本計畫經由話語分析，探討以英語作為外語的大學生在課堂上及《第二人生》的虛擬世界中使用語言遊戲的情形，並了解其展現的言談能力和真實聲音。本計畫包含以下三個研究：研究1探討《第二人生》可用在語言遊戲上的資源。本研究分析學生在各種環境中進行的不同類型的語言遊戲。其重點是學生的語言遊戲類型如何隨著互動情境（面對面或電腦中介溝通）和不同的溝通模式（語音或文本）而變化。結果可能有助於了解第二語言學生創建和擴展語言環境來從事語言遊戲的程度。研究2探討學生與不同興趣和文化背景的對話夥伴互動所發展出的言談策略。針對學生英語表達中的溝通功能，分析其與角色扮演任務（自由或限定）和對話夥伴（同學或第二人生用戶）的關聯。結果可能有助於理解學生及其對話夥伴，因合作及不合作關係，產生的有趣對話和語用行動。研究3探討使用英語的學生如何以身份做為溝通資源，來促進文本、情境及活動的真實性。這項研究牽涉到課堂及虛擬混合課程的成果，利用調查和訪談，評估以英語作為外語的大學生如何用各種審美和言談策略來了解及傳達信息，以取信或取悅英文作為通用語的觀眾。結果可能有助於澄清學生在不同的發展點的角色與其在教學上的意義。 This proposed project investigates the use of language play by university students who study English as a foreign language (EFL). Discourse analysis is used to examine illocutionary forces and authentic voices emerging from conversations in the classroom and the virtual world of Second Life. It includes the following three studies: Study 1 explores the affordances of Second life for language play. This builds on previous studies to analyze different types of language play that EFL students are able to engage in various environments. The focus is how EFL students’ play types change with the interaction contexts (i.e., face-to-face versus CMC) and different modes of communication (i.e., voice versus text). This study would lead to an increased understanding of the extent to which EFL students could create and extend environments for language play in context. Study 2 explores the impacts of virtual role plays on students’ use of illocutionary strategies in interaction with conversational partners of various interests and cultures. EFL students’ performance of communicative functions is examined in relation to role play tasks (free or bound role play) and the characteristics of the students’ conversational partners (classmates versus Second Life users). This study may help us better understand the cooperative and uncooperative relationships in students’ playful conversations and pragmatic actions. Study 3 explores how and where and when EFL students use identity as communicative resources for promoting authenticity in aspects of text, context, and activity. As the result of the blended curriculum, this study uses surveys and interviews to assess how EFL students use various aesthetic and discursive strategies to interpret and convey their messages convincing or pleasing to the audiences who use English as lingua franca (ELF). The results of this study help clarify student roles and pedagogical meanings at their different developmental points. 研究期間：10008 ~ 10107
