The OR decreased when controlling for behavior inhibition. Logistic regression revealed that adults with GAD were more likely (odds ratio = 8.11, 95% CI = 1.78−37.09) to have IGD than those without it.
Mastodonte call of duty manual#
All participants underwent a diagnostic interview based on the fifth edition of Diagnostic and Statistical Manual of Mental Disorders, IGD and GAD criteria, and completed a questionnaire on behavior inhibition, depression, and anxiety. We recruited 87 people with IGD and a control group of 87 people without a history of IGD. This study evaluates the association between generalized anxiety disorder (GAD) and Internet gaming disorder (IGD) and the role of behavior inhibition in young adults.
Ownership of the English language as an identifying feature comes second to the emerging bilingual identities of the participants who are competing in the global market of Higher Education. The study concludes that within French Higher Education in 2016, English is a strategic medium through which to access research and teaching communities. The principal arguments are based on beliefs concerning the ownership of the English language and whether it is possible for L2 speakers of English to ever identify themselves as being anything other than ‘learners of English’, despite repeated proof of their language expertise.
The major divisions regarding the attitudes towards English as a medium of academic identity in France are to be found in the issues relating to the legitimacy and authority of French speakers of English within the wider international academic community.
Mastodonte call of duty professional#
Through the use of complementary qualitative methods (questionnaires, interviews, visual methods and classroom observations), the narratives of 164 academics working at the science faculties of Nantes University were analysed for how they positioned their professional identities in relation to the use of English for professional purposes (such as writing research papers, presenting at conferences, and teaching in English as a medium of instruction, EMI).
This study confirms that rather than encouraging multiple languages in academia, the term ‘internationalisation’ implies ‘Englishisation’ in Europe by contributing to studies which show how English is instrumental to academic identity in Europe. The study is situated within the post-Fioraso Law period (2013), which sees France joining the process described as the ‘internationalisation’ of Higher Education in Europe. This socio-linguistic study investigates attitudes of French speakers of English to using English for academic purposes. The immersive experience facilitated by games gave L2 speakers of English the ability to travel virtually outside of their L1 local language environment. In addition, the repetitive nature of games and gaming vocabulary helped the participants to learn English words and phrases without the impression of being drilled. The results show that the online nature of the exchanges between the speakers made the speakers feel more confident when trying to communicate in English (both within the game and when interacting with others in English when not gaming). The methods used were an online survey and interviews of students at the University of Bordeaux who reported on how gaming helped them to improve their English through immersion. The present study considers French youths who use online games in English and asks what makes the language and environment of gaming an accessible way to learn English.
Motivation for learning a language for gaming can therefore be aligned to intrinsic motivational language learning models (Ryan & Deci 2000 Wæge 2007). In accordance with online language learning theories which argue that language learning occurs “in the wild” (Thorne 2010: 144), online interaction can give L2 speakers access to “real talk” rather than the simulated or role-played talk of the second language classroom (Kohn & Hoffstaedter 2017). In addition, the skills and capacities needed to instant-message whilst gaming are forming new types of literacy and communication (Godwin-Jones 2004). To this end, gamers use language through a variety of modes, including speaking and writing. online games “comprise the most socially and cognitively complex forms of interactive media currently available” (2009: 808). For speakers of English as a Second Language (L2), gaming provides access to the wider English-speaking community of English as lingua franca speakers (Jenkins 2015 Kachru 1986). Gaming, where users put into application their language repertoire in an informal context, involves language.
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