian are exposed, to the instruction to game, user's guides; the product thus isn’t localized);
• fragmentary localization (when the translation is selective: when only is translated, in certain cases hints are translated);
• finished localization (when the full text of game, including the interface, hints, descriptions and so forth are translated);
• advanced localization (when game is sounded);
• deep localization (when the graphics is localized);
• absolute localization (when some changes are taken into account because of the features of the concrete country for which localization is carried out into the scenario of a computer game).
It should be mentioned that the first three types are the most productive for independent learning of foreign language or its improvement due to expansion of a vocabulary.
The next step of this research is the making up questioning. While making up the questionnaire it was considered that the games of different types of localization can be mentioned.
2.2 The description of questionnaire
In order to research the influence of computer games on the process of studying English, in particular, for definition of number of the children playing computer games and, for establishment of various features in preferences on the basis of a method of questionnaire survey among pupils of 5-11 forms of municipal educational institutional «Gymnasium № 1».
In this questioning 254 pupils took part. This questionnaire contains of 10 questions of test character, and also the questions that require the full answer. All answers of pupils were analyzed, and results are brought into forms of processing of results. The text of the questionnaire, and also forms of processing are attached (Appendixes № 1, 2).
During the questioning it was revealed that practically 100% of the interrogated pupils have computer devices, and that only 25 of 254 pupils don’t play computer games. Thus, 46% of respondents play games in the original (that is with lack of localization), 12%, and 34% of them play fragmentary localized games. (Сhart №1)
Сhart №1

Besides, most of respondents (62% - 157 pupils) consider that computer games really help them in the course of studying English. (Сhart №2)
Сhart №2

The results of questioning show that 52% (131 pupils) consider that computer games promote expansion of their lexicon English lexicon. 33% (84 persons) are convinced that game develops their language guess and also 33% (84 persons) believe that it promotes the best perception of texts aurally. (Сhart №3)
Сhart №3

In addition, time (number of hours) which pupils spend behind computer games was revealed. Generally pupils carry out at the computer admissible amount of time (till 1 o’clock) – 86 pupils.
The questionnaire also has questions that demand the full answer. Pupils wrote down names of computer games which they play, and also the examples of vocabulary units, phrases, phrases which they learned due to computer games. On the basis of the obtained data the top list of the most played games was made. (Appendix № 3)
Further stage of this work was making up the dictionary of computer terms which will be useful for pupil who are fond of computer games. Besides, the dictionary of computer terms can bring benefit to parents who are interested in the life of their children.
2.3 The description of the dictionary of computer terms
The dictionary of computer terms was made on the basis of the results of questionnaire. All words were divided in parts of speech. (Appendix №4)
This dictionary can be recommended to pupils who play strategies or for the solution of tasks which demand the use of foreign-language vocabulary. Pupils, who are engaged in studying of English and play computer games, can use this dictionary of terms during playing computer games and for development of the vocabulary of English.
Parents can use this dictionary to check the level of vocabulary knowledge and to show their interest in the life of children.
The authors offer the list of computer games which promote the development of English in various aspects, such as audition, reading, the graphic language and pronunciation. This list was made on the basis of the names of computer games which pupils wrote during questionnaire. (Appendix №5)
The authors also analyzed the vocabulary that is used in the dictionary, mainly they looked in the student’s book of their form. All the words can be found in the textbook of the 7th form, Biboletova M. Z. in different topics.(Appendix№ 6)Thus, it is obvious that the vocabulary that pupils mentioned in the questioning can be used in the active vocabulary.
Besides the authors gave recommendations for parents how to choose computer games for children.
2.4 Recommendations for parents concerning the choice of computer games for children
When the adult comes to the shop to buy a toy for the child, he/she, as a rule, carefully studies its colour, quality of material, compliance to sanitary standards and safety rules. Before adults make a choice of computer games it is necessary to look at these points:
1) Safety requirements and qualities (existence of the certificate of quality).
2) Pedagogical requirements. It is necessary to think what values this game will teach, what skills it will develop.
3) Psychological requirements. What feelings will be woken up with this toy.
4) Esthetic requirements. Whether the game will develop sense of beauty and harmonies, or won’t.
5) Spiritual and moral requirements. What values the game develops, whether the game promotes the formation of moral consciousness, conscience, distinction of the good and evil.
It is also recommended by the authors to act in a role as the adviser concerning the game choice, to show the interest to the child that it is not indifferent, in what the child plays.
If the child independently chooses, what game to play, and then take an interest, perhaps game will interest also the parent, and computer game will become his/her joint type of creativity with the child.
Besides, it is necessary to track surely at the organization of game creation of the correct game space (i.e. it has to be both from the physical point of view, and with psychological), in particular that during game the child doesn’t sit a back to a window as patches of light on the screen damage eyesight.
In addition, it is necessary to control time of carrying out by the child at the computer. The child surely has to have an opportunity of communication with the computer, but in order to avoid game dependence is dosed and under the direction of or supervision of the adult.
It is impossible to replace joint creativity with the adult or the contemporary with computer games. After all, the most important thing is that each adult should remember that any even the most expensive toys won't replace real-life communication with the child with parents.
Conclusion of chapter 2
In conclusion of the second chapter it is possible to say most children that took part in this questioning have computers and they prefer to play computer games rather than other types of games. Pupils think that computer games develop their knowledge in English language and mainly computer games enlarge English vocabulary. But still it is not the significant indicator of vocabulary broadening. The author points to the fact that pupils consider that games somehow influence on the vocabulary of English language. Computer games can’t be the main factor of vocabulary broadening, because many words from computer games are kept in the passive vocabulary. Sometimes pupils recognize words automatically and they don’t know how to pronounce them or they don’t know how words are translated.
In this chapter the authors describe their own classification that deals with different types of localization. Children who play computer games may choose any type of localization that will help them to go through different tasks.
The recommendations for parents are given in this chapter. These recommendations deal with different aspects that are really necessary for those parents who are interested in the life of their children.
The dictionary that is made and that is based on the results of the questionnaire will help children to enlarge their English vocabulary or it will help in resolving various tasks in games.

Conclusion
Computer games became the natural type of entertainment for many children. It is necessary to understand what negative aspects they carry out. But, in spite of all negative points that are described in this work it was interesting to look at another point of view. Computer games can influence positively: they can somehow enlarge English vocabulary. Of course it is not the main source of English vocabulary broadening and not all the words are understood from computer games.
The results of questionnaire show that for many children computer games are not only the type of entertainment, but also the process of broadening their English vocabulary. It is an insignificant way of vocabulary broadening, because the words that pupils learnt from computer games are not used often in the speech and even are kept in the passive vocabulary.
The recommendations that were made for parents who are interested in the life of their children may be useful while choosing the game. It is necessary to look at different points while buying the game: existence of the certificate of quality, the existence of cruelty that will harmful for children, the existence of moral points. Parents must realize what feelings will cage the game.
While playing computer games children may use the dictionary that was developed by the authors. This dictionary will develop children’s ability to orient in different situations in games and will help them to understand the game. Parent may also show the interest to the process of playing computer games. When parents will know certain aspects of choosing the game they will be sure that the game will bring positive points to their children.
In conclusion it is worth mentioning that the hypothesis of this research work is proved: when pupils play computer games they broaden the vocabulary, but still, only in insignificant way. It is a positive impact on studying English and it increases the motivation of learning this language and this subject at school.
Bibliography
[1] Абраменкова, В.В. Во что играют наши дети. Игрушка и антиигрушка — М.: Лепта Книга, 2010. - 544 с. М.: Яуза, Эксмо, Лепта Книга, 2006. – 640 с.
[2] Эльконин, Д.Б. Психология игры. – 2-е изд. – М.: Гуманит. изд. центр ВЛАДОС, 1999. – 360 с.
[3] Леонтьев, А.Н. Деятельность. Сознание. Личность. – М.: Политиздат, 1975. – 278 с.
[4] Запорожец, А.В., Восприятие и действие. – М.: Просвещение, 1967. -
[5] http://dictionary.reference.com/browse/computer+game[6] Ребенок и компьютер: сб. материалов И.Я. Медведева, Т.Л. Шишова, М.Н. Миронова [и др.]; сост.: И.Я. Медведева, Т.Л. Шишова. - Клин: Христианская жизнь, 2007. - 320 с.
[7] http://samag.ru/uart/more/49[8] http://zillion.net/ru/blog/237/riealizatsiia-proghramm-obuchieniia-na-osnovie-videoighr[9] Gee, James Paul, What Video Games Have to Teach Us about Learning and Literacy, Palgrave Macmillan: New York, 2003
[10] Электронный словарь ABBYY Linguo x5
[11] http://igru.com.ua/zhanr/
[12] http://dic.academic.ru/dic.nsf/ruwiki/1897485
Appendix №1 «The questionnaire»
1. В какие игры Вы предпочитаете играть:
- настольные
- спортивные
- компьютерные
- не играю ни в какие игры.
2. Есть ли у Вас дома компьютер или игровая приставка:
- Да - Нет
3. Играете ли Вы в компьютерные игры?
- Да - Нет
4. Как много времени Вы проводите за компьютерными играми в день:
- до 1 часа
- от 1 до 3-х
- более 3-х
- Ваш вариант:
5. Перечислите названия компьютерных игр, в которые Вы играете (~ 5 наименований)
___________________________________________________________
___________________________________________________________
6. Играя в игры Вы:
1) играете только в английские версии;
2) играете в игры с частичным переводом (субтитрами, английским меню);
3) меняете в настройках язык с русского на английский;
4) играете в игры только на русском языке;
7. Помогают ли Вам компьютерные игры в изучении английского языка?
- Да - Нет
8. Каким образом компьютерные игры помогают в изучении английского языка?
1) развивают языковую догадку;
2) расширяют словарный запас;
3) способствуют лучшему восприятию текстов на слух;
4) не помогают.
9. Приведите несколько примеров (слов/выражений), которые Вы узнали благодаря компьютерным играм.
_____________________________________________________________
_____________________________________________________________

Appendix №3 «Top-list of games»
Counter strike global offensive (CS GO)
World of Tanks
DOTA 2
War Thunder
MINECRAFT
The Sims
Saints row
FIFA 15
ARMA
GTA

Appendix №4 “Dictionary”
Computer term Translation
Noun Существительное
army армия
arcade аркада
alien чужой
ability возможность
arsenal арсенал
base база
battle батл
friend друг
hero герой
life жизнь
help помощь
speed скорость
command команда
commander командир
creator Создатель
defeat поражение
defense защита
enemy враг
fight бой
game игра
map карта
mission миссия
multiplier сетевая игра
operation операция
pause пауза
power сила
strategy стратегия
survival выживание
system система
weapon оружие
Verb Глагол
believe верить
betray предавать
create создавать
die умирать
discover открывать
escape исчезать
exist существовать
fight сражаться
float тонуть
follow следовать
help помогать
hope надеяться
launch запускать
shot стрелять
Adjective
Прилагательное
adept опытный
free свободный
galactic галактический
golden золотой
female женский
intellectual интеллектуальный
male мужской
possible возможный
Phrases Фразы
Mission complete Миссия завершена
You win Вы выиграли
You lost Вы проиграли
The next step Следующий шаг
Follow me Следуй за мной
Game over Игра окончена
Let’s go Поехали
Role playing game Ролевая игра
Good job
Хорошая работа
Appendix№5“Game’srecommendations”
1. Sherlock Holmes: Crimes & Punishments Минимальный уровень: pre-intermediate
Одна из лучших игр для изучения языка. Поскольку сюжет в игре нелинейный, и можно самому решить, кто совершил убийство и как наказать преступника, – появляется интерес действительно разобраться в ситуации. Для этого необходимо внимательно слушать и перечитывать диалоги, читать все найденные письма, записки, статьи в книгах и прочее и выстроить из получившихся предпосылок действительную картину случившегося (иначе в тюрьму сядет невинный человек). Преимущества: 
есть возможность перечитывать диалоги;
медленная четкая речь, хорошая дикция, разные акценты;
для прохождения игры необходимо читать письма, вырезки из газет, страницы из книг, записки и т.п.;
необходимо оперировать небольшими текстовыми фрагментами, чтобы строить цепочки выводов.
Недостатки:
некоторое время необходимо скучно ходить и искать улики.
The Wolf Among Us Минимальный уровень: intermediate
Большую часть времени необходимо слушать диалоги, принимать непростые решения и следить за развитием событий. Хороший сюжет, развязка неожиданна.Преимущества: 
большое количество диалогов;
возможность останавливать игру;
наличие мобильной версии.
Недостатки:
трата времени на хождение.
Game of Thrones: a telltale games series Минимальный уровень: intermediate
Отличная возможность практики языка для фанатов одноименного сериала. Игра начинается примерно с конца 3-го сезона; по ходу игры происходит взаимодействие с персонажами из сериала, которые довольно похожи и внешне, и характерами. Преимущества: 
большое количество диалогов;
возможность останавливать игру;
наличие мобильной версии.
Недостатки:
трата времени на хождение.
4. The Stanley Parable Минимальный уровень: pre-intermediate
В игре необходимо просто идти и слушать повествование. В зависимости от того, в какую дверь заходишь, повествование меняется. Всего существует 16 вариантов окончания игры, поэтому проходить игру нужно/можно несколько раз. Преимущества:
наличие субтитров;
постоянная практика аудирования.
Недостатки:
небольшое количество оригинального игрового времени.

Life is strange Минимальный уровень: intermediate
Игра в жанре интерактивного кино, но есть ряд преимуществ. Геймплей включает в себя возможность перематывать время назад, что позволяет менять свои решения, вести диалоги более эффективно. Эта способность дает изучающим язык возможность несколько раз переслушивать диалоги для лучшего усвоения. Кроме того, главная героиня ведет дневник, в котором вы можете прочесть все, что с вами происходит, – это удобно, если вы что-то упустили.Преимущества:
наличие субтитров;
возможность перематывать время и вторично прослушивать диалоги;
наличие дневника с повествованием;
большое количество диалогов;
большое количество комментариев игрового персонажа.
Недостатки:
трата времени на хождение.

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