Estudio comparativo de la didáctica de la lengua extranjera a través del juego de sociedad en los contextos anglófonos, francófonos e hispánicos

Abstract

The purpose of this comparative study is to investigate the inclusion, validity and usefulness of the social/board game as an educational tool in foreign language teaching within the Anglophone, Francophone, and Hispanic contexts. The theoretical framework focuses on the concept of the parlour game and its relation with the process of learning foreign languages. It also incorporates a catalogue of board games available for the teaching of English, French, and Spanish. The practical section of the present research includes a board game which has been designed and tested so as to assess its usefulness in the three previously mentioned linguistic contexts. The game has been tested at two secondary schools in France and Ireland, and in two official schools of languages in Galicia. The research does not offer conclusive outcomes so as to assess the usefulness of the game in terms of the acquisition of grammatical contents. Yet, the results demonstrate an interest and a high level of participation on the part of the students, as well as a positive reception of the game designed. Moreover, it contributes to the teaching and learning of relevant expressions and vocabulary, as well as the fostering of oral fluidity and communicative skills.