Compétences orales et outils de communication web dans un projet de télécollaboration pour l’apprentissage du français langue étrangère
Abstract
L’application des nouvelles technologies à l’enseignement des langues ouvre de nouvelles voies à l’expérimentation et à la recherche de méthodes et d’outils qui puissent favoriser l’acquisition des compétences langagières et interculturelles chez les apprenants. Malgré l’expansion sur Internet de toutes sortes d’outils de communication audiovisuels, les stratégies de production orale sont encore peu développées en classe de français langue étrangère (FLE). Dans le cadre des projets actuels de télécollaboration la langue écrite prend une place prépondérante face à la langue orale. Le Projet León-Grenoble essaie de corriger cette situation en privilégiant les stratégies et les pratiques pédagogiques pour la compréhension et la production orales. L’utilisation des tâches et outils Web pour la production orale des apprenants de FLE est ici fondamentale. Dans cet article nous analyserons tous ces éléments, sans oublier l’un des plus déterminants: la correction de la prononciation en relation avec les trois acteurs de cette recherche-action : apprenants, tuteurs et enseignants.
The application of new technologies in language teaching opens up a range of options in the search for methods and tools favourable to both effective foreign language acquisition and knowledge of its culture. In spite of the growth of web-enabled audiovisual tools that enhance communication, oral production strategies are still poorly developed in the language classroom. Within the framework of pedagogical telecollaboration projects, written language is usually predominant. The León-Grenoble project tries to correct these discrepancies by trying to establish a balance between oral and written skills. Task-based oral production is here fundamental for learners of French as a Foreign Language (FLE). And even more crucial are the practices to correct pronunciation for the three agents involved in the educational context: teachers, tutors and students of FLE.
The application of new technologies in language teaching opens up a range of options in the search for methods and tools favourable to both effective foreign language acquisition and knowledge of its culture. In spite of the growth of web-enabled audiovisual tools that enhance communication, oral production strategies are still poorly developed in the language classroom. Within the framework of pedagogical telecollaboration projects, written language is usually predominant. The León-Grenoble project tries to correct these discrepancies by trying to establish a balance between oral and written skills. Task-based oral production is here fundamental for learners of French as a Foreign Language (FLE). And even more crucial are the practices to correct pronunciation for the three agents involved in the educational context: teachers, tutors and students of FLE.
Keywords
Languages teaching, french as foreign language, oral production, new technologies, telecollaboration projects.
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