Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom

Abstract

How much fun can we have learning another language? This study explores the implementation of semantic language play tasks in an intact Japanese as a foreign language (JFL) classroom. In the study, I detail how I designed and implemented tasks meant to foster play in a JFL class. I analyze qualitative data from transcripts of classroom learner interactions to show how study participants played, experimented, and pushed themselves in their L2 during interactive tasks designed for playful language use. I also explore how participants provided peer assistance during playful interactions. The study shows how playful language learning tasks can encourage creativity, participation, and expression within the language classroom. I conclude by arguing for more serious consideration of play as not only a driver of linguistic development but also an essential aspect of language learning.