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Game Design in TBLT Classes: Exploring Pragmatics

Hengxi Wang
Graduate School of Education, University of Pennsylvania, USA

Abstract—Based on reviews of various types of research, it is possible to generalize that combining TBLT and GBLL would promote language pragmatics. Pragmatics is critical in developing learners' ability to communicate effectively in the target language. As a result, it is possible to conclude that the combination of TBLT and GBLL would be beneficial and meaningful for second language learners learning their target language. Furthermore, task-based games in language learning have the potential to motivate and engage learners in meaningful learning while promoting autonomy and reducing anxiety, particularly among second language learners. It was also discovered that digital game-based learning is more effective than non-digital game-based learning because non-digital game-based learning cannot cover all critical elements of TBLT during implementation. Therefore, this essay will explore the possibility of implying game design to TBLT classrooms to achieve students' language pragmatics. Finally, some potential shortcomings and future developments will also be mentioned. 
Index Terms—pragmatics, TBLT/CLT, game design,game-based learning

Cite: Hengxi Wang, "Game Design in TBLT Classes: Exploring Pragmatics," International Journal of Learning and Teaching, Vol. 8, No. 4, pp. 261-266, December 2022. doi: 10.18178/ijlt.8.4.261-266

Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.