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Game to Teach Chinese Formulaic Expressions  \nXiaofei Tang 1 and Naoko Taguchi2  \nAbstract  \nA well-designed game can offer enormous opportunities for pragmatics learning by providing an immersive environment where learners can practice L2 in a variety of social contexts. To examine the applicability of gaming to L2 pragmatics learning, this study used the platform Unity to develop a scenariobased digital game (Questaurant) to teach Chinese formulaic expressions. In the game, the player took the role of a robot who works in a restaurant in China and runs quests by interacting with built-in characters. The game incorporated four key gaming attributes: context (representation), goals, feedback, and interactivity. This paper reports the usability of these gaming attributes based on interview data collected from 12 learners of Chinese who completed the game. Results showed that the combination of context and interactivity in Questaurant delivered an engaging learning experience, while explicit feedback directly contributed to learning. Participants raised some concerns regarding the motivational appeal of goals and implicit feedback in the game. This paper further discusses implications for developing and utilizing digital games for pragmatics learning.  \nKeywords: second language; pragmatics; technology; game; formulaic expressions; Chinese.  \nAffiliations  \n1Carnegie Mellon University, USA.  \n[email: xiaofeit@andrew.cmu.edu](email: xiaofeit@andrew.cmu.edu)  \n[2](2Northern Arizona University)[Northern Arizona University](2Northern Arizona University), USA.  \nemail: [naoko.taguchi@nau.edu](naoko.taguchi@nau.edu)  \ncalico journal vol 37.1 2020 1–22 [https://doi.org/10.1558/cj.38574](https://doi.org/10.1558/cj.38574)  \n©2020, equinox publishing   \n2 Designing a Game to Teach Chinese Formulaic Expressions  \n1. Introduction  \nPragmatics represents a complex relationship among linguistic forms, their social functions, and context of use. Learning the form–function–context relationship does not come easily in a formal classroom setting where opportunities for contextualized, real-life communication are limited. In a second language (L2) classroom, learners typically do not interact with speakers in diverse social roles and situations, nor do they experience real-life consequences of their pragmatic behaviors (Bardovi-Harlig, 2019; Taguchi, 2017). Classroom materials and textbooks often lack pragmatics-focused information and activities, limiting learners’ exposure to authentic samples of pragmatics (Ren & Han, 2016).  \nSince pragmatics learning is not likely to happen naturally in a classroom, researchers have invested in direct instruction as a way of promoting pragmatics learning (Taguchi, 2015). Existing findings show that direct instruction, especially explicit instruction that combines metapragmatic explanation, practice, and feedback, is effective for pragmatics learning. However, instructional tasks used in those studies have some limitations. One limitation is the weak contextualization of pragmatic input. Since most studies used written or audio/ video-recorded interactions to introduce target pragmatic features, learners have to imagine the context of interaction, rather than directly participate init. In addition, learner autonomy has been overlooked because learners often complete a task in a set order, rather than deciding on their course of action or reflecting on their action.  \nTo address these limitations, this study adopted technology as an instructional tool. There has been a growing interest in examining technologyenhanced environments as a context for pragmatics learning (Gonzalez-Lloret, 2018; Taguchi & Sykes, 2013). Technology offers great potential to overcome barriers of classroom teaching by providing learners authentic contexts for meaningful interaction. As Taguchi and Roever (2017) claim, technology can“provide di","cbCaisRUjfcIC1r6","https://ap.wps.com/l/cbCaisRUjfcIC1r6","pdf",595273,22,"English","# Abstract\n# Introduction\n## Pragmatics learning challenges in classrooms\n## Technology-enhanced environments and digital gaming\n# Background\n## Game-Based L2 Teaching","[{\"question\":\"What game was developed to teach Chinese formulaic expressions?\",\"answer\":\"The study developed Questaurant using Unity, a scenario-based digital game where the player acts as a robot in a China restaurant and completes quests through interactions with built-in characters.\"},{\"question\":\"Which gaming attributes were incorporated in Questaurant?\",\"answer\":\"Questaurant incorporated four key attributes: context (representation), goals, feedback, and interactivity.\"},{\"question\":\"What did learners report about Questaurant’s effectiveness?\",\"answer\":\"Interview results from 12 learners indicated that the combination of context and interactivity created an engaging experience, while explicit feedback contributed to learning.\"}]","Designing and Using a Scenario-Based Digital Game to Teach Chinese Formulaic Expressions | PDF",1792082330,55]