User:Minniezheng

Abstract
Game studies ,educationally-designed game-based virtual learning environments and virtual world research (Thomas & Brown,2009) are well on their way to exploring the affordances of 3D metaverses forengaging learners in ways that contrast with formal schooling. Applyingconstructs from ecological psychology, distributed and embodied cognition, andsociocultural perspectives, design-based, contextualized and longitudinalstudies have begun to advance these theories in light of the quality oflearning taking place in technology-supported collaborative environments. We explore current teachingpractices in and around the Second Life and provide an alternative view oflanguage learning in virtual worlds. Centralto the alternative view are the dynamic concepts of perception-action, co-action (Cowley, in press; Wegner & Sparrow, 2007,Zheng, in press), and languaging (Linell 2009; Maturana 1988). We call for thereplacement of traditional pedagogies based on the "code" view oflanguage (Love, 2004; Kravchenko, 2007), which reduce second language learningto an input/output process and imply a linear progression from an initial togoal state. Instead, cognition is embodied and distributed in our view, and avatarsin 3D worlds allow us to experience virtual environments in embodied and dynamic ways. Wesuggest that language learning in virtual worlds can be optimized throughdesign that prioritizes opportunities for distributed meaning-making to build from co-action. We also hope rejection of the code view will lead to new thinking about language pedagogies. http://en.wikipedia.org/wiki/Wikipedia:Citing_sources#nbFoot01b