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Dissertations / Theses on the topic 'Roleplay'
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1
ONeal, Rhiannon Patricia. "Gender, Identity and Tabletop Roleplay Games." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/760.
Full textAbstract:
Identity Performativity theory is relatively new to the field of linguistics and as such has been the subject of a growing number of research in linguistics. Most popularly, focus on performativity has been the discursive construction of gendered identity/identities. Though a number of studies have sought to examine the role language performance plays in construction, a surprising few have aimed to look at activities focused on the intentional creation and maintenance of identities in a specifically performative context such as: improvisational acting and roleplaying games. This study uses a social constructionist framework through discourse analysis to examine a community of practice centered around the performance of multiple roles during a 9 hour session of Dungeons and Dragons, a tabletop roleplaying game, in order to see what strategies players employed to call out specific gendered roles and what those strategies might assume about identity construction. Primarily, how does language choice illustrate the theory that identity is not only co-constructed, but that each person embodies a series of sometimes conflicting gender identities that are often contested? The results of the research show evidence that each person constructs for themselves and others not one, but multiple, identities in the course of conversation and often for different purposes.
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López, García Yoselin. "Conflictos y Emociones: Narrativas en el Roleplay en Twitter." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2020. http://hdl.handle.net/20.500.11799/109615.
Full textAbstract:
El presente trabajo busca describir y analizar las dinámicas de interacción que se
practican en el roleplay de Twitter, pues nos permitirían comprender las maneras en que
éstas, a través de las narraciones y su conflictividad, permean las interacciones sociales
en el juego mismo, incluyendo las emocionales.
3
Price, Isaac V. "Managing Cosplay Performance: The Forms and Expectations of Convention Roleplay." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3753.
Full textAbstract:
Costume play (i.e. cosplay) is a performance of fandom rife with rituals and communication practices. Cosplay roleplaying performances are cultural practices that reveal how cosplayers interact with one another and among non-cosplaying members of their fandoms. This study examines the expectations that cosplayers hold for roleplay, the forms of roleplay, and the ways in which roleplay can become an instigator of harassment. Through the lens of Face-Negotiation Theory, the author discusses how roleplay functions to maintain or threaten the public images of cosplayers and their audiences, and what strategies cosplayers implement to avoid the loss of face.
4
au, hartlv@perth training wa gov, and Andree Vanda Barbara Hartley. "Expédition aux Terres Australes A Web-based Online Role-play Simulation: the enhancement of language acquisition through social interaction." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050603.151117.
Full textAbstract:
This research project investigates to what extent a social constructivist approach to
teaching and learning online can enhance the use of language acquisition for learners
of foreign languages. I designed an online role-play simulation in which the students
sailed on the expedition of Nicolas Baudin to Australia and took different authentic
roles on a simulated voyage. All communication was conducted in the French
language, thus enabling the students to interact in realistic conversations, relevant to
this historic event. Being in a third year TAFE French class, the students had already
been exposed to sound grounding in grammar, relevant vocabulary, and use of
colloquial and idiomatic expressions, and thus they had acquired a reasonably high
level of proficiency in the language.
The study was conducted over a four-week period in which I examined the intense
interaction between the participants, while fulfilling the role of facilitator/moderator.
In this role, I gave clear guidelines as to what was expected from the participants;
provided the students with their identity which was unknown to the other participants
during the simulation; created incidents through a weekly Course of Events
announcement; answered all questions within 12 24 hours; encouraged engagement
within the learning community; made occasional suggestions if the characters seemed
uncertain of what to do next; and, above all, endeavoured to create a non-threatening,
friendly online environment for the students.
After the four-week online role-play simulation, the participants met for a debriefing
session in which they revealed their identities and discussed any issues, in particular
technical issues, that had emerged. This provided an opportunity for the participants
to disengage from the virtual world in which they have been immersed for four weeks
as well as an opportunity to reflect upon their personal learning.
A qualitative methodology, drawing on interpretive research, was employed to
analyse the data. Student pre- and post-questionnaires, online contributions by the
students and the debriefing discussion were used as the major sources of data
collection.
Most of the students took up the challenge of interacting online through asynchronous
and synchronous communication. The study focused on how the use of a social
constructivist epistemology could enhance language acquisition for learners of foreign
languages and also analysed to what extent did the students participation in a webbased
online role-play simulation affect their communication skills and fluency in the
second language.
The findings provided me with guidance for future implementation of online role-play
simulations in which I would ensure that all students have the basic computer skills
and necessary access to internet in order to participate fully in the simulation.
Nevertheless, this study demonstrated many benefits to the language enhancement of
the participants and will become a regular activity as it permits students to use their
conversational skills in a real-life virtual learning community.
5
Mock, Remy (Remy A. ). "TagAlong RolePlay : a low-cost multi-user virtual reality language learning platform." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106110.
Full textAbstract:
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 74-79).
Smart-phone applications that help users learn languages are quickly taking over the language learning market due to their convenience and accessibility. It is estimated that the mobile share of the language-acquisition market should climb 73 percent to around 14.5 billion by 2019 (Reuters, 2015). However, none of the applications currently available are immersive or have multi-user features. Immersive learning and tandem learning has been shown to have many benefits. TagAlong RolePlay is a low cost multiuser VR platform that was created to incorporate this type of learning. Furthermore, TagAlong RolePlay has an authoring tool that allows teachers to create various virtual language-learning environments and tasks. This allows a teacher to create tasks specific to the student's needs. For example, a student trying to learn English to become a doctor in the US will need to learn the words pertaining to the medical world. The robust and flexible TagAlong RolePlay platform creates a more superior efficient and engaging learning experience.
by Remy Mock.
M. Eng.
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Robertson, Judy. "The effectiveness of a virtual role-play environment as a preparation activity for story writing." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/589.
Full textAbstract:
Improvisational dramatic role-play activities are used in classrooms to encourage children to explore the feelings of the characters in a story. Roleplay exercises can give a story personal significance to each child, and an insight and understanding of the characters which is reflected in stories written afterwards. The thesis describes the development of a virtual environment designed for similar dramatic role-play exercises. The thesis then investigates its effectiveness as a preparation activity for writing stories. It examines the effects the virtual role-play environment has on the characterisation in children’s imaginative writing. It also investigates the social interactions which children engage in and the moral decisions they make during the role-play; and the motivational effects of the virtual roleplay environment. The virtual role-play environment is based on a commercial computer game. Two children and one role-play leader interact with each other in a perceptually realistic virtual world. Each role-player controls an avatar in order to move around this graphical world, and improvise by sending and receiving typed messages. The high quality graphics, sounds and music contribute to the users’ feelings of perceptual presence while the communication between role-players promotes feelings of social presence. The role-players’ emotional engagement with the other characters and the conflict within the adventure encourages them to experience self presence. The virtual role-play environment was evaluated in a field study with sixty children aged between ten and twelve years. The characterisation in stories written after using the virtual role-play environment was compared to the characterisation in stories written under normal classroom circumstances. The stories were compared using a new, fine-grained analysis scheme for assessing children’s writing. The main result is that the stories written after the virtual role-play contained more dialogue and more indications of relationships between the characters than normal classroom stories. Analysis of the typed communication exchanged between the role-players during the game shows that the role-players formed relationships with the other characters. They also made judgements about the characters’ personalities and to a lesser extent expressed emotional involvement during the game. They made moral decisions and could back up their decisions with reasons. Expert evaluation supports the view that the virtual role-play environment is particularly beneficial to children with low literacy standards. Finally, it also benefits children with low literacy motivation and little interest in school work.
7
Nordbeck, Katarina. "- Idag är det Krysmyntaspel. - Nej, det är inget spel! Det är en lek : Om forumspel på förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30384.
Full textAbstract:
The aim of this study is to investigate an inter-action and a roleplay activity that takes place every Friday at a preschool in a suburb of Stockholm. The aim is to investigate learning in this activity and how it is corresponding to the curriculum for preschools. What is the teachers aim and how do the children think, talk and act before, during and after the game. It is a qualitative study and data was collected through qualitative interviews, field notes from observations and recordings with my I-phone. The results showed that the play is useful as a pedagogical documentation and as a tool for reflection. According to the educators it is possible to involve the entire curriculum for preschool in this roleplay, such as fundamental value, conflict resolution, children´s participation, traditional topics as mathematics and languages. The activity has developed in a cooperation with children and teachers together.
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Leppäkorpi, Johanna. "”Det känns som att det är på riktigt” Om forumspel som ett pedagogiskt verktyg i konfliktlösande syfte." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11827.
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Syftet med uppsatsen är att undersöka om forumspel kan användas som ett pedagogiskt verktyg i konfliktlösande syfte i en elevgrupp samt är i enlighet med det mål som finns beskrivet i Lpo94: ”Att varje elev utvecklar sin förmåga att göra och uttrycka medvetna etiska ställningstaganden grundade på kunskaper och personliga erfarenheter”. Undersökningen är en kvalitativ fallstudie där aktionsforskningens modell utgör forskningsstrategin. Urvalet i undersökningen består av en homogen integrerad årskurs 1-2 klass. Resultatet från undersökningen visar att forumspel är ett användbart pedagogiskt verktyg i syfte att lösa konflikter. Forumspel utvecklar eleverna i samspel med varandra på ett sätt som gynnar arbetet mot det mål som finns beskrivet i Lpo94: ” Att varje elev utvecklar sin förmåga att göra och uttrycka medvetna etiska ställningstaganden grundade på kunskaper och personliga erfarenheter”.
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Scudder, Sasha. "Reflections: the Positive Effect of Cooperative Roleplaying Games on Anxiety Disorders." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1241.
Full textAbstract:
Anxiety disorders are some of the most prevalent mental illnesses in the United States, and young adults have developed a variety of coping mechanisms to deal with their symptoms. One of the most common is escapism, or the act of escaping reality by delving into alternate stimuli, fantasies, or media content, but this often leads to social or emotional isolation. Cooperative roleplaying games, such as Dungeons and Dragons, can alleviate symptoms of anxiety disorders while facilitating social interaction through escapism, creative thinking, play, and community building. The companion piece to this paper, Reflections of Fate, is a D&D 5e quest specifically designed with challenges and storylines to further these potentially healing effects.
10
Ode, Jon. "Religion in computer games : Religious themes conveyed through an unorthodox medium." Thesis, Karlstads universitet, Avdelningen för humaniora och genusvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12064.
Full textAbstract:
The purpose of this essay is an attempt to create a “first basis” of reliability for religious content in computes games, and its value in academic studies. While not researching it in depth, this essay will also give a suggestion of computer games’ potential as a didactic medium. A quantitative comparative analysis has been performed, to present several common religious themes and their occurrence in the computer game respectively. While researching the game, an abundance of religious themes have been found, documented and presented. Through this, it is concluded that computer games not only have the capability of presenting religious themes; they are found to be capable mediums of presentation. The content itself is of high varsity and of great interest to any religious scholar.
11
Lundell, Erika. "Förkroppsligad fiktion och fiktionaliserade kroppar : Levande rollspel i Östersjöregionen." Doctoral thesis, Stockholms universitet, Institutionen för etnologi, religionshistoria och genusvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-103211.
Full textAbstract:
This dissertation concerns live action role-playing (larp). Larp may be described as improvised theater without an audience, as participants simultaneously embody both audience and actor in their constant interaction with one another. Hence, larp can be seen as a participatory culture. The study is based on participant observation, interviews and online ethnography in Denmark, Latvia, Sweden and Norway. The aim of the thesis is to analyze how bodies materialize, take and are given space in larps. At the heart of the study lie questions on how processes of embodiment are enacted before, during and after the game. Two central concepts - larp chronotope and matrix of interpretation – shape the analysis. The first denotes the specific timespace in which a larp takes place, e.g a Soviet military camp or a fantasy world. The second concept stands for a general matrix of norms that informs participants on how to enact their characters in the larp chronotope. The thesis shows that participants strive to act in ways that are intelligible according to the matrix of interpretation that reigns during the game days. In addition, although game and everyday matrixes of interpretations are always inseparable, while attending a larp the participant’s ordinary lives are temporarily allowed to fade into the background. Thus, larps are complex combinations of objects, spaces and bodies that are given new relations and new meanings. Furthermore, the thesis shows that larp embodiment is conditioned by normative ideas of what it means to be an intelligible live action role player. White male bodies are more likely to access the sphere of larp intelligibility than others, which is evident in many of the stories and made up worlds portrayed in the study. Yet, the collaborative narration of game worlds that take place before larps can include all sorts of bodies. Consequently, larps provide an opportunity for alternative forms of embodiment and experiences.
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Xu, Yiru. "La compétence d’interaction dans l’évaluation de l’oral en français langue étrangère : description et enjeux didactiques." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2114.
Full textAbstract:
Cette étude a pour objectif de définir la compétence d’interaction qui constitue l’objet principal de l’évaluation de l’oral en didactique des langues étrangères. Nous considérons qu’elle consiste en la capacité d’interagir avec l’interlocuteur pour mettre en œuvre des ressources multiples dans l’objectif de gérer collectivement une activité de discours adaptée à l’action dans une situation donnée. A travers une démarche empirique, analytique et compréhensive, nous décrivons la manière dont la compétence d’interaction se manifeste en situation d’évaluation. Elle se présente sous la forme de quatre volets : d’abord par la capacité d’interpréter son rôle dans un contexte donné afin de participer à l’organisation globale de l’interaction ; elle se manifeste aussi dans la coordination de l’alternance des tours de parole ; elle se trouve dans le partage de la responsabilité de la co-construction thématique des échanges ; enfin, cette compétence doit prendre en compte la mise en œuvre des stratégies de communication afin de résoudre les problèmes langagiers et interactionnels qui se présentent. Les analyses nous apportent des clarifications sur les enjeux didactiques en ce qui concerne la manière d’évaluer cette compétence. Elles nous conduisent à souligner quatre éléments essentiels dans la constitution du dispositif évaluatif : le scénario, la modalité de préparation, les conditions de réalisation et le barème de notation. Or, la démarche d’évaluation ne s’arrête pas à un dispositif soigneusement élaboré, mais s’effectue également dans sa mise en pratique et dans l’adaptation à un contexte évaluatif donné. Il existe donc un « contrat d’évaluation » qui règle l’organisation de cette activité et précise les droits et les devoirs de l’évaluateur et du candidat. Dans la réalisation du contrat, l’évaluateur doit assurer à la fois le rôle de facilitateur, d’examinateur, d’interlocuteur et d’accompagnateur, ce qui constitue un vrai défi dans l’évaluation en langues et nous donne des orientations pour nos futures recherchesThis study aims to define the competence of interaction constituting the main object of oral evaluation in foreign language pedagogy. We consider that this competence consists in the ability to interact with an interlocutor in order to implement multiple resources with the aim of collectively managing speech activity adapted to action in a given situation. Using an analytical and comprehensive empirical approach, we describe how the competence of interaction manifests itself in a situation of evaluation. It takes the form of four components: firstly, the ability to interpret one’s role in a given context in order to participate in the global organization of interaction ; it also manifests itself in the coordination of turn-taking ; in the shared responsibility of the co-construction of the theme of the discourse; and finally in the use of communication strategies to solve language and interactional problems that arise. The analyses enable us to elucidate the pedagogical issues concerning the way to evaluate this competence. Four essential elements can be identified in the composition of the system of evaluation : the script, the type of preparation, the conditions in which it is implemented and the grading scale. The evaluation is not limited to a carefully worked out method ; it also entails the way it is carried out in a specific context. There exists a “contract of evaluation” which regulates the organisation of this activity and defines the rights and duties of the evaluator and the candidate. According to this contract, the evaluator must assume the roles of facilitator, examiner, interlocutor and guide, which constitutes a real challenge in language evaluation and opens up orientations for future research
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Kvarnström, Charlotte. "Lärande genom interaktiva praktiker i en virtuell verklighet : Livet som en virtuell karaktär - lärande och meningsskapande." Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7418.
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Världen omkring oss förändras snabbt varje dag på grund av olika saker som sker runt om oss. I skrivande stund härjar Coronaviruset i en utbredd pandemi, och vi har alla på vårt eget sätt fått lov att anpassa oss för att leva ett liv med större social distans, vilket för många innebär studier och arbete via digitala plattformar från hemmet, snarare än arbete i skolsalar och kontor. Med dessa förändringar som gör att vi tillbringar mer och mer tid i virtuella rum behövs en djupare förståelse för de virtuella rummen och det lärande som tar plats där. Syftet med studien har varit att synliggöra de virtuella rummen som rum för lärande, och de frågeställningar studien sökt svar på är: Vilket lärande och meningsskapande framträder i de virtuella rum som undersöks, FiveM och Discord? Hur möjliggörs detta lärande i dessa sammanhang? Jag har genom att genomföra en deltagande observation, då jag själv spelat det digitala rollspelet FiveM, försökt svara på ovanstående frågeställningar. Det empiriska materialet har bestått av fältanteckningar, screenshots från FiveM, inspelade videosessioner från FiveM, samt screenshots från applikationen Discord. De teorier jag har använt för att tolka materialet har varit Design för lärande, och John Deweys Learning by doing. Jag har också använt mig av begreppet “läckage” som ett verktyg för att tolka mitt material. Studien visade att det är ett mångfacetterat lärande och meningsskapande som tar plats i de virtuella rummen. Genom den typ av spel som studerats, digitalt rollspel i datorspelet FiveM, gör spelarna erfarenheter som genererar kunskaper och skapar mening. Spelarna får möjlighet att öva sig i olika färdigheter såsom exempelvis sociala interaktioner, kommunikation och samarbete. Studien pekade också på att det finns ett läckage mellan det virtuella rummet och den verkliga världen utanför. Det som sker i rollspelet i det virtuella rummet får ontologiska konsekvenser och påverkar livet i den verkliga världen.
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Shy, Brigette M. "Student Perceptions of Therapist Credibility Based on Attention to Religious and Spiritual Functioning at Intake." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1341596870.
Full text
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Sterby, Pia. "Fotombyte i teckenspråkstolkning : Erfarna tolkars koordineringsarbete på diskursnivå." Thesis, Stockholms universitet, Tolk- och översättarinstitutet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-160874.
Full textAbstract:
Tolkens uppgift är att överföra budskapet från ett språk till ett annat på ett ekvivalent sätt. För att göra det måste tolken koordinera samtalet. Tolkens koordineringsarbete och tolkens förmåga att navigera mellan de olika modaliteterna där talad svenska och teckenspråk förekommer är avgörande för en funktionell tolkning. Den här uppsatsen har fokuserat på sekvenser där tolken i sitt koordineringsarbete ägnar sig åt att förflytta sig mellan olika samtalsramar. Detta kallas för change of footing (sv. tolkens fotombyte). I det filminspelade materialet har fyra kategorier av change of footing påträffats. Den första handlar om den förändrade deltagarstatusen som uppstår när tolken från väntläge går in i rollspelet. Den andra kategorin handlar om tolkens självpresentation som för teckenspråkstolkar innebär att hantera en oväntad direkt fråga. Den tredje kategorin handlar om när tolken själv tar initiativ till omfrågning för att försäkra sig om innehållet och/eller innebörden av det som yttrats. Den fjärde och sista kategorin handlar om den förändrade deltagarstatusen som tolken förflyttar sig till när rollspelet avslutas. Just avrundning av pågående samtal är ofta en process som kan pågå i flera minuter där både de primära parterna och tolken signalerar detta på en rad olika sätt.The task of an interpreter is to convey the message from one language to another in an equivalent way. In order to do that the interpreter needs to coordinate the interaction. The coordination and the ability to navigate between the different modalities that spoken Swedish and Swedish sign language are part of is decisive to achieve a functional interpretation. This thesis has focused on sequences where the interpreter in her work moves between different interactional frames. This movement is called change of footing. In the film-recorded data, four different categories of change of footing have been found. The first one concerns the changes in participation status, which occur when the interpreter moves from a “waiting position” into the roleplay. The second category is about the interpreters’ self-presentation, which for sign language interpreters is an unexpected direct question to handle. The third category deals with an interpreter-initiated repair in order to make sure the meaning of an utterance or a word is correctly understood. The fourth and final category is about the changed participation status when the interpreter moves out of ongoing roleplay as it ends. Finishing an ongoing interaction is often a process that might go on for several minutes and that is signalled by both the primary parties and the interpreter in a number of different ways.
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Xu, Yiru. "La compétence d’interaction dans l’évaluation de l’oral en français langue étrangère : description et enjeux didactiques." Electronic Thesis or Diss., Lyon, 2016. http://www.theses.fr/2016LYSE2114.
Full textAbstract:
Cette étude a pour objectif de définir la compétence d’interaction qui constitue l’objet principal de l’évaluation de l’oral en didactique des langues étrangères. Nous considérons qu’elle consiste en la capacité d’interagir avec l’interlocuteur pour mettre en œuvre des ressources multiples dans l’objectif de gérer collectivement une activité de discours adaptée à l’action dans une situation donnée. A travers une démarche empirique, analytique et compréhensive, nous décrivons la manière dont la compétence d’interaction se manifeste en situation d’évaluation. Elle se présente sous la forme de quatre volets : d’abord par la capacité d’interpréter son rôle dans un contexte donné afin de participer à l’organisation globale de l’interaction ; elle se manifeste aussi dans la coordination de l’alternance des tours de parole ; elle se trouve dans le partage de la responsabilité de la co-construction thématique des échanges ; enfin, cette compétence doit prendre en compte la mise en œuvre des stratégies de communication afin de résoudre les problèmes langagiers et interactionnels qui se présentent. Les analyses nous apportent des clarifications sur les enjeux didactiques en ce qui concerne la manière d’évaluer cette compétence. Elles nous conduisent à souligner quatre éléments essentiels dans la constitution du dispositif évaluatif : le scénario, la modalité de préparation, les conditions de réalisation et le barème de notation. Or, la démarche d’évaluation ne s’arrête pas à un dispositif soigneusement élaboré, mais s’effectue également dans sa mise en pratique et dans l’adaptation à un contexte évaluatif donné. Il existe donc un « contrat d’évaluation » qui règle l’organisation de cette activité et précise les droits et les devoirs de l’évaluateur et du candidat. Dans la réalisation du contrat, l’évaluateur doit assurer à la fois le rôle de facilitateur, d’examinateur, d’interlocuteur et d’accompagnateur, ce qui constitue un vrai défi dans l’évaluation en langues et nous donne des orientations pour nos futures recherchesThis study aims to define the competence of interaction constituting the main object of oral evaluation in foreign language pedagogy. We consider that this competence consists in the ability to interact with an interlocutor in order to implement multiple resources with the aim of collectively managing speech activity adapted to action in a given situation. Using an analytical and comprehensive empirical approach, we describe how the competence of interaction manifests itself in a situation of evaluation. It takes the form of four components: firstly, the ability to interpret one’s role in a given context in order to participate in the global organization of interaction ; it also manifests itself in the coordination of turn-taking ; in the shared responsibility of the co-construction of the theme of the discourse; and finally in the use of communication strategies to solve language and interactional problems that arise. The analyses enable us to elucidate the pedagogical issues concerning the way to evaluate this competence. Four essential elements can be identified in the composition of the system of evaluation : the script, the type of preparation, the conditions in which it is implemented and the grading scale. The evaluation is not limited to a carefully worked out method ; it also entails the way it is carried out in a specific context. There exists a “contract of evaluation” which regulates the organisation of this activity and defines the rights and duties of the evaluator and the candidate. According to this contract, the evaluator must assume the roles of facilitator, examiner, interlocutor and guide, which constitutes a real challenge in language evaluation and opens up orientations for future research
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Nunes, Rafael Aleixo. "Roleplay: um recurso fiável e necessário no ensino da língua estrangeira." Master's thesis, 2016. http://hdl.handle.net/10362/20273.
Full textAbstract:
O presente relatório inscreve-se no âmbito da realização do estágio profissional do Mestrado em Ensino de Inglês e Espanhol no 3º Ciclo do Ensino Básico e no Ensino Secundário. O seu propósito é, numa primeira fase, definir o conceito de roleplay, e realçar, justificando, a pertinência da sua utilização no contexto atual do ensino de línguas estrangeiras. Posteriormente, na segunda, terceira e quarta parte, o objetivo será registar, enquadrar e refletir sobre a aplicação prática desta ferramenta didática durante o trabalho realizado na prática de ensino supervisionada e que teve como objetivo principal o desenvolvimento das competências comunicativas de duas turmas de alunos de Inglês do 11º ano e das turmas de Espanhol do 7º, 8º e 9º ano da Escola Secundária Quinta do Marquês em Oeiras.The present report is part of the practicum within the Master of English and Spanish Teaching in Basic and Secondary schools. In the first part of this report the goal is to define what roleplay is and to critically review the related literature highlighting the relevance of its use in the current context of foreign language teaching. The second, third and fourth part of this report serve as a contextualized register and reflection on the work carried out during the supervised teaching practice which had as its main objective the development of the student’s communicative skills in 11th grade English classes as well as 7th, 8th and 9th grade Spanish classes at the Escola Secundária Quinta do Marquês in Oeiras.
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Chao, Min-Tung, and 趙敏彤. "Exploring Fans’ Roleplay and Projective Identity on the Social Media Platform: A Case Study of Plurk Roleplayers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/gg3jsk.
Full textAbstract:
碩士國立交通大學
傳播研究所
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Plurk roleplay is a kind of role playing activity on the social media platform. Most of the Plurk roleplayers are fans, who engage the text-based role playing independently or with other roleplay group members. Due to the interacting nature and the absence of nonverbal cues, social media platform has changed the relationships between fans and characters, and between fans and community. In other words, Plurk has transformed fans’ play from physical to virtual, and from monologue to collaboration. In this thesis, a revised projected interactivity model proposed by Davisson & Booth is adopted as the research framework. By discussing individual practice, projective identity, and group interaction in Plurk, this thesis aims to understand the interactions between Plurk roleplayers/characters, Plurk roleplayers/communities, Plurk roleplayers/media, and the characteristics of projective identity. Three results are found in this thesis. First, Plurk roleplayers enter roleplay groups based on different motivations, which challenges the perspective that the “shared interest” is the single entry of virtual community. Disinhibited behaviors and solid group norms in roleplay groups also shake the ideas about “social harmony” and “informal social contracts” in virtual community. Second, Plurk roleplayers choose to change timeline and develop characters’ emotional characteristics or flaws in order to release characters from the damages of source texts or to meet the community expectation. However, meeting others’ expectation might lead to solipsistic introjections and hallucination of roleplay partners. Last, Plurk not only provides roleplayers high autonomy to manage their social interactions and texts, but also helps roleplayers to avoid collapsed context. That is, Plurk fulfills roleplayers’ need of a “secret carnival”, which is also the need of fans. By using the terms “interact” and “project”, fans study gains a new possibility to move beyond the perspectives of “poach” and “produce.” This is because “interact” and “project” could reveal the struggling, winding journey between fans and characters/communities/media inside fans’ psychological world.
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Afonso, Adriana de Almeida Rodrigues. "Comunidades de roleplay freeform online, admiração pelo fenómeno Hallyu e o seu impacto na vida dos utilizadores." Master's thesis, 2020. http://hdl.handle.net/10071/21045.
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Num cenário global onde os meios de comunicação passaram a pertencer ao quotidiano dos indivíduos, levando assim a diminuir as barreiras culturais e a aproximar as fronteiras, o consumo de conteúdo de outros países tornou-se superior e, em consequência, cresceram novos tipos de entretenimento como é o caso da Hallyu Wave que tem a coleção de "media" como "kpop" e "kdramas".
O consumo da cultura popular Sul Coreana e a sua comunidade de fãs tem sido assim cada vez mais estudada. Os fãs tornaram-se cada vez mais e com as redes sociais foi possível verificar o crescimento do "fandom". A produção de conteúdo foi aumentando, sendo "roleplay" uma delas e a mais relevante para este estudo. Os fãs de "kpop" encontraram nas redes sociais uma forma de gratificarem o seu gosto.
Através de uma investigação que utilizou método quantitativo (concretização de um inquérito online com 304 respostas), foi possível verificar os impactos que estas gratificações provocam na vida dos utilizadores, assim como os motivos que os levam a continuar esta forma de "hobby".
A desconstrução dos conceitos de fandom e a possibilidade de cruzar fronteiras e encontrar um sentimento de pertença e a valorização foi uma das partes fulcrais para a construção da hallyu 2.0. Através dos resultados obtidos, observou-se que os utilizadores que fazem "roleplay" encontraram na "roleplay freeform" amizades e um espaço onde gostar de "kpop" e gostar de escrever ficção era aceitável e sem julgamentos.In a global scenario where the communication belongs now to the daily life of the individual, the cultural barriers have been diminished and the borders have come close to each other, the consumption of other countries media has become bigger and, in consequence, there has been new types of entertainment such as Hallyu Wave that has the collection of media such as "kpop" and "kdramas". The consumption of the South Korean pop culture and their community of fans has been furthermore studied, both to understand its' popularity in the last years and its’ respective fast pace in growth. The fans have become even more and with social media it was possible to see the growth of the fandom. The production of content by fans has also increased, being "roleplay" one way of gratifying their taste. Through an investigation that used quantitative methods (by doing an online survey with 304 answers), it was possible to verify the impacts that these gratifications provide to the users’ lives, such as the motives that took them to continue in this form of hobby. The deconstruction of the concept fandom and the possibility to cross borders and finding a sense of belonging and value was one of the most important factors to the construction of hallyu 2.0. Throughout the obtained results, it was possible to verify that the users who do "roleplay" find in "freeform roleplay" friendships and a space where liking "kpop" and writing fiction is acceptable and non-judgmental.
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Simpson, JC. "Pop Tasmanian gothic : a studio-based exploration of place characterised by the Tasmanian gothic and the tourist experience." Thesis, 2022. https://eprints.utas.edu.au/47426/1/Simpson_whole_thesis.pdf.
Full textAbstract:
My practice-led research project investigates how artistic practice brings new understanding to, and provides critical perspectives on, the relationship the tourist has to the places they visit. For exploration purposes, I used the lens of a fantasy Tasmanian holiday, played out in elaborate sets from my Melbourne studio. In this scenario, I used a fictional character, ‘the tourist’, to reveal my ambivalent connection with Tasmania. I inserted this character into pastiched versions of Tasmanian Gothic tropes and more recent tourism marketing tropes, known as Pop Goth.
My key research question is: how do forms of artistic practice, including roleplay of touristic cliché, stereotype, pastiche and multi-media studio practice, reflect a changing Tasmanian identity characterised by Pop Tasmanian Gothic? Due to constraints brought on by the Covid-19 pandemic, my research also considers the impact of travel restrictions asking how we might tour when we can't travel and what a studio-based imaginative tour might reveal.
My research is informed by personal observations as an expat Tasmanian who, over a decade of travelling back and forth from Melbourne, observed the State’s emergence as a cultural tourist destination featuring the Tasmanian Gothic as a dominant branding strategy which I discuss as Pop Tasmanian Gothic.
My overarching methodology was to gather source material for investigation in the studio by adopting the ‘role’ of the tourist. This involved combining and adapting the stages of touristic activity identified by sociologists Clawson and Knetsch to the creative process. These stages are anticipation, travel, experience and recollection (as cited in Pearce, 2005, p. 9).
Within the tourist methodology, I use camp and pastiche as overarching methods to represent my personal connection to place. Supported by the work of Susan Sontag, Christopher Isherwood and Cindy Sherman, I argue that camp provides a meaningful platform to investigate a shifting perception of place through humour and roleplay. By adopting Richard Dyer’s definition of pastiche, I explore how copying and combining in an expansive platform of tropes can express an emotional connection to place. I explore how these tropes can co-exist in one space through scenography, painting and animation.
In my research, I contextualise Pop Tasmanian Gothic visual art through a range of artists including William Piguenit, Jane Burton, Tom O’Hern and Robert O’Connor. I discuss my use of scenography through the work of Tracy Moffatt and Jacqui Stockdale and the free-standing cut-out through David Noonan. Animation is examined with reference to Heath Franco and Heather and Ivan Morison. The final output for this project is a multi-media installation-based exhibition consisting of a digital animation, paintings, and free-standing sculptural cut-outs. This results in a cacophony of motifs that circulate between and around each other in a dimly lit immersive spectacle. The work provides an opportunity to reflect on the emergent tropes of Pop Tasmanian Gothic in visual art and in the Tasmanian Gothic at large, identifying new tropes that are relevant in a contemporary context, disclosing new perceptions and critical perspectives of the relationship to place held by the tourist as I reconcile my own attachments, memories and associations to Tasmania.
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Rondeau, Élie. "Une Fantasy roubaldienne, ou, Nouvelle exploration ludique des potentialités littéraires : essai ; suivi de La Quête du Vortex (création littéraire)." Thèse, 2014. http://hdl.handle.net/1866/11488.
Full textAbstract:
Le Jeu, un phénomène difficile à définir, se manifeste en littérature de différentes manières. Le
présent travail en considère deux : l’écriture à contrainte, telle que la pratique l’Oulipo, et
l’écriture de l’imaginaire, en particulier les romans de Fantasy française. La première partie de
cette étude présente donc, sous forme d’essai, les origines et les visées des deux groupes
d’écrivains, mettant en lumière les similitudes pouvant être établies entre eux malgré leurs
apparentes différences. Tandis que l’Oulipo cherche des contraintes capables de générer un
nombre infini de textes et explore la langue par ce moyen, la Fantasy se veut créatrice de
mondes imaginaires en puisant généralement à la source de Tolkien et des jeux de rôle. Il en
résulte que le jeu, dans les deux cas, se révèle un puissant moteur de création, que le récit
appelle un lecteur-explorateur et qu’il crée une infinité de mondes possibles. Malgré tout, des
divergences demeurent quant à leurs critiques, leurs rapports avec le jeu et les domaines
extralittéraires, et leurs visées. Considérant ce fait, je propose de combiner les deux styles
d’écriture en me servant du cycle des Hortense de Jacques Roubaud (structuré au moyen de la
sextine) et des Chroniques des Crépusculaires de Mathieu Gaborit (figure de proue en fantasy
« pure »). Ce projet a pour but de combler le fossé restant encore entre les deux groupes.
Ainsi, la seconde partie de mon travail constitue une première tentative de réunion des deux
techniques d’écriture (à contrainte et de l’imaginaire). Six héros (trois aventuriers et trois
mercenaires) partent à la recherche d’un objet magique dérobé à la Reine du Désert et capable
de bouleverser l’ordre du monde. Le récit, divisé en six chapitres, rapporte les aventures de ce
groupe jusqu’à leur rencontre avec l’ennemi juré de la Reine, un puissant sorcier elfe noir.
Chaque chapitre comporte six sections plus petites où sont permutés – selon le mouvement de
la sextine – six éléments caractéristiques des jeux de rôles : 1-Une description du MJ (Maître
du Jeu) ; 2-Un combat ; 3-Une énigme à résoudre ou un piège à désarmer ; 4-Une discussion
entre les joueurs à propos de leurs avatars ; 5-L’acquisition d’un nouvel objet ; 6-Une
interaction avec un PNJ (Personnage Non Joueur). Tout au long du texte, des références aux
Chroniques des Crépusculaires de Mathieu Gaborit apparaissent, suivant également un ordre
sextinien. D’autres allusions, à Tolkien, Queneau, Perec ou Roubaud, agrémentent le roman.The game, a hard-to-define phenomenon, expresses itself in literature by different means. This study considers two of them: the constrained writing, as the Oulipo uses it, and the writing of imaginary, French Fantasy novels in particular. The first part of this work is an essay presenting the origins and goals of the two groups of writers, and showing their similarities despite their apparent differences. While the Oulipo searches for constraints able to generate an infinite number of texts and explore the language by this mean, Fantasy wants to create imaginary worlds by drawing at Tolkien’s source and roleplaying games. It follows that, in both cases, the game shows itself to be a powerful engine for creation, the story calls for a reader-explorer and this process creates an infinity of possible worlds. Nonetheless, divergences remain about their critics, their relationship with the game and with non-literary domains, and their goals. Considering that fact, I propose to combine the two writing styles by using Jacques Roubaud’s Hortense cycle (structure by the “sextine”) and Mathieu Gaborit’s Chronique des Crépusculaires (which is a leading figure in “pure” fantasy). This project aim to bridge the remaining gap between the two groups. The second part of this work is then a first attempt to reunite the two writing technics (constrained and of imaginary). Six heroes (three adventurers and three mercenaries) are going on a quest, looking for a magical object stolen from the Desert’s Queen and able to disrupt the world order. The story, divide in six chapters, tells the adventures of this group from the start to their final battle with the Queen’s sworn enemy, a powerful dark elf sorcerer. Each chapter is composed of six smaller sections where six roleplaying distinctive elements are permutated in a “sextine-like” movement: 1-A DM’s description; 2-A battle; 3-A puzzle to resolve or a trap to disarm; 4-A discussion between the players over their avatar; 5-The gain of a new item; 6-An interaction with a NPC (Non-Player Character). Throughout the story, references to Mathieu Gaborit’ Chronique des Crépusculaires appear, following the “sextine” order. Other references, to Tolkien, Queneau, Perec or Roubaud adorned the novel.
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Charles, Clara. "Le rôleplay dans les communautés underground en France." Thèse, 2012. http://hdl.handle.net/1866/10016.
Full textAbstract:
Dans les milieux dits alternatifs ou undergrounden France, affiliés aux formes postmodernes de cultures fan geek et otaku, une pratique a émergé ces dernières années: le rôleplay. Ni tout à fait jeu de rôle, ni tout à fait théâtre, cette modalité d’échange basée sur une mise en scène de soi se pratique en groupe dans des espaces consacrés. Le présent travail est le résultat d’une ethnographie au sein de ces milieux. Il cherche à la fois à rendre compte de cette pratique et à analyser les enjeux qui lui sont liés. C’est une réflexion polyphonique qui lie les questionnements de l’identité, tant individuelle que collective et la performativité à travers, notamment, les travaux de Deleuze, Agamben et Butler. La forme éclatée dans laquelle interviennent différentes voix reprend l’idée de chaos carnavalesque,motif central dans la présente analyse.In France, in alternative or underground circles characterized bypostmodern fandoms such as geek and otaku cultures, a new form of practice emerged these years defined by the French word rôleplay. It is neither role playing game nor theatre, but a way to exchange with other roleplayers, wearing a costume, in a dedicated area. This work is the result of ethnography in those milieu, and aims to give an account of this practice as much as to analyze the issues of rôleplay. This polyphonic essay links questions as identity (individual or collective) and performativity, through, notably, the work of Deleuze, Agamben and Butler. The splitted up form with several voices taking part recovers the carnivalschaos, central pattern in this analysis.
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HAVELKOVÁ, Lenka. "Výchovná a vzdělávací péče o nadané děti a specifika výuky cizích jazyků nadaných dětí." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-52565.
Full textAbstract:
This thesis concentrates on contexts and view-points, that should determinate the character of activities designed for gifted children in foreign languages classes. This work proposes some methods and ways that are convenient for gifted learners. It deals also with the characteristics of the teacher, who is able to conduct the gifted and the characteristics of the gifted in order to devise such activities that satisfy their special cognitive, emotional and social needs.
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Jozífková, Eva. "Hierarchie a chování člověka. BDSM jako alternativní sexuální chování." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353552.
Full textAbstract:
Preferences for sexual arousal by overstated dominance and submission in sex is categorized as F65.5, sadomasochism, according to ICD, but this behaviour is called BDSM among the general public. The ground of these preferences could be ultimately biological. These preferences reflect behavioural strategy which enables to gain higher reproductive success. Men and women who were sexually aroused by a submissive partner had more male relatives than men and women with other preferences. Contrary to the women, the dominant men reported themselves as more attractive. Women who were aroused by a higher-ranking partner considered themselves more attractive. Sons of couples in which was hierarchical disparity had more siblings than sons of "equal" couples or couples with no hierarchical disparity. Daughters of hierarchically disparate couples had more brothers than daughters of "both dominant" partners. Concurrently, number and gender of offspring as well as self- reported attractiveness are likely to be criteria of the reproductive success in humans. It is also interesting that hierarchically disparate couples, without regard to gender of higher-ranking partner, reached higher reproductive success than "equal" couples. Individuals who preferred higher- or lower-ranking partner were also aroused by...