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Anne-Laure FOUCHER (Clermont-Ferrand)Clavardage, forum et macro-tâche pour l'apprentissage du FLE : quelle(s) articulation(s) possible(s) pour quels apports ?
(Chats, face-to-face activities and macro-tasks in learning French as FL : the contribution of each of these means)2010, Vol. XV-2, pp. 155-172Ce texte est une contribution à la discussion des apports de la Communication Médiatisée par Ordinateur (CMO) à l'apprentissage de la langue étrangère. Nous appuyant sur la mise en place d'un dispositif mixte d'apprentissage du Français Langue Etrangère (FLE) en direction d'apprenants chypriotes de niveau A2, nous analysons plus particulièrement les potentialités de l'articulation pédagogique du présentiel, des clavardages et des forums pour la réalisation d'une macro-tâche écrite en langue étrangère. A partir des données issues des résultats de questionnaires administrés aux apprenants et aux tuteurs et de leurs interactions synchrones et asynchrones, nous détaillons comment l'accompagnement « mixte » est ressenti et mis en actes langagiers par les deux parties, tant sur le plan de la conduite de la macro-tâche que sur le plan des outils utilisés.
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Michel MARCOCCIA (Troyes)Les forums de discussion d'adolescents : pratiques d'écritures et compétences communicatives
(Discussion Forums for Adolescents : Writing Practices and Communication Skills)2010, Vol. XV-2, pp. 139-154This paper deals with discussions within internet forums dedicated to teenagers. Its aim is to describe and analyze the adolescents' writing practices in these forums and the communicative competences which are implemented through these practices (essentially a relational competence), through a ethnographic, pragmatic and discourse analysis of 200 messages sent to Ados.fr, a very active French-speaking forum. This analysis will lead to the following question: are these extracurricural competences can be obstacles or resources in learning situations.
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Kirk MCELHEARN (CNRS)Writing Conversation. An Analysis of Speech Events in E-mail Mailing Lists2000, Vol. V-1, pp. 71-88
E-mail is a form of communication whose use is increasing exponentially as the Internet, and other means of computer-mediated communication (CMC), become more accessible to the general public. Aside from its use in direct interpersonal communication, just as letters, memos, and faxes are used, it is also used for communication among groups that share common interests or goals, through mailing lists. The latter give people the opportunity to discuss these subjects using a form of discourse that is relatively new. While this type of CMC is a form of written communication, there are many aspects of mailing list discourse that are similar to those used in spoken discourse. In this paper, I will discuss how mailing lists function, and how the type of mailing list can influence the type of discourse that is used on the list.
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Christian OLLIVIER (La Réunion)Ecriture collaborative en ligne : une approche interactionnelle de la production écrite pour des apprenants acteurs sociaux et motivés
(Collaborative Writing Online : An Interactional Approach to Written Production for Active and Motivated Social Learners)2010, Vol. XV-2, pp. 121-137The communication and collaboration tools that are available on the web 2.0 offer new opportunities for teaching and learning languages. We present here the results of two similar experiments on collaborative writing for the online encyclopedia Wikipedia. We show that working with Wikipedia initiates a real collaborative process between the students, the Wikipedian Community and the teacher and that this kind of task - which includes real social interactions - is a motivating factor for the learners. Based on these results we promote the implementation of real life tasks and of an "interactional approach".
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Isabelle PIEROZAK (Aix-en-Provence)Approche sociolinguistique des pratiques discursives sur Internet: « ge fé dais fotes si je voeux »
(Sociolinguistic approach of French writing on internet: "ge fé dais fotes si je voeux")2000, Vol. V-1, pp. 89-104The frequent occurrence of electronic conversations (chats) on channels devoted to this activity highlights the existence of ordinary language uses having the peculiarity of being simultaneously current and written and non confidential. This phenomenon is studied here from the point of view of identity, and according to dual and complementary approaches. These link the variety of the (ortho)graphical practices observed to the sociolinguistic representations which organize them at identity level. It appears that the chatters' discursive practices, in the absence of any other way to do it, become the only way to bring to existence for the interlocutors extralinguistic determinants pertaining to the chat, this process being underlied by linguistic representations.
Internet - Web 2.0