| dc.description.abstract | This research paper approaches Language Play (COOK, 1997; COOK, 2000;
TARONE, 2000; BELL 2005; BELL, 2011; WARING, 2012), which, despite not being
a widely researched field, as it is a considerably recent area of study, has positive
aspects for ESL classroom and language learning. LP happens when participants
use language with the purpose of enjoyment. It does not serve directly to manipulate
the environment nor to form and maintain relationships (COOK, 1997). It can be done
through linguistic, semantic and pragmatic levels and it is natural and important to
human beings (COOK, 2000). The objective of this research is to understand how LP
happens during classroom interaction and game play of UNO. To accomplish it, the
method used was a qualitative analysis of naturally occurring interactions that
happened in an English advanced classroom. The participants are two teenage girls
aged 13 and 14 years old and their female teacher. The data was transcribed in the
light of Conversation Analysis and the moments of playful language were identified
and categorized, which led to three main categories: Biographical play, Creation play,
and Game rules play. Even though these classifications enable us to see the distinct
moments in which LP happens, the greatest conclusion of this research is the
importance of the role of alignment among the participants, as it has leveraged the
occurrences of LP in the interactions. Another contribution is the understanding that
there is space and opportunities inside ESL classrooms for the use of LP, no matter
its taxonomies. What is important is to maintain mutual respect and to preserve the
moments of teaching and learning. | en |
