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ownershipincreasestheplayer'sdesiretoseetheircharactersucceed.Successisoftenbasedonhowwelltheycommunicatetheircharacter'sdesiresandactions,orhowwelltheircharactercommunicateshisorherideas,thusmotivatingthestudentstoimprovetheirownlanguageskills(Armstrong,2016).Asopposedtomanyothertypesofgames,TTRPGsarewhollycooperativeasallplayersarepartofthesameteam.Thus,successorfailureissharedamongallmembersofthegroup.Thiscanhelp“establishasenseofcommunalcohesion”and“encouragecollaborativecreativity(Bowman,2007).”Finally,TTRPGsareinherentlytask-basedandgoal-oriented.Task-basedlearning(TBL)isamethodofinstructioninwhichlearnersaregivenataskthatcanonlybecompletedthroughuseofthetargetlanguage(Brown,2007).Atask,accordingtoNunan(2004),ataskisanyactivityinwhichlearnersutilizethetargetlanguageinawaythatfocuseson“conveyingmeaning”ratherthan“manipulatingform.”InaTTRPG,PCsinastoryworktogethertowardasharedgoal.Thiscouldbesolvingamystery,resolvingaconflict,buildingacivilization,oranunlimitedothernumberofgoals.Inadditiontotheoverallgoals,whilethemainplotofthestoryisusuallysetbytheGM,playershavealargeamountofinfluenceonhowtheplotisresolved.Inaddition,PCsoftencreatetheirownshort-termgoals,whichcouldbeassimpleashelpingsomeonefindalostcatorascomplexassolvingacrime.Thesesmallergoalsmayornotberelatedtotheoverallgoalandaregenerallychosenbytheplayersthemselves.4ImplementingTTRPGsintheEFLClassroom4.1GettingStartedwithTTRPGsNowthatsomeofthebenefitsofutilizingTTRPGsintheclassroomhavebeendiscussed,thequestionremainsofhowtoimplementthem.ThispaperhopestoaddresssomeofthoseconcernsthroughadviceandsuggestionsonhowtouseTTRPGsforteachingEFL.Theadviceisdrawnfromtheexperienceandobservationsoftwotwice-a-weekEnglishcoursesandfour5-7dayintensivecourseswhereTTRPGswereutilizedasamethodofinstructionatChubuUniversity.TherearemultiplewaystorunaTTRPGintheclassroom.OnemethodistohavethestudentscreatethebasicplottogetherandthenchooseonestudenttobetheGMwhiletheothersmakecharacters.ThiscanworkwellforstudentswhoarefamiliarwithRPGsandhaveahigheraptitudeforthetargetlanguage,butcanbedifficulttoimplementastheinstructorhaslittlecontroloverthecontentorflowofthegame.Thismethodhasseensuccessasasmallgroupactivityduringdifferentcourses(Phillips,1994).AnothermethodistohavetheinstructorplaytheroleoftheGMandthestudentsbePCs.Thisallowsformorecontroloverthegameplayandforeasierplanningofthecourse.Furthermore,itrequireslessin-classtimeexplainingtherulesandsystem,astheroleofthePCisfarsimplerthanthatoftheGM.AstheGMinthismethod,itistheresponsibilityoftheinstructortochoosetheplotandsettingforthecampaignorsession.Theinstructorcanalsochoosetohaveacontinuingcampaign,wherethereisanoverarchingplotthatisbrokenupintovarioussessionsthatcontinueoneafteranother,orhaveshortepisodicstoriesthatlastonlyoneortwosessionseach.TheGMalsohascontrolovertherulesandthetypesofNPCsthePCswillinteractwith.Thiscanbegoodforteachingorreinforcingpragmaticawarenessinstudentsthroughhavingthemmeetwithcharactersatvaryingstatusesinsociety.AnotherimportantstepinimplementingTTRPGsintheclassroomischoosingwhatrulesettouse.TherearemanydifferentTTRPGs,eachwiththeirownuniquesettingsandrulesystems.Some,likeRifts:Role-playingGame,haveaverycomplexanddetailedrulessystem,whileothers,suchasOurLastBestHopeareextremelysimple.SomegoodmiddleofthewayrulesetsthatcanbeadjustedforcomplexityareDungeonsandDragons5thEdition(D&D5e)orD20Modern.Itisalsoimportanttothinkaboutsetting.Doyouwishtohaveyourplayersplayinafantasy,sciencefiction,historical,ormodernsetting?Howrealisticdoyouwanttheworldtobe?Whatkindsofstoriestoyouwishtotell?D&D5ehasamedievalfantasysettingthatisrichinloreandmagic.PCsUtilizingRole-playingtoPracticeEnglish―47―

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